UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Courtney Lichtenwalner PSMT Name: Lessenberry

Lesson Plan Stick a Fork in Thesis Lesson Plan Research Paper

Title: Statements Topic:

Date: 03/12/19 Estimated Time: 40 Minutes

Grade Level: 6 School Site: Kenny Guinn Middle

School

1. State Standard(s):
 W.6.5 With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach
 W.6.8 Gather relevant information from multiple print and digital sources; assess the
credibility of each source

2. Teaching Model(s):
 Whole group instruction
 Individual work

3. Objective(s)
 SWBAT write a thorough and complete thesis statement using a new method (Blooms
Level: Create)
 SWBAT identify the three main points from their research to include in their thesis
statement (Blooms Level: Understand)

4. Materials and Technology Resources:

 Paper
 Pencil
 iPads
 Google Slides

5. Instructional Procedures (35 min.):

a. Motivation/Engagement (10 min.) SW compile all of their data gathered from

their sources and discuss it as a group to find their three main points that they
want to write their paragraphs about

b. Developmental Activities or Learning Experiences (20 min):

Stick a fork in it! Thesis statements (20 min.)

  TW show a completed “fork” that was made based on a conspiracy theory
 TW explain that the “handle” of the fork will have their research question
rewritten as a statement (e.g. “Was the moon landing faked?” to “There may
be evidence to prove that the moon landing was faked.”)
 TW use the three main points that they have gathered from their research and
write them on each of the “prongs” of the “fork” (e.g. “the flag appeared to be
moving, there was a rock with the number 6 on it in photos, the quality of the
video shot in space was that of a movie.”
 TW explain that the first “prong” will be the first paragraph after the
introduction (e.g. “the flag appeared to be moving”)
 TW explain that the second “prong” will be the third paragraph in the essay
(e.g. “there was a rock with the number 6 on it in photos”)
 TW explain that the third “prong” will be the fourth paragraph in the essay
(e.g. “the quality of the video shot in space was that of a movie”)
 SW then work on completing their “fork” thesis statements placing all of the
information on the “fork” in the necessary places (asking their peers at their
tables for assistance if T is assisting another student)
 TW walk around and observe students
 TW gather students again and students will then write out their thesis
statements (e.g. “There may be evidence to prove that the moon landing was
faked because the flag appeared to be moving, there was a rock with the
number 6 on it in photos, and the quality of the video shot in space was that of
a movie.”)
 SW write their complete thesis statements using this method and put the
completed thesis statement in their research packet
Closure (5 min.):
 TW review the thesis statements written by students
 TW answer any remaining questions the students may have regarding
thesis statements

c. Extension:
 If the time runs short, TW allow more time in another class period to
complete their thesis statement

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 IEP students: Students with IEPs will participate with the rest of the
class, however if they need help with finding the three main points for
their research paper, TW assist them.
 Behavioral students: TW emphasize before the discussions that students
are to be on their best behavior and display good behavior. In the event
that a student misbehaves, they may be told they will no longer be allowed
to participate in group activities or projects.
  Modifications: If students would like to include a 4th source, students can
include another paragraph in the final essay and include that main point in
their thesis statement.
 Differentiations: TW allow students to write their thesis statements
without the “fork” method, but it needs to be just as thorough as if this
method was used.

7. Assessment and Evaluation of Learning:

 Formative: TW observe during the class and share certain students’ thesis
statements to help the students identify good and badly written ones
without identifying the student that wrote it
 Summative: SW complete a research paper that will be graded as a
summative assignment

8. Homework Assignment: None

9. Reflection:

a. Strengths- The “fork” method for writing thesis statements is by far the easiest way that
I have found for students to understand them. We have already reviewed thesis statements as a
class, but the students have still struggled with writing cohesive ones. I happened to find this
method when looking for ways to help my students understand and write well-written thesis
statements. This method allows for students to break it down and separate the main points which
also helps them know how they will lay out their paper and it outlines their paragraphs. With all
of that being said, every single student in the two classes that were taught this method and
finished their thesis statements produced good, well-written ones that more than fit the necessary
requirements for their papers.

b. Concerns- Some students struggled with turning their research questions into a
statement. This was not really a problem, but for some reason they did not understand how to do
that. There were also a few students that needed help identifying their main points and what
deemed it a main point for their paper. Once we worked through it, they understood what needed
to be done and wrote good thesis statements, but it took a little work to get them completed.

c. Insights- I like finding assignments and different ways of introducing difficult concepts
in an easy to understand format. This method has allowed students the chance to actually create a
thesis statement and understand how it was put together. They were able to find the information
necessary for their respective paragraphs and given the foundation for their introduction by
knowing how to properly finish their thesis statement. I hope I can continue to find little tips and
tricks like this, so my students can truly understand what could be seen as difficult concepts
when writing papers.