University of Arkansas - Fort Smith

School of Education

Explanation of Lesson Plan Components

Lesson #_2___

Name: __Bailie Coger____________ Date: ____February 2019 _________________                 

Subject Area: ____English______ Grade Level:__________8th_____________

Central Focus: _______What is an argument?___________________________________

Pre-assessment: (What will I use for pre-assessment, and how will I use the results of the pre-assessment? ie. prior academic learning, prerequisite skills, misconception)

I have used the student’s previous bellringers as the pre-assessment to this unit. At the beginning of each class period during this 9 weeks and part of the previous 9 weeks, students have been practicing point of view and developing counterclaims. Their understandings of these topics have proven to be weak. Many of the students do not understand how to acknowledge another point of view while maintaining their own. The students are also “riding the fence” on many issues. Moving into this unit, I will build a firm foundational understanding in students of what a counterclaim is and the significance of point of view while moving into argumentative writing. The IRA will help to develop their knowledge of the vocabulary needed for argumentative writing and will also serve as a model for how the writing should look.

Standard(s):

W.8.1 Write arguments to support claims with clear reasons and relevant evidence.

RI.8.6 Determine an author's point of view, perspective, and/or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

SL.8.1 Engage effectively in a range of collaborative discussions ● one-on-one ● in groups ● teacher-led with diverse partners on Grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Objective(s) (What should students be able to do at the end of the lesson: Consider Language Functions, Bloom’s Taxonomy and/or Depth of Knowledge [DOK])

Students will be able to determine the author’s point of view and analyze counterclaims in an informational text.

Anticipatory Set, Hook or Engaging the Learner: (How will I gain students’ attention and/or connect prior knowledge to lesson objectives?)

The lesson will begin with a bellringer. The students will write a response (½ page journal entry) to an argumentative topic: Should babies be genetically engineered? They will have 10 minutes to write their response. This will grab the students’  attention for the topic for the reading for the day, along with getting their minds ready to discuss argumentative writing and the vocabulary centered around it.

Instruction and Planned Supports: (How will I present new material, ie instructional strategies, and make learning relevant?  Bullet the order and content you plan to teach in the lesson.  Include proposed questions and anticipated responses from students)

Instruction (I do)

Procedural:  I will give each student a copy of the informational text We can engineer a better baby, but we should be careful. Students should also have a pencil and a highlighter to make notes and mark counterclaims in the text.

I will introduce the text we are going to be reading by linking it to the bellringer. I will tell the students that they all probably have different opinions on the topic, but they should be willing to see (not necessarily agree) with the opposing argument.

Guided Practice (We do)

Together we will do an interactive read aloud of the article We can engineer a better baby, but we should be careful to analyze arguments, claims, reasons, evidence, and counterclaims. The emphasis on this lesson will be on counterclaims and how to navigate them into writing.

The text is marked up with questions prepared throughout to engage students in the vocabulary from the previous days lesson (see mark up on appendix II). The questions will require students to turn and talk, think aloud, and think to themselves. Some questions include:

o Based on the title of the article, what do you think the argument is going to be about?

o What point of view does the author have? What claim makes you think that? Based on that claim, what is the main reason the author agrees with gene editing?

o What are some examples of harmful genes, or bad things that you could inherit? o What evidence did the author use to support the reason for using gene editing?o Where did you highlight that the author acknowledged the other side of the

argument (counterclaim)?o What does this paragraph remind you of?

As we read through the text, the students and I will work together to fill out a t-chart measuring both sides of the argument to demonstrate how the counterclaims were cultivated. I will display the t-chart under the document camera for the students to see.

Independent Practice (You do)

Later in the unit, students will be writing an argumentative essay independently. This lesson will help to prep them to understand the terminology and the flow of argumentative writing so they are able to do so fluently.

Questioning and Closure: (Include proposed higher order thinking skills [HOTS] questions aligned with objectives. How can I bring closure to summarize learning and enhance retention of the material?)

At the end of the lesson I will ask:

o What do you think about gene editing?o After reading this article, did it change your mind? (this is to connect to the

starting bellringer)o What is the benefit of using the counterclaims?

I will ask students what questions they have for me. I will sum up the lesson by saying that it is good to analyze other argumentative writing to help drive our argumentative writing. I will tell the students that I want them to keep the article and t-chart because it might come in handy when it is time for them to begin writing their essay.

Alternate Plan “B ” -(What new strategy will I use if students do not understand the material? What will I do if technology does not work? What alternative instructional resources can I use?)

If students do not understand the content from the article, I will explain more vocabulary throughout the reading of the article.

If technology fails, I will draw the t-chart on the white board and write the arguments there instead.

Post-Assessment:   (How will you measure the degree to which students met the objectives? How will this assessment data be used for future learning?)

To measure the degree to which students meet the objectives, I will monitor the discussion among the students during the interactive read aloud. I will listen for their use of the vocabulary from the previous lesson and measure their engagement in out loud discussion and small group discussion with their peers during turn and talk opportunities. This informal assessment will drive my instruction into the next lesson on debates and their ability to see two points of view.

At the end of the unit, students will also be assessed on their ability to write an argumentative writing piece. This assessment will show me if students understand argument.

Accommodations/Modifications: (Explain which of the following you will use and why: Extended Time; Preferential Seating; Segmented Assignments; Assignment Length; Communication Methods; Peer Tutors; Instructional Assistance; IEP/504/ELL/GT; Other).

Remediation :( Rationale for specific students’ accommodations/modifications)

1 student with a hearing impairment will be placed toward the front of the classroom.

For students with IEPs, there will be a Special Education teacher to help guide them and explain any confusion.

For ELL students, there will be an ESOL teacher to help guide them and explain any confusion. I will stop more frequently throughout the interactive read aloud to explain the vocabulary in the article. Words such as: genes, human race, inherited.

Students who struggle to stay on task and lack motivation will be seated with a MKO to help facilitate their discussion and learning.

Enrichment: (How will you extend the learning of students who grasp the content quickly?)

For students who grasp the content quickly, I will challenge them to write counterclaims from the alternate point of view after completing the t-chart.

Resources/Materials/Equipment: (Consider: technology; visuals; supplies; professional; internet research; other)

Newsela article: We can engineer a better baby, but we should be careful

Highlighters, document camera, Smartboard, t-chart handout

Reflection: (Consider the following in your response: used data to plan the lesson; stated my objectives clearly; actively engaged students; integrated Bloom’s Taxonomy; provided time for interaction; gave feedback; kept the lesson aligned with standard(s) and objectives. Address your instruction, classroom management, and student engagement. Include self-efficacy, professionalism, and use academic language).

Reflection Narrative: Today I...

Name ____________________________________________ Date _____________________________ Period ___________________

Gene Engineering

For (Yes) Against (No)