- I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1)
- 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 draft an argument essay about Pygmalion.
- In my essay, I can support my claim with details and quotes from the play.
- In my essay, I can explain how my details support my claim.
Ongoing Assessment
- Pygmalion Essay Planner (from homework)
- End of Unit 2 Assessment essay draft
Agenda
Agenda | Teaching Notes |
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1. Opening A. Entry Task (3 minutes) 2. Work Time A. End of Unit 2 Assessment, Part 1: Drafting the Essay (40 minutes) 3. Closing and Assessment A. Collect Essay Drafts (2 minutes) 4. Homework A. Continue reading in your independent reading book. |
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Vocabulary
argument
Materials
- Computers
- Pygmalion (play; one per student)
- End of Unit 2 Assessment Prompt: Pygmalion Argument Essay (from Lesson 12; included again in the supporting materials for this lesson; one per student and one to display)
- Pygmalion Essay Planner (from Lesson 14; for teacher reference; use New York State Expository Writing Rubric--argument version which is a part of this planner, to score students' essays. See Teaching Notes above)
Opening
Opening |
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A. Entry Task (3 minutes)
* "I can draft an argument essay about Pygmalion." * "In my essay, I can support my claim with details and quotes from the play." * "In my essay, I can explain how my details support my claim."
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Work Time
Work Time | Meeting Students' Needs |
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A. End of Unit 2 Assessment, Part 1: Drafting the Essay (40 minutes)
* "Use the ideas and evidence in your planners to continue to write your essay drafts." * "You will turn in your drafts at the end of the class." * "You will have a chance to revise for conventions after you get your first draft back."
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- Prompting them to look at their essay planner to remind them of their claim and/or the evidence they gathered - Asking questions like: "How does that evidence support your claim?" or "How are those ideas connected?" - Reminding them of the resources available to help them |
Closing & Assessments
Closing | Meeting Students' Needs |
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A. Collect Essay Drafts (2 minutes)
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Homework
Homework |
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Note: Use the NYS Expository Writing Rubric--argument version found in the Pygmalion Essay Planners from Lesson 14 to assess students' essay drafts. Focus only on Row 1 (Claims and Reasons) and Row 2 (Command of Evidence). Be ready by Lesson 19 to return the essay drafts with feedback and the rubric. For assessment purposes, focus on just the top two rows of the rubric, but do also give feedback on Coherence, Organization, and Style and Control of Conventions for students to revise in Lesson 19. Specifically, keep an eye out for common organization or convention mistakes in the essays. In Lesson 19, you can address these common errors in a mini lesson when students revise. Lesson 19 gives students time to talk about Pygmalion as a whole text and to wrap up their study of the novel. (This also allows time for you to review essays and give feedback by Lesson 19.) If you need additional time to review student work before the revision lesson, consider inserting a work day or reading day(s) between Lesson 18 and 19. However, make sure students return to their essays relatively soon; a gap of more than a few days will make it harder for them to revise successfully. |
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