Name: Kim Russo Date: 3/17/14

Cooperating Teacher: Rebecca Burns

Grade Level: 6A Language Arts

Argument Writing: Should We Clone Animals?
Essential Questions
1. How can I effectively convince my audience to take the course of action I am
recommending?
2. How does evidence support an argument?
3. How do writers create an argument that is logical?

Common Core State Standards
1. CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and
relevant evidence, using credible sources and demonstrating an understanding of
the topic or text.
2. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
3. CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
4. CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by reasons and evidence from
claims that are not.

Student Objectives
1. Students will be able to individually analyze the article and identify the reasons
that support both sides of an argument
2. Students will be able to individually determine and identify evidence that supports
their reasoning
3. Students will be able to individually write a claim
4. Students will be able to individually write a counterclaim
Prior Knowledge
Students will be familiar with the article process and choosing a side. Students will have
had one day of modeling and will have had 2 days working in groups to complete a T
chart and I chart.

Materials
1. Scientists Successfully Clone Cat article
2. Would You Clone your Dog article
3. I chart Handout for articles
4. T-Chart handout for articles
5. Student-generated reasons
6. Appropriate Music from an Iphone/Computer
7. Pen/Highlighter for each student

Instructional Plan
1. Motivational Beginning: The students will arrive in the classroom and complete
the Do Now activity written on the board, which will direct them to copy down
the nights homework and take out their homework from the night before. (5
minutes)
2. Body of Lesson:
1. The teacher will first review the homework by having students share some
of the reasons they will do a walk around. The teacher will play
music, the students will walk around and will stop when the music stops.
They will then turn to the person next to them and share out what they
have. They will complete this one more time and then have the students
sit down. After this is completed, the teacher will have some students
share out to the class. (8 min)
2. The teacher will then have a quick discussion, asking students what have
been some of the big things they have been talking about over the past few
days? (5 min)
3. The teacher will explain that they will be working individually today on
articles relating to Cloning. She will explain to the students that they will
be receiving 2 articles on cloning. The students are to create one T-chart
and one I-chart using the 2 articles, NOT a T-chart per article. The teacher
will then handout the 2 articles and the T-chart/I-chart. The teacher will
advise students to take out a pen and highlighter. The teacher will ask
students what are the steps they should be completing? She will use their
answers as the directions. (5 min)
4. Once the papers are handed out, she will explain that students will have
the remainder of the class to individually work on this. Once they are
finished, they are stapling all papers together and handing in. (60 min)
5. If students finish early, they can read individually.
3. Closure: The teacher will explain that for homework, the students are to generate
reasons and evidence, based on their own experiences, for the following question
should students be required to wear school uniforms? Students should NOT be
using a text and they should be thinking of evidence from their own experience to
support those reasons. The teacher will take any questions regarding this. (2 min)
Assessment
1. The students will be formally assessed on their completion of their T chart and I
chart for the cloning articles.
2. The students will be informally assessed based on their ability to work quietly and
independently.

Homework
1. Genrating reasons and evidence, based on their own experiences, for the
following question should students be required to wear school uniforms?

Adaptations for Students with Special Needs
1. Students will receive extra time for assignments
2. Teacher will read the directions to those specific students
3. Teacher will color code assignments/assessments, when necessary and applicable
4. Teacher will provide graphic organizers with definitions of key terms for these
students