LESSON TITLE: Argumentative Essay

Lesson #: 2

TEACHER NAME: Jinru Zong

DATE:April 3rd

Attach any handouts or materials required for this lesson.

Preparation/Planning
ESL Course:Advanced
Writing Level Beginning Intermediate Advanced Multilevel
□  □ √ □
Topic/Theme:
Argumentative Essay:
Online Dating
Listening -Students will be able to learn the usage of the modal verbs through a
Objectives YouTube video.
- Students will be able to listen to their classmates express ideas about
online dating
Speaking -Students will be able to discuss and express their ideas about the
whether they think online dating is a good thing or bad thing with peers.
Reading -Students will be able to recognize the difference between a persuasive
essay and an argumentative essay after the reading analysis.

Writing -Students will be able to form ideas to write an argumentative essay on

the topic of online dating.
- They will be able to write about all the reasons they can use to defend
their point of view on the topic of online dating. (Brainstorm)
-Students will be able to list points with complete sentences with modal
verbs on the T-chart individually.

Bridging

What background knowledge
do the students already have?
-Students have read and analyzed the reading material about online
dating “Catfishing: Hook,Line and Sinker” as a previous assignment.
-Students have already completed a chart with quotes and paraphrases
based on the reading material-Catfishing: Hook,Line and Sinker
-Students can write 3-page academic essays

What will you do to activate Warm-up activity (10 min)

or link students’ prior Students will have a Speed Dating activity. They will be put in pairs
knowledge or experience to and exchange their quotes and paraphrases that they created for
upcoming content? homework with different partners in order to review the reading

Engagement with New Material
What will you do to engage
students in the active learning
of the new material?
What will you do to ensure
that all students are engaged?
Application
What opportunities will you
provide students to practice
and apply their
knowledge/skill to meet the
objectives for this lesson? To
apply to other contexts?
material, which is considered as a reference to the topic of online
dating.
Presentation of what an argumentative essay should include (15
min)
Students will be given statements that describe persuasive essays and
argumentative essays.
They will work with their partners to figure out the difference between
a persuasive essay and an argumentative essay from two readings (they
both have the same thesis, but one is a persuasive essay, the other one
is an argumentative essay) that are presented on the slide. Teacher will
first ask them to talk with the partner and share their answers. Then,
teacher will ask the class to share out their answers. Finally, teacher
will point out the difference and explain what an argumentative essay
should include.
I will require students to ask his or her partner about the difference is
between a persuasive essay and an argumentative essay, and what an
argumentative essay should include.
Also, I will walk around the classroom, observing if the students are
working on the content and listening to see if their answers are correct.
Modal Verbs in appropriate situations (15 min)
Teacher will explain the connection between learning modal verbs and
writing argumentative essay.
Students will watch a Youtube video about modal verbs.
● Students need to take notes while watching the video to find what
modal verbs can be used in some situations.
● Then some students will be asked to use some assigned modal
verbs to create sentences depending on each situation on the
whiteboard.
● Teacher will summarize the rules of modal verbs finally.
After doing that activity, students will be able to figure out what modal
verbs should be used in what situations.
Brainstorm Activity (20 min)
Students then will have a brainstorm with a T- chart on the topic of
online dating to form ideas and organize an argumentative essay with
T-chart.
● Students need to think about both advantage and disadvantage of
online dating before they identify their thesis according to the
question-Is online dating a good thing or bad thing.
● Then students need to list points with complete sentences with
modal verbs on the T-chart individually.

Assessment
How will you assess their
learning of the objectives?
Closing
How will you help students
recap the learning and link it
back to the original purpose of
the lesson?
Technology
If applicable for your context
and your lesson, how will you
meaningfully integrate
technology into your lesson?
Reflection
What went well? How do you
know?
What didn’t go as planned?
● After completing the T-chart, students need to share their opinions
to the partners to see if they can get more new ideas.
-I will assess if students can figure out the use of modal verbs through
requiring them to create sentences with each situation and then
checking these sentences.
-I will walk around the classroom and observe how students exchange
their ideas about the whether they think online dating is a good thing
or bad thing with peers.
-I will walk around to observe if students can write complete sentences
with appropriate modal verbs to list their points.
-In order to assess the part of identify the difference between a
persuasive essay and argumentative essay, I will walk around the
classroom, observing if the students are working on the content and
listening to if their answers are correct.
Before we finish the lesson, I will go over what we have discussed in
class. I will ask students what we did first, second, and last , and the
connection between each part.
I will explain that a prompt will be used for them to write an
argumentative essay on the topic of online dating for homework. The
prompt includes four questions that they can choose one from them to
form their thesis statement and topic sentences they need to complete
for each paragraph.
I will use Google slides for direct instruction since students will pay
more attention on the written instruction presented in the front.
The reading material presented in the front of the classroom can attract
students’ attention and what teacher’s explanation to it with body
language which would help them learn more effectively.
My instructions for each activity were clearer since there were few
students asking me questions about how to do with the activity.
My interaction with students became more confident and I provided
feedback to the entire class after each activity. The students would
keep asking me some questions related to my feedback and understand
what I answered, which increased the interaction between us.
Throughout the lesson, some of my pronunciations were not clear
enough for students to understand due to my quick speech while
presenting.
What contingency plan did
you employ?
What would you do
differently next time?
Did your students meet the
purpose and objectives for
this lesson? What is your
evidence for each?
What do your students need
next? How do you know?
What did you learn about your
glows and grows as a teacher?
What can you do to work on
your areas needing growth?
I have planned another materials for explaining the difference between
the persuasive and argumentative essay.
I would provide more student-centered opportunities for the students to
integrate their speaking skills into the writing class.
I would provide time limits for each activity in order to remind both
me and students of the limitation of each activity.
Students were able to figure out the modal verbs since they can create
their own sentences with appropriate modal verbs in my assigned
situations.
Students were able to discuss and express their ideas about the
whether they think online dating is a good thing or bad thing with
peers since they exchanged ideas from partners and wrote down some
new ones on their charts.
-Students knew the difference between a persuasive essay and an
argumentative essay after the reading analysis since they identified
what an argumentative essay should include during discussing with
partners with my observation.
-Students are able to list points with complete sentences with modal
verbs on the T-chart individually after my instructions.
My students need more modeling and direct instruction when it comes
to presentation expectations.
My students need timing for each activity for them to arrange their
tasks, since they always moved to the next step without knowing the
time.
I have learned that as a teacher I should always interact with the
students like asking their questions to identify if they have understood
the content I just taught and then move on. From this lesson, I felt my
interaction to the students became more naturally. I have realized the
importance to provide feedback for the individual class as well as to
the entire class.
I also should set timing for each activity in order to help the students
arrange their tasks.
The teacher should ensure the students get awareness of the purpose
for the activities in this lesson in order to learn effectively.