Learning Experience Plan

Subject: English

Grade level: 9th Grade

Unit: Writing

Length of LEP: Day 3 (25 minutes)

Topic: Creating Claims

Content Standards:Writing Standards 1) A. Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s)
Learning Experience Outcomes
(knowledge/skills)

Students will: Be able to come up with

claims, counterclaims, and be able to
put them together in a paragraph in
order to support their opinions
Differentiation

Learning Experience Assessments

Write a paragraph using a claim,
counterclaim, and have facts supporting
both.

(What will you do to meet the needs of students at these different levels?)

Approaching
Curriculum Integration

On-level

Beyond

(Does this lesson correlate with any other content area? Describe.)

Material Procedures/Strategies
s

SMA Jacobs

Page 1

Smartboard,

Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)

whiteboa Write down the fact of the day; Fact of the day: Carrie Underwood and
rd,
her husband, Mike Fisher, met backstage after one of her concerts.
notebook
Anticipatory Set (focus question/s that will be used to get students thinking about the days
s
lesson)
How do we put both the claim and counterclaim together?
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience )
What did we learn yesterday? Answer: Counterclaims: a claim made to
rebut a previous claim.
Direct Instruction (input, modeling, check for understanding)
1) Talk to students about what they will do today, what they should
learn, and that at the end of class I want to see a claim and counter
claim they came up with put together.
2) Show students video https://www.youtube.com/watch?v=h35jfS7jnpc
3) Ask students what did they grasp from the video. The key points
mentioned in the vide and write it out on the board
4) In groups write down why it is important to have both a claim and
counterclaim then have them go to the board and write it down.
Guided Practice (how students will demonstrate their grasp of new learning)
In groups writing down importance of claim and counterclaim and what
they learned from the video
Independent Practice (what students will do to reinforce learning of the lesson)
Homework on putting claims and counterclaims together
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
Go over main points of the day

SMA Jacobs

Page 2

Evaluative Criteria for Day 3

+
Paragraph has both claims and counterclaims, uses facts supporting both sides, has no errors in
punctuation/spelling.

Student uses both claim and counterclaim, but has facts for one or has errors in
punctuation/spelling.

Student uses only one claim or counterclaim, has some facts, has errors in punctuation/spelling.

SMA Jacobs

Page 3