Formal Arguments
Formal Arguments 2 Week Lesson Plan Title Page:
Sarah Khattabi
November 25, 2014
Mr. Jose Paco Fiallos
Florida State University
College of Education
English Education
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Formal Arguments
Unit Plan Overview 11 th
Grade
Unit Goal: The goal for this lesson is for students to learn about how to make a formal argument and how put it into practice.
Rationale/Purpose: The purpose of this lesson is for students to understand the dynamics of a formal argument. It is important for students to understand how to create a proper argument with claims, thesis statements, supporting evidence and conclusions because it is necessary for real life and/or if they are to pursue higher levels of education.
Objectives:
Students will be able to form a general thesis statement.
Students will be able to create a solid claim for their argument.
Students will be able to use textual evidence to validate their claims.
Students will be able to put the knowledge they have gained about formal arguments into practice in the form of a verbal presentation and a written critical essay.
Teaching Philosophy:
I am a firm believer in independent work. Teachers coddled my peers and I growing up in and it has been a great hindrance on my higher-level academic life. It is of great importance to
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Formal Arguments me that I emphasize the importance of independent work. I am not a hand holder, but I do think that I am fair. Some students need accommodations even if they are not part of a special program and I am always open to hearing what students may need.
Classroom Environment
I will always have a very decorated classroom. I would like to show bits of myself, like hanging posters of my favorite books, movies, and musicians. To me it makes my students remember that even though I am a teacher I am still a human being and I do not live in the school. I plan on having all my procedures and common practices on posters for students to see. It allows students the opportunity to not panic when they ask – “What do I do when I have to go to the bathroom?” or “When does this class end?”
I plan on assigning seats, but allowing students a sense of individuality when it comes to that. I plan on having students make nameplates on the first day for them to decorate and keep them on their desks. Every six, or possibly activities as well, the nameplates will be rearranged. This way students can not only get new perspectives as well as make new friends, but be able to be brought back to their work easily.
I think that music is a very important part of the classroom experience. On the first day of class not only will I have students create a nameplate, but additionally I will have them fill out a notecard that allows me to get to know the students a bit more. On the card I will include an option for students to share their favorite musicians. If the music is appropriate I will try to find music by the artists and play them on certain days.
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Formal Arguments
Table of Contents
Lesson 1……………………………………………………………………. 3
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Lesson 2…………………………………………………………………….10
Lesson 3…………………………………………………………………….15
Lesson 4…………………………………………………………………….19
Lesson 5…………………………………………………………………….24
Lesson 6…………………………………………………………………….28
Lesson 7…………………………………………………………………….32
Lesson 8…………………………………………………………………….37
Lesson 9…………………………………………………………………….42
Lesson 10…………………………………………………………………….45
Appendix…………………………………………………………………….50
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Formal Arguments
Lesson Plan
Lesson 1
“What is an argument?”
*Lesson plan based on a 50 minute class
Purpose/rationale: Students will use this unit as preparation for their final argumentative essay that they will be turning in. This first lesson plan will introduce the concept of arguing in an informal sense. Students are often arguing among one another, but in this lesson they will learn the effectiveness of the average argument and in turn introduce the idea of the formal argument.
Using a text they have just completed, Hamlet as a reference and point of debate.
Common Core Standards :
LAFS.1112.SL.1.1
LAF.1112.SL.1.2
LAFS.1112.W.3.9
Objectives :
Students will be able to demonstrate their common knowledge of how to form an argument using their text.
Students will be able to recognize the difference between formal arguments and informal arguments.
Students will be able to identify key components of a well formed argument.
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Formal Arguments
Students Will Be Able To (also can write SWBAT)
Add measurable objectives here for this lesson. Use Bloom’s Taxonomy for verbs if necessary.
Materials
Students will need to bring their copy of Shakespeare’s
Hamlet and a note book for notes.
Anticipatory set :
Have “So, you think you can argue, huh?” written on the board. Underneath will have directions for their “Bell Work”. The directions will be “Is Hamlet crazy or not? Tell me why.” The students will have 5 minutes to write down their opinion. The class will be shaped into a circle when the students come into the classroom.
