- With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5)
- I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
Long Term Learning Targets
Supporting Targets
- I can develop and choose relevant and compelling reasons, supported by strong evidence from Pygmalion, to support the claim I am making in my argument essay.
Ongoing Assessment
- Eliza Character Tracker
Agenda
Agenda | Teaching Notes |
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1. Opening A. Unpack Learning Target/Model Reason Generation (1 minute) 2. Work Time A. Generating Reasons: Eliza's Identity (14 minutes) B. Weighing the Reasons: Eliza's Identity (15 minutes) C. Making a Claim (10 minutes) 3. Closing and Assessment A. Formalize Claim and Review Learning Targets (5 minutes) 4. Homework A. Review the New York State Expository Rubric. |
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Vocabulary
compelling, counterclaim, relevant, irrelevant, well-chosen
Materials
- Pygmalion (play; one per student
- Eliza Character Tracker (from Lesson 3; one per student)
- Document camera
- End of Unit 2 Assessment: Pygmalion Argument Essay Prompt (one per student and one to display)
- Take a Stand Teacher Guide (for teacher reference)
- Take a Stand Statements (one to display)
- New York State Expository Writing Rubric Homework (one per student)
Opening
Opening |
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A. Unpack Learning Target (1 minute)
* "I can develop and choose relevant and compelling reasons, supported by strong evidence from Pygmalion, to support the claim I am making in my argument essay."
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Work Time
Work Time | Meeting Students' Needs |
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A. Generating Reasons: Eliza's Identity (14 minutes)
- Reasons to support the claim that Eliza has changed internally: She is more confident in her ability to make decisions for herself; she has a stronger sense of self-respect and can stand up to Higgins's bullying; she "can never go back" to her way of life, now that she knows how to be "a lady"; on the other hand, she understands now that upper-class society has its own weaknesses, and by learning their values, manners and speech, she is left "between two worlds." - Reasons to support the claim that Eliza has not changed internally: She has had a sense of self-worth from beginning to end; she remains an energetic, outgoing person; she has always had a sense of what she wants from relationships with people (kindness and tenderness); she has always had a sense of disapproval about her friends and family, especially her father.
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B. Weighing the Reasons: Eliza's Identity (15 minutes)
* "I'm trying to convince you to go see a movie. I might say, 'You should go because it's a short movie--it's only 90 minutes long.' The reason is true and it is supported by evidence (90 minutes long), but it isn't very compelling. Brevity isn't usually a reason someone strongly likes or dislikes a movie. But if I said, 'You should go to the movie because nine out of 10 teenagers say it's a great movie,' that might be a more compelling reason. What peers think of a movie usually does influence whether or not someone sees it, and it is supported by evidence--a statistic." * "Here is a tricky one: I might say, 'Meryl Streep is in it.' Is that a compelling reason for you personally? No, because it is only a piece of evidence, and it is not connected to a reason. You don't know who Meryl Streep is. So even though that's relevant, it isn't compelling. But if I explained, 'The acting in this movie is fantastic! Meryl Streep is in it, and she is a really good actress who has won numerous awards!' then that reason becomes more compelling to you." * "Here is another tricky one: I might say, 'I saw this movie before, and it's funny! I'd like to see it again.' You might ask, 'What happened in it that is funny?' If I can't answer you, then my reason isn't compelling. Even if you like funny movies, a reason that I can't support with evidence is unlikely to convince you."
* "Now let's practice weighing the reasons. For example, one of the ways Eliza changed that we wrote down is that "she has a stronger sense of self-worth." Now, that may be true. However, it's also true that in order for her self-respect to be stronger, she still has to have self-worth from beginning to end--and in that way, she hasn't changed at all. Because of this, I might argue that this is one of the weaker pieces of evidence that she has changed internally."
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C. Making a Claim (10 minutes)
* "Because this is where you found the most compelling reasons, this will be the side you will argue."
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Closing & Assessments
Closing |
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A. Formalize Claim and Review Learning Targets (5 minutes)
- "Because of ________, Eliza has/has not changed internally." - "Eliza has/has not changed because _______." - "The most compelling reasons that Eliza has/has not changed are ______________."
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Homework
Homework |
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