BYU English Teaching Program

Lesson Plan Template (2023 version—ENGL 426)

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PLANNING
Date: Class/Grade Level:
11/5/2023 9th
Title of Lesson: Lesson Length:
“Exploring Different Viewpoints” Day 1 of 2 80 minutes

Standard(s): Lesson Learning Objective(s): Assessment(s):

Standard 9-10.SL.1.b. I can calmly discuss with another Formative: Students will fill out an
● Participate in conversations classmate about a topic that we exit ticket that has questions about
by asking and responding to disagree on. what they learned from their partner
questions and provide the
opportunity to consider a My classmate and I can create a Summative: Students will create a
range of perspectives and podcast about a topic we disagree on. podcast with their partner discussing a
clarify, verify, or challenge polarizing topic.
ideas and conclusions with
evidence.
ISTE 1.7.b
● Students use collaborative
technologies to work with
others, including peers,
experts and community
members, to examine issues
and problems from multiple
viewpoints.

Rationale: This lesson will take place in our argumentative writing unit. In this unit, students will learn how to
formulate, speak, support, and evaluate an argument based on their reading unit of The Great Gatsby. This specific
lesson will focus on speaking and supporting an argument about the green light at the end of The Great Gatsby with a
peer who disagrees with their opinion by creating a podcast that contains both opposing views. This lesson plan will lead
up to the culminating project of the unit which is to write an argumentative essay on a theme presented in The Great
Gatsby. This lesson plan about the green light is simply a practice of creating and dictating their argument and could
possibly be their main idea for the final paper, but their papers don’t have to be based on this theme.

If students can speak their thoughts on a subject while respecting another person’s viewpoint, then they will be one step
closer to writing a mature, well-supported argumentative essay. Before this lesson, students should know what an
argument is and what they are arguing about. They should also know what a podcast is. This lesson will lead to our next
lesson which will be evaluating our argument as well as our peers’ argument.
Concept(s) to Be Taught: Prerequisite Knowledge:
● how to present an argument with support We will already know what an argument is, why we use it,
● how to respectfully disagree with an argument and and when engaging in a civil argument is most effective.
use support to strengthen the counterclaim Students should already know their arguments and have
● how to conclude a conversation between two evidence to support their arguments in the discussion.
opposing arguments Students should already have listened to some podcasts in
● how to create a podcast one of our prior reading units.
Materials Needed: Technology Use:
● Notecards for the exit ticket Spotify for Podcasters: instead of simply talking about
● Laptop or phone to use the materials below their arguments. Students will record their arguments for
● A shared Google doc with the student and their them to listen to and reflect on for a future assignment.
partner to take notes and write down their script The recording can also be accessed by me and their peers.
https://docs.google.com/document/d/1MtU7y_maI Because it is recorded, students must put more thought
gL-aucunjhjV_r2yMhVrPFsHZd403FekHo/edit? and effort into how they will present their argument,
 usp=sharing because others will be listening and taking notes.
● Spotify for Podcasters to record their podcasts
https://podcasters.spotify.com/pod/dashboard/home Shared Google Doc: allows students to collaborate their
thoughts to create an outline for their podcast. It also
allows the students to see what their partner wrote about
their argument, allowing more room to discuss the
argument if the partner doesn’t fully understand their
claim.
Learning Strategies:
● Partner discussion
● Google Doc graphic organizer/outline
Differentiation and Accommodations: I might have students who need to use a text-to-speech device, so if that’s the
case, students can use that to discuss with a partner and create a podcast. Or, the student can have a peer volunteer who
can read their prewritten argument out loud in both the discussion and the creation of the podcast. I can also print out the
Google Doc graphic organizer and outline for students who prefer to write rather than type. If I have an extremely shy
student, then I can talk to them and see if they could create their own podcast and create some counter-arguments in their
podcast, but I would talk to that student first and create a plan based on their needs.

PERFORMING
Time A) Preparing for Learning
Good morning, my friends! How are you all today? What are some fun news that you would like to
3 minutes share with the class? (*let them answer*) (*congratulate those who participated in extracurricular events
the night prior*) Alright, everyone get your writer’s notebook out, and let’s look at the board for today’s
prompt. Could someone please read the prompt for me? (*Chooses a student, the student reads out loud,
“Based on our reading of The Great Gatsby and our discussion of the green light yesterday, what does
the green light at the end of the story symbolize? Give at least three examples from the text and explain
your reasoning behind each example.”) Great, thank you! Okay, class what are we doing for our writer’s
notebook, again? (*Have the class repeat the prompt*). Very good, you have 10 minutes to write. 3,2,1
let’s write!