Teaching Strategy/Procedure/Activity:
Time
5 minutes of writing
20 minutes
Student is doing
Students are writing down what the directions on the
Teacher is doing
Teacher is explaining and reading the instructions and board have instructed (See
Anticipatory set) in their notebooks. answering any questions as well as insuring that all students are on task.
Students will be then urged Teacher will be guiding the to share their responses and discussion and writing respond to one another with down key points in the
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Formal Arguments the teacher’s guidance.
Students will be instructed that they will be debating students’ arguments.
1.
Are the students using textual one another.
Rules:
1.
Write down any comments you have about what someone else has said and be sure to write down things you want to say.
2.
Raise your hand and be patient.
3.
Do not interrupt someone while they are talking.
2.
evidence to support their arguments?
How are the students phrasing/structuring their arguments?
First, students will be asked
“Raise your hand if you think Hamlet is crazy?” students will raise their hands in response. They will in turn be asked
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Formal Arguments
5 minutes
15 minutes
“Why?” when they give their answer I will ask one of the students who does not agree to counter their argument. They will be urged to argue with one another.
Students will discuss whether they found to be most effective in one another’s arguments and what was least effective.
Students will create a T chart with one side saying
“Informal Argument” and the other saying “Formal
Argument”. Students will fill out key components of each. At the bottom of the chart they will write about the differences between the two types of arguments and
Teacher will be guiding the small discussion by asking the questions and moving toward the transition into the next discussion
Teacher will be giving a
PowerPoint on the key aspects of a formal argument.
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Formal Arguments
5 Minutes what makes one more affective than another.
Students will be given an Teacher will be explaining article written by two articles arguing the two the homework and handing out the articles the students different sides of censoring will read for homework. As books in the classroom to read for homework. well as answering the questioning
Summary/Closure :
Students will understand how to identify key differences between an informal argument and a formal argument. They will also have started to understand the things that make an argument affective.
Assessment:

Formal assessment: A T-Chart that students will create and fill out. One side for
“Informal Arguments” and the other for “Formal Arguments”. Students will fill out each side with key points and/or differences between the two. They will be graded for completeness of the chart, but also for the development of their thoughts on formal vs.
 informal arguments.
Homework/follow-up assignment:
Students will be given two articles that have two separate arguments that are for and against censorship of books for children and young adults. They (the students) are to create a chart using
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Formal Arguments examples of key components of the arguments made by the authors. At the bottom of the T-
Chart each student will determine which article had the stronger argument based on the things learned in class that they apply to the text.
Accommodations/adaptations:
For my student who is at a remedial reading level I will have provided a link to the websites that the articles are on to the class website for them to use.
For my student with a visual impairment the PowerPoint will be presented in 20 pt font and a separate hand out of the articles with 18 point font will be given after class.
The two students with low English proficiency will be given more in depth instruction before class at their desks.
Attachments/Appendices: Link to powerpoint presentation; link to T-chart example; link to articles
Plan B:
If the discussion goes south because it is too large, I will break the students off into small groups to discuss there. If the lesson is too short, I will have students think of examples of good or bad arguments.
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Lesson 2
“What is an argument? Continued.”
*Lesson plan based on a 50-minute class
Purpose/rationale: By understanding how to analyze argumentative text, students will learn how create their own conclusions, claims and support.
Common Core Standards :
LAFS.1112.W.3.9
LAFS.1112.SL.2.4
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LAFS.1112.RI.2.5
Objectives :
Students Will Be Able To identify claims in a text, and in turn begin forming their own.
Materials:
The two articles given for homework
Anticipatory set :
Students will come into class and find the desks grouped into groups of 3. At the top of the board it will say “Get into your group” and will have different groups with assigned students for each.
Students will go to their assigned group and sit. There will be a question on the board for students to answer at their “Bell Work”. The question will state “Which of the articles did you agree with most? Why?”
Teaching Strategy/Procedure/Activity:
Time
10 minutes
Student is doing Teacher is doing
Students will be getting into their
Teacher will be guiding students, groups of 3 and answering the question on the board and on the board in their reading the directions answering any
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5 minutes
5 minutes
20 minutes journals.
Students will share their ideas with the class. questions.
Teacher will be going around to monitor the discussion.
Students will engage with teacher to discuss the articles and review their thoughts on the
Teacher will go over the students’ notes on articles and what made them. one more affective than the other.
