The lesson on writing arguments is developed for students from Grade 9. Although students develop their skills in writing arguments in different grades, it is important to enhance their knowledge and train practical skills. Therefore, the purpose of this lesson is to improve students’ skills in analyzing speeches, formulating claims, and planning their own effective arguments. In this class, students have developed skills in discussing arguments, and the needs of diverse students are addressed with the help of differentiating instructions and providing additional materials to stimulate their participation in the lesson activities.
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The strategy selected for the lesson is the ‘Micro Lab Protocol’ that allows for presenting and discussing students’ claims and counterclaims. Working in groups, students receive opportunities to share their visions without being interrupted, and they can listen to other ideas. The discussion of the shared views allows for revising students’ approaches to presenting their opinions. The used strategy is effective to prepare students for writing according to principles of active learning.
|TEACHER: X||SCHOOL NAME: X |
|UNIT: Writing Argumentative Essays. |
TEXT: Crystal Eastman’s “Now We Can Begin.”
|By the end of the lesson, students will be able to: |
|CCSS.ELA-Literacy.W.9-10.1 – Students write arguments to present and support their claims. |
CCSS.ELA-Literacy.W.9-10.1.a – Students distinguish claims and counterclaims.
CCSS.ELA-Literacy.W.9-10.1.b – Students develop claims and counterclaims.
CCSS.ELA-Literacy.W.9-10.1.c – Students use specific words to connect sections.
CCSS.ELA-Literacy.W.9-10.5 – Students develop skills in planning, editing, and revising papers.
|Students are asked to read Eastman’s speech at home, identify topics and claims, review rhetorical strategies, and recognize them in the speech. The teacher asks students to discuss the topic and determine claims and rhetorical strategies (7 minutes).||Students discuss the topics of feminism, communism, suffrage, and women’s rights in the context of the history and social development and with reference to their own visions of these problems.|
|Pre-Writing Activities: |
|Students review the concepts related to writing arguments. |
Students review the language of argumentation and phrases used to write arguments.
Students think of possible claims and counterclaims to support or oppose the argument.
Students develop skills in writing well-structured arguments.
Students develop skills in discussing and revising their arguments.
|English Language Learners are provided with: |
Students with hearing impairment are provided with transcripts for the PowerPoint Presentation.
|To assess: || |
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. New York, NY: John Wiley & Sons.