- I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
- With support from peers and adults, I can use a writing process to ensure that purpose and audience have been addressed. (W.7.5).
Long Term Learning Targets
Supporting Targets
- I can use the writing process to determine my strengths and challenges in essay writing.
- I can determine the evidence and structure needed for writing an argument essay on Pygmalion.
Ongoing Assessment
- Writing Improvement Tracker (from homework)
- Analyzing Evidence in the Model Essay handout
- Analyzing Structure of the Model Essay handout
- Exit ticket
Agenda
Agenda | Teaching Notes |
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1. Opening A. Review Homework/Unpack Learning Targets (5 minutes) 2. Work Time A. Analyzing Evidence in the Model Essay (15 minutes) B. Analyzing Structure of the Model Essay (20 minutes) 3. Closing and Assessment A. Exit Ticket (3 minutes) B. Explain Homework (2 minutes) 4. Homework A. Fill in the Pygmalion Essay Planner with information and feedback from the Eliza Character Tracker. |
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Vocabulary
coherent, argument, appropriate, structure, relevant evidence
Materials
- Pygmalion (play; one per student)
- Pygmalion Model Essay: Alfred Doolittle, The Same as Ever (from Lesson 13)
- Analyzing Evidence in the Model Essay (one per student and one to display)
- Analyzing Structure of the Model Essay (one per student and one to display)
- Document camera
- Analyzing Structure of the Model Essay (for teacher reference)
- Exit ticket (one per student)
- Pygmalion Essay Planner (one per student)
Opening
Opening |
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A. Review Homework/Unpack Learning Targets (5 minutes)
* "I can use the writing process to determine my strengths and challenges in essay writing." * "I can determine the evidence and structure needed for writing an argument essay on Pygmalion."
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Work Time
Work Time | Meeting Students' Needs |
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A. Analyzing Evidence in the Model Essay (15 minutes)
- Find a quote sandwich in the model essay. - Add it to your handout. - Answer Questions 1-3.
* "Why do you think so?" * "Where do you see that in the essay?" * "How does that relate to the claim/reason in the essay?"
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B. Analyzing Structure of the Model Essay (20 minutes)
* "What is the job of that sentence?" * "How do those sentences go together?" * "How does that sentence relate to the reason/claim?"
* "What was included in the body paragraphs that was not on the handout?"
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Closing & Assessments
Closing |
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A. Exit Ticket (3 minutes)
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B. Explain Homework (2 minutes)
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Homework
Homework | Meeting Students' Needs |
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