1.
What were some of the claims made by the authors?
2.
What evidence did they use?
Students will watch two weeks. Asking questions as needed
The teacher will give a and take notes on the presentation the powerpoint presentation on the students’ assignment teacher is giving on their assignment due in due in two weeks. The assignment is an essay.
Students will write a critical essay analyzing one element or theme
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10 minutes Students will brainstorm ideas for their papers in their groups. found in one of the three Shakespeare plays they have read
( Hamlet, Othello and
A Midsummer Night’s
Dream ) The presentation will cover examples of ideas, guidelines for the assignment, and the severity in how plagiarism will dealt with.
While students are brainstorming, teacher will be assigning homework.
Summary/Closure :
As class comes to a close students will turn in their homework and asking any additional questions.
Assessment:
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Formal Arguments

Informal assessment: Students will be asked to point out what exactly they thought made one argument in each article more affective than another.
 Formal assessment: Students’ homework assignments will be graded according to how in depth they analyzed the articles and their conclusions will be judged by how well they
 referenced the text and how clearly they make it that they read the articles.
Homework/follow-up assignment:
Students will be asked think of at least three possible conclusions for their papers, write that down and give at least one claim that will support each conclusion. They will also be instructed to bring in the three plays read in the class.
Accommodations/adaptations:
For my student with a visual impairment the PowerPoint will be presented in 20 pt font and a separate hand out of the articles with 18 point font will be given after class.
The two students with low English proficiency will be given more in depth instruction before class at their desks.
Attachments/Appendices: link to powerpoint presentation
Plan B:
If the lesson proceeds to last too long, I will cut the discussions short. If the lesson is going to be too short I will extend the discussion of the Critical Analysis paper.
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Lesson 3
“Socratic seminar time!”
*Lesson plan based on a 50-minute class
Purpose/rationale: The purpose of using a Socratic seminar at this point is for students who are struggling to come up with good evidence or are having a difficult time developing their ideas in their first draft of their Critical Analysis paper can debate and share ideas with other students who may or may not be struggling as well. It will also be an analysis of whether students are able to apply what they learned to do during the first debate in a formal sense.
Common Core Standards :
LAFS.1112.RI.1.1
LAFS.1112.SL.2.4
LAFS.1112.W.1.1
Objectives :
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Formal Arguments
Students Will Be Able To (also can write SWBAT) defend or refute a claim using evidence from the text in a formal discussion.
Materials: none
Anticipatory set :
The classroom will have 3 groups of desks set up. There will be a sign at each group saying a particular play they have read; Hamlet, A Midsummer Night’s Dream, Othello . Students will get into the groups according to what play they have chosen their key topics to be focused on and sit there. They will then answer the “Bell Work” question and directions - “What is the most prominent theme in your particular play? You will defend your answer to your group.”
Teaching Strategy/Procedure/Activity:
Time
10-15 minutes
20 minutes
Student is doing
See Anticipatory Set
Students will be debating what they believe is the most important theme of their particular play.
Students will also be required to take notes on
Teacher is doing
Teacher is making sure students are on task.
Teacher will explain that the same rules from the first debate apply to this one, but this one is merely smaller.
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10 minutes
5 minutes their group’s debated points.
Each group will share their Teacher will be asking most prominent points that students from the groups they discussed in their group to the class. questions in order to analyze how in depth they
Students will turn in there three topics that they discussed along with the notes they took during the discussion. went with their discussions.
Teacher will collect the students homework and notes. As well as explain the homework assignment.
Summary/Closure :
Students will turn in there three topics that they discussed along with the notes they took during the discussion.
Assessment:

Formal assessment: Students will be graded on how detail oriented their notes from the debate are and if they completed the homework assignment.
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Homework/follow-up assignment:
Keeping their possible topics in mind students will be asked to find quotes from their play they have chosen that will support those topics. They will create a parallel log, select quotes and place them on one side of a T- Chart and how that quote supports their topic on the other side.
Accommodations/adaptations:
The two students with low English proficiency will be given more in depth instruction before class at their desks.
Attachments/Appendices: Parallel log example
Plan B:
If the lesson is too hard I will go around and sit in the groups to make sure everyone understands.
