Write a Practice Argument Essay: Analyze and Draft an Introduction | EL Education Curriculum

You are here

Home › Our Curriculum › ELA 2019 Grade 8 › ELA 2019 G8:M2 › ELA 2019 G8:M2:U3 ›

ELA 2019 G8:M2:U3:L6

Write a Practice Argument Essay: Analyze and Draft an Introduction

In this Lesson

You are here:

Focus Standards: These are the standards the instruction addresses.

  • W.8.1, W.8.1a, W.8.4, W.8.5, W.8.10

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.8.1, RI.8.4, RI.8.10, W.8.6, SL.8.1, L.8.4, L.8.6
Download Materials

Daily Learning Targets

  • I can identify the purpose of each component of an introduction paragraph in a model argument essay. (W.8.1a, W.8.4)
  • I can write the introduction of my practice essay, giving context on the issue and clearly stating my claim. (W.8.1a, W.8.4)
  • I can give kind, helpful, and specific feedback to my partner and incorporate feedback in my essay plan. (W.8.5)

Ongoing Assessment

  • Opening: Entrance Ticket: Unit 3, Lesson 6
  • Work Time A: Annotated Model Essay (RI.8.1, W.8.1a)
  • Work Time B: Introductory Paragraph of Practice Argument Essay (W.8.1a, W.8.4)

Agenda

AgendaTeaching Notes

1. Opening

A. Engage the Learner - (5 minutes)

2. Work Time

A. Analyze a Model: Introduction Paragraph - W.8.1a (10 minutes)

B. Practice Essay: Draft an Introduction - W.8.1a (20 minutes)

3. Closing and Assessment

A Peer Feedback: Practice Argument Essay Introduction - W.8.5 (10 minutes)

4. Homework

A. Review and Revise Practice Essay Introduction: Students revise their practice essay introduction based on feedback and criteria.

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

  • W.8.1a – Work Time A: Students use the Painted Essay® structure to more closely analyze a model introduction to note how it effectively introduces the topic and proposes a main claim.
  • W.8.4 – Work Time A: Students analyze the organization and development of a model essay, reflecting on how the introduction paragraph relates to the author’s purpose.
  • W.8.4 – Work Time B: Students work with a partner to produce clear and coherent introductions, including the context needed by the reader, to their practice essay.
  • W.8.1a – Work Time B: Students draft an introduction that hooks the reader, includes necessary context, and provides a clear main claim.
  • W.8.5 – Closing and Assessment A: Students provide feedback to strengthen the introductions of their practice essay.
  • In this lesson, students write the introduction of their practice essays as scaffolding and practice. (W.8.1a)
  • In this lesson, students focus on working to become effective learners, focusing on collaborative work in their partnerships as they write the introduction to their practice essays.

Opportunities to Extend Learning

  • Release those students who are ready, to read and analyze the model introduction independently and then move on to drafting the introduction to their practice essay with a partner.
  • An optional Mini Language Dive, intended for use after students analyze the introduction of the model essay in Work Time A, is available in the supporting materials download. ▲
  • Students may examine multiple examples of introductory paragraphs. Gather multiple argument writing introductory paragraphs for students to analyze, read, or review.
  • Provide the opportunity for students to write an argument essay on a topic relevant to the school community for practice or publication.

How It Builds on Previous Work

  • In previous lessons, students analyzed the overall structure of the model essay using the Painted Essay® template and planned their practice essay. They build on those foundations in this lesson by more closely examining the role an introduction plays in an argument essay.

Support All Students

  • Students may need additional support while drafting the introduction paragraphs to their practice essay. Group those students for a discussion to guide them in determining a main claim and relevant context to support their argument and overall writing. ▲
  • Drawing the connection between writing types can support students. For instance, students might need a reminder that the term main claim is similar to the term focus statement they used in previous writing pieces. ▲
  • Students may struggle with organization of materials while they go through the next few lessons of analysis and essay drafting. Provide time and both verbal and written processes that support organization of materials. ▲
  • Consistently referring to the model argument essay will act as a support for students who need reminders of what strong writing looks like. ▲
  • Providing written and verbal directions, and charting the steps they will take on an anchor chart, could help students as they plan and write. ▲
  • Use a larger version of the model, either projected or copied onto chart paper, and add annotations to it for each section of the essay that is reviewed to provide clarity of purpose. ▲

Assessment Guidance

Use the Grade 8 Writing Process checklist to assess students’ writing abilities in Work Times A and B (see the Tools page).

Down the Road

  • In the next two lessons, students will write the Proof Paragraphs of their practice essay, drawing on the planning work, drafting, and analysis of the model done in this and the previous lessons.

In Advance

  • Prepare and ensure there is a copy of Entrance Ticket: Unit 3, Lesson 6 at each student's workspace.
  • Review the Argument Writing: Practice Essay (example for teacher reference) to become familiar with the main claim students will be using as they plan and draft their practice essays.
  • Review the Argument Writing checklist to become familiar with what will be required of students over the remainder of the unit.
  • Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

  • Work Time B: Prepare devices with word-processing capabilities for students to draft their practice essay.
  • Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 8.I.C.11 and 8.I.C.12.

