LESSON PLAN TEMPLATE

Your Name: Jessica Arismendez

Title of lesson: Persuasive Fracking letter
Grade 8th-9th Grade
Standards Common Core Standards
Next Generation Science Standard
HS-ESS3-1
Construct an explanation based on evidence for how the availability of natural resources, occurrence of
natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples
of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of
fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural
hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such
as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts).
Examples of the results of changes in climate that can affect populations or drive mass migrations include
changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock
that can be raised.]
Common Core Standards
CCSS-ELA-Literacy.W.8.1.a
Introduce claim(s) acknowledge and distinguish the claim(s) from different or opposing statements, and
organize the reasons and evidence and logically
Lesson Summary/Overview
The Lesson will construct on the understanding the students have been working with throughout the unit. The
Students will have already studied the benefits and drawbacks of hydraulic fracturing, and debated for one side or the
other side. In this lesson they will write a letter either in favor of or opposed to fracking. They will take into account
the values of the audience to whom they are writing.

Objectives
Students will pinpoint their point of view in favor or opposed to fracturing and precise their arguments through a
persuasive letter that addresses their arguments of their point of view as well their own view. Students will be able to
identify how natural gas has influenced from back then to no

Assessment/ Evaluation
Students will write a persuasive business letter that focus their arguments for or against. Explaining their
point of view.
Prerequisite Knowledge
Students need to recognize the process of hydraulic fracturing
Have arguments that support their point of view
Know how to write a letter
Know the difference between a persuasive and person letter
The teacher will focus writing a business letter students would be refreshed on how to format the type of business
letter. The appropriate language to use

Materials
T-Chart from previous lesson on fracturing
Pencil
Paper
Sample of Business letter
White Board
White board Markers

Vocabulary
Hydraulic Fracturing (Fracking): a process by which natural gasses
are retrieved from thousands of feet below the earths surface.
Additives: chemicals added to water that is used in fracking, they are
harmful to the environment and people, but it has not been firmly
established that they ever leave the area that has been fracked
Seismic Activity: earthquake. Values Thinking: Understanding that
different people place value in different things and that those values
affect how they interact with other people and the environment

Teaching Procedures
Procedural Steps (Step by step instructions for teaching the lesson):
Ask the class if anyone knows or knows how to write a business letter
Ask the class what is the difference between business and personal letter?
Go over what is a sample business letter ( provided below) (20-25 min)
Go over each section
Make sure each student know what to have on their business letter
Have Students take out there T-Chart notes from the debate.
Review with the students the T-Chart take about 10-15 minutes reviewing.
Have students decide whether they are for or against fracking
For the students who are for fracking they would have to pretend they an owner of a business who will be putting in a
fracking well. They will need to write a letter to the homeowner persuading that fracking is beneficial than harmful. In
the letter they would have to support their arguments against fracking. They would also have to take into account the
values of the homeowner? Why he or she might appeal their value
And for the students who are against fracking they would have to play a role of the homeowner who home is home is
being wanted from the natural gas company. They will be writing to a local politician persuading them to fight for
fracking. They have to fight to keep their home. They will take into account the values of the person to whom they are
writing to appeal those values.
If students need more time or help they may take it home to finish and get more guidance from their parents and bring
back the next day.

Resources
(2014). Business letter format [Web Graphic]. Retrieved from http://teacher.scholastic.com/lessonplans/format.pdf

Ways of thinking
Ways of Thinking Connection
I used values thinking in this lesson plan. My understanding and definition of values thinking is being able
to understand the different view of different people their place value in different things and those that affect
how they interact with others in the environment. I think this lesson is amazing important to people because
it shows to different views on fracking. How students see fracking their opinions. Students must take into
account not only their value as well as well of those they are writing to.