Source of Evidence: Lesson Plan

Name:___ _____Darius Powell________________ Date of Observation :__11/7/2019 _______ Cycle:__2nd___

Ages/Grades Number of Number of Number of Number of

of Students in Students Gifted Students
Students 10th Grade Class 13 having IEP 1 Students 1 having
ELL 0

Lesson Title: Understanding Causal Arguments through Thesis Statements

1. Context: Describe the Students for which this Lesson is Designed (1B):
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies. Use student
initials for specific information about students in terms of learning strategies, behavior strategies. Give examples of what
you know about students’ interests, outside activities, etc., which could be incorporated into lesson plan. Also, be specific
about student skills and knowledge. Describe racial, socioeconomic diversity in class.

This class is a small sized, ELA class of sophomores, there are only 13 students in the class; the school is semi-
private and parents pay around 4,000 dollars a year for their students to attend this school. Each student has been
assigned an iPad to which they can complete homework on. The students have exceedingly exceptional behavior,
as they are aware of the procedures and expectations placed on them and only need to be reminded around once
or twice per class. Every child in the class participates in an after-school activity with the dominant one being
sports, followed by humanities like band or choir. In terms of skill and knowledge, there are 4 gifted students in the
class (2 in Math, 1 in Art, and 1 in English). There is one 504 in the class listed for anxiety and depression. The
makeup of the class consists of 9 boys, 4 girls, with 12 of them being white/caucasian, and one being hispanic.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)

C. 9-10.1 Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.

b. Current lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)

C. 9-10.1 Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.

B. 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.

I can understand how to create a causal argument in writing, and produce a clear thesis statement that supports
my argument.

c. Next lesson’s learning targets/objectives (Connect each target/objective to the appropriate state curriculum/content area
standards.)
C. 9-10.1 Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
3. Students’ Baseline Knowledge and Skills (1B) (1F)
Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.

Students will be given a pre-assessment (attached below) in which they identify if a thesis statement is arguable
and specific. Each sentence is lacking at least one component, and it will be the student’s job to identify that
missing component and provide a possible suggestion for correction that fulfills that missing part. The data used
from this assessment will be used to identify if the student can identify missing aspects of a good thesis, and if they
can use their knowledge to rewrite it into a clear and arguable thesis statement.

The results of this pre-test yielded a 75 percent class average with correctly identifying if a thesis statement is
arguable and specific.

4. Formative Assessment (1F)

Describe and include the formative assessment(s) and the criteria/rubric for expected outcomes to be used to measure student
progress during this lesson.

I will have plenty of handouts to formulate data on from the center exercise. I will use the group handouts to check for
accuracy and universal problems. However, the individual thesis statement construction will serve as the major formative
assessment.
For the last 5 minutes of class, students will write a thesis statement using the same prompt that was given to them for the
introduction. (see procedures) I will use the following rubric to grade them for data and for the overall success of the lesson.

Developing Meeting Exceeding

Student identifies the topic and Student identifies the topic and Student identifies the topic and
provides a causal argument. However, provides a causal argument. The provides MULTIPLE causal
this statement may be broad or not thesis statement is both specific AND arguments. The thesis statement is
arguable. arguable. both specific AND arguable.

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning for this lesson. This
includes links to technology, homework, exit or bell ringer slips, readings, etc. Be specific if there is an aide in the classroom and
their role.

Activities:
Discussion Based Activity- Wong “The First Days of School”
Center Based Activity- Wong “The First Days of School”

Teacher Materials:
Script, Handouts, Center Instructions, Thesis Statement Strips, space for movement
https://www.youtube.com/watch?v=LXe25U_9oi8

For students:
Paper, Writing Utensil, Electronic Device that has internet access
6. Lesson Procedures (1E)
Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students,
facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be sure to describe
how the instruction will be differentiated to meet your students’ needs, interests, and abilities.

At the beginning of class, I will ask students what they believe the cause is for an injustice in today’s world. The students
will engage in a 5-10 minute discussion period where they debate the causes for the statement given to them. The hope is
that this activity will act as an “ice breaker” for the students and will get them motivated to participate in the day’s lesson.
Question to prompt discussion:
Do violent video games cause behavior problems? If yes, provide how. If no, why do you feel this way, and what else for
you believe to be the cause for violent behavior?

Once the students participate in the discussion, I will use their passion to transition to the next phase of the lesson.

“I am glad that you all have some explanations for the topic, this will lead us into our topic for the day: Causal Arguments.
Mr. Self will be tasking you all to write a Causal Argument Essay soon. So, I will be introducing this idea to you and we will
be doing some exercises to help prepare you all.”

