Learning Experience Plan

Subject: English

Grade level: 9th

Unit: Writing

Length of LEP: Day 2 (25 minutes)

Topic: Creating Claims

Content Standards:Writing Standards 1) A. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that establishes clear relationships among
claim(s)
Learning Experience Outcomes

Learning Experience Assessments

(knowledge/skills)

Students will have to submit

homework coming up with 5
counterclaims from the night before.

Students will:
Recognize a counter claim and be able
to refute it through their original claim
in order to express an opinion
Differentiation

(What will you do to meet the needs of students at these different levels?)

Approaching
Curriculum Integration

On-level

Beyond

(Does this lesson correlate with any other content area? Describe.)

Material Procedures/Strategies
s

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Noteboo
k,

Day 2

(add additional days as needed)

Workshee Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
t,
Homewor
Write down the fact of the day; Fact of the day: All 6 of Carrie
k,
Underwoods albums have gone #1 within the first week.
Whiteboar
d, handed
out paper Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
for exit
slip

What is a counter claim?

Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience )
What did we learn yesterday? A claim is a statement that provides a
position of where you stand and an answer to why ex: _________ is
___________ because, through, by _______
Direct Instruction (input, modeling, check for understanding)
1) Talk to students about what they will do today, what they should
learn, and that at the end of class I want to see a counter claim they
came up with.
2) Write on the board what a counter claim is. The definition: a claim
made to rebut a previous claim.
3) Ask the students when we will need to use a counterclaim and an
example. They will discuss with other classmates then answer out
loud to teacher.
4) Students will work together to come up with 5 counter arguments in
a worksheet of claims.
5) Students will explain the difference between a claim and
counterclaim as an exit slip that will be handed in.
Guided Practice (how students will demonstrate their grasp of new learning)
Students work together in coming up with use of counterclaims and
example. Then work together on the worksheet of counterclaims.
Independent Practice (what students will do to reinforce learning of the lesson)
Their homework on counter claims and then exit slip
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

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close)

Summarize what they learned and the exit slip

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Name:__________________

Date:_______

Counterclaims Worksheet

Day 2

Instructions: Here you are given 5 claims and based off of those claims, you need to come up
with a counterclaim rebutting what is said in the claim.
1) Cafeteria food is healthy.

2) Math is an easy subject to learn for everyone.

3) President Barack Obama is the best president we have ever had.

4) Mr. Ilie is the worst teacher ever.

5) Winter is the best season out of all the seasons.

Evaluative Criteria for Day 1 & 2 (Homework and Exit Slip)

+
Student must use claim/counterclaim correctly, is clear (not confusing), and comes up with more than
5. Exit Slip: Student explains what a claim is, what a counterclaim is, no errors with
punctuation/spelling.

Student must use claim/counterclaim correctly, is clear (not confusing). Exit Slip: Gives both
claim and counterclaim and has has some errors in punctuation/spelling.

Claim/counterclaim is not used correctly and is not clear. Exit Slip: Student only gives one of
the claims or counterclaims and has errors in punctuation/spelling.
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