- I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
- I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
- I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.8.9)
- I can cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)
- I can analyze the development of a theme or central idea throughout the text (including its relationship to the characters, setting, and plot).(RL.8.2)
- I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)
Long Term Learning Targets
- I can write an organized argument essay about To Kill a Mockingbird.
- In my essay, I can support my claim with reasons, details, and quotes from the novel.
- In my essay, I can explain how the details develop the reasons that support my claim.
- In my essay, I can acknowledge and respond to a counterclaim.
- Essay draft
A. Reviewing Learning Targets (3 minutes)
2. Work Time
A. Drafting the Essay (40 minutes)
3. Closing and Assessment
A. Collect Essay Drafts (2 minutes)
A. Choose two scenes from Chapter 27 onwards in the novel that communicate each of the four key quotes. Record two scenes for each key quote.
* Atticus Note-catchers
* Essay planners
* Supporting Evidence-Based Claims graphic organizers
* Structured notes
- To Kill a Mockingbird (book; one per student)
- To Kill a Mockingbird Argument rubric (from Lesson 11; for Teacher Reference; use this to assess students' draft essays)
- End of Unit 2 Assessment Prompt: To Kill a Mockingbird Argument Essay (from Lesson 8; included again in this lesson for Teacher Reference; one per student and one to display)
- Sample student argument essay (for Teacher Reference)
- Optional: Launching Independent Reading in Grades 6-8: Sample Plan (stand-alone document on EngageNY.org)
|Opening||Meeting Students' Needs|
A. Engaging the Writer and Reviewing Learning Targets (5 minutes)
* "I can write an organized argument essay about To Kill a Mockingbird."
* "In my essay, I can support my claim with reasons, details, and quotes from the novel."
* "In my essay, I can explain how the details develop the reasons that support my claim."
* "In my essay, I can acknowledge and respond to a counterclaim."
|Work Time||Meeting Students' Needs|
A. Drafting the Essay (40 minutes)
* 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 they have available to help them.
Closing & Assessments
|Closing||Meeting Students' Needs|
A. Collect Essay Drafts (3 minutes)
Note: Assess students' essay drafts for "Claim and Reasons" and "Command of Evidence" on the argument rubric. Be prepared by Lesson 16 to return the essay drafts with feedback and the rubric. For assessment purposes, focus on just the top two rows of the rubric.
But also give feedback on the "Coherence, Organization, and Style" and "Control of Conventions" for students to revise in Lesson 16. Specifically, keep an eye out for common organization or convention mistakes in the essays. In Lesson 16, you can address one of these common errors in a mini lesson in Lesson 16 when students revise.
Lessons 14 and 15 begin the work of Unit 3 and build toward the Readers Theater performance task (This also allows time for you to review essays and give feedback by Lesson 16.) If you need additional time to review student work before the revision lesson, consider using a day or two between Lesson 13 and Lesson 16 to launch the independent reading routine. This routine is explained more fully in a supporting document Launching Independent Reading in Grades 6-8: Sample Plan (stand-alone document on EngageNY.org). 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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