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Kaitlynn Allen

Professor Christensen

Edu 202

5/6/2022

Effective Instruction Model

9th Grade English, Cooperative Learning

1. Standards: SWBAT Introduce precise claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that establishes clear relationships among

claim(s), counterclaims, reasons, and evidence. (W.9-10.1.a)

a. SWBAT Organize information by main idea. (9-F.2)

b. SWBAT Identify thesis statements. (9-G.2)

c. SWBAT Distinguish facts from opinions. (9-H.1)

2. Observable Objectives:

a. Students will be able to recognize the main idea of a paragraph, and identify the

thesis statement.

b. Students will be able to examine and distinguish facts from opinions

3. Instruction-learning Process:

Cooperative learning encourages work to be done in small non-competitive groups. Within their

group they will work cooperatively to learn new material and complete the task assigned. This

assignment will feature a class of 20 collaborating in five groups of four. These groups will be

assigned by seating chart, attempting to balance the amount of boys and girls in each group.

When students first enter the room they will quickly find their seat, which has now been

moved into small groups around the classroom. To start the class there will be a ten minute
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lecture of what is a main idea, thesis statement, supporting claims, and counterclaims. During

this lesson students are focused on identifying these objects before they are asked to write their

own. An opportunity for questions would be offered.

Each group then would have a different selection of 5 paragraphs that the students will be

given fifteen minutes to collaborate and identify the main idea, thesis statement, supporting

claims, and counterclaims.

Students will then turn in their collaborative packets for the instructor to review to

evaluate student growth in subject matter. Then groups will grab a poster board and begin

blueprinting out a topic. This should take about five minutes for the groups to agree on their

topic. After this, students are asked to identify claims and counterclaims to support their topic.

This does not need to be complete sentences yet. This is a concept map. Completing this concept

map should take about ten minutes, after the map is completed, students will then pass their

concept maps to another group where they weigh which claims would have the greatest

importance to the topic. (Having another group complete this portion will encourage students not

to make the vote of the most important claims by the one they added.) This will take

appromexity ten minutes. Students then would return the concept map back to the group that

created it with the chosen claims and counterclaims. Students would spend the last ten minutes

of class independently creating a template for an argumentative paper with completed sentences

of the thesis statement, claims, and counterclaims. This would be turned in at the end of class to

demonstrate students' understanding of objectives taught..

4. Resources:
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a. Sadker, D. M., Zittleman, K. R., & Koch, M. (2022). Teachers, School and

Society (6th ed.). McGraw Hill.

b. Wyrick, Jean. Steps to Writing Well. Boston: Heinle, 2002.

5. Reflection:

The concepts of identifying the thesis, claims, and counterclaims were taught

using cooperative learning styles. Students were actively engaged throughout the lesson by

working in groups to complete the assignment. Students were tasked with working together to

identify the thesis, claims, and counterclaims in five sample paragraphs and then tasked to

complete their own. The students are demonstrating their understanding of the topic by

completing their argumentative templates by the end of class, these templates would be used to

begin their first draft of an argumentative essay.