Teal Russeau, Gianna Marra, Ryan Flerlage and Shaquille Branch

TPA Lesson Plan

Grade Level: 9-10
Unit/Subject: Writing
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Lesson Overview: You will learn how to write an argument and develop evidence to
support a claim. During class, you will develop claims and create an outline for a specific
topic in small groups. Ultimately, you will be writing a persuasive essay using the skills
learned in class.
Focus Question: How will you use formal, persuasive writing in your life?
State Learning Standards:
3.1.
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. (CCSS.ELALITERACY.W.9-10.1)
3.2.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence. (CCSS.ELA-LITERACY.W.9-10.1.A)
Learning Targets:
4.1.
Write an argument to support a claim in analysis of a topic.
4.2.
Distinguish the claim from alternate claims and evidence.
Assessment Strategies:
Target-Assessment Alignment Table

Learning Targets

Assessment Strategies

Write an argument to support a claim in

analysis of a topic.

Formative: Provide claim statements and

sufficient evidence on multiple controversial
topics.
Summative: Develop one claim and write a
persuasive paragraph based on that thesis.

Distinguish the claim from alternate claims

and evidence.

Formative: Create an outline organizing

evidence and reasoning for a claim and
counterclaim of an issue.
Summative: Develop a specific claim into a
formal body paragraph in which the student
establishes clear relationship between an
argument and evidence.

Teal Russeau, Gianna Marra, Ryan Flerlage and Shaquille Branch

6.

Learning Activities:
I Do:

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Ask students if they have previous

experience with writing formal,
persuasive essays.
Expand upon the students responses
and explain important concepts of
formal claims and evidence in writing.
Ask focus question: How will you use
formal, persuasive writing in your life?
Explain the first learning target (Write
an argument to support a claim in
analysis of a topic.) and apply to
previously brainstormed concepts.
Explain how to write a claim
statement, the important aspects of a
good claim, and show examples.
Ask each group for their best claim
and analyze the positive and negative
aspects of it on the board.
Explain how to create a counterclaim
and give examples of sufficient
evidence for both sides.

Students Do:
1.

Answer the question as to what a

persuasive paper should look like and
how they think it should be written.

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Brainstorm real life applications in

small groups. Each group will share
one idea with the class.

5.

Write three claim statements on

different controversial topics
individually. Share in small groups
and brainstorm sufficient evidence for
each.
Individually pick one claim and edit it
based on the objectives I told them to
follow.
Create an outline for a claim and
counterclaim each small group and
brainstorm evidence to support both
sides.
Individually develop a specific claim
into a formal body paragraph in which
the student establishes clear
relationship between an argument and
evidence.

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Use one groups example to show how

to properly outline a formal essay.

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Teaching Strategies:
7.1.
Instructional Procedures: Activate prior knowledge, cooperative learning, journal
writing, large and small group work, independent instruction, guided practice
Closure: Review the lesson with questions overviewing essential parts of a claim.
8.1.
What are the three parts in a claim?
How do you know that evidence will support your claim?
8.2.
End the discussion with the focus question: How will you use formal, persuasive
writing in your life?; explain how the students will use formal writing in future education
and the workforce.
Independent Practice: Students will use their classwork (claim, evidence and body
paragraph) to create a formal, persuasive essay.

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Teal Russeau, Gianna Marra, Ryan Flerlage and Shaquille Branch

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Additional Requirements:
10.1.
Acknowledgements: Instructional Plan adapted from Ryan Flerlage; Instructional
Plan Consultants Gianna Marra and Shaquille Branch; Instructional Plan Created
by Teal Russeau.
10.2.
References:
National Governors Association, & Council of Chief State School Officers. (2014).
English Language Arts Standards. Retrieved October 15, 2014, from Common
Core Standards Initiative website:
http://www.corestandards.org/