DAILY LESSON PLAN Teacher’s Name: Class/Period: (7th Grade Gen. English, Per. 3) Unit: Persuasion (Arguments/Counterarguments) Date: October 04, 2008 Agenda: 1) Intro counterarguments with short skit (see attached sheet “Modeling Counterarguments”) 2) Pair-share verbal examples of arguments/counterarguments (see “Pair-share Counterarguments”) 3) Model written version for class (see “Modeling Model Arguments and Counterarguments”) 4) In-class activity: Counterarguments Rotation! (see directions by same name) 5) In-class writing: Should Zigimothes be forced to vagglevate? (see attached handout) 6) Homework. California Content Standards: Writing, 2.4, “Write persuasive compositions: a. State a clear position in support of a proposition or proposal. b. Describe the points in support of the proposition, employing well-articulated evidence. c. Anticipate and address reader concerns and counterarguments.” Objectives: When the lesson is completed, SWBAT identify arguments and counterarguments when they hear them, demonstrate verbal examples of arguments and counterarguments, and apply their knowledge to produce written examples of arguments and counterarguments using both abstract and concrete schemes. Materials Needed: Costumes and props for skit, two chairs, prepped whiteboard (see “Modeling Counterarguments”), markers, overhead w/transparency (or PPT) of “Modeling Model Arguments and Counterarguments”, copies of “Should Zigimothes be forced to vagglevate?, papers, pencils, teacher-only copies of directions, copies of homework, a few prizes (needed the following day). Activities: Time Teacher Procedures Student Responsibilities 7 min. 10 min 1. Introduce arguments and counterarguments through short skit (see “Modeling Counterarguments”). Afterwards, ask the students to describe what they saw happening. 2. Put students in groups of two. Monitor quick transitions. Lead timed exercise in verbal argument/ 1. Divide paper with line down middle. See how many different opinions you hear. How many can you write down for character on the left? For character on right? Turn in. 2. In pairs, students will take turns presenting arguments vs. counterarguments for prompts. Decreasing time limits imposed.10 min. 15min 7 min 3min counterargument (see “Pair-share Counterarguments”). 3. Model written arguments/ counterarguments on overhead (see “Modeling Model Arguments and Counterarguments”). Focus: sharing thought process, clear writing. 4. Put students into groups. Lead Counterarguments Rotation! (see directions by same name). Keep track of time- papers are passed every minute. Lead group sharing. 5. Pass out handout for “Should Zigimothes be forced to vagglevate?”. Monitor transitions. Provide verbal instructions. Emphasize that they can make up whatever they want about the Zigimothes. 6. Go over homework: Tell students they should complete the Zigimothes worksheet, and do an “essay” (not really formal- just writing arguments and counterarguments without prompts showing). Prize for the three most creative answers tomorrow. 3. No written work is necessary- students expected to be active listeners who respond when questions are asked. 4. In rotation, students will be creating outlines like the one modeled on board. Students must have own answers, but group members can help. Share aloud what the group considers to be best paper. Names on papers. Turn in. 5. Individual work. Fill out worksheet. If finished do not turn in- you need it for homework. 6. Homework: create short informal essay (see below). Homework: Homework: Complete Zigimothes worksheet. When you are finished, write answers on a new sheet of paper, with none of the prompts showing. More like an essay. Make sure that you give some examplesto explain what you think. Can you make it look like what Mrs. Foster did on the overhead? See directions on “Zigimothes” handout. Assessment or Evaluation: Informal assessment takes place when I collect the papers from the intro, the group work pages, and when I listen to the group presentations of their best pages. I am looking for participation, use of the words “argument” (or “reason”), and “counterargument”. 5 pts. Formal assessment takes place in the form of homework. I am grading the worksheet with more weight than the informal essay, because in my imagination this is the first assignment of this sort, and I am wondering how the students will respond. With the worksheet a great deal of scaffolding is provided, and the assignment mirrors what we accomplished in class. I am looking for evidence of synthesis. Can they apply the concepts of argument and counterargument to something as new and abstract as a “Zigimothe”? Worksheet: 5pts for completeness, 10pts correctness. Brief essay: 5 pts. Extra reinforcement provided for creativity. Lesson Plan Commentary/Reflection: I think that this lesson will appeal to seventh graders in its creative and humorous approach. I have taken care to switch activities frequently to prevent listlessness, and I’ve encouraged individual, partnered, and group learning. There are multiple opportunities to assess the comprehension levels of the group, which will allow me the opportunity to prepare for any necessary re-teaches without having to wait for the homework to be turned in and graded. I include an entire modeled short essay, with demonstrated layering (first the basic ideas, then their elaborations). The homework assignment is fairly open-ended allowing learners at various levels to complete the task as they are able. I have taken care to provide detailed notes so that another teacher could recreate the lesson if desired. Pair-Share of Counterarguments (Directions Sheet) Have the students meet up with partners. One of them will be “A”, and the other will be “B”. Verify that they have kept up with the directions by asking for all of the “A”s to raise their hands. Next, give the following instructions:We are going to argue for or against the fact that teenagers should be allowed to watch rated R movies at the theatre. Person A, you must give your opinion, and three reasons why you think that your opinion is valid. Person B, you must give one reason for having the opposite opinion (even if it