SES Lesson Plan
Teacher: Sheila M. Phipps Date: February 1, 2016
Standards and Key Concepts
Unit of Study English Language Arts
Grade Level 6th Grade
Essential Question How can I identify an argument within a text?
What are the characteristics of a good argument?
What are the elements of well-supported argument writing?
What evidence can a speaker use to support a claim?
Standards
I can develop an argument using text based evidence.
IEP Objectives
Materials & Resources Needed Teacher:
Video clip
Claim/Counter Claim Graphic Organizer
Computer
Students
Pencils
Writing paper
Lesson Implementation
Activating Strategy
Students will watch a video titled “World of Nature: Plight of the Asian Elephant” using the website …show more content…
As the teacher gives the students the definition, she will ask the students to write an example for each on their graphic organizer
We Do
(Guided Practice)
Guided Reading: Teacher will read the article with the students and will stop after each paragraph to highlight and review the pros (“for zoos”) and cons (“against zoos”) that were read or the teacher reads and models via think-aloud the first couple of paragraphs, and then “invites” students to think-aloud and annotate certain paragraphs.
After reading the majority of the article, the teacher will then ask the students to read the remainder of the article independently (or in pairs) and record the pros and cons they …show more content…
Now we are going to apply those same skills to a written argument. You looked at the pros and cons for keeping elephants in zoos. Using this article, let’s identify some of the claims the author makes about zoos. What are the claims for keeping zoos? We have already identified the things the author says about zoos. Some of you, for example, underlined or highlighted, ‘Zoos are working hard to prevent problems such as arthritis…replacing hard floors…may be easier on elephant
Teacher: Sheila M. Phipps Date: February 1, 2016
Standards and Key Concepts
Unit of Study English Language Arts
Grade Level 6th Grade
Essential Question How can I identify an argument within a text?
What are the characteristics of a good argument?
What are the elements of well-supported argument writing?
What evidence can a speaker use to support a claim?
Standards
I can develop an argument using text based evidence.
IEP Objectives
Materials & Resources Needed Teacher:
Video clip
Claim/Counter Claim Graphic Organizer
Computer
Students
Pencils
Writing paper
Lesson Implementation
Activating Strategy
Students will watch a video titled “World of Nature: Plight of the Asian Elephant” using the website …show more content…
As the teacher gives the students the definition, she will ask the students to write an example for each on their graphic organizer
We Do
(Guided Practice)
Guided Reading: Teacher will read the article with the students and will stop after each paragraph to highlight and review the pros (“for zoos”) and cons (“against zoos”) that were read or the teacher reads and models via think-aloud the first couple of paragraphs, and then “invites” students to think-aloud and annotate certain paragraphs.
After reading the majority of the article, the teacher will then ask the students to read the remainder of the article independently (or in pairs) and record the pros and cons they …show more content…
Now we are going to apply those same skills to a written argument. You looked at the pros and cons for keeping elephants in zoos. Using this article, let’s identify some of the claims the author makes about zoos. What are the claims for keeping zoos? We have already identified the things the author says about zoos. Some of you, for example, underlined or highlighted, ‘Zoos are working hard to prevent problems such as arthritis…replacing hard floors…may be easier on elephant