Collaborative Literary Argument Essay: Analyze a Model and Draft Proof Paragraph 1 | EL Education Curriculum

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ELA 2019 G6:M3:U3:L4

Collaborative Literary Argument Essay: Analyze a Model and Draft Proof Paragraph 1

In this Lesson

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Focus Standards: These are the standards the instruction addresses.

  • RL.6.1, RI.6.1, RI.6.8, W.6.1a, W.6.1b, W.6.4, W.6.5, W.6.9a

Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

  • RL.6.3, RL.6.10, RI.6.10, W.6.6, W.6.10, SL.6.1b, L.6.2, L.6.3, L.6.6
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Daily Learning Targets

  • I can analyze the structure of Proof Paragraph 1 of the model essay. (W.6.1b)
  • I can determine the characteristics of an effective support paragraph by analyzing the model. (W.6.1b)
  • I can collaboratively write Proof Paragraph 1 for an essay on whether Cal should leave school to find Pop. (W.6.1b)

Ongoing Assessment

  • Opening A: Entrance Ticket (W.6.1a, W.6.1b)
  • Work Time B: Proof Paragraph 1 of Collaborative Literary Argument Essay (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)

Agenda

AgendaTeaching Notes

1. Opening

A. Engage the Learner - W.6.1 (5 minutes)

2. Work Time

A. Analyze a Model: Proof Paragraph 1 - RI.6.8, W.6.1b (20 minutes)

B. Collaborative Writing: Draft Proof Paragraph 1 - W.6.1b (15 minutes)

3. Closing and Assessment

A. Debrief Collaborative Writing Process - SL.6.1b (5 minutes)

4. Homework

A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

Alignment to Assessment Standards and Purpose of Lesson

  • W.6.1 – Opening A: Students complete an entrance ticket in which they clarify the meanings of key terms about argument writing structure: main claim, reason, evidence, and reasoning.
  • RI.6.1 – Work Time A: Students analyze the first Proof Paragraph of the model literary argument essay, examining how reasons have been supported with cited textual evidence.
  • RI.6.8 – Work Time A: Students trace and evaluate the specific reasons presented in the first Proof Paragraph of the model essay.
  • W.6.1b – Work Time A: Students analyze the structure of the first Proof Paragraph of the model essay in preparation to write the first Proof Paragraphs of their collaborative essays, which will present clear reasons and relevant evidence to support a claim.
  • RL.6.1 – Work Time B: Students use textual evidence from Two Roads to present and support the reason presented in the first Proof Paragraph of their collaborative literary argument essays.
  • W.6.1a – Work Time B: Students draft the first Proof Paragraphs of their collaborative literary argument essays, carefully organizing the reason and its supporting evidence.
  • W.6.1b – Work Time B: In their Proof Paragraphs, students support the main claims of their essays with clear reasons and relevant evidence from Two Roads.
  • W.6.4 – Work Time B: Students produce clear and coherent Proof Paragraphs for their collaborative literary argument essays.
  • W.6.5 – Work Time B: With support from their partners, students develop strong Proof Paragraphs for their collaborative literary argument essays.
  • W.6.9a – Work Time B: Students use textual evidence to support the reason presented in the first Proof Paragraph of their collaborative literary argument essays.

Opportunities to Extend Learning

  • An optional Mini Language Dive, intended for use after students analyze Proof Paragraph 1 in Work Time A, is available in the Teacher’s Guide for English Language Learners. ▲
  • Challenge students to flesh out the Proof Paragraph 1 with more evidence and reasoning. Encourage students to pull information from their note-catchers.
  • Using a variety of vocabulary strategies, invite students to determine the meaning of the word campaign as it is used in the model essay.
  • Allow students to manipulate sentences from the model essay, trying different combinations to make simple and complex sentences.

How It Builds on Previous Work

  • In the previous lessons, students planned their collaborative essay using their writing planner and drafted their introduction. They build on those foundations in this lesson by drafting the first Proof Paragraph focused on the first reason to support their main claim.

Support All Students

  • Note that there is a differentiated version of the Entrance Ticket: Unit 3, Lesson 4 used in Opening A in the separate Teacher's Guide for English Language Learners. ▲
  • This lesson involves multiple transitions between activities. Use alerts and previews to help learners anticipate and prepare for changes in activities.

