UTL 640E

Lee Bergen/Westlake High School

Lesson Date: Wednesday, April 22, 2015
Class Period/Time: 2nd Period
Enduring Understanding:

Marissa Montano
English II Pre-AP
Teach(es): #7

Established standards and styles are applied when writing research papers and documenting
sources through supporting facts; gathered, analyzed, and synthesized from efficient research; in
order to produce a convincing argument.
Essential Questions:
Factual:
What constitutes an effective source for a persuasive research paper?
Conceptual:
How do I use the writing process to compose a research paper?
How are style guides used to ensure writing style and structure in a research paper?
Philosophical:
People use strong arguments as a powerful communication tool that can be used to make ones
claim.
The use of strong evidence can create the needed support in order to inform or persuade an audience.
Lesson Objective(s):
As a class the students will review a sample research paper and identify different components of
a persuasive research paper such as the opening of the essay, thesis, main points, concessions and
rebuttals before they begin to draft their own papers using an outline during class and for homework.
Resources/Materials:

UTL 640E
Lee Bergen/Westlake High School
Lesson Date: Wednesday, April 22, 2015
Class Period/Time: 2nd Period
A. To Do Before the day of the lesson:

Marissa Montano
English II Pre-AP
Teach(es): #7

Have handouts ready in Ebackpack

B. For the lesson itself:
Make sure students have handouts ready and available to use
Students will need their completed annotated bibliographies in their iPad
TEKS/SEs Addressed in the Lesson:
(16) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative
essay to the appropriate audience that includes:
(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence;
(B) consideration of the whole range of information and views on the topic and accurate and
honest representation of these views (i.e., in the author's own words and not out of context);
(C) counter-arguments based on evidence to anticipate and address objections;
(D) an organizing structure appropriate to the purpose, audience, and context;
(E) an analysis of the relative value of specific data, facts, and ideas; and
(F) a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).
Steps in Lesson:
ENGAGEMENT: 10 Minutes
Writers Notebook

UTL 640E
Marissa Montano
Lee Bergen/Westlake High School
English II Pre-AP
Lesson Date: Wednesday, April 22, 2015
Teach(es): #7
Class Period/Time: 2nd Period
Topic: At this point of the writing process how do you feel about beginning to draft your papers?
Do you feel your sources will prove sufficient to helping you fully answer your essential question?
STATED OBJECTIVE:
Today we are going to begin drafting our research papers, by creating a detailed outline to support your papers organization, but first we will look at several sample research papers so you
can get an idea of what your own paper will essentially look like.
ACTIVE LEARNING:
Introduce: 10 Minutes
As a class we will go over a sample research paper and analyze it for the following components:
Opening of the essay
Thesis
First main point
Second main point
First concession
First rebuttal (optional)
Closing
We will examine the research for each of the points stated above. As we identify and mark each
component in the sample paper I will explain to the class that this is what they will be required to
include as they begin drafting their research paper.
Explain: 10 Minutes

UTL 640E
Marissa Montano
Lee Bergen/Westlake High School
English II Pre-AP
Lesson Date: Wednesday, April 22, 2015
Teach(es): #7
Class Period/Time: 2nd Period
Next, we will go over the outline the students will use to draft their research paper. They will use
the following outline to guide them in the beginning steps of the drafting process:
OPENING YOUR ESSAY
I. THE BEGINNING
A. ATTENTION GETTER/DISCUSS SUBJECT
B. THESIS STATEMENT (with a qualification)

THE BODY OF YOUR ESSAY

II. FIRST MAIN POINT
A. YOUR POSITION/CLAIM
B. EVIDENCE TO SUPPORT

III. SECOND MAIN POINT

A. YOUR POSITION/CLAIM
B. EVIDENCE TO SUPPORT
IV. FIRST CONCESSION
A. POSITION/CLAIM OF THE OTHER SIDE
B. EVIDENCE TO SUPPORT
C. COMMENTARY/SIGNIFICANCE OF QUOTE AND HOW IT LINKS TO CONCESSION
POINT
V. FIRST REBUTTAL

UTL 640E
Lee Bergen/Westlake High School
Lesson Date: Wednesday, April 22, 2015
Class Period/Time: 2nd Period
A. RESPONSE TO CONCESSION POINT

Marissa Montano
English II Pre-AP
Teach(es): #7

B. EVIDENCE TO SUPPORT
C. COMMENTARY/SIGNIFICANCE OF QUOTE AND HOW IT LINKS TO REBUTTAL

ENDING YOUR PAPER

VIII. CLOSING
A. RESTATE IDEA OF THE THESIS (with different wording)
B. FINAL THOUGHTS (What should the reader consider or remember? How should reader act
on this issue?

As we go over the outline I will ask the students, how did the sample paper we just reviewed
together reflect the outline you are about to use for your paper? Point out some sections in the
paper that follow the outline. Here we will have a class discussion as we review the sections of
the paper that are following the structure of the outline.
Apply: 10-15 Minutes
The students will now individually work on the outline for their research paper.
At this point they will have their annotated bibliographies graded and returned by Mr. Bergen
They will use their annotated bibliographies to help them in the drafting process
Evaluate: 5 Minutes
As I walk around the room I will be monitoring the students as they work individually on their
research outlines. I will ask them the following question:

UTL 640E
Marissa Montano
Lee Bergen/Westlake High School
English II Pre-AP
Lesson Date: Wednesday, April 22, 2015
Teach(es): #7
Class Period/Time: 2nd Period
How did the sample research paper affect the way you will outline your own paper?
Do you feel your sources will help you make each of your points that are needed in your paper?
The students will also share with their neighbors questions or comments they have about their
process of outlining their research paper.
CLOSURE: 5 Minutes
We will stop our outlining and have a class discussion recapping what we have learned by asking
the following questions:
How does outlining your research paper allow you to organize your ideas that stem from your
essential question?
How do your annotated bibliographies help you determine which sources should be included in
your paper during the drafting process?
Modifications/Differentiation Strategies:
No modifications are necessary for this lesson.
Evaluation Strategies:
I will be walking around the classroom monitoring the students as they work on their research
outlines, and I will be asking them if they have any questions about the drafting process or the
sample research paper we had examined at the beginning of the lesson. Students will be turning
in their outlines to Mr. Bergen at the end of class.
Notes/Recommendations for Next Time?

Be sure to initiate contact with students if they dont approach you

UTL 640E
Lee Bergen/Westlake High School
Lesson Date: Wednesday, April 22, 2015
Class Period/Time: 2nd Period
Continue redirecting off-task behavior

Marissa Montano
English II Pre-AP
Teach(es): #7