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CEP Lesson Plan Form

Teacher: Angelia Martinez Date: 4-15-19

School: Blevins Middle School Grade Level: 7th Content Area: PreAP English

Title: Argumentative Writing (session 3): Adding Evidence in Appropriate Places Lesson #: 4 of 4

Lesson Idea/Topic and Rational/Relevance: Students will begin class doing SSR (sustained silent
What are you going to teach and why is this reading). It enhances reading skills and builds vocabulary.
lesson important to these students? What
has already happened in this classroom Students will be given Vocab assignment 8.14. It’s
surrounding the subject you will be important that students are exposed to this weekly
teaching? What do students already know? because vocabulary is the foundation of comprehension.
Why are you going to teach this topic now It helps students understand what others are saying and
(how does it fit in the curricular sequence)? what he/she is reading. They will have about 5-10
hat teaching methods/strategy will you be minutes to work on this in class.
use and why?
I will then have students come up to the front of the
room and sit for a mini-lesson to go over what it means
to add relevant evidence in argument. A teaching point
will be made, writing techniques will be addressed, and
there will be activities for student engagement. Following
this, students will move into a workshop session where
they will begin evaluating their evidence and
purposefully inserting it into their writing where it best

I am going to teach this topic now because PSD has

recently adopted this new writing curriculum. Now that
students have worked on various forms of the writing,
such as narratives/fictional narratives/poetry/children’s
books/etc. and completed their annual standardized
testing, it’s required that argumentative writing be



-Vocab 8.14

-Mini-Lesson: Adding Relevant Evidence

-Workshop: Adding Evidence in the Right Places and

Creating a Works Cited Page

-Learning target reflection

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

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CEP Lesson Plan Form

7.4.2 Research and Reasoning: Logical information requires documented sources

7.4.3 Research and Reasoning: Reasoned material is evaluated for its quality using both its logic
and its use of a medium


Teacher Candidate Quality Standards CEP:

CEPTC Quality Standard #1

Teachers demonstrate mastery of and pedagogical expertise in the content

they teach.

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, 
and their district’s organized plan of instruction. 

Element c: Teachers demonstrate knowledge of the content, central concepts, inquiry, 
appropriate evidence­based instructional practices, and specialized characteristics of the 
disciplines being taught. 

CEPTC Quality Standard #2

Teachers establish a safe, inclusive and respectful learning environment for a

diverse population of students.

Element a: Teachers foster a predictable learning environment characterized by acceptable 
student behavior and efficient use of time in which each student has a positive, nurturing 
relationship with caring adults and peers. 

CEPTC Quality Standard #3

Teachers plan and deliver effective instruction and create an environment

that facilitates learning for their students.

Element b: Teachers use formal and informal methods to assess student learning, provide 
feedback, and use results to inform planning and instruction.

Element c: Teachers integrate and utilize appropriate available technology to engage students in 
authentic learning experience.

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CEP Lesson Plan Form

Element f: Teachers model and promote effective communication. 

Understandings: (Big Ideas)

Students will understand why evidence is needed in the form of argument and how to do so.

Students will be able to rank evidence by level of important and incorporate these pieces in one’s

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Questions for research and reasoning:

o How are kids hurt and helped by competitive sports?

o What are the invisible side effects, the pros and the cons?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Use evidence to support my ideas.

This means: I can choose only the strongest pieces of evidence. I can introduce my evidence and use
punctuation to make it easy to follow.

List of Assessments: (Note whether the assessment is formative or summative)

Formative Assessment:

Ranking and Adding Relevant Evidence

Summative Assessment:

Final Argumentative Essay

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students to Argumentative Writing (session 3): Adding Evidence in Appropriate Places
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials  Writing utensil, highlighters
How long do you expect the activity to last and what  Individual books for SSR
materials will you need?  Projector/Computer/Smartboard
 Student laptops

