Lesson Plan Template

Name: Carolyn Roselli Grade: 6th

Lesson What IS a thesis? Date: October 8, 2019

Title:
GPS/GSE Standard(s):
ELAGSE6W1: Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
Individual Education Plan Goal(s) and Benchmarks for the Focus Learner(s):

Learning - Focus Strategies

Essential
Question(s) - What is an opinion, and how do I form an argumentative one?
1-3 BIG ideas! How
can these questions
be used to guide
your instruction?

Central - Have the class understand what a thesis is and what makes up a thesis statement.
Focus/Lesson
Objective(s) - Students are able to understand why a thesis is important.
Objectives are
measurable and
aligned with the
standard.

Academic Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
Language scaffolding (support) depending on the needs of the students.)
What is the key
language demand?
What Academic - Increasing ZPD, using scaffolding (you’re increasing their knowledge of an
Language will you
teach or develop? opinion and how to form an argumentative one, you scaffold them by the
What is the key
vocabulary and/or guiding questions in the ‘body’ of the lesson when they are working in groups
symbols? What
opportunities will and when the students are forming the working definition of what a thesis is).
you provide for
students to practice - Writing: to develop a thesis by applying the definition that was formed by them
content
language/vocabulary through scaffolding.
and develop fluency?
- Speaking: discussing with their groups and forming a working definition with

their classmates as to what a thesis is.

Language Functions (Identify the purpose for which the language is being used, with
attention to goal and audience- the one verb from the standard; ex. demonstrate.)
 - Write a thesis

Language Vocabulary (Identify key words specific to the content area derived from
the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
settings, descriptions, dialogue, stage directions.)
- Thesis

- Supporting a claim

- Introduction, conclusion, body paragraphs

- Opinions versus facts

Remember to pay particular attention to when planning:
Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate.) and Language Syntax (set of conventions
for organizing symbols, words, phrases into structures.)

Assessment/ Assessment Plan for IEP Goals (Before lesson, formative & summative):
Evaluation Assessment Plan for Learning Objectives (Before lesson, formative & summative):
Every standard listed - Before: The hook/focus is used as the ‘before lesson’ assessment to see how
above must be
assessed and they can write and form an opinion. Sees where their writing levels are at.
included. Formative
and summative - Formative: Walking around, listening to the different groups, and taking note of
assessments should
be considered while where they are at. At the different points in the lesson.
planning. Questions
to consider while
planning: - Evidence of student progress and mastery (complete after lesson has been
How will students
exhibit an implemented): Summative: The ticket out of the door at the end of the lesson.
understanding of the
lesson’s objectives? This allows to see if the students understand what a thesis is and see if they are
How will you
observe and/or able to apply that knowledge to form their own. Determines how effective the
provide feedback?
What evidence will lesson was.
you collect to
demonstrate
students’
understanding/maste
ry of the lesson’s
objective(s)?
Materials - Class whiteboard
- Paper
What resources can - Individual white boards, markers, and erasers
be used to engage
students?
Introduction to
Lesson/ - Hook: A video that is controversial, could cause debate, and help the students to
Activating form an opinion on. A video that is thought provoking.
Thinking
How will you - Introduction/focus: Based on the video… have the students write in full
introduce the lesson?
What is the ‘hook’ sentences. Detailing what they agree and or disagree about the video and why
for the lesson to tap
into prior knowledge they think/believe what they do. Should be about 2-3 sentences.
and develop
students’ interests?
This should tie
directly into the
lesson’s objective
and standard.
***Use knowledge
of students’
academic, social,
and cultural
characteristics.
Body of Lesson/ - After the students have time to finish their focus, the teacher instructs them to
Teaching Strategies
What will you have get into groups of four, of their choice, to share their opinions and why they are
the students do after
you introduce the what they are. You make clear expectations that they are responsible enough to
lesson to learn the
standards? be in their own selected groups, so long as they are not so loud it is distracting to

the lesson. Explain that while they are discussing they need to take note that they

are forming opinions and stating why they believe what they do.

- Once it is clear that they are done discussing their opinions and thoughts you put

the word thesis on the board. You try to give them some guiding words in

helping them, as a group, come up with their definition as to what a thesis is. 

guiding words such as: claim, support, evidence, introduction, argumentative,

opinion. You also state that a thesis is related to what they accomplished during

the focus (increasing their ZPD HERE!). The teacher gives them plenty of time

to discuss this with their group. The teacher is able to listen in and help guide the

students in the right direction. The students are allowed to brainstorm their ideas,

and hold up their whiteboards to show the teacher when she may not necessarily

be right there next to them. Towards the middle you give an example of YOUR

thesis from the video (hook). From this you direct your students to have one
 sentence explaining what they think a thesis is. Then, based on what you just put

on the board, tell them to list things that they think are important IN a thesis.

Again, they are able to use their whiteboards. Towards the end tell them to

assign one person per-group to present what they think a thesis is. This exercise

in whole should take up half of the class period (approx. 30 minutes). If it is

clear that the students are not getting where they need to go provide them with

guiding questions, more examples, or even push the lesson into the next day if

necessary. Once they are done presenting, they come up, as a class, with a

working definition of a thesis. It should say something like this by the end of the

discussion: A statement that is argumentative (opinions) and can be supported

by evidence (facts). You explain to them the importance of a thesis. How it sets

up your argument for a paper and clearly defines your meaning of writing and

your argument. Then they have to actually form a thesis about their opinions on

the video, but now with an idea of what a thesis is and what it must entail. They

all need to have different thesis, but can ask their group members for opinions.

Then, the teacher pulls sticks for different students to share their thesis. Move on

to the closing activity.

Closure/
Summarizing - Students will have a sort of ticket out the door. They are posed with several
Strategies:
How will the questions that they can then create a thesis statement from.
students prove they
know and understand  Why is practice so important in sports? If you disagree that it is
the standard(s)? How
will you review the important, why?
standards and close
the lesson?  Do you believe that homework is vital to student success? Why or why

not?

 Do you agree that you should have to wear a uniform to school? Why or

why not?

 OR create your own question and develop your own thesis on the
 question with your teacher’s approval.

- Explain that this should be a one sentence activity. They should have a clear

opinion and a clear WHY they believe what they believe to support that opinion

in that sentence. Explain that there is no wrong answer and you just want to see

if they understand what a thesis needs. Explain that in the next class we will dive

into why it is important for a thesis to have supportive evidence in terms of your

claim.
Modifications/ Differentiation Category: Why does the student need modifications/accommodations?
Differentiations for
Students’
Individual Needs
How will you Modification(s)/Accommodation(s):
modify or
differentiate the
experiences in your
Rationale: Why is this modification/accommodation appropriate?
lesson to meet
students’ individual
needs?

***Credit for this template belongs to Tennessee State University and Columbus State University.