UNLV/Department of Teaching & Learning

UNLV Student:
Lesson Plan Title:
Date:
Grade Level:

Stephanie Killian
Extended School Days
March 7, 2016
5th Grade

PSMT Name:
Lesson Plan Topic:
Estimated Time:
School Site:

Klaus Friedrich
Writing
60 Minutes
Walter Bracken ES

1. State Standard(s):

CCSS.ELALITERACY.W.5.1Writeopinionpiecesontopicsortexts,supportinga
pointofviewwithreasonsandinformation.
CCSS.ELALITERACY.W.5.1.AIntroduceatopicortextclearly,stateanopinion,and
createanorganizationalstructureinwhichideasarelogicallygroupedtosupportthe
writer'spurpose.
CCSS.ELALITERACY.W.5.1.BProvidelogicallyorderedreasonsthataresupportedby
factsanddetails.
CCSS.ELALITERACY.W.5.1.CLinkopinionandreasonsusingwords,phrases,and
clauses(e.g.,consequently,specifically).
CCSS.ELALITERACY.W.5.1.DProvideaconcludingstatementorsectionrelatedto
theopinionpresented.

2. Teaching Model(s): Direct

3. Objective(s):
Students will approach an argument from both sides and then pick one to support
Students will format an argument using a personal claim and a counter claim
Students will support their claim with evidence
4. Materials and Technology Resources: Promethean board, butcher paper, markers, idea/
evidence organizer, hamburger graphic organizer, Internet, argument example essays, iPads,
Pages app, pencils
5. Instructional Procedures:
a. Motivation/Engagement: What if I told you that CCSD was going to extend our
school day by ONE HOUR everyday? What would you think about that?
b .Developmental Activities or Learning Experiences:
T opens up with the writing prompt
T explains that we will revisit the prompt, but first needs to explain the elements
of a good argument
T presents the class with two sample argument essays (both about the same topic,
but one FOR and one AGAINST)
T points out the structure of both essays and the fact that there are always two
sides to an argument that you need to address
T asked S to find evidence in the FOR essay

T asked S to find evidence in the AGAINST essay

T discusses the importance of supporting a claim with proper evidence
T puts anchor chart on the board in order to demonstrate the essay format and
break down
T explains what needs to be included in each paragraph (ex. Attention getter,
statistics, counterclaim, rebuttal, expert advise)
T revisits the writing prompt (Should CCSD extend the school day by one hour or
not?)
T puts students into groups of four (two students FOR and two students
AGAINST)
Using the evidence organizer, groups of four will do research and brainstorm to
fill out their halves of the graphic organizer
S will collaborate to complete the evidence organizer as a whole
T will have FORs present their evidence and will add the ideas to a master chart
on an anchor chart
T will have AGAINSTs present their evidence and will add the ideas to a master
chart on an anchor chart
Once all of the evidence has been presented, T will review the evidence with the
class
T will explain that the evidence on the board will help them to fill out the two
body paragraphs of their argument essays.
S will fill out their hamburger graphic organizers with their ideas and information
Once S have completed their hamburger graphic organizers, S will get it approved
by the teacher
Once approved by the T, S will be released to type up their essay on the Pages app
on their iPads
Once students have written, revised edited, and finalized their essay, they will
upload it to their Showbie app
c. Closure: T will stress the importance of a proper argument essay in education and will
tell students the T looks forward to reading all of the students essays.
d. Extension: S can get into small groups and T can put on mini debates. T will mediate
the sessions while the students are able to present their findings and then rebuttal.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Any S who needs further accommodations and modifications will have the assistance of
the T during any and all of independent times. In addition, the T can organize the groups
of four so that there is a high, medium high, medium low, and low student in each group.
This way the students can help each other out. You can also pair up bilingual students
with ELL students.
7. Assessment and Evaluation of Learning:
a. Formative: The formative assessment will be the students hamburger graphic
organizer and it will be approved before the summative assessment.

b. Summative: The summative assessment will be the final draft of the students argument
essays and will be graded with a rubric.
8. Homework Assignment: N/A