- I can analyze the structure of a model argument essay by applying my knowledge of the Painted Essay®. (W.6.1)
- I can conduct a short research project, draw on several sources, and gather relevant information on my focus figure. (W.6.7, W.6.8)
Focus Standards: These are the standards the instruction addresses.
- RI.6.1, RI.6.3, W.6.1, W.6.7, W.6.8, W.6.9b
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.
- RI.6.10, W.6.10
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 1 (RI.6.1, W.6.1, W.6.10)
- Work Time B: Independent Argument Evidence note-catcher (RI.6.1, RI.6.3, W.6.1, W.6.7, W.6.8, W.6.9b, W.6.10)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Engage the Learner - W.6.1 (10 minutes) 2. Work Time A. Analyze a Model Argument Essay - W.6.1 (15 minutes) B. Research Focus Figure - W.6.7, W.6.8 (15 minutes) 3. Closing and Assessment A. Debrief: Focus Figure Research - W.6.7 (5 minutes) 4. Homework A. Research Focus Figure: Students continue to research their focus figure and document information on the Independent Argument Evidence note-catcher. B. 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
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
|
In Advance
- Prepare the Model Argument Essay: Introduction Chunks. Make copies, and cut the model essay introduction into the four chunks indicated. Ensure that there are enough chunks to make several complete introductions. Depending on the number of students in class, some students may need to pair up to ensure there are no extra introduction chunks that do not make a complete introduction. For longevity of the materials, laminate the chunks.
- Reread the Paint an Essay lesson plan to refresh on the color-coding and the purpose of each choice of color.
- Review the directions for the Meet the Match activity.
- Gather red, blue, yellow, and green index cards.
- Gather red, blue, yellow, and green colored pencils.
- 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: Use a device to display the Painted Model Argument Essay.
- Work Time B: Use a device for extended display to model best practices for researching online, and provide students with devices to conduct online research.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 6.I.B.6, 6.I.B.7, 6.I.B.8, 6.I.C.10, 6.I.C.11, 6.I.C.12, 6.II.A.1, 6.II.A.2, and 6.II.C.6.
Important Points in the Lesson Itself
- To support ELLs, this lesson is the first in a series of lessons that follows a pattern with which students are already familiar after their work in Modules 1–3. This lesson invites students to revisit the Painted Essay® structure, in which paragraphs and/or sentences are color-coded according to the function they serve in an essay. Representing text structure visually is especially supportive for ELLs, as it allows them to more clearly identify relationships across an essay’s ideas without the pressure of interpreting detailed verbal descriptions. In this lesson, students use the familiar Painted Essay® structure to break down and orient themselves to the conventions of the argument essay. In Module 3, students developed literary arguments based on a fiction text; although Module 4 arguments will be derived from nonfiction texts and independent research, and thus pose an added challenge, students’ familiarity with argument-related terms (e.g., claim, evidence, reasoning) from Module 3 makes this challenge a manageable one. An optional Mini Language Dive, which invites students to analyze the main claim in the model essay, further supports students’ understanding of argument-essay structure.
- ELLs may find it challenging to analyze the model argument essay in the allotted time. Remind students that much of the content of this essay should be familiar to them: the essay is about the remarkable accomplishments of Dorothy Vaughan, whom students read about in detail during Unit 2. Clarify that the goal of analyzing the model is not necessarily to understand every word, but instead to recognize the purpose of sentences and paragraphs and how they relate to one another. Also, students will have opportunities to examine different parts of the essay in more detail later in the unit.