Assessment Guidance

  • Consider using the Grade 6 Writing Process checklist located on the Tools Page to assess students’ writing abilities in Work Time C.

Down the Road

  • Students will continue to analyze the model and draft their collaborative essay, focusing next on Proof Paragraph 2.

In Advance

  • Consider creating strategic partnerships or groups for work during Closing and Assessment A.
  • Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
  • Prepare copies of handouts for students, including entrance ticket (see Materials list).
  • Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

  • Work Time A: Display the model essay on a large screen and digitally cut out or cross out the sentences highlighted in this section of the lesson to help students understand how each sentence contributes to the paragraph.
  • Work Time C: Students may prefer to complete their note-catchers in a word-processing document using speech-to-text facilities activated on devices or using an app or software such as http://eled.org/0143.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 6.I.A.1, 6.I.A.4, 6.I.B.6, 6.I.B.7, 6.I.C.10, 6.I.C.11, 6.I.C.12, 6.II.A.1, 6.II.A.2, 6.II.B.3, 6.II.B.4, 6.II.B.5, 6.II.C.6, and 6.II.C.7.

Important Points in the Lesson Itself

  • To support ELLs, this lesson continues to build upon students' understanding of the literary argument essay by walking students through the purpose and structure of Proof Paragraph 1 in the model literary argument essay. The Proof Paragraph analysis activity takes place as a full class, with embedded Turn and Talks, giving students both instructor and peer support. Questioning throughout the analysis encourages students to draw connections among the model and their own collaborative and independent essays; the direct applicability of the model analysis is especially supportive for ELLs who need heavier support in their own academic writing. An optional but encouraged Mini Language Dive invites students to analyze the topic sentence (i.e., the main reason) of Proof Paragraph 1; the practice section of the Mini Language Dive supports ELLs by equipping them with a sentence that can be immediately inserted into their own collaborative and independent essays.
  • ELLs may find it challenging to differentiate among the terms reasons, evidence, and reasoning. An entrance ticket invites students to use their own words to describe what the main claim, the reason(s), the evidence, and the reasoning are in a literary argument essay, which may clarify confusion for students. Look for additional opportunities to support students' understanding.

Vocabulary

  • N/A

Materials from Previous Lessons

Teacher

Student

  • Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
  • Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time C)
  • Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 8, Closing and Assessment A)
  • Characteristics of Effective Argument Writing anchor chart (example for teacher reference) (from Module 3, Unit 3, Lesson 1, Closing and Assessment A)
  • Argument Writing checklist (example for teacher reference) (from Module 3, Unit 3, Lesson 1, Work Time B)
  • Collaborative Literary Argument Writing Plan graphic organizer (example for teacher reference) (from Module 3, Unit 3, Lesson 2, Work Time B)
  • Collaborative Literary Argument Evidence note-catcher (example for teacher reference) (from Module 3, Unit 3, Lesson 2, Work Time A)
  • Collaborative Literary Argument Writing: Annotated (for teacher reference) (from Module 3, Unit 3, Lesson 3, Work Time C)
  • Model Literary Argument Essay (one per student; from Module 3, Unit 3, Lesson 1, Work Time A)
  • Model Literary Argument Evidence note-catcher (one per student; from Module 3, Unit 3, Lesson 2, Opening A)
  • Model Literary Argument Writing Plan graphic organizer (one per student; from Module 3, Unit 3, Lesson 2, Work Time B)
  • Collaborative Literary Argument Writing Plan graphic organizer (one per student; from Module 3, Unit 3, Lesson 2, Work Time B)
  • Argument Writing checklist (one per student from Module 3, Unit 3, Lesson 1, Work Time B)
  • Collaborative Literary Argument Evidence note-catcher (one per student; from Module 3, Unit 3, Lesson 2, Work Time A)
  • Collaborative literary argument essay (student-generated; one per student; from Module 3, Unit 3, Lesson 2, Work Time A)
  • Independent reading journal (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)

New Materials

Teacher

Student

  • Entrance Ticket: Unit 3, Lesson 4 (example for teacher reference)
  • Entrance Ticket: Unit 3, Lesson 4 (one per student)
  • Entrance Ticket: Unit 3, Lesson 4 ▲
  • Lined paper or devices with word-processing software (one per partnership)

Assessment

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

Opening

OpeningLevels of Support

A. Engage the Learner – W.6.1 (5 minutes)

  • Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 4 or Entrance Ticket: Unit 3, Lesson 4 ▲. Refer to the Entrance Ticket: Unit 3, Lesson 4 (example for teacher reference) for possible responses.
  • Review the argument terms, using the entrance ticket and a total participation technique.
  • Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar to or the same as in previous lessons.
  • Focus students on the Habits of Character anchor charts and invite them to read them to themselves. Direct students to choose a habit of character to focus on as they work today.