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Lesson 4
“Finding Evidence”
*Lesson plan based on a 50-minute class
Purpose/rationale: Using students knowledge of creating an argument such as making a claim, making a conclusion, students will work together to find evidence for certain claims from a text.
By learning to do this students will in turn be able to use this skill in their Critical Analysis
Paper.
Common Core Standards :
LAFS.1112.W.1.1
LAFS.1112.SL.1.1
LAFS.1112.SL.1.3
Objectives :
Students Will Be Able To understand a claim and find support for that claim with relevant textual evidence.
Materials:
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Formal Arguments
Hamlet, A Midsummer Night’s Dream, Othello
Anticipatory set :
Students will come into class and sit in the groups that they were in the day before. They will see the “bell work” on the board and respond in their journals. “What is one of the topics you thought of last night? Why did you pick it? Do you think you can write a whole essay on that topic?”
Teaching Strategy/Procedure/Activity:
Time
5 minutes
5 minutes
2 minutes
Student is doing Teacher is doing
Anticipatory Set Will be checking off homework
Teacher will be asking the Students will share their ideas with the class students questions from the
Bell Work as they answer
Students will be listening to Teacher will be explain the instructions on the activity activity
Around the class will be stations with posters that have different Claims about the different plays they have read:
Station 1:
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Formal Arguments
Hermia is wrong to pick
Lysander over Demetrius.
(Remember Athenian law)
Station 2:
Hamlet did love Ophelia all along.
Station 3:
Iago was the embodiment of the devil.
Station 4:
Cassio was not a victim.
Students will be assigned to these stations. They will bring their books and will have to find evidence from the plays to support their claim. The activity will emphasize the importance for students to remove their opinions and push their argument. They will write the evidence on their
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Formal Arguments
30 minutes Students will go into their groups and follow the directions for the activity. posters. Make a conclusion sentence and present it to the class.
Teacher will be walking around making sure students are following directions and are not lost.
*Add or delete columns as necessary
Summary/Closure :
Students will gather any notes taken during the activity and turn it in to the teacher before they leave.
Assessment:
 Informal assessment: Students will be graded for their participation in the activity and
 how well their evidence validates their claims.
Homework/follow-up assignment:
None
Accommodations/adaptations:
The two students with low English proficiency will be given more in depth instruction before class at their desks.
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Formal Arguments
Students with Asbergers and ADHD will be placed in groups with more patient and on track students in the class in order for them to not feel singled out, but also remain on task.
Attachments/Appendices:
None
Plan B:
If the activity does not work well then students from the assigned groups will work on writing a short answer response following the directions of the activity except they will do it on their own.
Lesson 5
“How to write a formal argument essay”
*Lesson plan based on a 50 - minute class
Purpose/rationale: The purpose of this lesson is for students to take their knowledge of arguments and apply it in essay format.
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Formal Arguments
Common Core Standards :
LAFS.1112.W.2.5
LAFS.1112.W.2.4
LAFS.1112.W.1.2
Objectives :
Students Will Be Able To (also can write SWBAT) understand the format for a formal argument put into essay form.
Materials:
None
Anticipatory set :
Students will come into the class and sit in their groups. The “Bell Work” on the board will read
“ Margaret Heffernan stated, “For good ideas and true innovation, you need human interaction, conflict, argument and debate.” Do you agree with this statement? Why or why not.” Students will answer in their journals and discuss this in their groups.
Teaching Strategy/Procedure/Activity:
Time
5 minutes
Student is doing
See Anticipatory Set
Teacher is doing
Teacher is preparing for
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25 minutes
20 minutes presentation and answering any miscellaneous questions.
Students will watch a take notes on presentation and
Teacher will conduct a presentation on how to asking questions as needed. write a formal argument essay. Students will be given information on format:
Introduction, Narration,
Confirmation, refutation, and summation.
There will also be an outline template for students to copy down for them to use in their next assignment at the end of the presentation
Students will be given their Teacher will be walking reviewed and commented on topics and claims. around talking to students individually about problems
Students will then choose they may be experiencing their best topic and begin an with finding a topic.
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Formal Arguments outline of their paper including the evidence that supports each claim.
