Date:​ 22 February 2020 Teachers Name:​ Bella Melnikov

Subject:​ ELA Grade Level: ​11th

Unit:​ Argumentative Essay Lesson Length: ​45 min

Central Focus:
This learning segment will focus on the analysis of the critical text and the focus on critical
events. Through the text, they will be required to pinpoint different pieces of evidence in order to
construct a proper claim and counterclaim of different academic articles. They will be working
together in groups in class to practice different forms of evidence identification and organization
practices of an argumentative paper. It is important for students to have an understanding of their
own political standpoint based on these critical texts and develop an unbiased perspective of
them through the formation of counterclaims and their own personal claims.

Lesson Title​: Introduction to Argumentative Essays

For unit​, 1 out of 5:

Essential Question(s):​ How do you find proper evidence for your claim? How do you form an
argumentative thesis?

Learning Standards:
WHST1b: Develop claim(s) and counterclaims objectively and thoroughly, supplying the most
relevant data and evidence for each while pointing out the strengths and limitations of both
claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's
knowledge level, concerns, values, and possible biases.

Pre-Assessment: N/A
Learning Objectives​: Students will:
● Students will identify the five
components of a persuasive essay.
● Students will form a claim.
● Students will understand the
importance of an argumentative
essay.
Assessments​:
● “Do Now”: Semantic map of a
bubble topical organizer.
● Guided Practice: Students will look
at a critical text as a class and begin
to outline together.
● Exit Ticket: Students will
summarize the key components of
the lesson and write it in their own
words.

Differentiation:
 1. ELL: These students will be given the translated version of the vocabulary but will be
asked to fill out the Semantic Bubble in English.
2. Slow reader: These students will be given extra help and break down on certain
vocabulary.
3. Gifted Students: These students will be asked to outline the Semantic Bubble Map but
also use the word in a sentence and describe why it is important.
4. Students with Disabilities: These students will be allowed to verbally communicate the
definitions with the teacher; providing an oral understanding of words that the teacher
will write in and put in their binder for reflection.
Academic Language:
Language Function: Identity, cite, argue, explain
Language Demand: Read, write, discuss
Vocabulary: Argument, claim, counterclaim, audience, evidence-based, thesis, and rebuttal
Syntax: guided worksheet (semantic bubble)

Procedure:
Anticipatory Set:
1. Distribute the semantic map (attached graphic at the bottom of the plan)
2. Demonstration of the pre-reading activity
a. On the board, the students will be asked:
● To place the word argument bubble.
● Branch different words they associate with that on the surrounding
bubbles.
Students will be given 5 minutes to complete this form when the class begins.
Initial Phase
Direct Instruction
1. Students will regroup from their semantic maps and discuss together as a class of the
different things they think of when given the word argument.
2. Ask every student one word they thought of when given the main word, and either
debunk it or support it.
3. The students will be asked if they know any specific techniques that are used to construct
an argumentative essay.
4. PowerPoint with the information needed:
a. What is an argument essay? Slide 6
 b. 5 Parts Of Argumentative Essay - Slide 7
c. Claims and Counterclaims - Slide 8
5. Students will be creating more branches and asked to write a short definition of each
word they are not familiar with on their semantic maps.
Direct instruction should take approximately 10 minutes to handle both the Powerpoint and
additions to their semantic maps.
Middle Phase
Guided Practice
1. Formulate a claim through the collection of evidence. Read a short critical events text;
(Link:
https://www.pbs.org/newshour/education/nail-biting-standardized-testing-may-miss-mark
-college-students​ ) while reading they will have to underline anything they find to either
agree with or disagree with.
2. In the margin of the reading write a sentence why.
3. Regroup as a class and discuss what the topic of the text is portraying to the audience and
break down the main points.
4. Select 3-5 students and ask them to say one quote they underlined without an explanation
of why.
5. The class will have an open discussion about the quote, this will continue for the other
selected students.
6. They will have to develop a claim, with the help of the teacher, using the evidence that
their classmates have shared.
This should take approximately 20-25 minutes.

Concluding Phase
In the last 2-3 minutes of the class, students will be asked to write on a piece of paper 3 things
that they correlated from their semantic maps and write a short summary in their own words on
what they believe the key components are to an argumentative essay.
Follow up: ​Students will hand in what they wrote on the way out as their exit ticket.

Materials:​ texts, semantic map (bubble topical organizer) Link:

https://www.education.com/worksheet/article/bubble-map/​, Smartboard, notebooks, pen, pencil,
PowerPoint Link:
https://docs.google.com/presentation/d/1DlcdZqVsukfJYCIp7RHr_BMRVMo2J7XX2FOw_CG
Xk1c/edit#slide=id.g6fd7d4b095_0_10
References and Resources:
Sheffer, S. (2014, February 18). Do ACT and SAT scores really matter? New study says they
shouldn't. Retrieved from
https://www.pbs.org/newshour/education/nail-biting-standardized-testing-may-miss-mark-colleg
e-students