I will have already passed out the handout for the students prior to them entering the class. I will then direct their attention
to the handouts on their desks. This handout (see below) will introduce the topic of causal arguments including the
definition, examples topics, common misconceptions, and an example intro paragraph in essay format. I will call on
different students to read the various points made on the handout and address any questions that may arise. This will take
around 10 minutes to complete.

Transition:
“Okay, so now that we have discussed what the causal argument is, I have some activities for you all to practice with.”

For the remainder of class, the students will be put into groups and will travel around the room to different centers that
prompt them to engage with various resources for learning. Students will be given clear expectations for each center before
they begin. They will have 10 minutes at each center, and they will be required to complete a “mini activity” at each one. After
the ten minutes is up, the students will then rotate to the next center. During this, I will be facilitating productivity and
traveling around the room answering any questions that may arise.

Centers:

Station 1: Students will use their devices to watch a short video from YouTube. They will be tasked with writing notes on
important ideas that are given to them as they watch the video. If students finish their video and notes before the remaining
time is complete, they will discuss what they wrote down with each other and discuss any points that may have been missed.
In the remaining minutes, the students will be tasked as a group to write on a sheet of paper what they believe to be the three
most important notes from the video. At the end of the ten-minute period, the students will turn this into me.
Link to Video: https://www.youtube.com/watch?v=LXe25U_9oi8
Directions:
1. Use a device and type this link into your internet browser:
https://www.youtube.com/watch?v=LXe25U_9oi8
For whatever reason if the link does not work, go into Youtube.com, type in the search bar “causal argument essay,” the video
should be the second or third available and is from the channel called “EssayPro”
2. Watch this six-minute video and take notes on what you believe to be important points the speaker makes.
Once all (or most) of you have finished, begin discussing as a group what you believe to be the three most important notes
from the video. (Be sure to do this pro-actively while the video is playing as you only have ten minutes)
3. One of you will write these three notes on a half-sheet of paper and submit it to me once the time is complete. Be
sure to include all names and “Center 1” at the top of the paper.
Station 2: Students will be tasked with independently writing a tentative thesis statement for a causal argument prompt. The
topic will be something that is easy to write about and will relate to the student’s lives. Each student will write their thesis
statement on a half-sheet of paper and turn it in to me once they rotate stations.
Prompt: What causes students to be late for school in the morning?
Directions:
1. Look at this prompt and write a tentative thesis statement to answer it as if you were writing a paper.
2. Be sure to include the topic and at least one cause for why this occurs. (Remember good thesis statements are both
arguable and specific)
3. You will work independently on this. Write your thesis statement on a half-sheet of paper and turn it into me once
time is complete. Be sure to include your name and “Center 2” at the top of the paper.

Station 3: Students will receive strips of paper with sentences on each of them and be asked to de-scramble the sentences to
form a coherent introduction paragraph (see below). They will be tasked with identifying the following components of an intro
paragraph. (Hook, Thesis Statement, Research, Problem) They will work collaboratively to complete this and submit a group
paper which identifies each component of the intro paragraph, and the order to which they arranged them.

Paragraph: In the first four days after September 11, the three major news networks—CBS, NBC, and ABC—lost around $400
million in revenue due to commercial free news coverage of the terrorist attacks. In the more than ten years that have
followed, countless television stations, magazines, and companies have issued special programs and products to
“commemorate” and “pay tribute” to 9/11 and its victims. These institutions want the public to believe their productions are a
token of respect, and perhaps some of them are. However, many industries are simply capitalizing on this tragic event, more
than making up for any monetary loss they initially suffered in 2001 with the sheer number of television programs alone
produced for each anniversary. With every new movie, comic book, or exposé, Americans shell out their money to get a
sensationalized version of what really happened. This excess of exposure, and the corresponding greed, is causing more harm
than good. If the displays of “respect” for 9/11 were not only more spontaneous but also conscientious and truly reverent, the
truth about those tragic events would remain clearer for most Americans.
Directions:
1. As a group, de-scramble the strips of paper to form a coherent intro paragraph. Some of the sentences can be
classified into the following: Hook, Thesis Statement, Research, Problem.
2. Your job is to identify each of these sentences while you put together your paragraph. Not all sentences fall into these
roles, you will have some “filler” sentences that you will have to sort through (Identifying the sentence roles is the
important aspect of this activity, if you are running low on time let the role identification take priority over the de-
scramble)
3. On a half sheet of paper, one of you will write the sentences that fall into each of these roles. Be sure to include all
group members names and “Center 3” at the top of the paper.
4. Once you have de-scrambled the intro paragraph, get my attention so that I can take a picture of it.

Differentiation:
Gifted in ELA: Will ask student a pre-made higher order thinking question when that student arrives at center 3.
“How do you know this is the thesis statement? What parts make it specific and arguable? What happens when you take that
away?

504 for Anxiety/Depression: Student will be purposefully grouped with students they are comfortable with in order to ensure
productivity and enjoyment during the group activities.

