TMATE Lesson Plan

Part 1 Example
(A) Lesson Title: Arguments
(B) Standards: TEKS: English Language Arts and Reading, English IV  (7) Multiple genres: listening,
speaking, reading, writing, and thinking using multiple texts--genres. The student
recognizes and analyzes genre-specific characteristics, structures, and purposes
within and across increasingly complex traditional, contemporary, classical, and
diverse texts. The student is expected to:

(E) critique and evaluate characteristics and structural elements of argumentative

texts such as:
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion,
and call to action;

ELPS (2) (C)  learn new language structures, expressions, and basic and academic
vocabulary heard during classroom instruction and interactions

CCRS Writing A. Compose a variety of texts that demonstrate clear focus, the
logical development of ideas in well-organized paragraphs, and the use of
appropriate language that advances the author’s purpose. 2. Generate ideas,
gather information, and manage evidence relevant to the topic and purpose.
(C) Learning Students will be able to create thesis statements that score 2 out 3 on a rubric.
Objective:
(D) Prior Learning: TEKS: English Language Arts and Reading, English IV  (7) Multiple genres:
listening, speaking, reading, writing, and thinking using multiple texts--genres. The
student recognizes and analyzes genre-specific characteristics, structures, and
purposes within and across increasingly complex traditional, contemporary,
classical, and diverse texts. The student is expected to:

(E) critique and evaluate characteristics and structural elements of argumentative

texts such as:
(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion,
and call to action;

This TEKS demonstrates that students should have a foundation about how to write
their own ideas. Moreover, students should be familiar with detecting the
arguments of other authors to better craft their own.

(E) Materials: Students will only need a copy of the rubric, a writing utensil, a piece of paper, and
their talking chips.

Lesson Cycle
(F) Focus (Hook):
How is the teacher introducing the learning topic? Involving the learner in a relevant way? Connecting to prior &
future learning?
Students will be in groups of 3, and each group will be given a set of 3 index cards, each of which will be labeled
either thesis, conclusion, or call to action.

Teacher: I have given each group a set of 3 index cards in an envelope. When I say “go”, I want you and your
group to take 1 minute to discuss what you know or think each of these words mean. We will discuss the terms
as a class afterwards.

Teacher monitors students as they work, walks from group to group, redirects behavior if necessary.

Teacher: Time is up! Let’s take a moment to regroup and discuss what each of these terms mean for essay
writing.

Teacher calls on several groups to share what they thought the terms meant and writes answers that are close
on the board. Ask students to explain their reasoning. If a group could did not define one of the terms, call on
another. After this process explain what each word means. Have students take note of the following definitions
for each piece of an argument. A thesis statement is the final sentence of an introductory paragraph in which an
argument about a text or complex issue is stated. A conclusion is the final paragraph of an argument in which
the author summarizes the content of their paper and revisits their thesis in light of the paper. A call to action is
a persuasive technique that often takes place at the end of the conclusion in which the author asks the reader
to perform an action in favor of their argument.

Possible questions:
 Why did you think that was the definition of a thesis statement? How did you know that?
 What arguments have you made in the past?
 Has a call to action ever changed your mind?

Teacher: Okay, so now that we’ve reviewed what you know about these three elements of an argument, let’s
begin to consider some examples of them and why authors choose to use them. Today, we are going to practice
writing these elements of an argument. By the end of class, you should be able to include these elements within
your own writing to convince your reader. Let’s look at today’s learning objective: students will be able to create
thesis statements that score 2 out 3 on a rubric.

What is the student doing?

The students will be discussing the definitions for each word in their assigned groups. Afterwards, students will
discuss what they think the terms mean as a class and then be given the definitions by the teacher. Students
should copy these down in their journals.

(G) Instructional Delivery (Teacher Input):

How is the teacher delivering content related to the central focus and objective? What are the key teaching points,
key vocabulary, and elements of the content? How is the teacher relating content to the learners’ world? What
varied instructional strategies are being used? Is the instruction learner centered?
Students are seated in groups of 3 at tables.

Teacher: We just reviewed the definitions for a thesis statement, conclusion, and a call to action. We defined a
thesis statement as the final sentence of an introductory paragraph in which an argument about a text or
complex issue is stated. We also defined a conclusion as the final paragraph of an argument in which the author
summarizes the content of their paper and revisits their thesis in light of the paper. Moreover, we defined a call
to action as a persuasive technique that often takes place at the end of the conclusion in which the author asks
the reader to perform an action in favor of their argument.

