UMF Unit-Wide Lesson Plan
Template
Name: Program: SMED ENG
Maggie Pomerleau
Lesson Topic / Title: Conspiracy Theory: Counterclaims
Lesson Date: Lesson Length: 80 minutes
2/28/20
Learning Objectives & Content Standard Alignment​ - ​Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content
standards.
Learning Objective(s)
● Students can differentiate between
evidence-based claims and false claims.
● Students will know the following terms: hook,
background information, thesis, topic sentence,
body paragraph, claim, counterclaim,
call-to-action.
● Students can complete a properly formatted
MLA works cited page.
● Students can use proper in-text citations to
avoid plagiarism.
● Students will create evidence based arguments
using all the elements of an argumentative
essay, which include, but are not limited to:
hook, background information, thesis, claims,
evidence, in-text citations, counterclaim, and a
call-to-action or other final sentiment.
● Students will use reliable sources when crafting
their essays.
● Students can create properly formatted outlines.
Course: Student
Teaching
Grade/Age: 8th
Grade
Instructional Decisions / Reasoning
● Students will be able to use arguing as
a life skill outside of the classroom, so
it is important that they learn how to
argue in a controlled and academic
setting.
● In a world filled with false
news—specifically online—it is
important for students to become
responsible digital citizens.
● In order to understand the format,
students need to know these terms.
● To avoid plagiarism, students need to
know how to properly cite their
sources.
● In middle school standardized testing
and in high school, students will need
to know how to use the format of an
argumentative essay and how to use
information in their favor.
● Planning writing ahead of time is an
essential skill for high school and