Vocabulary
- N/A
Materials from Previous Lessons
Teacher
Student
- Meet My Match Instructions (one for display; from Module 3, Unit 3, Lesson 3, Work Time A)
- Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time C)
- Painted Essay® template (one for display; from Module 1, Unit 2, Lesson 6, Work Time A)
- Independent Argument Evidence note-catcher (example for teacher reference) (from Module 4, Unit 2, Lesson 14, Work Time B)
- Independent Argument Evidence note-catcher (one per student; from Module 4, Unit 2, Lesson 14, Work Time B)
- 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 1 (example for teacher reference)
- Painted Model Argument Essay (one for display)
- Annotated Model Argument Essay (example for teacher reference)
- Device to model online research (one for display)
- Entrance Ticket: Unit 3, Lesson 1 (one per student)
- Entrance Ticket: Unit 3, Lesson 1 ▲
- Model Argument Essay: “Dorothy” (one per student)
- Model Argument Evidence: Dorothy note-catcher (one per student)
- Red, green, yellow, and blue index cards (see Teaching Notes)
- Model Argument Essay: Introduction Chunks (see Teaching Notes)
- Red, green, yellow, and blue colored pencils (one of each per student)
- Device to conduct online research (one per student)
- Homework Resources (for families) (one per student)
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
Opening | Levels of Support |
---|---|
A. Engage the Learner – W.6.1 (10 minutes)
|
For Lighter Support
For Heavier Support
|
Work Time
Work Time | Levels of Support |
---|---|
A. Analyze a Model Argument Essay – W.6.1 (15 minutes)
“I can analyze the structure of a model argument essay by applying my knowledge of the Painted Essay®.”
“What would it look like to behave with integrity during this activity?” (only asking yes or no questions; only responding by saying yes or no; trying my best even if the task is challenging)
“This red section of the introduction paragraph contains background information. Why is background information important to an argument essay?” (The background information is the context the reader needs to know in order to understand the foundation of the argument.)
“In your own words, explain the context provided in the introduction paragraph.” (The introduction sets the historical time period by referencing the Space Race, World War II, and rampant segregation. The introduction also provides some key background information about Dorothy Vaughan.)
“This green section of the introduction paragraph is the main claim. Why is the main claim important to an argument essay?” (The main claim provides the main idea that the writer wants the reader to take away. The main claim expresses the writer’s position in the argument.)
“What is the writer’s position in the argument?” (Dorothy Vaughan’s accomplishments are remarkable and worthy of recognition.)
“The yellow and blue sections of the introduction paragraph preview point 1 and point 2. Why are these points important to an argument essay?” (Point 1 and point 2 are reasons that support the main claim. Reasons are important because they help writers prove their position in the argument.)
“How do point 1 and point 2 support the main claim?” (Point 1 and point 2 give reasons why Dorothy’s accomplishments are particularly remarkable.)
“What is the job of this paragraph in the essay?” (to give a reason why Vaughan’s accomplishments are so remarkable) “What color should it be? Why?” (yellow, because it supports the yellow point that Vaughan’s work led to advancements in air travel)
“What is the job of this paragraph in the essay?” (to give a second reason why Vaughan’s accomplishments are so remarkable.) “What color should it be? Why?” (blue, because it supports the blue point that Vaughan’s accomplishments are particularly remarkable because she persevered through discrimination that was common and legal at the time)
“What is the role of the conclusion in an argument essay?” (Students should mention that the purpose is to wrap up the piece by restating the main claim and adding some additional thinking about why it is important. For example, in the model, this paragraph restates the claim that Dorothy Vaughan’s achievements are worthy of recognition and reflects that the study of history is most accurate when we celebrate the contributions of all involved.) “What color should you code it? Why?” (Green, because it is a mix of the claim, reason 1, and reason 2. Students might also mention that the shade of green differs from that used in the main claim in the introduction. This shows that when they run the ideas in the yellow paragraph and the ideas in the blue paragraph through their own mind, they come together to make something new—their own thinking on the topic, but still connected back to the claim.)
|
For Lighter Support
For Heavier Support
|
B. Research Focus Figure - W.6.7, W.6.8 (15 minutes)
"I can conduct a short research project, draw on several sources, and gather relevant information on my focus figure."
|
|
Closing & Assessments
Closing |
---|
A. Debrief: Focus Figure Research - W.6.7 (5 minutes)
|
Homework
Homework |
---|
A. Research Focus Figure
B. Independent Research Reading
|
Copyright © 2013-2024 by EL Education, New York, NY.