Teacher calls on a variety of students to provide examples that they may know of a thesis statement,
conclusion, and a call to action. The teacher writes down good examples of each that students come up with on
the board. These suggestions could come from pop culture, essays written in the past, or common social
problems they are familiar with. Ask students to explain why they believe the example to be a thesis statement,
conclusion, or call to action. The teacher should either confirm or gently deny if the example is useful.

Teacher: Great work! These are some great examples of a thesis statement, conclusion, and a call to action.
Now we are going to do an activity called 1 stray. I will place a sentence on the desk of each group. As a group,
you should discuss if the sentence is an example of a thesis statement, the beginning of a conclusion, or a call to
action. No sentence will be an example of multiple elements of an argument. I want you to consider how you
might write these elements of an argument. After a few minutes, I will call time and it will be time for a group
member with the designated number I call to be the “stray.” This means that the group member I call will have
to find a new group. For example, If I call a 1 then the group member who is number 1 will be required to find a
new group. Groups that have not yet found a new member should put their hands in the air. When you have a
new group member, lower your hands. Now, I am going to number each of you 1-3. Please be sure to take notes
over points of insight in your dialogue.

Teacher numbers all students and gives them a few minutes to discuss before calling on a new number to be the
“stray.” During this time, the teacher will wander throughout the room to monitor students and ensure that
they are on task. In addition, the teacher will assess how well the students are understanding the material and
what adjustments may need to be made during the guided practice. The teacher will remind students to take
notes. After each number has been called, students will be asked to refocus their attention for a class
discussion. The most common mistake during this process will be students’ inability to distinguish the thesis
statement from the revisitation of a thesis statement in the conclusion. The teacher may need to make
adjustments or adapt the lesson as needed.

Teacher: Hopefully, everyone got exposure to all three of elements of an argument in question. If not, that is
okay, we will take this time to consider superb examples of each. Please take note of each of these examples. A
strong example of a thesis statement could be found in the sentence “Students should complete their
homework because it strengthens their subject knowledge and prepares them for the work at home they will be
required to complete later in life.” This example offers a position and states two reasons why their argument is
correct. An example of the beginning of a conclusion would be “In conclusion, students should complete their
homework for two reasons: it strengthens their knowledge of a subject, and it prepares them for their workload
as they leave school.” The fact that this is a conclusion and not a thesis is signaled by the beginning phrase “In
conclusion.” Finally, a strong example of a call to action can be seen in “Therefore, students that are reading this
argument should be more compelled to complete their homework.” This sentence asks the reader to complete
their homework in the future in favor of the author’s argument. Now I want to hear from some of you. What
other examples did you encounter? Why did you think they were good examples?

Teacher calls on a variety of students to share what they thought were good examples. Be sure to ask students
why they are good examples. If students struggle to explain this, repeat the definitions of the elements of an
argument.

Teacher: So, we learned a thesis statement is the final sentence of an introductory paragraph in which an
argument about a text or complex issue is stated. We also learned that a conclusion is the final paragraph of an
argument in which the author summarizes the content of their paper and revisits their thesis in light of the
paper. Finally, we learned that a call to action is a persuasive technique that often takes place at the end of the
conclusion in which the author asks the reader to perform an action in favor of their argument. Now I want
everyone to walk to remain with their current groups.

What is the student doing?

Students are discussing with their groups, taking notes in their journal, and speaking to the class.
 (H) Guided Practice:
How are the students practicing the skill/knowledge they just learned? How is the teacher providing individual and
whole-class feedback? Is the practice directly related to the standards, objectives, and content? Does this activity
allow students to model the behavior/skills being evaluated in the Independent practice?

Students are in new table groups of 3 that will be permanent this time.

Teacher: Before we move on to our next activity, I would like to model what you should be looking for and
considering as you write your own thesis statements. For today’s assignment, we will only practice our thesis
writing. Please take note over this in your journal. So for example, perhaps the prompt is “Has the internet had
a positive or negative impact on education?” A strong thesis might say “The internet has had a positive impact
on education because it provides a large amount of information and provides it to everyone.” This sentence is a
strong example of a thesis statement because it offers an argument about the prompt and provides multiple
reasons as to why. When you write your thesis statement, be sure to respond to the prompt. This will mean that
you are making an argument for one side or the other, but not both. Moreover, you must provide at least two
reasons for why your argument is correct that you will expand on in your body paragraphs. This is how you will
also need to structure your thesis statements. Let’s move onto our next activity.

