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Baker College Teacher Prep Lesson Plan Form

Unit: Persuasive Writing Lesson Title: Counter Punch! Grade/Period: 5th


6th period
CCSS or State Standards:
CCSS.ELA-LITERACY.W.5.1.A Normally 12:15-1:09,
Introduce a topic or text clearly, but on half day so
state an opinion, and create an 8:05-9:03
organizational structure in which
ideas are logically grouped to
support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.B
Provide logically ordered reasons
that are supported by facts and
details.
CCSS.ELA-LITERACY.W.5.1.C
Link opinion and reasons using
words, phrases, and clauses
(e.g., consequently, specifically).
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement
or section related to the opinion
presented.

Resources and Materials:


Counterargument/Rebuttal model
(can be attached)

Objective: I can: Connect opinion and reasons. (Understand)


What students will know and be able to do I can: Use transition words to make my writing smooth.
stated in student friendly language (use
Bloom’s and DOK levels for higher level (Apply)
thinking objectives) I can: Formulate an opposing view. (Create)
I can: Evaluate and defend my claim with reasons.
(Evaluate)

Essential Question(s): What is a counterargument?


Over-arching questions of the lesson that will What is a claim?
indicate student understanding of
concepts/skills What is it you want the What is a rebuttal?
students to learn/know? Why? Why do you need to know your audience?
How can you discredit what some people might say about your
claim?

Inclusion Activity: Brainstorming: why might someone not like the idea of getting ice
Describe an activity that will ensure that all cream (in the summer)?
students and their voices are included at the
beginning of the lesson.

Sequence of Activities: 1. Explain plan for the day: the comprehension and application
Provide an overview of the flow of the lesson. of the counterargument and rebuttal in an a persuasive essay
Should also include estimates of
pacing/timing. 2. Go over Counterargument/Rebuttal model together
3. Now you try!
Baker College Teacher Prep Lesson Plan Form

4. Activity one:
 The claim: We should have all year schooling.
 Teacher role  Claim and rebuttal
 Students role  Counterargument
5. Activity two:
 The claim: We should get a puppy.
 Teacher role  Counterargument
 Students role  Claim and rebuttal
6. In Persuasive Essay packet (they already have this), turn to
counterargument page. Write your claim and possible
counterargument. Tell the students that there will be time to
do researching for a valid rebuttal next week if they cannot
think of one.
7. Walk around and monitor during activity 6.

Instructional Strategies: Discussion: community circle


Research-based strategies to help students Think-Share
think critically about the concept/skill

Assessment: Formative:
List both formative and summative Listening to counterarguments and rebuttals
assessments that you will use to assess student
understanding. Formative assessments are Monitoring while students fill in their own counterarguments
given during instruction (check for and rebuttals.
understanding), summative are after
completion of instruction (how will you grade –
quiz, test, project, paper, presentation, Summative:
demonstration, etc.).
Persuasive Essay (at end of unit)

Differentiation: Some students may need extra monitoring.


Describe who will need additional or different
support during this lesson, and how you will
support them. Differentiated instruction could Guide Seth with a prompt. While students brainstorm ideas, check
include testing accommodations, preferential on him. He struggles with confidence and will not want to share.
seating, segmented assignments, a copy of the
teacher’s notes, assignment notebook, peer
tutors, etc.

Summary, Integration and Students come up with counterargument and rebuttal for their own
Reflection: papers.
List the way that you will bring students
together to integrate and reflect on their
learning from this lesson

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