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University of South Alabama

Department of Leadership and Teacher Education

K-6 Teacher Education Lesson Plan Format

Vital Information

Author Brittany Stanchio Subject(s) ELA-Writing

Grade Level 5th Grade Central Focus Argumentative Essay

Standard(s) W.5.1a. Introduce a topic or text clearly, state an opinion, and create
List the full standard with an organizational structure
its number.
in which ideas are logically grouped to support the writers purpose.
W.5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach. (Editing for conventions
should demonstrate command of the first three Language standards in
Grades K-5).
SL.5.1Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher-led) with diverse partners on Grade 5
topics and texts, building on others ideas and expressing their own
SL.5.1a. Come to discussions prepared, having read or studied
required material; explicitly draw on
that preparation and other information known about the topic to
explore ideas under
SL.5.1b. Follow agreed-upon rules for discussions and carry out
assigned roles.
SL.5.1c. Pose and respond to specific questions by making
comments that contribute to the
discussion and elaborate on the remarks of others.
SL.5.3 Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
Student Learning Using their T charts, students will pair up, collaborate, and discuss
Objective(s) the pros/cons of the topic they came up, exploring new ideas from
List all objectives for the each other, 100% of the time. (W5.5; SL5.1) (Blooms Understand)
lesson. Objectives must
be measurable,
observable, and based on Using their pros/cons T charts, students will write the ideas they
lesson content. will use in their essay in the appropriate places of the graphic
Must include conditions,
performance, and organizer, with 100% accuracy. (W5.1a) (Blooms Create)
Justification for Goals and Objectives

Prior Academic Students know how to write a paragraph, which includes a topic
Knowledge and sentence.
Conceptions Students have trouble with the of the components of an argumentative
What knowledge, skills, essay.
and concepts must
students already know to Students are unfamiliar with the sequence of an argumentative essay.
be successful with this
What prior knowledge
and/or gaps in knowledge
do these students have
that are necessary to
support the learning of
the skills and concepts for
this lesson?

Common Errors Students may confuse the sequence of an argumentative essay

What are common errors (argument, counterargument, etc.)
or misunderstandings of
students related to the
central focus of this The teacher will use a graphic organizer to visually represent the
lesson? order, which each paragraph of the essay should be written. The
How will you address teacher will provide multiple examples through instruction and
them for this group of conferencing, as needed.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch 1 Teacher says: Today, we will become investigators as we learn the

Minutes process a lawyer or politician must use to create a strong argument
against an opponent.
How will you start the
lesson to engage and
motivate students in State Objective: Together, we will analyze an argumentative essay,
learning? State the labeling all the opponents in the essay. Then, you will brainstorm the
objective in student terms.
pros and cons of various topics to create a strong argument.

Instruction 30 1.) Show the students the anchor chart of the Components of a Strong
Minutes Argument. *The teacher will ask students questions to help them
understand the importance of each component in an
What will you do to
engage students in argumentative essay. She will also incorporate habit #5, seek first
developing understanding to understand, then to be understood, in this discussion.
of the lesson? 2.) Review argumentative essay graphic organizer anchor chart, only
How will you link the new focusing on the body of an argumentative essay.
content (skills and 3.) Have the students take out their argumentative essay graphic
concepts) to students organizers, to use as a reference, for the next part of instruction.
prior academic learning
and their personal/ 4.) Display a prewritten argumentative essay on the smart board.
cultural and community 5.) Read the essay, as the students follow along.
6.) The students will use their graphic organizers, as a reference, to
What will you say and help the teacher find, highlight, and label each component in the
do? What questions will written essay. *NOTE: Each component should be highlighted in a
you ask? How will you
monitor students and different color.*
provide feedback? 7.) As we go through this process together, students will highlight and
label their own copies and put it in their writers notebook to use, as a
How will students engage
with one another? reference, in the future. The students may use crayons, markers or
colored pencils to highlight and label their own copies.
How will you determine if 8.) Once all the components are properly labeled, the teacher will
students are meeting the
intended learning instruct the students to put the essay in their writers notebooks and
objectives? turn to the next blank sheet of paper.
9.) The teacher will model drawing a T chart and labeling each
side. One side will be labeled Pros (claim/argument) and the other
side will be labeled Cons (counterclaim/opponents argument). As the
teacher models, the student will create the T chart in their writers
notebook and label it.
10.) The teacher will give the students the topic of their essays.
11.) The teacher will use a different topic to demonstrate the
brainstorming process on the T chart.
12.) The teacher will give students 5 minutes (this time could change
depending on teacher observation) to brainstorm their ideas and write
them under the correct column of the T chart.
13.) The teacher will instruct students to turn to their partners and
share their ideas which they have listed in each column of their charts
and decide circle which ideas they will use in their essays (about 5

Instruction-cont 16.) The teacher will display the T chart, on the smart board.
30 Minutes 17.) The teacher will use the graphic organizer (matches the students
graphic organizer) on the anchor chart to model how to convert the
What will you do to
engage students in ideas from the T chart to the graphic organizer.
developing understanding 18.) The teacher will review the anchor chart with the students,
of the lesson? answering any questions, before the students complete this same task,
How will you link the new independently.
content (skills and 19.) The student will then convert their t charts to the correct
concepts) to students locations of the graphic organizers.
prior academic learning
and their personal/
cultural and community

What will you say and

do? What questions will
you ask? How will you
monitor students and
provide feedback?

