Santa Clara University MATTC Lesson Plan Template

Lesson Subject
English Language
Arts

Lesson Title
Grade Level
Argument & Discussion: Should Mobile Phones be
Banned in Schools
6
Student Academic Learning Objectives
-Students will be able to apply knowledge from previous lesson plans on appropriate ways to do
argument and discuss a topic
-Students will be able to defend a side of an argument by choosing their own supporting details
as well as refuting the opposing teams argument
-Students will be able to sit and wait their turn to argue/discuss
-Students will be able to identify the basic format of a classroom debate
Student Language Development Objectives
-Students will be able to apply knowledge from previous lesson plans on appropriate ways to do
arguments and discuss a topic
-Students will be able to identify the appropriate language use for arguments and discussion
-Students will be able to defend their points of views using argumentative and refuting language
-Students will be able to listen attentively to debating classmates
CCSS/State Content Standards
English Language Development Standards
CCSS/SL.6.1: Engage effectively in a range of ELD.6.1 Exchanging Information / Ideas
collaborative discussions (one-on-one, in
ELD.6.2 Interacting with Written English
groups, and teacherled) with diverse partners
ELD.6.3 Supporting Opinions and Persuading
on grade 6 topics, texts, and issues, building on Others
others ideas and expressing their own clearly. ELD.6.4 Adapting Language Choices
CCSS/SL.6.1.a Come to discussions prepared,
having read or studied required material;
explicitly draw on that preparation by referring
to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
CCSS/SL.6.1.c Pose and respond to specific
questions with elaboration and detail by
making comments that contribute to the topic,
text, or issue under discussion.
CCSS/SL.6.1.d . Review the key ideas
expressed and demonstrate understanding of
multiple perspectives through reflection and
paraphrasing.
Materials and Preparation
-Argument card for each group
-Timer
-Pencils
-Papers
-Organize desks For and Against sides with teachers desk in middle as facilitator
-Exit Slip documents
Anticipatory Set/Introduction
-Hand out/go over Success Criteria for a Persuasive Balanced Argument

-Allow them time to prepare for their debate and write down main argumentative points
Procedures (How will you conduct the lesson? What will you do? What will the students do?)
-Teacher will act as a facilitator in this lesson since it is a debate
-Students will prepare and organize
Specific Strategies and Adaptations for English Learners
-Give EL the question/Argument card the class before so that they have a little more time to
prepare and rehearse
-Possibly give groups a bit more time to prepare and to argument/refute
Specific Strategies and Adaptations for Students with Special Needs
-Give students more time to prepare
-Make the argument cards large print
-Visual Cues
-Notes/Outline on the procedures of the debate/structure of the debate
Specific Strategies and Adaptations for Students from Underperforming Population Subgroups
-Making the debate a topic that they care about / is relevant to their lives
Assessment of Student Academic Learning Objectives
-Each student is actively participating in the debate
-Making logical arguments related to the topic
-Making logical refutes to opposing teams argument
-Following the rules of the debate
-Each student completes their daily Exit Slip
Assessment of Student Language Development Objectives
- All students participate in making at least one argumentative point and making at least one
refuting point
Closure
-Class will close with writing an exit slip of what they feel they gained from doing the debate,
what they found interesting, difficult, and any additional thoughts
Reflection
-Take notes on how well the debate did/didnt go
-Did the students learn anything?
-Were they engaged?
-What things can I do different next time?