Summary/Closure :
How the students will end class with their outline at least started and will be told that they are to complete it as homework.
Assessment:
 Informal assessment: Through the execution of their outlines I will determine the amount of understanding they acquired.
Homework/follow-up assignment:
Homework will consist of students completing their outline of their essay.
Accommodations/adaptations:
Remedial and ELL students will be given a word bank for them to create their final topic and starter sentences for them to create their outlines.
Attachments/Appendices: link to powerpoint
Plan B:
If students have trouble with the outline I will tell them to come speak to me individually during a break in class or during lunch.
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Lesson 6
Essay Day! *Lesson plan based on a 50-minute class
Purpose/rationale: This time will allow for students to elaborate on their outline that they have created with the teacher’s guidance in order to create a rough draft of their Critical Analysis paper.
Common Core Standards :
LAFS.1112.W.1.1
LAFS.1112.W.2.4
LAFS.1112.W.2.5
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Formal Arguments
Objectives :
Students Will Be Able To (also can write SWBAT) transfer ideas from an outline format to essay format.
Materials:
Laptops for classroom
Graphic Organizer (ELL/Remedial student accommodation)
Anticipatory set :
Students will come into class and follow the directions on the board:
“ESSAY DAY! There will be no bell work today. Please, get your assigned laptops and start writing your rough drafts! QUIET PLEASE!”
Teaching Strategy/Procedure/Activity:
Time
5 minutes
40 minutes
Student is doing
See anticipatory set
Students will be writing their rough drafts of their papers.
Teacher is doing
Teacher will be helping students with the laptop cart and explaining how the day will work.
Teacher will be calling up students throughout the class to go over their plan
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5 minutes for their essay and how to get their plan across.
Students will put the laptops Teacher will be making sure back in the cart and ask any all laptops are turned in and last minute questions. everything is accounted for.
Also, lets students know the first draft of their paper is due next Monday.
Summary/Closure :
Students will email or save in some fashion their rough draft for them to complete over the weekend.
Assessment:
None
Homework/follow-up assignment:
Students will complete their rough drafts over the weekend and it will be due on Monday.
Accommodations/adaptations:
ELL and Remedial students will be given starter sentences for them to work off of in order to complete a rough draft as well as a graphic organizer.
Attachments/Appendices:
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None
Plan B:
If there is not enough time to go through the students, make sure to meet with the lower level students first and meet with as many higher level students as possible so that they can help eachother.
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Lesson 7
Workshop Day!
*Lesson plan based on a 50-minute class
Purpose/rationale: Allowing time for a workshop in class gives students the opportunity to peer review one another’s work and give constructive criticism.
Common Core Standards :
LAFS.1112.SL.1.1
LAFS.1112.SL.1.3
LAFS.1112.W.2.5
Objectives :
Students Will Be Able To (also can write SWBAT) provide their peers with constructive negative and positive criticism.
Materials:
None
Anticipatory set :
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Students will come into class and see what group they are assigned to this week and sit accordingly. They will also do the “Bell Work” indicated on the board:
“Please write this down on three different sets of loose leaf paper –
What you did well:
What you could have improved on:
My personal suggestions and things I enjoyed most:”
Teaching Strategy/Procedure/Activity:
Time
5 minutes
10 minutes
Student is doing
See Anticipatory Set
Students will listen to teacher’s small lecture on peer reviewing.
Teacher is doing
Teacher is checking off the students completed rough drafts.
Teacher will give short lecture on constructive peer reviewing

The importance of being detailed

Being polite and
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30 minutes nice

Always pointing out the positives

And always use pencil to point out, but not change grammatical/ spelling errors
Explain that the papers used for the Bell work will be what students will use to review their peers.
Students will be reading and The teacher will be going filling out their sheets as well as discussing each around answering questions and engaging students in others papers in their small discussion.
5 minutes groups.
Students will return papers Teacher will be explaining to one another along with homework to the students their reviews.
*Add or delete columns as necessary
Summary/Closure :
Students will give one another their reviews and hand each other back their papers.
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Assessment:
 Informal assessment: Students will be graded on the completeness of their rough draft as well as the effectiveness their criticism.
Homework/follow-up assignment:
Students are to take into account their peers’ criticism and edit their rough drafts to bring to class tomorrow.