Content Standard(s)
Writing:
5. With some guidance and support from peers and
adults, develop and strengthen writing as needed from
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience
have been addressed.
8. Gather relevant information from multiple print and
digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
Assessment​ ​- Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment
Formative:
Outline
Works cited
Conferences
Instructional Materials and Resources​ ​- Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
college writing. It also helps students
to develop organizational skills.
Instructional Decisions / Reasoning
While students will not be meeting each of
these standards this lesson, they will be in the
process of completing their outlines, which
will hit all of these standards. The outline
shows planning, which meets the target for
writing 5. They will be required to pass in a
works cited page along with their outline,
which will allow them to meet the writing
standards 8 and 9, since they will be using
evidence to support their claims.
Instructional Decisions / Reasoning
I will check in regularly with students to check
their progress and understanding. Many
students have questions about hooks, thesis
statements, and how to find evidence, so I will
be floating around the room to answer them. I
will be helping them complete their outlines
and works cited pages as I go around. These
will not be collected in this class, but since
they are being created on Google Classroom, I
will be able to see all their documents as they
make progress.
Materials, Resources, and / or Technology
● Laptop
● Laptop charger
● Access to Google Classroom
● Projector
● Whiteboard & markers
● Writing prompt bucket
Instructional Methods -​ ​Selects, creates, and sequences learning experiences and performance tasks by using
a variety of instructional approaches, strategies, and technologies that make learning accessible to all learners
and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence
● Writing Prompt (13 minutes)
● Counter-claim mini lesson (20 minutes)
○ Argument activity
■ Ask a question that has two
sides and make students stand
on either side of the room
● iPhone or Android?
● Burgers: McDonald’s
or BK?
● College or trade
school?
■ Make them prove the other side
wrong, keeping both sides of
the argument in mind
● “Yes, but…”
■ Go over WHY we did that
activity
● Allow research time to complete outline/GO, or
to start on essay (45 minutes)
○ Check-ins throughout
○ Due before next class
● Wrap-up/homework reminder (2 mins)
Instructional Decisions / Reasoning
The daily agenda will be written on the white
board, as well as the writing prompt of the day,
which is chosen from the writing prompt
bucket. Students need laptops & chargers to
access Google Classroom, since that is where
they will write and post their writing prompts
daily. They will also post their works cited
pages and outlines onto Google Classroom.
Instructional Decisions / Reasoning
● At the beginning of each class, we will
go over the plan for the day. We will
also complete a writing prompt. Three
students will draw words out of a
bucket and write them on the board.
The whole class will complete an
individual writing assignment. This
will only be graded for participation.
The goal is to use all three of the
words in a story. This gets the
students’ creativity going and gets
them settled into class.
● Since students are required to write a
counterclaim paragraph in their essay,
I will have students participate in an
activity to prove why counterclaims
are important. I will put two items on
the board, and they will go to one side
of the room according to how they
feel. For the sake of the activity, they
must choose a side; no standing in the
middle. The debates are: iPhone or
Android, McDonald’s or Wendy’s, and
4-year college or trade school. One
person from each side will state a
reason why they believe in their side.
 Then, a person from the other side will
take their argument into consideration,
and refute it, using a “yes, but…”
statement. This proves that it is
important to acknowledge the other
person’s argument before you prove it
wrong. After students return to their
seats, I will ask them if they
understand why we did the activity,
and then explain to them why I think
it’s important.
● Students will have time to work on
their outlines. If students are done
early and have their outlines
completed, they will be able to start on
their paper. During their work time, I
will be going around to each of the
groups and having conferences with
individuals to check for understanding
and answer any questions that come
up.
● At the end of each class, I will gather
everyone’s attention and sum up the
class in a couple sentences. I remind
students of what they will need to do
in preparation for the next class, and
that their outlines are due before next
class.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
In this class, there are two students on the
Student 1: autism spectrum. Their accommodations are
minimal and the only accommodation that
● The school will affects our class is the need to leave class
1. Allow access to nurse's bathroom whenever the students feel it is necessary.
2. Allow student to call home/go home if Since I allow this for all of my students, there
he feels he needs to are no modifications needed for the
3. Provide social skills group curriculum.
4. Be aware of the need to accommodate
for sensory needs (foods, sound, bugs) A specific extension that I have made for this
class is the use of outlines instead of graphic
 organizers. Since this class is slightly more
Student 2: advanced than the other three classes, I taught
them a new way to plan for their papers, which
● The school will allows me to challenge them more.
1. Prep student for any transition or
change
2. Provide pre-learning and a positive
behavior plan that he helps design
(including reward)
3. If he needs to leave the classroom for a
break, allow student to visit guidance
counselor or call his mom
4. Provide opportunity for “space” in the
classroom
5. Provide supplemental work or allowed
to read or doodle after all work is
completed

Field Courses Only – Post lesson

Reflection

I was expecting the students to ​love​ the counterclaim activity, so I was shocked when they had quarrels
with my topics. They didn’t want to choose between McDonald’s and Wendy’s because they don’t eat
fast food. However, they did enjoy the other two topics I chose since they were closer to home for the
students. I think that the message of the mini lesson got through to them regardless: your argument is
stronger once you acknowledge the other side. The rest of the class went by smoothly and students
quietly worked on their outlines. A few students finished early, so I told them to start on their essays. If
I could redo this lesson, I would change the fast food topic to something more up their alley, like soccer
versus football.

Standard 7: Planning for Instruction

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community,
and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
7(a) ​Individually and collaboratively selects and creates learning experiences that are appropriate for
curriculum goals and content standards, and are relevant to learners.

The counterclaim activity that I chose for this lesson was extremely appropriate for my students. I
wanted to teach them about writing counterclaims—which would in turn help them meet their
LTs—while also keeping the learning interesting. I could’ve created a slideshow and lectured the
students on what counterclaims are and how to write them, but instead, I got them up out of their seats
and moving. They had to stand and talk, and defend their side of the argument. I think the physical
aspect of this activity worked well for the students, especially since a majority of them are kinesthetic
learners. The activity was also appropriate to curriculum goals, even though it did not directly meet a
LT. By teaching them how to see the other side of the argument and prove it wrong, I’m helping them
gain the skills to meet LT4, which is about evaluating and delineating claims.