Important Points in the Lesson Itself

  • To support ELLs, this lesson scaffolds tasks to help students move from analysis to writing. Students work in groups to analyze the introduction of the model essay before working together to plan the introduction of the practice essay. Ample time for discussion and oral planning is built into the lesson, providing students with the opportunity to give and receive feedback to further their learning.
  • ELLs may find it challenging to complete their own written version of the practice essay. Consider the variety of ways that students can support one another to more deeply understand the genre of argument writing and successfully complete their work. Choral reading, peer planning, shared writing, shared evidence gathering, clarifying tasks, varying scribing responsibilities, and editing support are all ways that partners can work together to make the most of their collaboration.

Vocabulary

  • N/A

Materials from Previous Lessons

Teacher

Student

  • Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4–5, Work Time D)
  • Model Essay: “Transportation Choices” (one for display; from Module 2, Unit 3, Lesson 4, Work Time A)
  • Painted Essay® template (one for display; from Module 1, Unit 3, Lesson 6, Work Time B)
  • Academic word wall (one for display; from Module 1, Unit 1, Lesson 2, Opening A)
  • Domain-specific word wall (one for display; from Module 1, Unit 1, Lesson 2, Work Time A)
  • Argument Writing checklist (one for display; from Module 2, Unit 3, Lesson 4, Work Time C)
  • Characteristics of Argument Writing anchor chart (one for display; from Module 2, Unit 3, Lesson 5, Closing A)
  • Practice Argument Essay Writing Plan graphic organizer (example for teacher reference) (from Module 2, Unit 3, Lesson 5, Work Time C)
  • The Omnivore’s Dilemma (one per student; Module 2, Unit 1, Lesson 1, Closing and Assessment A)
  • Model Essay: “Transportation Choices” (one per student; from Module 2, Unit 3, Lesson 4, Work Time A)
  • Painted Essay® template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
  • Argument Writing checklist (one per student; from Module 2, Unit 3, Lesson 4, Work Time C)
  • Practice Argument Essay Writing Plan graphic organizer (one per student; from Module 2, Unit 3, Lesson 5, Work Time C)
  • Independent reading journals (one per student; begun in Module 1, Unit 1, Lesson 6, Work Time B)

New Materials

Teacher

Student

  • N/A

  • Entrance Ticket: Unit 3, Lesson 6 (one per student and one for display)
  • Online or print dictionary (one per student)
  • Devices with word-processing capabilities (one per student; see Technology and Multimedia)

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

A. Engage the Learner - (5 minutes)

  • Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 6.
  • Once students have completed their entrance tickets, allow time for them to review their responses with a peer.
  • Focus students on the Work to Become Effective Learners anchor chart, and invite them to read the habits of character on the chart to themselves. Tell students to continue to focus on collaboration as they begin drafting their practice essays today.
  • 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 or the same as in previous lessons.

Work Time

Work TimeLevels of Support

A. Analyze a Model: Introduction Paragraph – W.8.1a (10 minutes)

  • Review the learning target relevant to the work to be completed in this section of the lesson:

“I can identify the purpose of each component of an introduction paragraph in a model argument essay.”

  • Display the Model Essay: “Transportation Choices,” and instruct students to retrieve their copies. Explain to students that they will look closely at this model again, this time focusing on the introduction paragraph, to consider how the content can guide the work they will do on their own essay about grass-fed beef.
  • Invite a volunteer to reread the introduction paragraph of the Model Essay: “Transportation Choices” aloud.
  • Using the Painted Essay® template, invite students to work in pairs to discuss how the author catches the reader’s attention, provides context or background information about the topic, and states the main claim of the essay.
  • Think-Pair-Share:

“How does the author capture the reader’s attention?” (The author states the importance of transportation and how it affects everyone, which makes the topic feel relevant to the reader.)

“How does the author provide context and background information?” (The author provides information about the types of transportation available and explains that there are pros and cons for each.)

“What is the main claim of the essay?” (The author claims that public transportation is the best form of transportation.)

  • Invite students to retrieve the following materials:
    • Painted Essay® template
    • Argument Writing checklist
    • Practice Argument Essay Writing Plan graphic organizer
  • Focus students’ attention on the displayed Argument Writing checklist. Point out the following characteristics on the checklist:
    • “W.8.1a: I state my claim clearly, and my writing stays focused.”
    • “W.8.1a: I have an introduction that gives readers the context they need to understand the topic or text.”
  • Ask:

“How will you apply these characteristics to the practice essay?” (Responses will vary, but may include: When I draft my introduction, I will introduce my idea and give important background information about grass-fed beef before stating my main claim. I need to group information in a way that makes sense.)

  • As students share out, capture their responses in the “Characteristics of This Argument Essay” column.
  • Invite students to add detail to their Practice Argument Essay Writing Plan graphic organizer.
  • Tell students they are almost ready to draft the introductory paragraph of their practice essays. Explain that in this lesson, they are drafting their introduction, and they will draft their Proof Paragraphs in future lessons.