7. Watch For-------
Identify anything that you would like specifically observed during this lesson.

Are the expectations for the students being explained clearly?

 Pre-Test for Lesson on November 7,2019
Name:__________________________________________
Period:______________

Directions: Each sample thesis statement is missing one or both of the components of a good
thesis statement (arguable and specific). For each sentence, identify the missing components and
provide a suggestion for revising. Provide a “check” if the sentence has the component and
provide an “X” if the sentence does not.

1. Eating fast food is bad and should be avoided.

Arguable_________ Specific_________

Suggestion:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. There are high numbers of homeless people living in Berkeley, California.

Arguable_________ Specific________

Suggestion:____________________________________________________________________

______________________________________________________________________________

3. Humans should relocate to Mars.

Arguable_________ Specific_________

Suggestion:____________________________________________________________________

______________________________________________________________________________
Causal Arguments
1. A causal argument is an important argument type, as people are often looking for reasons

as to why things have happened but may not be sure or have all of the necessary

information. In your causal argument, you get the chance to make these things clear.

2. Examples of this type of argument might look something like this:

• An argumentative essay focused on why the U.S. has a high number of children who are
homeless.
• An argumentative essay explaining why Facebook remains popular despite privacy
complaints.
• An argumentative essay exploring the specific causes of climate change.

**The most common problem students face in writing the causal essay is running
out of "causes" to talk about. It is helpful to sketch out an outline before you begin
writing**

Some causes to consider:

Immediate causes: those responsible for creating the problem

Remote or background causes: those that may have had a more distant effect on the problem

Perpetuating Causes: those that may have helped to contribute to the problem, but did not have
a direct effect
 Center 1: Video Discussion

Use a device and type this link into your internet

browser:
https://www.youtube.com/watch?v=LXe25U_9oi8

For whatever reason if the link does not work, go into

Youtube.com, type in the search bar “causal argument
essay,” the video should be the second or third
available and is from the channel called “EssayPro.”

Watch this six-minute video and take notes on what

you believe to be important points the speaker makes.
(Be sure to do this pro-actively while the video is
playing as you only have ten minutes)

Once all (or most) of you have finished. Begin discussing

as a group what you believe to be the three most
important notes from the video. One of you will write
these three notes on a half-sheet of paper and submit it
to me once the time is complete. Be sure to include all
names and “Center 1” at the top of the paper.
 Center 2: Thesis Statement Construction

Look at this prompt and write a tentative thesis

statement to answer it as if you were writing a
paper.

“What causes students to be late for school in the

morning?”

Be sure to include the topic and at least ONE cause

for why this occurs. (Remember good thesis
statements are both arguable and specific)

You will work independently on this. Write your

thesis statement on a half-sheet of paper and turn
it into me once time is complete. Be sure to include
your name and “Center 2” at the top of the paper.
 Center 3: Thesis Statement De-scramble

As a group, de-scramble the strips of paper to form

a coherent intro paragraph. Some of the sentences
can be classified into the following: Hook, Thesis
Statement, Research, Problem.

Your job is to identify each of these sentences while

you put together your paragraph.

On a half sheet of paper, one of you will write the

sentences that fall into each of these roles. Not all
sentences fall into these roles, you will have some
“filler” sentences that you will have to sort
through. (Identifying the sentence roles is the
important aspect of this activity, if you are running
low on time let the identification take priority over
the de-scramble) Be sure to include all group
members names and “Center 3” at the top of the
paper.

If you believe you have successfully de-scrambled

the intro paragraph, get my attention so that I can
take a picture of it.
De-Scramble Essay:

Hook: 9/11 is a day that still strikes sympathy in the hearts of Americans everywhere. Due to the
mass amount of chaos, loss, and heartache that took place because of these events, one would
believe that it would be sacred to American Citizens. Unfortunately, this is not the case.

Research: In the first four days after September 11, the three major news networks—CBS,
NBC, and ABC—lost around $400 million in revenue due to commercial free news coverage of
the terrorist attacks.

In the more than ten years that have followed, countless television stations, magazines, and
companies have issued special programs and products to “commemorate” and “pay tribute” to
9/11 and its victims.

These institutions want the public to believe their productions are a token of respect, and perhaps
some of them are.

Problem: However, many industries are simply capitalizing on this tragic event, more than
making up for any monetary loss they initially suffered in 2001 with the sheer number of
television programs alone produced for each anniversary.

With every new movie, comic book, or exposé, Americans shell out their money to get a
sensationalized version of what really happened.

Thesis: This excess of exposure, and the corresponding greed, is causing more harm than good.
If the displays of “respect” for 9/11 were not only more spontaneous but also conscientious and
truly reverent, the truth about those tragic events would remain clearer for most Americans.