Lesson

Plan
Name: Erin Keeling

Title
Grade level/subject

Common Core State

Standard/s

Central Focus

Learning Target

Academic Language

Explanatory Essay vs. Argument Essay

7th Grade, English Language Arts

RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is relevant and sufficient to
support the claims. W.7.1: a. Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and evidence logically.

Students will be able to identify the similarities and differences between an
explanatory essay and an argument essay. In addition, they will be able to
identify the key elements (using the Frayer Model) of a specific academic
vocabulary word assigned by the teacher.

I can identify the similarities and differences between an explanatory and an
argument essay.

I can identify the key elements (definition, illustration, examples, non-
examples, using in a sentence) of my Writers Glossary vocabulary word using
the Frayer Model.
Language Function: Identify the similarities and differences. Identify key
elements of vocabulary word.

Language Demand: Students will repeat important concepts and words as I
lecture. _____ say it with me. Students will have an opportunity to process
the new information that is being presented to them through the 10/2 strategy
(students will have at least 2 minutes to process the information for every 10
minutes of lecturing). They will process and discuss the information with the
whole class. In addition, they will complete a Compare and Contrast graphic
organizer that has them look at the key similarities and differences between an
explanatory and an argument essay. They will also complete a group activity
that has them use the Frayer Model to identify the key elements of a specific
vocabulary word.

Syntax: Writers Glossary that includes vocabulary used throughout the writing
process of an argument essay. Compare and Contrast graphic organizer. The
Key Elements of an Explanatory and Argument Essay handout. Poster size
Frayer Model.

Vocabulary: Definition, Examples, Non-Examples, Illustration, Analyze, Cite,
Validity, Argument, Claim, Reason, Relevant Evidence, Coherent, Appropriate,
Irrelevant, Counterclaim, Comparative Input Chart, Explanatory, Well-Chosen
Evidence, Illustrates, and Opinion.

Discourse: Students will use academic language as they repeat back key

concepts and words that are addressed on the Comparative Input Chart.
Students will discuss these concepts with one another in small groups as they
develop a group Frayer Model for their assigned vocabulary word. Students will
write down the similarities and differences between an explanatory and an
argument essay that they begin to notice on the Compare and Contrast graphic
organizer.

Language Support: Comparative Input Chart created and modeled to illustrate
vocabulary and concepts. Chart helps to make vocabulary comprehensible,
organizes the information, and is used as a reference tool for students to refer
to while writing their argument essays. The Frayer Model, which is used for
identifying key elements of the assigned vocabulary word, is created in a small
group setting. Writers Glossary is also a reference tool that students can use
while writing their essays. Students will also receive the Key Elements of an
Explanatory and Argument Essay handout.

Instructional Strategy Compare and Contrast (Using a Comparative Input Chart)/ Frayer Model


Comparative Input Charts were developed from Project GLAD: Guided
Language Acquisition Design (GLAD). GLAD is a model of professional
development in the area of language acquisition and literacy. When
implementing a Comparative Input Chart the modeling that takes place
promotes English language acquisition, academic achievement, and cross-
cultural skills. Certain research from educational theorists such as Costa (1981)
reinforces the importance of chunking the new information and allowing the
Rationale and
students time to process using the 10/2 Chunk-n-Chew Strategy. For every 10
Theoretical Principles minutes of lecture, 2 minutes should be allowed for student processing time.
These two minutes support comprehensible output; allow students to
negotiate meaning, and allow for all of this to take place in a risk-free
environment. In this environment, they can try using new vocabulary and
concepts with another student. There are multiple reasons for why I chose to
create a Comparative Input Chart for my students, some of those reasons
being: easier comprehension of vocabulary and concepts, allows for brain
imprinting, helps to organize new information, and it becomes a resource for
my students to refer to while writing their argument essays.
Informal: Students will participate in the 10/2 Chunk-n-Chew Strategy that
allows for student processing time and language acquisition. Students will
process information and share out findings. Students will complete a group
Frayer Model that has them identify the key elements of an assigned argument
Assessment Plan
essay vocabulary word.

Formal: Students will identify the similarities and differences of an explanatory
and an argument essay through the completion of the Compare and Contrast
graphic organizer.

