1. Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content
knowledge and Standard 2: The teacher designs and plans instruction.
Component I: Classroom Teaching
Task A-2: Lesson Plan
Intern Name: McKenna Hallagan Date: 12/4 Cycle: n/a
# of Students: 34 Age/Grade Level: 7th
Content Area: ELA
Unit Title: Argumentative Writing Lesson Title: Who Stole the Champ Cash?
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
• How can we argue a claim using all the literary elements?
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
• RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
c) Describe students’ prior knowledge or focus of the previous learning.
• Students have been taking notes, reading articles, and practicing with argumentative writing. This lesson is designed to help students use evidence
to back their argument.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
• Students will be writing an argumentative paper as their summative assessment based on articles we have read in class.
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
• Because this is an advanced class, students do not need differentiated instruction directly. The teacher will go over to the groups to see who is
struggling and see if she can assist in the moment.
f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior

2. knowledge):
• To trigger prior knowledge, at the beginning of this unit, the students took a pre-test to see how comfortable they were with argument and
terminology appropriate for this unit.
Lesson Objectives/
Learning Targets
Assessment Instructional Strategy/Activity
Objective/target:
I can… I can produce an argument to
support claims
Assessment description:
Students will be using the evidence in their short
“alibis” to find out who committed the robbery of
the Champs cash. The teacher will have the
students write down who the robber was after the
students write down who was the robber and what
evidence the have to prove it.
Assessment Accommodations:
n/a
Strategy/Activity:
Today the students will be solving a crime scene with
evidence. The classroom will be set up as a crime scene
with desks messed up and clues to a crime. Each table will
receive a piece of evidence to a story of a “who stole the
Champ Cash”. The students will have to argue for who they
believe committed the crime based on their table’s
evidence.
Activity Adaptations:
n/a
Media/technologies/resources:
Caution tape, painter’s tape, bags of evidence, paper, pencil,
smart board.
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
• Warm-Up (Bell-Ringer): Students will complete a “Flashback” to work on grammar and correctness. (This is a part of the students’ everyday grammar
content to work on grammar and English skills.)

3. • SEAR: Everyday day in 7th
grade, ELA teachers gives students 10 minutes of read time to encourage reading in the classroom. Students are able to
choose a book of their choice and read for the sake of reading. The purpose of this is to encourage students to read outside of school and not only read
what they are required to for assessments or schoolwork.
• Clue Trailer: students will watch the trailer of clue before starting their CSI investigation to set the mood.
• CSI Detectives: Students will be solving a crime with evidence and jigsaw. The students will be divided up into groups to find out who stole the
champs cash. Each table will receive a different suspect and read their alibis filled with evidence that they did or did not commit the crime. Students in
these groups will be told to not share the evidence they have. The students will then, with erasable marker, write who committed the crime. When the
students go back to their original groups, they are allowed to share one piece of evidence at a time. The goal of this lesson is to have students argue
with evidence.