10 minutes *As they write, take attendance, collect homework from the homework tray, walk around and check to
see how much they are writing, and prepare mentally for the period.*

2 minutes Timer ends. Thank you everyone for focusing and working on our writer’s notebook! We’ll talk more
about what you wrote a little bit later. However, for now, let’s turn our attention to the whiteboard and
read our Learning Objectives out loud. (*Reads the Learning Objectives out loud and together as a
class.) Thank you!
B) Directing the Learning
2 minutes Alright, so for class today we are going to prepare ourselves for the final paper, which is an
argumentative paper. Who can remind me what an argumentative paper is? (Good *if there’s an answer*
if there’s no answer, ask them: what is an argument?) (*someone who is trying to state their opinion and
why they might be right*) Right, so we are going to eventually write a paper about an opinion we have
on The Great Gatsby. Today we are going to practice for that final paper.

The other day for your exit ticket, you all wrote down what you thought about the green light. I will pair
10 minutes you off with a partner who has a different opinion than you about what the green light symbolizes. (But
Ms. Dust, that’s not fun!) Well class, let me show you what I want you to be with someone who has a
different opinion than you. This is an example. Raise your hand if vanilla ice cream is your favorite
flavor. (*picks a student who likes vanilla ice cream.) *Insert student’s name* I also like vanilla, tell me
why you like it. (*they explain that it tastes good, can go with anything, etc.) I agree! I think those exact
things too! What did I learn from that conversation, class? (*wait for their answer). Honestly, I didn’t
learn much. We both agree that the flavor is good and it can go with anything. What he said is nothing
new in my opinion. Let me show you another example, raise your hand if chocolate ice cream is your
favorite. (*Picks on a student who likes chocolate ice cream.) Okay, I’m not a huge fan of chocolate ice
cream, but tell me, why do you like chocolate ice cream? (Possible questions to ask the student: Where
 do you buy it? How often do you eat it? Is it associated with a good memory? Is it a tradition in your
home to eat it on certain holidays?) Now class, what did I learn from this student who has a different
opinion than me? (*they shout out their answers). Exactly, I learned so much about chocolate ice cream
and why this student needs to eat it! Now, I’m convinced to try it one more time, because I was willing
to hear her opinion!

5 minutes Now I have your partners already picked out. So when I call your name, please go sit with your partner!
(*Calls out names, have the students move chairs)

1 minute Great! Let’s talk about what we are going to do with our partners today! You all should have an opinion
about the green light from yesterday’s discussion and today’s writer’s notebook. You should all have
examples from the story to help support your argument from your writer’s notebook prompt. Don’t
worry if you don’t have all 3 examples or if your examples aren’t the best. We are going to work with
what we have. You will take turns talking about your argument and reasons why you believe what you
believe. While your partner is talking, you will be actively listening!

5 minutes When you are both done talking and sharing your ideas, you will fill out this organizer! (*shows them
the graphic organizer*) This is located on Canvas and you should download a copy, share that copy with
your partner, and take notes about each others’ arguments. Key! I don’t want you to write while your
partner is talking. I want you to be actively listening and not taking notes. I also want you to write in
your partner’s column about their argument and not in your own column, because you need to show that
you were listening and understanding what your partner was saying! Someone, please explain what we
are doing. (*a student reiterates the plan). Give me a thumbs up if you understand the directions. (*Waits
for the thumbs. Reiterate directions as needed.)

5 minutes Everyone download the Google doc and share it with your partner! Give me a thumbs-up once you’ve
done that! (*Wait for the thumbs.) Okay, you are good to discuss with your partner and remember to
stay focused on the topic at hand. This step will help you with our next activity today! In total, you will
have 10 minutes to discuss, 5 minutes per partner. Let’s go!

10 minutes *Walk around the classroom, hear what the students are saying, see if they have good rebuttal skills, if
they are having civil conversations, if they are listening to each other well, etc. Write on the board,
presenting an argument, counterclaim, and concluding the conversation. Stop at any partners who are
having a hard time continuing their conversations. Inject questions they can discuss for a little while.
Where in the book do you see this example? What does this remind you of in real-life circumstances?
Do you think the author did this on purpose? Why or why not, and show me in the book how it proves
your point! After assessing the students' conversation skills, alter any teaching of the conversation skills
in this next section.*

1 minute Okay class let’s regather and focus for a second. I noticed a few things in your conversations that were
super good! Y’all are good listeners, you stayed focused well, and you brought great ideas to the table!
Now for our next activity, you will be making a podcast with your partner! Before we start the podcast,
let’s look at a few things. (*Directs their attention to the whiteboard). Here are a few things that we did
fine within our conversations, but we can do better!

