DAILY LESSON PLAN TEMPLATE

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Cooperating Teacher Initials:

Candidate Name: Kyle Ontiveros Lesson Date: TBD

Subject: English/ Creative Writing Learners Grade Level/s: 6

Planned Lesson Duration:1 100

KEY CONCEPT/THEME: Using Evidence in Arguments

OVERVIEW: In this lesson we will be looking at arguments in opinion articles and

learning about how arguments are formed. We will focus on the claims made by
the authors and the evidence used to support those claims. We will then create
an outline of the chosen articles to demonstrate the structure of the argument in
the article while citing evidence from the text.

RATIONALE: The purpose of this lesson is to help students identify and

differentiate between claims that are supported by evidence from those that are
not. This lesson seeks to help students see the importance of including evidence
for the claims made in a text.

CA ACADEMIC CONTENT STANDARDS:

RI 6.1: Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text
RI 6.7: Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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.

English Language Development STANDARDS:

Learning About How English Works 1. Understanding text structure: Apply basic
understanding of how different text types are organized to express ideas (e.g., how a narrative is
organized sequentially with predictable stages versus how arguments are organized around
ideas) to comprehending texts and writing basic texts.
Learning About How English Works 7. Condensing Ideas: Condense ideas in simple
ways (e.g., by compounding verbs, adding prepositional phrases, or through simple embedded
clauses or other ways of condensing as in, This is a story about a girl. The girl changed the world.
This is a story about a girl who changed the world) to create precise and detailed sentences.

OBJECTIVES/LEARNING TARGETS:2

1in minutes
2Whenever possible, include affective and psychomotor domains as well as social communication
skill objectives.
 Students Will Be Able To:
List the different parts of an article (Blooms Taxonomy Level: 1)
Identify evidence used in an argument (Blooms Taxonomy Level: 2)
Illustrate how the arguments support the main claim in an article (Blooms Taxonomy
Level: 3)
Differentiate between arguments made by an author that are supported by evidence from
those that are not. (Blooms Taxonomy Level: 4)
Create a concept map that demonstrates the structure of the chosen article. (Blooms
Taxonomy Level: 6)

INSTRUCTIONAL STRATEGIES AND DIFFERENTIATED INSTRUCTION:

Lecture (Direct Instruction)
Reading (Class + Independent Work)
Socratic Discussion (Interactive Instruction)
Independent Research (Independent Work)
Quick Write (Independent Work)
Creative Project (Independent Work)

SDAIE TECHNIQUES AND PRACTICES:

I will use clear enunciation, slower speech rate, longer pauses, and increased
redundancy (Input Simplification).
I will use controlled vocabulary, and limit use of idiomatic speech (Input Simplification).
I will use shorter, less complex sentences and explanations, and define unusual words
and words with double meanings (Input Simplification).
I will use overhead transparencies and similar projection technologies (Multisensory
Experiences)
I will ask for confirmation of understanding and comprehension checks (Check
Frequently for Attention and Understandings).
I will use illustrations, pictures, motion pictures, maps, and charts (Contextualization
and Meaning).
I will use listening and speaking activities (Emphasis on Success and
Comprehension).
I will use reading assignments, including pre-reading assignments (Emphasis on
Success and Comprehension).
I will use writing activities (Emphasis on Success and Comprehension).

ACADEMIC LANGUAGE:
Claim, Argument, Evidence, Support, Cite, Editorial, Opinion, Paraphrase

PROCEDURES:

Day 1:

Introduction/Anticipatory Set:
Define Academic vocabulary by talking about what the students know about essay writing.
Discuss where they have come into contact with the words we will be using.

Activity Sequence:
0 - 5min: Greet and talk about objectives for the day: After working through vocabulary, Work
with a sample article, before finding their own article, and finally outlining the chosen piece.
5 - 10min: Define Academic Language together as a class, first through asking questions to
describe the context they have seen the words in, before working out the definition.
10 - 20min: After handing out and reading the sample article as a class, highlight the different
parts of the article to identify the structure.
20 - 25min: Explain assignment to students, answer questions regarding assignment, and hand-
out Chromebooks. The assignment is to find their own article on Newsela before outlining it the
way we just did together.
25 - 35min: Find, Choose, and Read a current event opinion article on Newsela from the last six
months.
35 - 42min: Fill out basic hand-out/outline for the chosen article, identifying its structure.
42 - 50min: Explain project, show examples, and identify choices and resources for constructing
their concept map.
Closure:
Students will turn in their hand-out they had been working on, showing how well they
followed along with the lesson.

Day 2:

Introduction/Anticipatory Set:
Ask guiding questions about the various resources and choices that were presented the day
before. Help students consider what medium would work best for them.

Activity Sequence:
0 - 5min: Greet and talk about objectives for the day: Today will be a work day, after receiving
handout from the previous day, students are to get materials and finish their concept map, Finally,
if time permits, they will do a gallery walk to look at everyones projects.
5 - 10min: Students will receive their paper from the previous day and review the Concept map
project and resources.
10 - 15min: Hand out Chromebooks, Paper, Markers, and other needed materials
15 - 35min: Students will work on their Concept Map Project
35 - 45min: Allow students to go on a Gallery walk, viewing each others concept maps, hand out
post-it notes or small sheet of paper for students to jot down interesting ideas they saw other
people implement.
45 - 50min: Discuss what makes a strong argument and the reason for needing evidence and do
a quick write activity about the lesson as an exit ticket if time permits.

Closure:
Use the CROWN writing technique to help students reflect on the purpose of the Concept
Map Project.. CROWN = Communicate what you learned. React, have students bounce off of
what each other said, either reiterating what was said or continuing idea. Offer one sentence that
sums up what the whole lesson was about. Where are some different places you could use this?
Note how well we did today. Students will hand this in at the end of the lesson as an exit ticket.

ASSESSMENT:
Students will be informally assessed through the use of questioning at the beginning of
each lesson. The first day will have the paper that they worked on as a class and individually as a
means to assess their progress. The second day will have the concept map itself as well as a
short exit ticket to allow them to formally demonstrate how well they understood the lesson.

MATERIALS:
Chromebooks
Large Sheets of Paper
Markers
Glue
Article/Structure Handout
 Highlighters
Overhead Device
Concept Mapping Programs
CROWN Sheet

REFERENCES:

Sample Article: https://k12.thoughtfullearning.com/studentmodels/hang-and-drive

Opinion Articles: https://newsela.com/articles/#/category/opinion

https://learn.csuchico.edu/bbcswebdav/pid-2690122-dt-content-rid-
13225416_1/courses/172-EDTE530-02-4532/instructstrategyplanphases.pdf

REFLECTION: