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Day 5 LP

This document outlines a 50-minute lesson plan for an 11th grade U.S. Literature class on developing argumentative thesis statements. The lesson includes reviewing components of a strong thesis, having students revise their own theses using examples, and providing class time for further research to support their arguments. Standards addressed include skills in collaborative discussion, citing text evidence, writing arguments, conducting research, and evaluating reasoning.

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61 views3 pages

Day 5 LP

This document outlines a 50-minute lesson plan for an 11th grade U.S. Literature class on developing argumentative thesis statements. The lesson includes reviewing components of a strong thesis, having students revise their own theses using examples, and providing class time for further research to support their arguments. Standards addressed include skills in collaborative discussion, citing text evidence, writing arguments, conducting research, and evaluating reasoning.

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api-295417045
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ARGUMENTATIVE WRITING UNIT

Day 5, Monday, 3/6/17, 50 minutes

Teacher: Miriam Gueck


Subject Area: U.S. Literature Grade Level: 11 School: Fort Collins High School
Unit Title: Argumentative Writing Unit
Lesson Title: Argumentative Essay Breakdown: Thesis, Develop/Revise Thesis, Research worktime for
components of Issue Analysis

Standards:
1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
2.2.a. Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.
(CCSS: RI.11-12.1)
2.2.a.v. Predict the impact an informational text will have on an audience and justify the prediction
2.3.d. Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (CCSS: L.11-12.6)
3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)
3.2.b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. (CCSS: W.11-12.2)
3.3.a. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.11-12.1)
4.1.a. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (CCSS: W.11-12.7)
4.1.c. Evaluate and revise research questions for precision and clarity
4.1.d. Evaluate quality, accuracy, and completeness of information and the bias, credibility and
reliability of the sources
4.1.e. Document sources of quotations, paraphrases, and other information, using a style sheet, such
as that of the Modern Language Association (MLA) or the American Psychological Association (APA)
4.1.f. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(CCSS: W.11-12.9)
4.3.a. Analyze the purpose, question at issue, information, points of view, implications and
consequences, inferences, assumptions, and concepts inherent in thinking
4.3.b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including
relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision
4.3.d. Evaluate the reasoning of self and others for quality, strong-sense thinking

Learning Target:
Students will take a close look at the components of a good argumentative
thesis statement
Students will develop/revise their thesis statements
Students will continue research for their Argumentative Essay Issue Analysis
ARGUMENTATIVE WRITING UNIT
Day 5, Monday, 3/6/17, 50 minutes

Success Criteria:
Students will take notes on the components of a good argumentative thesis
statement, looking at good and bad examples of each component
Students will develop/revise their thesis statements
Students will take handwritten research notes, begin filling in the Issue Analysis
graphic organizer, and keep track of research sources in MLA format

Materials Needed (include page numbers, supplies, resources):


Argumentative Essay Notes 3 and 4
Handwritten research notes
Issue Analysis graphic organizer
Laptops

Anticipatory Set (optional):


After greeting students I will ask how their research is going. I will ask students to get out all the
research work theyve done so far on their handwritten notes and graphic organizer.
Students will receive a copy of Argumentative Essay Notes 3 and 4 that breakdown the thesis
statement. I will remind them of the importance of not losing these, as they are full of helpful
information and examples on the components of the argumentative essay. When you are drafting
your essay, refer back to your notes, and use them as a checklist. DId I use contractions? Unless you
did so to show possession, you need to get rid of that and use the full forms of the words - must not
instead of mustnt, do not instead of dont.... Did I stick to third person plural or singular? Are there
any places where I used I or you? If so, edit that to third person - he/she/it/they/etc Is my
hook engaging? Do I provide a proper explanation of the situation I am arguing about, so that by the
time my reader reads my thesis he or she has a good idea of what the issue is about? Is my thesis
clearly stated? And today well breakdown the Thesis Statement itself. Well discuss what makes a
good argumentative thesis statement. Well look at good and bad examples. And then when youre
drafting your introduction, particularly your thesis, refer back to todays notes, and check to make
sure your thesis is in agreement with what were going to talk about.
I am grading these, and you will get them back tomorrow or by the end of the period.
(5 min)

Procedure (step by step through the lesson activities):


After going over the notes with them, giving answers and explanations, I will instruct students to
check answers with their podmates to ensure that everyone got everything. Then, looking at the
research theyve done so far, I will instruct them to spend the next few minutes revising/developing
their thesis statement, and encourage them to use the points we just discussed as a checklist. After
about a few minutes, I will ask some students to share their thesis and together, well go through the
checklist for their thesis.
I will collect todays AE Notes. I plan to return them before the period is over.
(15 min)
ARGUMENTATIVE WRITING UNIT
Day 5, Monday, 3/6/17, 50 minutes

Closure (optional):
Students will have the rest of class to continue research for their Issue Analysis. I will walk around to
offer support and enforce wise use of time.
(30 min)

Evaluation/Assessment:
Opening segment, when I ask about where students are at with their research
Argumentative Essay Notes 3 and 4
Students working on their thesis statements, sharing for whole class
revision/editing/checking, student participation while revising and editing
Research notes/graphic organizer

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