Today, I taught my first lesson that asked the students to discuss and formulate an argument for or against the construction of the Dakota Access Pipeline using supporting evidence from articles. I was comfortable giving this lesson because environmental issues are something that I feel very passionate about. I chose this topic because I was interested in the different perspectives the students had to offer. I was pleasantly surprised by the responses I got, which pointed to both sides of the debate. As I reflect on my own practice, I thought that the lesson went well because the students were engaged throughout the lesson, and showed that they can think critically about current events. However, I would change a few things about my approach to teaching the lesson. I realize that I need to develop better time management, which will come with more teaching experience. While the discussions we had were productive, I need to be more cognizant of time in order to get to other aspects of the lesson. During second hour, I plan to connect my lesson more clearly to the concepts they are learning in AP Lit and Comp. During the research activity, I will explicitly say that students should consider illustrating, authorizing, and extending when they engage in formulating arguments. Using these concepts to inform the argument allows me to see that not only can they identify the argument, but they can also provide further explanation and reasoning for their claim. I appreciated all of the meaningful contributions from the students throughout the hour, and I hope that this lesson will be similar in that regard.