Lesson Plan Template Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific Learnings (bulleted) being

taught in this lesson: SWBAT: Cognitive (know/understand): Students will understand that every argument has two sides. Students will know both sides of their argument Affective (feel/value): Students will feel the value of considering both side of an argument Performance (do): Students will be able to identify both sides of an argument and create a paragraph incorporating both. SOLs: [List with numbers portrayed in the SOL document] This is a preview of what they will be doing next year.

11.6 The student will write in a variety of forms, with an emphasis on persuasion. . b) Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.

Procedures/Instructional Strategies [Note: Any words that represent what I would say directly to students appear in italics.] Beginning Room Arrangement: Usual rowed seating. 1. [__2_mins.] Bridge: [Slide one: atticus quote]You all have been reading TKAM. Have you been enjoying it? I have decided to share with you today one of my favorite aphorisms from the novel. This really resonated with me because just the other day I got in one of those stupid arguments, you know the onesover something like washing the dishes or borrowing a pen something insignificant anyway and this person would just not give. My argument just didnt cut it. Because I wasnt seeing things from their point of view. So Today to save you from a similar pointless battle like mine, we are going to move away from directly talking about the book and do a little bit of writing practice. [slide 2] The bonus is it will actually help you with school. [read slide] 2. [_1__mins.] Step 1: [slide 3] What I would like you to do is think to yourself about an argument you have had in the past with someone close to you. Just come up with an idea. Take about a minute.

3. [_13__mins.] Step 2: [Slide 4] What we are going to do is use the arguments you have just remembered to practice considering opposing viewpoints by filling out the four square argument chart. What we are going to do is fill one of these out using these questions to help guide us in how to look at our arguments from both sides. [Read slide] are there any questions? Ok what I am handing out now is the ws you will use to analyze both sides of your argument. [pass out ws] you have the next 10 mins to fill these out. 4. [___mins] Step 3: [slide 5] Now we are going to practice writing our arguments using both sides. You have the next 10 minutes to create a paragraph in which you address what your argument is and what your parents/friends argument is. This doesnt have to be an essay. 5. Closure: Next year you will be writing argumentative papers so remember to consider what the other side has to say before you assert that what you say is right. This will bring you respect and people are much more likely to listen to you.

Methods of Assessment: [How will you know if the intended learning occurred?] Completed worksheet and paragraph Materials Needed: Projector Worksheet In Retrospect: [This is I will make reflective notes AFTER the lesson is taught.] I should have included way more modeling. Model EVERYTHING. They got lost and I had to explain over and over what I meant. This could have been helped if I had made it explicitely clear to them what I was asking for by giving an example. Students also were resistant to thinking of arguments. Come up with a better story next time to share that is more relevant to give an example. Explain that an argument in a paper is whatever you are trying to persuade someone to understand. Some students didnt delve deep into this activity and only gave a few reasons for why. Try to get them to think deeper. Be more specific for how many points they should fill out. Again. Make expectations clear and give examples. This is a much bigger lesson than I had thought and needs much more explaining than just this twenty-five minute period of time. Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.) Powerpoint : 10thgradeargument.pptx

YOU NEVER REALLY UNDERSTAND A PERSON UNTIL YOU CONSIDER THINGS FROM HIS POINT OF VIEW UNTIL YOU CLIMB INTO HIS SKIN AND WALK ARO UND IN IT
- Atticus Finch

THINK

Of an argument you may have recently had with a close friend or family member

FOUR-SQUARE ARGUMENT CHART

What are the main points of your Argument? What are the counterarguments you will hear from your parents or friends?

What are the main points of your parents/friends argument? What are the counterarguments you would present to your family/ friends?

PRACTICE!

Write your argument in paragraph form as you would for an essay

Ws: In a sentence or two, explain an argument you have had with a parent or friend:

My side of the argument:

My parents/friends side:

My parents/friends response would be

My response would be