The 10/2 Chunk-n-Chew Strategy increases cognitive engagement as it allows
Habits of Mind, Skills,
students time to process information and allows for time to internalize
Higher Order Thinking
learning. The use of a Comparative Input Chart also aligns with the stage of
comprehension in Blooms Taxonomy Chart of higher order thinking skills. As

Student Supports

Introduction/
Anticipatory Set

Lesson Procedures
*Everything above must be
evident in this section.

students learn the new vocabulary, they are given time to process and
internalize the information which leads to greater comprehension.

The use of a Comparative Input Chart is particularly beneficial for ELL students
as it provides a visual and comprehensible input as students learn new
concepts and vocabulary. The visual is drawn in front of students to help with
brain imprinting of the content. It engages students in active participation,
while repetition of the content helps to cement learning. The use of different
colors helps to organize information and scaffold learning. In addition, it
addresses several modalities. Other supports include a Writers Glossary with
key academic vocabulary, a Compare and Contrast graphic organizer, and the
Key Elements of an Explanatory and Argument Essay handout.

Ask students about their previous essay from A Long Walk to Water. What type
of essay was it? What was the question that they were addressing? Connect to
their end of unit assessment, an argument essay addressing a claim from the
book Lyddie.
Teacher Actions:
Student Actions:


1. Ask students about their
1. Think back to previous end of
previous essay from A Long
unit assessment, the
Walk to Water. What type of
explanatory essay (2
essay was it? What question
minutes).
did they address? Connect to
2. Direct attention to the
todays lesson on the
Comparative Input Chart
similarities and differences of
posted at the front of the
an explanatory and argument
room. Have Compare and
essay (2 minutes).
Contrast graphic organizer in
2. Direct students attention to
front of me, ready to fill out.
the Comparative Input Chart
Take the Writers Glossary to
posted in the front of the
use as a reference for my
room. Explain the procedure
argument essay (3 minutes).
and that we will be working
3. Watch as the teacher begins
on this for the next 2 days.
to draw out the Comparative
Pass out the Compare and
Input Chart. Begin to fill in my
Contrast graphic organizer
graphic organizer (2 minutes).
and the Writers Glossary (3
4. Stop; process the information
minutes).
for (2 minutes). Share out
3. Begin drawing out
what the main claim in an
information on chart. Start
argument essay is doing (2
with argument side (2
minutes).
minutes).
5. Watch as the teacher models
4. Stop, allow the students (2
how to create a poster size
minutes) processing time as I
version of the Frayer Model
model on the Compare and
for the vocabulary word
Contrast graphic organizer,
Counterclaim (5 minutes).
what the main claim is doing
6. Listen as teacher assigns
in an argument essay, have
groups and vocabulary words
individuals share out (2
from the Writers Glossary to
minutes).
create a group version of the

5. Model creating a poster size

version of the Frayer Model
for the vocabulary word
Counterclaim (5 minutes).
6. Assign students in groups of
four to complete a Frayer
Model for assigned academic
vocabulary word from the
argument Writers Glossary (5
minutes).
7. Allow students time to
complete their group Frayer
Models (20 minutes).
8. Review key elements of
argument essay that have
been identified so far, share
out any completed Frayer
Models; go over agenda for
Monday (7 minutes).

Closure

Assessment

Lesson Plan (ad) 9/11/15

Frayer Model for vocabulary

word (5 minutes).
7. Work with group to complete
Frayer Model for assigned
vocabulary word (20
minutes).
8. Listen as teacher reviews key
elements of argument essay
that have been identified so
far, listen to agenda for
Mondays lesson (7 minutes).

Review key elements of an argument essay that have been identified on the
Comparative Input Chart thus far. Review new academic vocabulary from any
completed Frayer Models. Reinforce that more similarities and differences of
an explanatory and argument essay will be identified in following lesson, as the
Comparative Input Chart is completed.

Students will identify the similarities and differences between an explanatory
and an argument essay through the completion of the Compare and Contrast
graphic organizer. Students will be able to identify the key elements of their
assigned vocabulary word from the argument Writers Glossary using the
Frayer Model in a small group.