Direct Instruction Lesson Plan Template

Teacher: Subject:
Summer Reynolds 7th Grade English
Common Core State Standards:
 Standard: 7.W.1 Write arguments to support claims with clear reasons and relevant evidence
Objective (Explicit):
 Students will be able to identify and support claims with relevant evidence so that they can effectively
advocate for their position.
Evidence of Mastery (Measurable):

Students will be writing a persuasive letter to the school board to convince them whether or not a community
garden on school grounds would be beneficial to the students and the community. They will include both
viewpoints – what benefits there would be to having the garden and also note what issues could arise surrounding
it. I will show them that one of the best ways to argue is to be able to anticipate and counter-argue the points of the
opposing view, which they will show in their letter to the school board.
Sub-objectives, SWBAT (Sequenced from basic to complex):

Students will be able to effectively argue a point in writing, and understand both viewpoints of an argument to be
able to better support their position. They will need to learn about persuasive language, and different ways to
effectively get their point across. These tools will be useful in their everyday lives because it will allow them to
realize that their arguments will be more effective if they can back their ideas up with facts and supporting claims.
Key vocabulary: Materials:
Opening (state objectives, connect to previous learning, and make relevant to real life)
I will list a couple of prompts on the board that can be argued two ways, and have the class split into either side of
the classroom depending on how they feel to spark an opening debate and have students start to argue their
viewpoints verbally.
I can also show a video/pictures of different community gardens to spark their interest. There are many schools
around Phoenix that have gardens, so I can bring up local pictures to get them inspired and show them what other
schools are doing, and what they could have if they were willing to argue for it and bring it to the right people’s
attention.
Teacher Will: Student Will:
Instructional Input

I will put on a PowerPoint different questions that students
can either agree with or disagree with. If they agree with
the prompt, they will go to the left side of the classroom,
and if they disagree they will go to the right side of the
classroom. Some students enjoy debates and being able to
share their viewpoints verbally, so it would be a great
starter to show them that they have opinions about things,
and begin to teach them good ways to argue their points. It
will also show me how they argue, and give me examples
of the persuasive language they are using to point out to
them later.
Students will be picking a stance on a variety of issues from
prompts I have on the board. Once they have decided how they
feel, they will split into two sides of the classroom. Students will
then have a chance to argue for their position with the opposing
side. I will give each side the opportunity to speak and share
their arguments and ideas. I can then ask if any of them have
changed their minds and want to go to the other side after the
debate has happened to see if any were influenced to change
their minds.

Teacher Will: Student Will:

Guided Practice

The last prompt on the board will be the topic
for the argumentative letter they will be writing.
The final prompt will be, “Would you like to
have a garden on school grounds where you
could be a part of growing plants, fruits, and
vegetables?”
After this question, the students will again split
up on either side of the classroom; those for
Students will discuss with each other why they
would or would not like to have a garden started on
school grounds. I will have them write down their
main arguments that they have come up with
together. They will be required to think about their
points, and the opposing viewpoints. As a group,
they will have to come up with three good ideas for
the garden, and three good ideas against the
1
 the garden will form one group, and those garden so they can effectively argue their position
against the garden will form the other group. I both ways.
will have them discuss with each other what
benefits and drawbacks there would be of
having a garden on school grounds, and why
or why not there should be a push to form one.
While they are talking in groups, I will be
walking around the classroom and listening to
their ideas, and providing feedback on their
arguments.

Teacher Will: Student Will:

Independent Practice

After students have had the opportunity to
discuss their ideas together, I will be assigning
the final part of the project, which will be to
write an argumentative essay using the ideas
they came up with as a group as a guide. They
will start writing their essay in class, so I can
answer any questions they have about it in
class.
Closing/Student Reflection/Real-life connections:
Students will individually be writing an
argumentative essay either for or against having a
garden at school. They will start the essay in class
after group discussion, so the ideas are fresh in
their minds and if they have any questions or need
feedback the teacher is there to help.

Students will learn how to effectively argue for their opinions on things, which is
absolutely relevant in their own lives. They will see that their words matter, and how they
choose to argue for something can make a difference. They will be able to support their
ideas and arguments with evidence and be able to more effectively advocate for their
positions. By discussing different viewpoints together, and then individually writing
essays, they will learn different ways to argue.