Daily Lesson Plan

Teacher: Erin Scafone

Class/Periods: Research Writing
Core
Values:
Rigor
Relevance
Relations
hips
Respect
Responsib
ility

Unit
CC/State/EOC
Standard(s)

CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented
in different media or formats (e.g., visually, quantitatively) as well
as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.L.11-12.6
Acquire and use accurately general academic and domain-specific
words and phrases, sufficient for reading, writing, speaking, and
listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or
expression.

Essential
Question

Why are rebuttals necessary in order to make a sound

argument?
What criteria might be used to evaluate a persuasive
argument?

AIM/Objectiv
e (I Can)

I can use a pro/con list to create a concession and rebuttal

in an argument relevant to me.

Strategies
Auditory
Believer/Doub
ter
Fishbowl
Four-Corners
Debate
Literature
Circles
Roundtables
Socratic
Seminars
Teach-Back
Think-PairShare
Read-Aloud
Think-Aloud

Visual
Guided Note
Taking
Flowcharts
Double-Entry
Notebooks
Sequencing
Maps
Concept Maps
Venn
Diagrams
Foldables
Dioramas
Mobiles
Graphing

Kinesthetic
Gallery Walks
Readers
Theater
Investigations
Games
Floor/Wall
Puzzles

Grouped by Content

Do Now:
Why is it helpful to know and understand the other side of the argument,
even if you dont agree with it?
WarmUp: Preparing for lesson.
Should parents be allowed to bring outside food in for their students at school?

If you are on the pro side, sit in the front half of the room. If you are on the
con side, sit in the back half of the room.
On the pro side, I want you to make a list of reasons why you are for bringing
outside food in the school.
(M.I. Interpersonal)
On the con side, I want you to make a list of reasons why you are against bring
outside food in the school.
(M.I Interpersonal)

Connection: Brief verbal statement connecting WarmUp skills to Objective.

Addresses the WHW of the day--What theyll learn, How they are going to
learn it, Why they are learning it)

We will return to this question and our lists. Today, we are going to learn how to

use pro/con lists to help us identify the concessions and rebuttals in our
arguments. Both pieces are very important to an argument because they help
build stronger arguments.

Model/ Teach/ Guided Practice: Provide lesson steps, explanations,

connection to AIM

1. Review what is a claim

(M.I. Verbal/Linguistic)
2. Define what is a concession
(M.I. Verbal/Linguistic)
(Blooms: Comprehension)
3. Define what is a rebuttal
(M.I. Verbal/Linguistic)
(Blooms: Comprehension)
4. Start part 1 of worksheet Research Question to Working Thesis
(Students should be sorting into pro/con lists and eliminating
fallacies.
(M.I. Interpersonal)
(Blooms: Application)
5. Review the final two lists, and do part 2 of the worksheet: create your
claim statement in the although/because format.
(Blooms: Application)
6. Have students share their claim statement.
Active Involvement/ Check-in Assessment: How are you going to check
for understanding?
Check for the sorting of pro/con statements and which statements are

deleted as fallacies
Listen to claim statements in the although/because format.
Table cards

Work-Time/ Independent or Group Practice: Provide activity steps,

explanations, and connection to AIM

1.There are 4 cards on each table with an although/because claim statement. The
card is asking you to fill out the claim, the concession, and the rebuttal. Some of
the information is filled out for you, and some of it is missing. Move around the
room to each card and fill out the missing information. When you have collected
all of the cards, you can return to your pro or con side of our original argument.
(M.I: Kinesthetic)
2. Once students have returned to their groups, group members will
post and take turns reading their original pro/con lists.
3. Go through the same process: Delete the fallacies; choose two points you
might use to argue your position, and at least one opposing criticism you might
refute. Put your working thesis into an although/because form.
Although <opposition point 1> and <opposition point 2>, your claim/assertion
because <evidence/support 1> and <evidence/support 2> and
<evidence/support 3>.
(Blooms: Analysis)
Struggling Learners: When building their claim statements, I will work with them to

write the although/because format first, and leave out a piece. Then they will fill in the

missing part (the concession or rebuttal. Then we will rewrite it with a different missing
piece, and another, until they have filled in all of the missing pieces. Lastly, they will
rewrite the entire thesis statement to include all three parts with the graphic organizer.
Advanced Learners: Require students to create a pro/con list for their

Dialogue Paper
Write a working thesis using the although/because format for their
Dialogue paper (which will be the basis for their Research paper)

Closing: Reflecting (Share-out, Journals, Exit Slips)

Exit ticket:
How will this help you when it comes to the process of writing your Dialogue
Paper?
(Blooms: Synthesis)
(Williams: Elaboration)

Extension For Learning (Advanced Learner Accommodations):

Create an assignment(s) aligned to the daily objective for students to work
on/complete in the event they finish early. The extensions should BUILD off of
the work completed earlier in the class.

Require students to create a pro/con list for their Dialogue Paper

Write a working thesis using the although/because format for their Dialogue
paper (which will be the basis for their Research paper)

Anchor Activities: Develop and prepare a series of options in the event

none of the students have any clue as to what you are talking about. Its
always best practice to prepare an escape in the event your lesson plan goes
awry.

1. Have more examples of the thesis sentence that is created from the
pro/con list. Diagram it into a flowchart for students to see how the
although/because format was built from the pro/con list was built.
(M.I: Visual)

***Homework Assignment (Daily):

Students have regular blog posts and readings they do for homework.

_____________________________________________________________________
Struggling Learner Accommodations:
1. When building their claim statements, I will work with them to write the
although/because format first, and leave out a piece. Then they will fill in the missing
part (the concession or rebuttal).
2. Then we will rewrite it with a different missing piece, and another, until they have
filled in all of the missing pieces.
3. Lastly, they will rewrite the entire thesis statement to include all three parts with the
graphic organizer.