Teacher: Now that we’ve examined some examples of these elements of an argument, we are going to practice
crafting our own thesis statements through discussion. For this activity, I am going to pass out 2 talking chips to
each person. I am also going to pass out copies of a random prompt to each of you. I want everyone to respond
to the prompt and discuss it with your peers. You should craft a thesis statement in the process. When you have
something you would like to say about your prompt, then you may put a talking chip in the middle of the table
and speak. Once all your chips are gone, you may not speak again until all the chips are in the middle of the
table. Remember that strong thesis statements take a stand on the prompt and must include reasons why you
believe that to be the better of the two sides. I will walk around the room and help move your discussions along
as needed. Take a few minutes to read through your text and begin.

Teacher moves throughout the room and monitors student behavior. If a group is struggling, the teacher may
provide suggestions about how to forge a thesis statement for that prompt or why both sides have merit. Be
sure to ask students why they think one side of the argument is more valid than the other. In addition, ask them
what arguments they may have thought of for the other side.

Teacher: Let’s share a few things we learned with the class. I will call on several groups to share examples of the
thesis statements you crafted.

Listen to student examples. Correct if incorrect. Offer students positive feedback and make their answers feel
well received even if they are incorrect. Be sure to make students explain what evidence they may have
considered using or why they took the stance that they did.

Teacher: Now we will move onto the independent practice, in which you will be exercising these skills on your
own.

ELL students will be paired with students in small homogenous groups and work with the teacher more.

What is the student doing?

Students are taking notes, working in table groups, and speaking with the rest of the class.
 (I) Independent Practice:
Does the activity described in this section directly relate to the Learning Objective? Does this activity reinforce the
learning of the lesson? Is the assessment authentic? How will this assessment be scored? Remember that you
must create the assessment, including full instructions, an answer key, rubric, and/or grading guide.
Teacher: I would like to draw everyone’s attention to the learning objective. The learning objective states that
“Students will be able to create thesis statements that score 2 out 3 on a rubric.” For this independent practice,
I will put a prompt on the board and ask everyone to write a thesis statement for it. We have discussed that
your thesis statements should include a stance on the issue stated within the prompt and at least two reasons
why you believe what you do. Now, I need you to show me what you’ve learned. Please pull out a writing
utensil and a piece of paper. I am going to give you 10 minutes to write a thesis statement about the prompt on
the board. The prompt is “The Internet includes many websites with images and content that are inappropriate.
Should websites like these be censored by parents? Why or why not? State your position and support it with
specific reasons and examples.” In addition, I will pass out a copy of the rubric.

Remember that if you need help or have questions, you will go through our regular process:
1. Look in your notes/dictionary
2. Ask your shoulder partner for help.
3. Ask your table members for help.
4. Raise your hand and ask me.
5. Examine the rubric for my expectations.

Teacher passes out a rubric and watches over students as they work. If the students are asking the same
questions, stop the class and re-teach/clarify as needed.

What is the student doing?

The student is completing their independent assessment. This means they are actively reading and
writing to respond to my questions. Students are achieving their learning objective.

(J) Closure:
Does the closure summarize the learning? Does it involve the learner? Does it connect to future learning?
Teacher: Before everyone leaves today, I would like them to reflect and do the following:
 What did you learn that was new or surprising? Tell your shoulder partner.
 What makes a strong thesis statement?
 Discuss with your groups what else we might learn about this material and write it on a slip of paper. I
will pick these up as you exit the room.

Teacher picks up slips of paper as students exit the classroom.

What is the student doing?

Students are actively talking with their peers and writing down how they think we will expand off this
knowledge.

(K) Enrichment: (L) Reteach:

What learning opportunities will you offer to students
who have already mastered or quickly master the
objective?
For enrichment, I will ask students to write a
thesis statement for the other side of the
argument.
Modifications:
 Allow outlining, instead of writing
for an essay or major project
 Computerized spell-check support
 Film or video supplements in place
of reading text
 Reworded questions in simpler
language
 Modified workload or length of
assignments/tests
 Highlighting important words or
phrases in reading assignments
 Use positive reinforcement
 Use proximity/touch control
 Use peer supports and mentoring
 Daily feedback to student
 Have contingency plans
 Use de-escalating strategies
 Use positive reinforcement
Describe different instructional strategies you will use to
reteach the material if students do not master the
objective?
In my reteach, students will be given flash
cards with strong and weak thesis
statements. Students will be asked to quiz
each other in order to distinguish the strong
thesis statements from the weak thesis
statements.
Accommodations:
 Additional time for assignments
 Review of directions
 Review sessions
 Have student restate information
 Provision of notes or outlines
 Concrete examples
 Adaptive writing utensils
 Support auditory presentations with
visuals
 Use of a study carrel
 Weekly home-school
communication tools (notebook,
daily log, phone calls or email
messages)
 Peer or scribe note-taking
 Graphic organizers
 Personalized examples