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CEP Lesson Plan

Teacher/s: Jean and Helen__________________________________


Level: A6
Date: October 29, 2014
Goal: Evaluating an argument in a persuasive essay.
Identify and write the elements of an introduction and conclusion of a persuasive
essay.
Objectives: Students Will Be Able To
1. Identify elements of an argument in a given text
2. Produce elements of an argument in a group presentation
3. Identify the anatomy of a persuasive essay
4. write a first draft introduction and conclusion for a persuasive essay
5. provide peer feedback
Theme:

Were All In This Together

(Extensions: ____________________________________________________)

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson:

(for
example:
SS-T)

Activity 1: Homework
Review

Pre-Stage: T pairs Ss up. T asks


Ss to compare answers with their
partner.

T-SS

During Stage: Ss compare


answers in pairs. T walks around
and listens, as well as provide
help when needed.

SS-SS

Post-Stage: T reads the answers


out loud and asks Ss for any
questions.

T-SS

Transition to #2: Now,


you also had to read the
text in the TB on p. 143
for HW. Lets all turn to
that page.

(Tangible Outcome- Ss will have


provided correct answers to the

Time

10:0010:10

HW.)

Activity 2: Vocabulary
Check

Transition to #3: So the


text that you had to read
for class presents an
argument. Were now
going to see which
elements make up a
convincing argument.

Pre-stage: T asks Ss to briefly say T-SS


what the text was about. T listens
to Ss and answers their questions
related to the text. T asks Ss to
work on Vocabulary Check in pairs

10:1010:25

During Stage: Ss do Exercise 5 on SS-SS


TB p. 145 in pairs. T walk around
and listens to Ss, as well as
provide help when needed.
Post-Stage: Ss go around and call SS-T
out their answers in turns. T asks
for two words that Ss had difficulty
understanding.
(Tangible Outcome- Ss will have
completed the Vocabulary Check
exercise in TB and identified other
unknown words from the text.)

Activity 3: Elements of
an Argument

Transition to #4: Now


that weve identified the
elements in a text, were
going to use them to
support our own
arguments.

Pre-Stage: T introduces and


explains the elements listed in
Exercise 3 on TB p. 145.

T-SS

During Stage: T tells one S to read T-SS


directions to Exercise 3. T hands
out post-its and demonstrates how
to use them to label each element
in the text.
Post- Stage: Ss do Exercise 3 on
TB p. 145 in pairs and then calls
out their answers in class.
(Tangible Outcome- Ss will have
identified elements of an argument
in the text.)

SS-SS

10:2510:35

Activity 4: Group
Presentation

Transition to #5: Now


that we made our own
arguments, were going
to look at them in formal
writing.

Pre-Stage: T splits the class into


T-SS
two groups of three. T tells Group
1 to discuss and present their
answer to Exercise 6a on TB p.
145, while Group 2 does the same
for 6b. Ss are to include as many
elements as possible (thesis,
acknowledgement of opposing
point of view, and suggestion are
a must). T hands out big poster
boards.
During Stage: Groups discuss
their questions on Exercise 6 on
TB p. 145 and write their results
on the big poster boards.

SS-SS

Post-Stage: Groups present their


results in front of class and give
each other feedback.

SS-SS, SST

10:3511:00

(Tangible Outcome- Ss will have


discussed and presented their
answers using elements of an
argument.)

Activity 5: Persuasive
essay: Overall Review

Transition to #6: Great


job remembering what
goes into a persuasive
essay. Now were going
to tie it together and
write a complete
introduction and
conclusion.
Activity 6: Persuasive
essay- drafting a

Pre-Stage: T asks Ss what they


remember about writing essays. T
elicits elements of essay from Ss.
During Stage: Ss identify what
goes into an essay- intro, body,
conclusion. and what specifically
goes into an intro and conclusion.
Post-Stage: T clarifies meaning.
(Tangible Outcome- )

T-SS

Pre-Stage: T presents activity. T


hands out prompts while dividing

T-SS

11:0011:10

SS-T

T-SS

11:1011:40

complete essay

Transition to #7:
Now that you finished
writing your introductions
and conclusions, lets
stick them on the walls
so everyone can read
them.

students into 3 pairs. (2 if there


are absences). As Ss read the
prompts, T will pass out Essay
Map worksheet.
During Stage: Ss pairs will plan
SS-T
out their essays, and write out an
introduction, conclusion and s brief
introduction of their arguments. T
will walk around, answer
questions, and provide support.
Post-Stage: When Ss finish
writing, they will post their essays
on the wall.
(Tangible Outcome:)

Activity 7: Persuasive
Essay- Peer Feedback

Pre-Stage: T will hand out rubrics T-SS


for peer evaluation. T will also give
directions.
During Stage: Ss will walk around
reading the other essays. Ss will
then complete the peer evaluation
rubrics.
Post Stage: Ss will share their
evaluations with the writer.

Wrap-up

T-SS

11:4012

SS

SS

Lesson Evaluation Procedures:


Homework:

Materials: handouts, powerpoint, post-its, 2 big poster boards


Anticipated Problems & Suggested Solutions:
Running behind, ending early (see contingency plan)
Computer not working: we will write out the agenda on the board or save the powerpoint in a
USB
Not all Ss show up to class: one of the co-teachers will join in a pair or group activity
Contingency Plans (what you will do if you finish early, etc.):
Running behind-

Running earlyPost-Lesson Reflections: