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

Where do we see arguments in our everyday lives?

What makes an argument effective?
What role can we personally play in using arguments to
affect change?

AIM/Objectiv
e (I Can)

I can create an argument about persuading people to buy

piece of candy that contains a concession and a rebuttal.

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 Readiness

Do Now:
What is a rebuttal and a concession?
(Blooms: Comprehension)
WarmUp: Preparing for lesson.
Review the Do Now.
Rebuttal is not switching sides, but acknowledging that the other sides exist
and explaining why they are wrong.
Concession is the points that you will give to the other side, contributing to
your logos and ethos.

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)

Today, we are going to apply our skills of writing a claim using the
although/because format, and writing out a concession and a rebuttal in an
activity with candy because 1) who doesnt like candy and 2) we are reaching
closer to our position paper and we need to make sure that every knows how to
structure their argument.

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

connection to AIM

1. In a group, develop a list of 10 reasons for your groups candy is the

best (you should consider price, advertising appeal, ease of
consumption, appearance, nutrition facts, feel, smell, taste, and/or
anything else your group considers relevant to your argument).
(M.I. Interpersonal)
(Williams: Fluency)
Struggling Learners/ELL: Give students an advertisement for
candy that is already created.
2. Write your groups 10 reasons on the board
(M.I. Verbal/Linguistic)
3. Go back to the group and determine the three strongest reasons on
your list. Line out the other seen reasons your group listed on the
board. Do not erase them!
(M.I. Verbal/Linguistic)
(M.I: Interpersonal)
Active Involvement/ Check-in Assessment: How are you going to check
for understanding?

Work with groups as they work to complete their essays from the pro/con lists
Listen to groups as they read their essays
Read essays that are turned in.

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

explanations, and connection to AIM

1. As a group, write a mini argument about your candy. Include the

following elements:
a. Introduction with a claim using the although/because
format
b. A minimum of one body paragraph
c. A counterargument using at least one other groups
strongest points.
d. A rebuttal of this counterargument.
e. A conclusion
(M.I. Interpersonal)
(Blooms: Application)
(Williams: Flexibility/Elaboration)
Advanced Learners: Add 2 pieces of research to your essay
Struggling Learner/ELL: Provide SLs with graphic organizer, and an
outline to help craft argument.
2. One member should be the scribe for this essay. Put Candy Argument
at the top of the page.
(M.I.: Verbal/Linguistic)
3. Also, create a visual print advertisement to go along with your essay.
How would this look in a magazine?
(Blooms: Application)
(M.I: Visual/Spatial)

(Williams: Originality)
4. If there is time, we will read the completed argument essay to the
class.
Closing: Reflecting (Share-out, Journals, Exit Slips)
Reflection:
5. What do you see as a challenge in this process as you go forward to craft your argument
for your research paper?
(M.I Intrapersonal)
6. At the end of the activity, make certain each member of the group puts his/her name on
the essay and advertisement and turns in the essay.
7. Eat the candy!
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 add 2 pieces of research to argument.

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. Use struggling learner accommodations.

(M.I: Visual)

***Homework Assignment (Daily):

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

_____________________________________________________________________
Struggling Learner Accommodations:
1. Have students outline essay, or use a graphic organizer, instead of write out full
paragraphs to candy argument.
2. Instead of creating a new advertisement, students will find an advertisement already
created and students will modify it to fit their argument.