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Jingjing Lai
Lesson plan
General Information
Lesson Title:
Introduction to argumentative essay
Class/Student Information:
ESL 015
18 students of diverse population: China, Malaysia, Korea, Middle East, India, etc.
Length of Class:
One hour and 15 minutes. 11:15-12:30 p.m
Overall Instructional Goal (IMPORTANT!):
The goal of this lesson is to introduce the argumentative essay. This lesson will help students
connect their prior knowledge with the concept of argument and understand the key features of
argumentation.
Learning Objectives:
By the end of the course, students will be able to:
1) understand the concept of argument and connect the concept with their cultural understanding
2) identify the stance of an argument
3) use strategies of the argument
Materials:
PowerPoint, handouts, Youtube video clips
The Lesson Plan
(describe the activities)
Students will be assigned into culturallymixed group, so that students can discuss
different cultural understanding towards
argument.
This activity draws students attention to
the contexts of argument in relation to
cultural background, identity, and gender.
Concept maps expose students to different
understanding of arguments while draw
their attention to argumentation in
academia.
Transition/Justification:
Even though we have not touched upon argumentative essay, I believe all written language actually originates
from speaking. As this is the first lesson of argumentative essay, I want to connect this genre to their daily life. In
the following activity, students will watch the video clip again and look over the transcript to discuss the strategies
of argument.
Engagement (10-15 min.)
Students are a given handout of transcript
Before watching the video again, teacher asks students to
and a few guiding questions, so they can
think about the guiding questions: What are the positions
watch the video with a clear purpose.
they take? What kind of strategies Ross and Phoebe use to
support their position?
After watching the video, students have a short discussion in
groups and then share their thoughts in the class.
During the class discussion, the teacher introduces students to When explaining stance and strategies
of argument, teacher send out handout to
the concept of stance and strategies of argument: logos,
the students and connects students
pathos, ethos.
responses to those concepts
Teacher wraps up the discussion and points out that the
combination of all three strategies work most effectively in
constructing a sound argument.
Transition/Justification:
After explaining examples of argument strategies and stance, I would like students to practice brainstorm
argument strategies for Rosss argumentative essay.
Evaluation (10-15 min.)
Students work in groups and help Ross brainstorm his
argumentative essay using argument strategies.
Each group shares their thoughts to the whole class. The
teacher add comments/explanations if needed.
Summary Statement(s):
Same as recap.
Expansion (5-10 min.)
The teacher refers to the students concept map and asks
whether their understanding of argument changed
The teacher edits the concept map to wrap up the key
characters of the argument, stance, and argument strategies
2: What is an argument?
Work in groups, write or draw any associations that they have with the word argument. Think
about the following questions: What kinds of associations do you have with this word? Do you think
your culture has anything to do with understanding of the word argument? What are the contexts of
argument?
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Argument
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Homework: Skim the three texts: Condemn the Crime, Not the Person (pp. 570-573); Shame is Worth
a Try (pp. 574-576); Petty Crime, Outrageous Punishment (pp. 580-584). Choose one to read carefully:
1) find and underline the thesis statement; 2) identify the purpose and main idea of each paragraph; and 3)
in writing, summarize* the article in about one paragraph.
*A good summary should clearly state the main idea of the article, the author's position on the issue, and
a brief discussion of how the author supports his argument.
Argument)Strategy)Worksheet)
Definition/signs(
Strategy(
Logos=Logic
Facts
Statistics/Data
Definitions of terms
Pathos=Emotion
Ethos=Credibility
PHOEBE: Huh. So now, the real question is, who put those fossils there, and why?
ROSS: Ok, Pheebs. See how I'm making these little toys move? Opposable thumbs.
Without evolution, how do you explain opposable thumbs?
PHOEBE: Maybe the overlords needed them to steer their space crafts.
ROSS: Please tell me you're joking.
PHOEBE: Look, can't we just say that you believe in something, and I don't.
ROSS: No, no, Pheebs, we can't, ok, because-PHOEBE: What is this obsessive need you have to make everyone agree with you? No,
what's that all about? I think, I think maybe it's time you put Ross under the microscope.
ROSS: Is there blood coming out of my ears?
PHOEBE: Uh-oh. It's Scary Scientist Man.
ROSS: Ok, Phoebe, this is it. In this briefcase I carry actual scientific facts. A briefcase of
facts, if you will. Some of these fossils are over 200 million years old.
PHOEBE: Ok, look, before you even start, I'm not denying evolution, ok, I'm just saying
that it's one of the possibilities.
ROSS: It's the only possibility, Phoebe.
PHOEBE: Ok, Ross, could you just open your mind like this much, ok? Wasn't there a
time when the brightest minds in the world believed that the world was flat? And, up
until like what, 50 years ago, you all thought the atom was the smallest thing, until you
split it open, and this like, whole mess of crap came out. Now, are you telling me that you
are so unbelievably arrogant that you can't admit that there's a teeny tiny possibility that
you could be wrong about this?
ROSS: There might be, a teeny, tiny, possibility.
PHOEBE: I can't believe you caved.
ROSS: What?
PHOEBE: You just abandoned your whole belief system. I mean, before, I didn't agree
with you, but at least I respected you. How, how, how are you going to go into work
tomorrow? How, how are you going to face the other science guys? How, how are you
going to face yourself? Oh! That was fun. So who's hungry?