- I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
- I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W7.4)
Long Term Learning Targets
Supporting Targets
- I can begin the writing process for an argument essay on Pygmalion.
- I can analyze the argument in a model essay.
Ongoing Assessment
- Venn diagram
- Writing Improvement Tracker
Agenda
Agenda | Teaching Notes |
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1. Opening A. Entry Task: Unpack Learning Targets/Pygmalion Writing Glossary (10 minutes) 2. Work Time A. Reading and Analyzing the Model Essay (15 minutes) B. Discussing the Essay Prompt (15 minutes) 3. Closing and Assessment A. Review Learning Targets/Writing Improvement Tracker (5 minutes) 4. Homework A. Review your Module 1 Reflections and fill in the Writing Improvement Tracker. |
- The goal of argument writing is for the reader to acknowledge the validity of the claim (not necessarily be persuaded by it). - Appropriate evidence is used and analyzed logically to support the claim. This evidence is usually organized into reasons. - The author considers the reasons and evidence for them before articulating the claim. - The author acknowledges a counterargument in his or her writing.
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Vocabulary
argument, claim, relevant evidence, coherent, appropriate, counterclaim
Materials
- Pygmalion (play; one per student
- Entry Task: Pygmalion, Lesson 13 (one per student)
- Pygmalion Writer's Glossary (one per student)
- Pygmalion Model Essay: Alfred Doolittle, The Same as Ever (one per student and one for teacher reference)
- Explanatory Essay vs. Argument Essay (one per student)
- Explanatory Essay vs. Argument Essay (for teacher reference)
- Similarities and Differences between Explanatory Essays and Argument Essays (one to display)
- Document camera
- Building an Argument Essay (optional; for teacher reference; see Teaching Notes)
- Module 1 Reflections (students' completed reflections; from Module 1, Unit 3, Lesson 6; see Teaching Note)s
- Writing Improvement Tracker (one per student)
Opening
Opening | Meeting Students' Needs |
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A. Entry Task: Unpack Learning Targets/Pygmalion Writing Glossary (10 minutes)
* "Think about a time that you were in an argument with someone. What causes an argument?"
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading and Analyzing the Model Essay (15 minutes)
- "The claim is, 'Alfred Doolittle changes externally, but internally he does not change at all.'" - Reason in Paragraph 1: "In Act I, he is a strong character who demonstrates that he is selfish and self-absorbed." - Reason in Paragraph 2: "In Act 5, his external circumstances have changed, but he remains completely focused on his own wants and needs."
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B. Discussing the Essay Prompt (15 minutes)
* "What did you need to do to address the prompt in your essay on A Long Walk to Water?" * "Based on the prompt for the essay on Pygmalion, what do you think you'll need to do to address this prompt?"
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Closing & Assessments
Closing |
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A. Review Learning Targets/Writing Improvement Tracker (5 minutes)
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Homework
Homework |
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Note: Be prepared to hand back the students' Eliza Character Trackers with feedback in the next lesson. |
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