How will students engage

with one another?

How will you determine if

students are meeting the
intended learning

Independent 1.) The teacher will give the students the topic of their essays.
Practice 2.) The teacher will give students 5 minutes (this time could change
15-20 Minutes depending on teacher observation) to brainstorm their ideas and write
them under the correct column of the T chart.
How will you give
students the opportunity 3.) The students will use their T charts and graphic organizers to
to practice so you can transfer their ideas to the correct locations on the graphic organizers.
provide feedback?

How will students apply

what they have learned?

How will you determine if

students are meeting the
intended learning

Closure 1 Tell the students: Today you learned the components of a strong
Minutes argument, the first step of the writing process-prewriting/
brainstorming, and how important it is to consider all sides of an
How will you end the
lesson? argument.

Restate the objective and

make life connections.

Differentiation/ Whole class:
Planned Support The teacher will provide a demonstration of each skill and the
How will you provide completion of a graphic organizer. If the teacher notices several
students access to
learning based on students in the class struggling with a skill, she will stop the class and
individual and group reteach quick mini lesson, on that specific skill.
Groups of students with similar needs:
How will you support If the student notices a few students struggling with a skill, she will
students with gaps in the
prior knowledge that is gather the students to provide additional support on that skill.
necessary to be successful
in this lesson? Individual students:
The teacher will walk around and provide one-on-one support while
students work on their chart. Joshua- Student will receive extra time to
complete assignment, Teacher Support, Assignment may be shortened
Tia-Student will receive extra time to complete assignment, Teacher
Support, Assignment may be shortened
What Ifs The teacher may followup with additional lessons, if the students do
What might not go as not appear to be able to meet the objectives. If the smart board or
planned and how can you
be ready to make computer is not working, the teacher can write the essay sentences in
adjustment? different colors, on the whiteboard, as the class identifies each
Resources and Written Argumentative Essay, Various Colored Highlighters (x5),
Materials Pros and Cons Organizer Anchor Chart, Components of a Strong
What materials does the Argument Anchor Chart, Rubric
teacher need for this
What materials do the
students need for this

Academic Language Demands

Language Function Check all that apply:
What language function Analyze Argue Describe
do you want students to
develop in this lesson? Evaluate
What must students Explain Interpret Justify
understand in order to be Synthesize
intellectually engaged in
the lesson? Compare/Contrast Construct Examine

Content Specific Argumentative Essay
Terms Argument- your view of the argument, your reaction and side you
What vocabulary do will take
students need to support
learning of the learning Claims- the reasons you give to support your argument
objective for this lesson? Evidence- In argumentative essays, evidence will help to support
your claim. Proof!
Counterargument- the opponents argument; what others with a
different view may argue
Topic/Thesis- Main idea of the paragraph or essay
Introduction- the first paragraph of an essay; introduces the essay
and contains the thesis
Conclusion- the last paragraph of an essay; closure; wraps up the
Use of Language Students will listen as the teacher gives instructions and models each
What specific ways will portion of the lesson for them.
students need to use
language (reading, Students will write the pros/cons of the topics argument in the
writing, listening and/or appropriate spaces of the T chart.
speaking) to participate Using their pros/cons list, students will write the ideas they will use
in learning tasks and
demonstrate their in their essay in the appropriate places of the graphic organizer.
learning for this lesson? During pair and share, students will discuss their arguments/
counterarguments with each other, using their T chart.
The students will practice the qualities of being an effective listener/
speaker, during pair and share.
*Habit #5-Seek first to understand, then to be understood.*
Students Abilities Students are able to participate in class discussions and record ideas
What are your students on paper, in order to meet the learning objectives.
abilities with regard to
the oral and written
language associated with
this lesson?

Support The teacher will provide explicit modeling and instruction, by

How will you support demonstrating the use of language in a lesson. The students will have
students so they can
understand and use the the opportunity to practice using the language through class
language associated with discussions and pair/share time.
the language function and
other demands in meeting
the learning objectives of
the lesson?

Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson
objective(s). Attach a copy of the assessment to this document.

Type of Assessment Informal assessment for objectives. (Not for a grade-checking for
(Formal or Informal) understanding)
Description of the The teacher will observe the student responses on the graphic
Assessment organizer completed during independent practice.
Modifications to the The assessment can be modified by providing arguments and
Assessment counterarguments and having the students select the appropriate
responses to go on the organizer. The student may also be prompted
with questions about the topic to help them come up with each view of
an argumentative essay.
Evaluation Criteria The assessment provides written evidence of whether or not the
What evidence of student student was able to determine the components for the body paragraphs
learning (related to the
learning objectives and of an argumentative essay.
central focus) does the
assessment provide?