Lesson Plan:

# of Days
Prior Knowledge

Lesson Objective(s)

Lesson Assessment

Standards

1-2
Students are in the middle of a research unit - they have already
filled in their claims, and their evidence to their outlines and now
will work on their warrants. We have done one paper using claim,
evidence and warrants so they have a little bit of experience.
They have spent more time working on who to write effective
claims however. So this will be a more explicit lesson on
warrants.
SWBAT write strong warrants in their research papers.
SWBAT articulate the difference between a summary, and a
warrant.
Outlines with warrants in them
Final research paper
Conversations about their warrants with peers
Discussion about warrants
CCSS.ELA-LITERACY.W.9-10.5

Develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a
specific purpose and audience.
CCSS.ELA-LITERACY.W.9-10.7

Conduct short as well as more sustained research

projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject
under investigation.
CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of

substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
Time

Learning Task
Introduction.

Methods or Procedures
Explain that we are going to focus in
on warrants, and explain why
Explain that a big differentiation we
need to make is the difference
between a warrant and a summary!

Introduce Sentence Stems

Refer back to OMAM paragraphs

and explain that I saw a lot of
summaries of evidence, but not a lot
of warrants
Write on board
EX:
Many people would claim Lennies mental
disability is the only thing that keeps George
around, and then their evidence might have
been something about how George always
talks about how he would be so much better
off without Lennie ...but then the warrants
would just summarize this. They would not
explain how George talking about how he
would be better off proves that Lennies
mental disability is destroying his and
Georges friendship?
Talking about your evidence does
not convince your reader that it
proves your claim
DONT assume that your reader will
come to the same conclusion as you
did after reading or seeing a piece of
evidence
Write this on the board:
This example shows ________ because
____________.

We will be returning to this structure

frequently throughout our writing
Give violin example
Re-visit Legally Blonde clip - use
Watch Clip it to differentiate between summary
https://www.youtube.com/watch?
and warrant.
v=uvrHS7KdZ64
Explain that we are going
Create a google doc that I will
to work more with the clip
project onto the board and fill it out
we watched when we first
as we discuss.
started talking about
ASK: If Elle had just summarized the
argument to further
evidence, what would it have looked like?
understand warrant
-Write down their thoughts on the doc
ASK: What consequences would have just
summarizing this evidence have had?
-Write down their thoughts on the doc
ASK: How did Elle provide a warrant, and

not a summary? How could we fit her

warrant into our sentence outline?
-Write down their thoughts on the doc
Practice writing one warrant for
their research paper

I will write a good claim, with a piece

of evidence on the doc camera
(Taken from a good research paper
from the past)
I will then write out two warrants
using the sentence stem, on the doc
camera) (The research paper
requires two warrants for each piece
of evidence) So students need to
relate their evidence to their claim,
and their overall thesis:

This example proves __(this claim)____

because ____________.
This example proves __(my overall
thesis)____ because ____________.

Fill out the rest of their warrants

using the sentence stems

Then have students open up their

outline (that they have already
added their claims and evidence to)
and add their two warrants to their
first piece of evidence
Then tell them to take their hands off
of their device and talk to a partner
about their warrants for this piece of
evidence (read it out loud) and
have them ask one another - does
this warrant explain how this
evidence proves my claim, and
my thesis?
Give work time in class to fill out
their warrants in the outline circulate and help people who are
struggling

***A few days from now, when they are working their warrants into their actual papers show on the document camera how I could make my warrants fit into a real paper.