Accommodations/adaptations:
I will go around to each student that needs an accommodation and work with him or her in a separate group.
Attachments/Appendices: none
Plan B:
If the lesson goes by two quickly I will have students raise their hand and share any problems they had while writing their rough draft and discuss them as a class.
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Lesson 8
Title of Lesson “Developing a proper thesis statement”
*Lesson plan based on a 50-minute class
Purpose/rationale: Although students will have already completed their rough draft, the part that is always most struggled with is, the thesis statement. Here students will learn how to form a thesis statement for them to include into their final draft.
Common Core Standards :
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LAFS.1112.W.1.1
LAFS.1112.W.2.4
LAFS.1112.W.3.9
Objectives :
Students Will Be Able To create and form their own thesis statement.
Materials:
Dictionary
Anticipatory set :
Students will come in, sit in their groups and work on “Bell Work.” The question “What is a thesis statement?” will be written on the board for them to answer in their journals.
Teaching Strategy/Procedure/Activity:
Time
5 minutes
5 minutes
Student is doing
See anticipatory set
Students will discuss as a group their answers
Teacher is doing
Teacher will be walking around class to make sure students are on task.
Teachers will guide the lesson and Segway into the
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10 minutes
20 minutes
10 minutes discussion of a thesis statement
Teacher will discuss what a Students will listen, take notes and ask questions as needed.
Students will look at their thesis statement is, write examples on the board and discuss it’s importance.
Teacher will be going own rough drafts and see if around helping students they have a clearly defined with their thesis statements thesis statement. If not and meeting with students students will come up with at her desk to approve their one that meets the requirements just discussed.
Any students who believe thesis statement. they have come up with a proper thesis statement will come speak with the teacher to have it reviewed. If the statement is approved then they will be instructed to help the other students.
Students will listen to the Teacher will explain that instructions and plan for the tomorrow will be their final
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Formal Arguments next day and the last day of workshop day and that the the unit when the paper is due. next day is the due date.
They also will be presenting their critical analysis of the paper to groups that did not cover their particular play they chose. They will not need to create a presentation, but notecards will be required for them to use. It only needs to be 5-10 minutes in length.
Summary/Closure :
Students will make sure that they are leaving the classroom with a completed thesis statement and asking any questions about their assignment.
Assessment:
 Formal assessment: Students will be graded on the effectiveness of their thesis statement.
Homework/follow-up assignment:
Students will rework their essays to include the thesis statement they came up with and bring it in for the next day for a final workshop and to prepare for their small presentations.
Accommodations/adaptations:
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ELL and remedial students will be given a dictionary as well as have notes written on the board for them to keep me in mind.
Attachments/Appendices:
None
Plan B:
The students will work in groups if the lesson is too easy. If the lesson is too hard I will work with the students around the classroom more.
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Lesson 9
“Final Workshop”
*Lesson plan based on a 50-minute class
Purpose/rationale: The purpose for taking time for a final workshop is to allow students a one on one experience when it comes to peer editing and criticism. This way students can discuss any possible changes necessary for each student’s final product.
Common Core Standards :
LAFS.1112.W.4.10
LAFS.1112.SL.1.1
LAFS.1112.SL.1.3
Objectives :
Students Will Be Able To criticize their peers work in an in depth and more affective manner
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Materials:
None
Anticipatory set :
Desks will be pushed together in sets of two. Students will go to their assigned seats according to name tags on the desks. They will read the instructions on the board. “Get out your essays and exchange them with your partner. Read the paper silently and make notes on a separate sheet of paper. Then read the paper allowed to the author. Take turns doing this. Discuss any thoughts you have on one another’s papers. Be sure to be concise, this is your last opportunity for help!”
Teaching Strategy/Procedure/Activity:
Time
5 minutes
40 minutes
5 minutes
Student is doing
Students get into their
Teacher is doing
Teacher explains the assigned pairs and read the direction on the board. directions.
Students do the work that Teacher will walk around to was assigned to them on the the pairs and how things are board. going and answering.
Students will ask any last minute questions about their last minute questions. presentation and their papers.
Teacher will answer any
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Summary/Closure :
Students will ask any last minute questions about their presentation and their papers.