For Lighter Support

  • N/A

For Heavier Support

  • During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 3, Lesson 4 ▲. This resource offers an answer bank, from which students can select answers to match to the correct sentence frame.

Work Time

Work TimeLevels of Support

A. Analyze a Model: Proof Paragraph 1 – RI.6.8, W.6.1b (20 minutes)

  • Display and direct students to retrieve their Model Literary Argument Essay.
  • Ask a student to read aloud the sentence from the model’s introductory paragraph that conveys the main claim of the essay: “Although Cal feels nervous and sad that he cannot go with his father, Pop should not bring Cal to Washington with him.”
  • Ask a student to read aloud the sentence from the model’s introductory paragraph that conveys the two reasons that will be used to support the main claim: “The events in Washington are not appropriate for Cal to attend, and spending some time at Challagi is a better alternative for him.”
  • Assist students in numbering the sentences of the first Proof Paragraph on their copy of the model essay. Then read aloud the first Proof Paragraph of the model essay.
  • Ask:

“What do you notice about this paragraph?” (It is focused around the first reason, represented with yellow, introduced in the last sentence of the introduction—that Washington DC is not an appropriate place for Cal.)

  • Turn and Talk:

“What sentence from this paragraph reminds the reader about the main claim of the whole essay and conveys the first reason that supports the claim?” (the first sentence).

  • Explain that the author has provided evidence to support her first reason/point and then provided reasoning for how that evidence supports the reason and how the reason supports the main claim.
  • Direct students to reread the first Proof Paragraph.
  • Turn and Talk:

“What sentences in the paragraph provide the evidence that supports this reason?” (2, 3, 4, and 8)

“What evidence does the writer offer to support the idea that Cal is too young to go to Washington?” (“If this is going to be a campaign, then I have to go it without you. It might be dangerous and I want you safe while I’m gone” (59). Thousands of veterans in campaign, working together as “an army” (94). Cal “not ready yet to be part of any army” (94). Pop wants Cal to be “safe with three hots and a cot” (94) at Challagi.)

  • Turn and Talk, cueing students to challenge their thinking:

“What if the writer did not include this information? How would that change the reader’s understanding of the topic?” (There would not be any textual evidence to show the reader why the writer came to this conclusion about one of the reasons Cal shouldn’t go to Washington with Pop. Without evidence, there is no support for the claim and therefore, it’s not an effective argument.)

  • Turn and Talk:

“What sentences in the paragraph provide the reasoning that explains how the evidence supports this reason?” (5, 6, 7, 9, and 10)

“What reasoning does the writer use?” (Not appropriate for Cal to go to Washington with Pop and participate in the campaign. Too many veterans, all adults, fighting for an issue that Cal is too young to understand. Pop worries about Cal, needs to focus on the goals of the campaign.)

  • Turn and Talk, cueing students to challenge their thinking:

“What if the writer did not include this information? How would that change the reader’s understanding of the topic?” (If these sentences were not included, then it wouldn’t be clear to the reader how or why the writer is using evidence she included. Evidence alone is not enough to support the claim, and therefore, without reasoning, it’s not an effective argument.)

  • Display and direct students to retrieve their Model Literary Argument Evidence note-catcher and Model Literary Argument Writing Plan graphic organizer.
  • Ask:

“Look at the first Proof Paragraph on the model writing Plan graphic organizer and at the section for this reason on the model evidence note-catcher. What do you notice about the information in those two places? How might this information help you as you plan and draft your collaborative Proof Paragraph 1 and later in planning and drafting your independent essay?” (There is a lot of overlap between the content in terms of evidence and reasoning on the two documents. The Literary Argument Evidence note-catcher allows me to do a lot of thinking and pre-planning before I write and should make writing the paragraph much easier.)

  • Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

For Lighter Support

  • In Work Time A, after students analyze Proof Paragraph 1 of the Model Literary Argument Essay, invite students to participate in a Mini Language Dive in small groups to examine the key reason presented in the Proof Paragraph (W.6.1b). This Mini Language Dive also helps students better understand the function of individual sentences within the larger structure of an argument essay (RI.6.5) and the characteristics of formal academic writing (W.6.1d).
  • To further support students' understanding of the terms reasons, evidence, and reasoning, invite students who need lighter support to participate in a simple group discussion that requires an argument structure. Consider low-stakes prompts based on the text (e.g., Who is your favorite supporting character: Pop or Possum?), and ask students to supply reasons, textual evidence, and reasoning to support their argument.

For Heavier Support

  • Consider developing an extension to the Mini Language Dive of Work Time A that helps students develop the complex noun phrases associated with academic writing. Provide sentence starters, gradually decreasing scaffolds. It might be most beneficial to provide starters that students can use in their own collaborative or independent essays. For example:
    • The second reason why Cal should go to Washington to find Pop is that ____.
    • The first reason why Cal should ____ is that ____.
    • The main reason why ____ is that ____.
  • To further support students' understanding of the terms reasons, evidence, and reasoning, invite students who need heavier support to observe their classmates participating in a simple group discussion that requires an argument structure (see the accompanying For Lighter Support notes). Give students colored note-cards or sticky notes (e.g., red for reason, blue for evidence, yellow for reasoning) and invite them to hold up the correct card to indicate what they hear in their classmates' arguments.

B. Collaborative Writing: Draft Proof Paragraph 1 - W.6.1b (15 minutes)

  • Display and invite students to retrieve their Collaborative Literary Argument Writing Plan graphic organizer and their copy of the Argument Writing checklist. Point out the following characteristic on the checklist:
    • "W.6.1b: I support my claim with clear reasons and relevant evidence."
  • Ask:

"Are there any specific criteria you should be aware of and list in the second column on the checklist?" (I use the best evidence from Two Roads to develop the reasons in my Proof Paragraphs and to support my main claim statement.)

  • As students share out, capture their responses in the Characteristics of this Argument Writing column and direct them to do the same on their copy. Refer to the Argument Writing checklist (example for teacher reference) as needed.
  • Explain that, in this lesson, students will work with their writing partner to draft Proof Paragraph 1 of their collaborative literary argument essays. Students should base their draft on the information they gathered and organized on their Collaborative Literary Argument Evidence note-catcher and Collaborative Literary Argument Writing Plan graphic organizer. Direct students to use the Model Literary Argument Essay, Model Literary Argument Evidence note-catcher, and Model Literary Argument Writing Plan graphic organizer to also help them draft. Remind them about the correlation between the information in the evidence note-catcher and what appears in the planner for Proof Paragraph 1.
  • Distribute lined paper or devices, and invite writing partners to begin.
  • Circulate and monitor, referencing the following resources as necessary:
    • Collaborative Literary Argument Evidence note-catcher (example for teacher reference)
    • Collaborative Literary Argument Writing Plan graphic organizer (example for teacher reference)
    • Collaborative Literary Argument Writing: Annotated (for teacher reference)
  • With two minutes remaining, refocus students and allow time for them to log off devices or put away materials.
  • Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses, and make a note of students who might need support. Check in with them moving forward.
  • N/A

Closing & Assessments

Closing

A. Debrief Collaborative Writing Process - SL.6.1b (5 minutes)

  • Separate writing partners and create new partnerships for this activity.
  • Explain that working with a partner to accomplish a task has its benefits and its drawbacks. Reflecting on the process can help students strategize to determine best practices for working effectively and productively. Remind students that reflections, like any partner sharing, should be kind, helpful, and specific.
  • Invite students to discuss the following three questions with their new partner:

"What is going well so far in the collaborative process?"

"What could be improved about the collaborative process?"

"What specific actions will I take to make these improvements?"

  • Circulate and monitor, listening to see if there are any major issues that need to be addressed. Be sure, also, to celebrate the highlights of working with a partner. As needed, cue students to listen carefully to one another:

"Can you repeat what your partner said in your own words?"

Homework

Homework

A. Independent Research Reading

  • Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.

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