Lesson Plan: Chapter 9 Intro (Don’t show this slide)

Materials: Slides 9 - 16 - Review, Present and Practice:

● Colorful wand (made of paper) →2:00 - 2: 10 - 10 minutes
● Slide show ● Give as much time for the activity as
● Copies of Upfront article “Draft” possible!
● Butcher paper
Activity:
Routines: →2:10 - 2:30 - 20 minutes
→1:30pm - 1:45pm - 15 minutes ● Explain the activity and give them as much
time to work through identifying the
● How was your Thanksgiving arguments and evidence.
● Prayer
● Reading Groups Summary:
○ 2 minutes per person summarizing reading
→2:30 - 2:35 - 5 minutes
what they’ve read that week
● Use the discussion points on the last slide
to review what was taught in the lesson
Academic Word List Review:
→1:45 - 2:00 - 15 minutes
● Follow instruction on the slides this is the
second time they should know how it works
Chapter 9

Argument
How was your Thanksgiving?
Prayer
Reading Groups
AWL: Foundation Game
Foundation Game
Reach high expectations - I trust you

Get into a big circle.

Each person assigned a foundation word - you ARE that word - it becomes your
name. Write it down

Someone starts in the middle.

Once we start, the middle person has to try and hit the desk in front of the
person’s foundation word (your assigned foundation word) that was just said.

That person has to try and say a different foundation word before their desk is hit.
Foundation Word - List Word:
Gakyeong: collective - combined Diego: helpful - cooperative

Dennis: form - conceive Hangyeol: counterpart - equivalent

Gabriel: likely - expected Sofia: basic - underlying

Hannah: advance - foster Sydney: practical - functional

Nancy: prominent - influential David: educate - instruct

Gilmar: separation - isolation Igor: least - minimal

Jaidrelin: casual - passing Rina: arrange - position

Lidia: previous - prior Jordi: stable - secure

Ms. A: consideration - sympathy

Review
What are:
- Main ideas?
- Major details?
- Minor details?
Arguments
Example:
Arguments:
● Both side present their supporting
evidence
● The goal is to determine who has
more solid evidence to support his or
her point of view.

Why is his argument stronger?

Arguments:
A good argument is made up of:

● A point, or conclusion
● Logical evidence to back it up
Example:
Point: Even though the apartment is nice, I didn’t think you should move there.

Supporting reasons:

1. The closest washer and dryer are in a laundromat three miles away.

2. Next door to the apartment building is an all-night bar.

3. Several bugs scurried into dark holes when the kitchen sink cabinet door
was opened.
Practice:
Which is the point and which 3 are the reasons

1. The “fresh” fruits and vegetables are often spotted and

wrinkled.
2. Milk is routinely kept on the shelves several days after the
suggested date.
3. The corner convenience store is run poorly.
4. At busy times of the day, there’s not enough help in the
store, so the lines are very long.
Practice:
Which is the point and which 3 are the reasons

1. The “fresh” fruits and vegetables are often spotted and

wrinkled.
2. Milk is routinely kept on the shelves several days after the
suggested date.
3. The corner convenience store is run poorly.
4. At busy times of the day, there’s not enough help in the
store, so the lines are very long.
Activity
In groups of 4 Remember our review…

● Will be given a side of the What does:

argument
● Read it ● Point (claim)
○ Reasons
● Note:
■ Evidence
○ Point (claim)
■ Reasons Remind you of?
● Evidence
● Work with your group to fill out
your chart
Summary:
● What are points, reasons, and
evidence?
● How can they strengthen arguments
● How are main ideas, major details,
and minor details similar to points,
reasons, and evidence?