3 minutes First, we need to be able to present our argument. When we present, we typically state what the topic is
and then our opinion. For example (*writes the following sentence on the board) In The Great Gatsby,
the green light appears at the end of the story. I believe this is a symbol of the negative consequences of
wealth. Who can tell me what the general topic of this sentence is? (*hopefully they say the green light
appears at the end of the story. If not, guide them to where it is.) Great, and who can tell me what my
opinion is in this statement? (*They say the symbol of negative consequences or I guide them to the
answer). Very good! Indicators here are “In The Great Gatsby” and “I believe.” We want to prepare the
audience with the foundation of what we are talking about and then dive deeper into what we
specifically believe about the topic.

3 minutes Second, when your partner is finished talking, we don’t jump into our own opinion right away. We need
 to acknowledge their argument, respectfully state our argument, and explain why we believe what we
believe. Here’s an example, (*writes on the board, That is interesting that you believe the green light
symbolizes wealth. However, I believe it represents greed, because xyz*) Who can show me where I
acknowledge my partner’s argument? (*Someone states it out loud or I guide them to the answer).
Good! Who can show me where I respectively stated my own argument? (*Someone states it or I guide
them to the answer). Very good! And who can show me where I explain why I believe my own
argument? (*Someone states it or guides them to it) Great! Y’all are experts!

Finally, who can tell how we should conclude a discussion? (*a student raises their hand or no one
3 minutes answers, either way, give the following instruction) We need to make sure that when we conclude our
argument both sides have a final word and both sides feel acknowledged by the other! Again, here’s
another example, (write the sentence on the board You know, I see why you believe that the green light
might symbolize greed. And I can see why you believe the green light symbolizes wealth. Is there
anything else you would like to our conversation? No, do you have anything else? No, but it was good to
learn from your point of view!)

3 minutes Okay, now it is your turn to try this! Go back to your partner, and try simplifying your conversation just
so you can practice these three skills! You have 2 minutes!

*Goes around and listens and assesses to see if there’s any progress.

1 minute Okay, it sounds like we’ve made progress, and I think you’re ready to create a podcast! With the time
we have left in class, you will not be able to finish the podcast. However, I will teach you how to create
a podcast and I’ll review with you how you should outline your podcast. We will continue the rest of the
project tomorrow!

Who here has made a podcast before? (*see hands and evaluate how much you need to teach. Either
way, give them the rundown of Spotify for Podcasters.) Wonderful, let me show you how to make one.
(Pulls up the website and walks them through the app) First, sign into Spotify for Podcasters. Then, on a
voice memo app, you’ll record your conversation. You can upload it in one clip, but I recommend you
record your conversation in clips so that it’s easier to edit. Once you upload all your clips onto Spotify
5 minutes for Podcasters. I recommend that you add background music to add variety to your podcast. Once
you’ve edited all of it, please share the podcast with me and the class so that we can listen in and so that
I can grade your assignment! We will go over this process again tomorrow, and we’ll have more time to
go in-depth if needed!

5 minutes Before you start recording, I need you to fill out this outline (*shows them the outline for the Podcast).
This will be your script for the podcast. Please fill this out until the last 5 minutes of class before we do
our exit ticket. You should all of this copy and share it with your partner! Look at the outline. What
questions do we have about it? (*wait to see if anyone has questions) Okay, who can tell me what a
rebuttal is? (*probably silence) It is the opposing view of the original argument. So, that’s when
“Student 2” talks. Any other questions (*answers questions) Alright, let’s go back to working with our
partners and fill out as much of the outline as you can before the last minutes of class!

*As they work, walk around and make sure they are working on the outline. See how much they are
putting in the outline, remind them that this is their script, so the more they write word for word the
better it will be for them, and hand out notecards for the exit ticket.
3 minutes C) Reinforcing the Learning Okay class, good work today! You all did a great job, and don’t worry if
you don’t have your outline done. In our next class period, we will review the process of stating our
argument, rebuttals, and concluding a conversation. We will also review how to fill out your outline and
how to make a podcast. With the remainder of the time tomorrow, you will finish your outline and then
make a podcast. However, what you don’t get done will be your homework. So if you want to work on
the assignment tonight, because you know you will be busy tomorrow, then I encourage you to do so!

You should all have a notecard. This will be your exit ticket. The question I need you to answer is,
“What was your partner’s argument and what were their reasons behind the argument?” Please write it
 down, hand it to me as you exit the classroom, and have a great rest of your day!

*They answer the prompt and leave the classroom.

Activity to Avoid Wasted Time: Because this lesson takes two days (the first day is primarily instruction and the
second is primarily finishing work) I would have the students continue filling out their outlines and then start making
their podcasts. If I notice that students are struggling with certain concepts, I have the liberty to stretch some teaching
time and move some activities to the second day. But if we get done with instruction early, it will be free time to finish
their outlines and podcasts.

FOCUS STUDENT: SKIP FOR NOW

Description of Focus Student Differentiation/Accommodation Plan

REFLECTING: SKIP FOR NOW

Reflection on the Lesson (write within 24 hours of teaching)