Class: TED 531 English Methods 2

In this assignment, we were asked to submit a strategy based lesson plan. Lesson
planning is a major part of teaching, and this assignment was great practice for that. I also had to
back up and justify why I picked the particular strategy for my lesson. This will help me with my
EDTPA, since I will have to back up all of the choices and strategies I use in my submission.

Date: 9/26/2021 Class/Subject: English 12

Title of Lesson: Pairing Claims

Objectives:

1. Students will be able to identify key terms and claims in a text.

2. Students will be able to collaborate with peers to evaluate how 2 contrasting articles
address the same issue.

3. Students will be able to construct an introductory paragraph to a critique essay.

CCSS:

1. Reading Information Text Standard 1: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
2. Writing Standard 1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.

Hook:

Students will be instructed to go to News360 and begin creating a personalized news

feed. After selecting their “interests,” they will click “start reading” and read the first article on
the feed. They will answer the following questions: What was the article about? Did it interest
you? If you saw the headline while scrolling through social media, would you click on it?

Strategy: Graphic organizer, Think Pair Share

The graphic organizer will allow students to have a visual representation of how claims
from two articles relate and converse with each other. In the future, when writing their critique
essays, the students will be able to refer to the graphic organizer to choose textual evidence to
use and build an outline. Think Pair Share will allow students to first work and brainstorm
individually to practice skills learned in previous lessons. Then, when working in pairs, the
students will have the opportunity to practice collaborative learning and offer support to each
other, picking up on information that may have been missed when working individually. Sharing
then gives the students the opportunity to showcase what they have learned, builds community,
allows students to learn from other classmates, and allows for class discussion.

Activity #1: Identifying claims

1. Students will already have two articles on personalized news feeds. The teacher will hand
out a T-chart graphic organizer to each student. Students will be instructed to read
through article 1 again, highlighting each claim they see in favor of personalized news
feeds. They will then identify the 5 claims they believe are most important, and write
them in column 1 of the graphic organizer.
3. Students will then read through article 2, highlighting each claim they see in opposition
to personalized news feeds. Students will then be instructed to look at the claims they
wrote on the left side of the graphic organizer, and determine independently if any of the
claims they highlighted in article 2 refute the article 1 claims. The teacher will model this
before instructing students to think independently for 5 minutes.
4. In pairs, students will be instructed to discuss their findings. On the right side of the
graphic organizer, they will match a refuting article 2 claim with an article 1 claim on the
left side. If there are any claims that don’t match up, they can work together to think of
their own possible counter argument.
5. After 10 minutes, each pair will share 1 claim from the left side of the graphic organizer,
and the claim on the right side that refutes it.

Activity #2: Introductory Paragraph

1. Students will be given a template and sentence frames to help them construct an
introductory paragraph for a critique essay. The teacher will model how to use the
sentence frames, and then the students will work individually to create their own
introduction.
2. In their table groups, they will share with each other the introduction they wrote.

Assessment of Student Learning:

1. Were the students able to identify key terms and claims in a text?
2. Were the students able to collaborate with peers to evaluate how 2 contrasting articles
address the same issue?
3. Were the students able to construct an introductory paragraph to a critique essay?

Homework/Follow-up Activities:
 During the next class, students will create an outline for a critique essay. They will use
their graphic organizers as a tool to help them reference claims from the articles in their
essay.

Materials:

1. Articles: “The Daily Me is Neither New Nor Bad,” by Eduardo Hauser, and “The Daily
Me” by Nikolas Kristof
2. Graphic organizer handouts
3. Pens/pencils
4. Introductory paragraph template handout