Documents Needed:
 “Take it to Paper” handout

Anticipatory Set
The “hook” to grab students’ attention. These are “So today for mini-lesson, we are going to go strengthen our positions on whether or not
actions and statements by the teacher to relate the kids should be involved in competitive sports and how to add relevant evidence to our
experiences of the students to the objectives of the arguments. This is not the first time you’ve been asked to write about reading. You’ve
lesson, To put students into a receptive frame of written such as narratives/fictional narratives/poetry/even children’s books! You’ve done
mind. a lot of quoting before. So right now, I want you to turn to a partner and tell them what
 To focus student attention on the lesson. you already know about putting evidence in your writing? How have you done this in the
 To create an organizing framework for the past and what techniques have you used?
ideas, principles, or information that is to
Anticipated Answers: Adding quotes, summarizing/paraphrasing parts, lead into the
follow (advanced organizers)
quote/embedding evidence then explain why it matters, page number, etc.
An anticipatory set is used any time a different
activity or new concept is to be introduced. → Share out some of the ways to include evidence that students named, and ask them to
take note of how many of these they have done in their new draft—and to make plans for
what they will do as they revise.
How do you intent to engage your students in
thinking during the Anticipatory Set? The strategy I intend to use is: Making a connection

Why are you using it at this point in your lesson? I am using this strategy here because: Students may feel intimidated by argumentative

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CEP Lesson Plan Form

writing and new content being introduced. After explaining that they have used such
similar writing techniques before may ease any worries and make students understand
that they most certainly can do this again in their argumentative essays.

Procedures  SSR: Students will read silently/independently (10 min. -- until about 7:50)
(Include a play-by-play account of what students and INDIVIDUAL PRACTICE
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the  Vocabulary 8.14 (10 min.) INDIVIDUAL/GROUP PRACTICE Musical/Rhythmic
length of each segment of the lesson. List actual
minutes.)  Mini-Lesson: Adding Relevant Evidence (15-20 min.) MODELING/TEACHER
-teacher input Intrapersonal/Naturalist
-questioning strategies → Hand out writing folders and ask students to bring their argumentative essay drafts
-guided/unguided: from Thursday up with them!!!
-whole-class practice
-group practice  Workshop: Adding Evidence in the Right Places and Creating a Works Cited Page
-check for understanding Musical/Rhythmic
 Learning Target Reflection: Warn students that I will be drawing names, so one
must think of something to say if their name gets called. Students will be
answering the following learning target reflection questions:

What is your strongest piece of evidence? What makes it so strong?

sharing answers

 Homework Reminder: (1 min.) TEACHER INPUT

o Work on essay and works cited page
o Read for 30 min.
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is: Student Example of a Claim AND Think-Pair-Share

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Why are you using it at this point in your lesson? I am using this strategy here because: Examples/modeling always enhances
comprehension of a concept. This will also be a whole-class example, where we can work
through the question together. Also, before this, students will be able to discuss with a
partner to help increase confidence when it comes time to begin sharing out. This
strategy allows students to orally share thoughts and intriguing information about
possible writing ideas. Students will not only be able to share burning ideas, but also to
listen to ideas of one’s peers. This may also help inspire those that are having trouble
coming up with something.

Those actions or statements by a teacher that are Learning Target Reflection:
designed to bring a lesson presentation to an What is your strongest piece of evidence? What makes it so strong?
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense (5 min. drawing sticks (names), sharing answers verbally as a whole-class)
out of what has just been taught. “Any Questions?
No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have
arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is: to refer back to the learning target/thinking strategies, as
well as have students complete a learning target reflection.
Why are you using it at this point in your lesson?
I am using this strategy here because: it’s important for students to understand the
importance of going over the learning target, success criteria, and thinking strategies.
When making such connections, students will piece together parts to a whole and begin
to independently guide one’s own learning. This specific reflection allows to students to
begin thinking about one’s future writing.

-Give students specific writing requirements, such as saying students need to

Differentiation: have at least 4 pieces of evidence total embedded into their writing
Differentiation should be embedded
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CEP Lesson Plan Form

throughout your whole lesson!! -Provide sentence starters

This is to make sure you have met the -Ask students to stay at mini-lesson if confused/have any questions when the
needs of your students on IEPS or 504 class is released to workshop time; also pull forward any students that seem
To modify: If the activity is too advanced for a child, to really be struggling during workshop to go over a specific text, how to find
how will you modify it so that they can be evidence and input it into our writing
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning  Students participate in activities throughout the lesson and read silently during
targets? Write a description of what you were SSR.
looking for in each assessment.
 Students can demonstrate understanding of language by working on/completing
vocabulary assignment

 Students can actively engage during mini-lesson.

 Students begin pondering the learning target/success criteria/inquiry question

and share one’s thinking.

 Students are attentive during workshop and work effectively and productively
during workshop time.

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CEP Lesson Plan Form

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