Simmons Middle School Strategic Lesson Plan
Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby
Dates: September 21- September 25, 2015
Lesson and/or Unit Title: “Monster” by Walter Dean Myers: Argument Writing
Stage 1 – Desired Results
Amount of Time (94): 94
Common Core Standards: * denotes the standards students should have mastered
CCSS ELA- Literacy. RI. 7.4; 7.8*
CCSS ELA- Literacy. RL. 7.2; 7.4*
CCSS ELA- Literacy. W.7.1a-b;d *
Proficiency Level:
Students will write arguments to support claims with clear and relevant evidence. Students will use given text and identify claims and central idea.
Student Learning Objective (s):
Essential Questions: (Checking for Understanding)
I can…
How will I know if I have convinced my audience?
 Present claims and findings, emphasizing points in a
What are the main characteristics of an argumentative essay?
focused, coherent manner
How are the various types of argumentative writing similar or different?
 Identify claims within an argument.
Who are the likely readers or audiences for this form of writing?
 Cite several pieces of textual evidence to support
What kind of organization could be used for this form of writing?
analysis of what the text says explicitly as well as
What kind of voice would be most effective for this form of writing?
inferences drawn from the text.
How do I choose evidence to support my opinions in my writing?
 Trace and evaluate the argument and specific claims in How do I develop counterarguments? Why should I include them?
a text, assessing whether they are sound and relevant.
 Determine meanings of words or phrases as they are
used in a text, including figurative and connotative
meanings.
 Provide an objective summary.
 Write arguments to support claims with clear reasons
and relevant evidence.
 Use a comma to separate coordinate adjectives and
spell correctly.
Lesson Outcome (s):
Key Vocabulary:
Word Generation Focus Words
SW write an objective summary
Garb
Week 2
SW identify when and where to use commas with coordinate
Prominent
(daily tasks that target focus
adjectives
Racketeer
words)
Context
SW correctly identify and use persuasive techniques
Subdued
Indicate
SW use grade level vocabulary (academic and domain)
Pessimist
Variable
SW produce claim, reasons, and evidence for “Monster” argument Verdict
Create
essay
Stenographer
Benefit
SW identify claims within an argument
Soliciting
SW figure out word meanings based on how they are used in
Affirmative
context.
Condescendingly
SW practice critical reading for reading and information.
Stage 2 – Assessment Evidence
Performance Task: (created artifact…)
Students will practice argument writing by selling a product using various persuasive techniques; Students will continue working on the “Monster”
by Walter Dean Myers argument essay- “Youth offenders who have allegedly committed violent crimes should/should not be prosecuted as adults
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Simmons Middle School Strategic Lesson Plan
Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby
Dates: September 21- September 25, 2015
in court. ---- Persuasive Techniques: Logos, Pathos, and Ethos Project
Summative Task: (quizzes, tests, prompts)
Independent class work and discussions; Writer’s notebooks; Daily Common Core ELA; Pop Quizzes
Stage 3 – Learning Plan
Anticipatory Set (10):
Daily students will complete COUNTDOWN TO TESTING activity- touches on various standards
Monday- Context Clues Worksheet
Tuesday- Writing: Formal vs. Informal
Wednesday- Commas with Coordinate Adjectives
Thursday- Look Around: “Meaning in Context”
Friday- Word Generation: “Write About It”
Input/Modeling/Crafting (25):
Monday- Review Topics Discussed and Inform students of Open Centers that must be completed by Thursday
Monday-Wednesday- TW be providing interventions at a guided reading center. The standard W.7.1a-d will be covered.
Guided Practice (25):
Monday- Guided Reading: “Monster” by Walter Dean Myers pp. 153-200
Tuesday-Thursday- TW be providing interventions at a guided reading center.
Friday- Drafting of “Monster” Argument Essay
Independent Practice (20):
Open Centers to be completed by end of class Thursday, September 24, 2015
I. Identifying Theme- p.104-105 (Monster Novel Unit)
II. Drawing Conclusions- Character Chart
III. Moby Max- Vocabulary (2 assignments)/ AR Quizzes
IV. Guided Reading Center: Informational Text: “Teens with Summer Jobs are Arrested Less Often, One Study Found” (includes
quiz-(newsla.com)
V. Commas with Coordinate Adjective Case 21 Worksheet
VI. “Monster” Argument Essay- Evidence Activity
VII. Logos, Pathos, and Ethos Project: Part III
VIII. Identifying Arguments: “A Veto on Video Games” p.203- EOL Book
Tuesday- Argumentative Terms Quiz
Friday- Mini Assessment- Topics and Vocabulary Covered/ SW present Logos, Pathos, and Ethos Project
Closure (14):
Monday- Intended Idiom Meanings
Tuesday- Benchmark 6:Context Clues- p.96-97 (Monster Novel Unit)
Wednesday- Steve does not feel as if anyone knows who he really is as a person. Have you ever felt misunderstood?
Thursday- BUCKLE DOWN BOOK: p.124-125 Informational Text: “Clean Energy for the Future”
Friday- Weekly Wrap Session
Alignment Extension (Homework):
Daily Common Core ELA Practice
Monday- Benchmark 6: Context Clues- p.83-84 (Monster Novel Unit)
Tuesday- Steve’s mother is the only person who believes he is innocent. Have you ever been in a situation where there was only one person who
believed in you? How did that person make things better for you?
Wednesday- *credible word study- Read the testimony for witnesses for James King. Provide at least three reasons why these two witnesses are
not credible. Support your responses with evidence from the text.
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Simmons Middle School Strategic Lesson Plan
Teacher: Ms. Alexandra Gibert and Ms. Ariel Osby
Dates: September 21- September 25, 2015
Thursday- study for Friday’s mini assessment
Differentiation Notes:
Technology Integration:
Guided Reading Instruction
 Video
Center Rotations- Reviewing all Concepts:
 Power Point Presentation
Scaffold reading articles
 Internet Resources
 Graphics/Charts
 Internet Research
 Interactive Whiteboard
 Classroom Performance System (Clickers)
 Other
Materials/Items Needed:
Strategies:
“Monster” by Walter Dean Myers Text
 Student Choice
Student Center Contracts
 Modeling Reading Strategies
MobyMax
 Modeling Writing Strategies/Process
Informational Text
 Reading Aloud
Various Worksheets
 Cooperative Learning
Common Core Companion
 Independent Reading
“Monster” Novel Unit
 Writing Before and After Reading
Buckle Down Book
 Pre and Post Test
Elements of Language Textbook
 Hands-on Learning Manipulatives
 Small Group
 Higher-Order Thinking Skills
 Real-World Connections
 Anchor Charts
 Research Materials
 Writing Workshop Time
 Conferencing
 Classroom/Content Area Literacy Library
 Socratic Method
 Reciprocal Reading
 Other (Explanation Needed)
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