Assessment:

Formal assessment: Students will be graded on their participation in their paired critique.
Homework/follow-up assignment:
Complete their final paper and mini presentation
Accommodations/adaptations:
I will go around to each student that needs an accommodation and work with him or her in a separate group.
Attachments/Appendices:
None
Plan B:
If it goes too quickly have the students point out important aspects of the pieces that do not need work or things they should expand on even further.
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Lesson 10
Mini Presentation!
*Lesson plan based on a 50-minute class
Purpose/rationale: The purpose of this lesson is to give students two different opportunities to put into practice their knowledge of argument not only in essay form, but also in verbal form.
This gives students knowledge that will aid them in future endeavors whether it be higher education or just in their social lives.
Common Core Standards :
LAFS.1112.SL.2.6
LAFS.1112.SL.2.4
LAFS.1112.SL.1.1
Objectives :
Students Will Be Able To put the knowledge they have gained about formal arguments into practice in the form of a verbal presentation and a written critical essay.
Materials:
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Formal Arguments none
Anticipatory set :
Students will come into class and get into one of the three groups according to what play they did. “Get ready for your presentation!” Will be written on the board.
Teaching Strategy/Procedure/Activity:
Time
5 minutes
5 minutes
Student is doing
Will get into groups
Students will listen to the instructions for their presentations
Teacher is doing
Teacher will get students prepared
Teacher will explain that each student will present to their group, taking turns until the whole group has gone. While they are not presenting students will take notes on their fellow group mates’ presentations.
When they are all done they will discuss what made each argument most effective and what took away from them.
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Formal Arguments
30 minutes
5 minutes
5 minutes
Students will be doing their Teacher will be going group activity around taking notes on each student.
Students will be asked to Teacher will write questions review this unit as a whole, on the board for students to what worked, what did not answer and turn in. work, what would they have done differently.
Students will turn in flash Teacher will collect all of cards, first rough draft, peer the students paper work to reviewed notes, second be graded. rough draft, second set of peer notes, final draft and notes on presentations.
*Add or delete columns as necessary
Summary/Closure :
Students will turn in flash cards, first rough draft, peer reviewed notes, second rough draft, second set of peer notes, final draft and notes on presentations.
Assessment:

Formal assessment: Students will be graded on their paper work as well as the Critical
Analysis Paper
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Formal Arguments

Informal assessment: Students will be monitored during their presentations and discussions for understanding
Homework/follow-up assignment:
None
Accommodations/adaptations:
ELL students will do their presentations for a longer allotted time and be able to pause to gather thoughts or questions with little penalty.
Attachments/Appendices:
None
Plan B:
If the lesson goes on too long I will have to extend the presentations to the next class. If the lesson is too short then the class will be given longer time to discuss and answer the survey questions.
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Formal Arguments
Lesson 1
50

Formal Arguments
Example of T-Chart https://drive.google.com/file/d/0B3gA_k2IOBLia0E0SFdabURBTmc/view?usp=sharing
Presentation on Formal Arguments https://docs.google.com/presentation/d/1Kpok7onHgqpF2YmjVX6l51vI9lvB5VdtBrp6XLp9xM/edit?usp=sharing
ARTICLE IN FAVOR OF BOOK BANNING http://thefederalist.com/2014/03/11/in-defense-of-book-banning/
ARTICLE AGAINST BOOK BANNING https://www.aclu.org/blog/free-speech/banned-books-week-struggle-against-censorshipcontinues
Lesson 2
Critical Analysis Essay PPT https://docs.google.com/presentation/d/1lFxEkUnTCyYsdsRHwPPEyltRiaY5d5OsKfwB3KESR gM/edit?usp=sharing
Lesson 3 https://docs.google.com/document/d/1OYCL73_ghnRe5DO8iThOwEBnucFEOtMSzajL6OIfLy w/edit?usp=sharing
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Lesson 9
None
Lesson 10
None
None
Lesson 7
None
Lesson 8
None
Formal Arguments
Lesson 4
None
Lesson 5 https://docs.google.com/presentation/d/1IRQQW9Fp7ZYgBy5eteSjCeybHVHoTc1CQQ5won6
QiIM/edit?usp=sharing
Lesson 6
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Formal Arguments
53