For Lighter Support

  • In Work Time A, host a think-aloud. Display the introduction and Proof Paragraph 1 of the model essay. Invite a student or group of students to lead this activity, annotating aloud, in real-time, the writer's thinking process. Invite students to note this thinking and recall the questions asked aloud. 
  • After Work Time A, invite students to participate in a Mini Language Dive in small groups to explore how the focus statement in Model Essay: "Transportation Choices" introduces a claim (W.8.1a). This Mini Language Dive also gives students the opportunity to explain the function of an infinitive in a particular sentence (L.8.1a). In the Practice portion of this Mini Language Dive, students will have the opportunity to apply their learning to draft a focus statement for the Partner Argument Essay.
  • To extend work in the Practice portion of the Mini Language Dive, invite students to think of ways to rephrase the linking clause "Once these considerations have been taken into account" so they are able to write with increased originality and creativity (e.g., ''After considering these factors,"; "In light of these considerations,").
  • To extend learning and application after the Mini Language Dive, invite students to underline infinitives/circle gerunds phrases they have used in their own essays. Students can discuss in pairs what the function of each infinitive or gerund is and make revisions and refinements to these language structures as needed. This will help students to continue to deepen their understanding of the difference between gerunds and how we use each of these verbals. If time allows, display examples from students work, and discuss the function of isolated infinitives and gerunds as a whole class.

For Heavier Support

  • In Work Time A, host a think-aloud. Display the introduction and Proof Paragraph 1 of the model essay, annotating aloud, in real-time, the writer's thinking process. Invite students to note this thinking and recall the questions asked aloud. For example:
    • "First, since this essay will be about transportation choices, I'll mention how transportation is something that is important for everyone, and why. Then, I'll give some examples of types of transportation and explain that people have a choice to make and that it's an important one. After this general background information, I am ready to add my focus statement, in which I clearly address the essay prompt and state my main claim." 

B. Practice Essay: Draft an Introduction – W.8.1a (20 minutes)

  • Review the learning target relevant to the work to be completed in this section of the lesson:

“I can write the introduction of my practice essay, giving context on the issue and clearly stating my claim.”

  • Remind students that in their practice essay, the claim is given, and they will write the context to draw the reader in and provide background information that the reader will need to understand the issue.
  • Allow time for students to retrieve their copies of The Omnivore’s Dilemma and their devices. Invite students to work in their pairs, using the model essay, the Characteristics of Argument Writing anchor chart, and the Argument Writing checklist to write an introduction. Students will each be writing their own essays but will work in pairs to support one another. Remind students to refer to the domain-specific word wall, academic word wall, and online or print dictionaries as needed, especially for the definitions they provide while giving context in the introduction.
  • Provide students an opportunity to verbally recount the main claim from their Argument Essay Writing Plan graphic organizer and to rehearse their sentence with their partner before drafting. Although the claim is given in this practice essay, students may put it in their own words, and rehearsing could help this process. This may allow them additional time to organize their thinking. Remind students to write in complete sentences and to leave a blank line between each line of their writing. ▲
  • Circulate to support students as they write, addressing clarifying questions and needs. Refer to the Practice Argument Essay Writing Plan graphic organizer (example for teacher reference) as needed.
  • N/A

Closing & Assessments

ClosingLevels of Support

A. Peer Feedback: Practice Argument Essay Introduction - W.8.5 (10 minutes)

  • Review the learning target relevant to the work to be completed in this section of the lesson:

"I can give kind, helpful, and specific feedback to my partner."

  • Invite students to pair up with a new partner to share the introductions of their practice essays written in Work Time B and to provide feedback against relevant criteria on the Characteristics of Argument Writing anchor chart. Ask for a volunteer pair to model this exchange, using prompts such as the following:

"What context do you include to help the reader's understanding of the topic?" (Responses will vary.)

"Would someone with little knowledge of food choices, and in particular of grass-fed beef, be able to understand this introduction?" (Responses will vary.)

"What is one strength of the introduction?" (Responses will vary.)

"What is one area for improvement?" (Responses will vary.)

  • Invite students to record "Y" for Yes and the date in the final column of their Argument Writing checklist if they feel the criteria marked on their checklists have been achieved in their writing in this lesson. Invite students to apply feedback they received by making revisions to their introduction paragraphs.
  • Repeated routine: Invite students to reflect on their progress toward the relevant learning targets and the habits of character focus in this lesson, discussing what went well and what could be improved next time.

For Lighter Support

  • During the Peer Feedback portion of this lesson, encourage students to generate a list of three specific stars and three specific steps for improvement for their partners. Encourage celebration and build students' confidence by inviting each student to share out one special strength they identified in their partner's introduction.

For Heavier Support

  • During the Peer Feedback portion of this lesson, distribute new copies of the Argument Writing checklist, and allow students to analyze their partners' introductions using the criteria provided. Give students the opportunity to request feedback from their peers on particular elements of their writing to ensure productive exchange within a limited timeframe. This checklist can continue to be used over the next few lessons in a variety of ways as students continue to receive feedback on their independent essays. 

Homework

Homework

A. Review and Revise Practice Essay Introduction

  • Students revise their practice essay introduction based on feedback and criteria.

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.

Copyright © 2013-2024 by EL Education, New York, NY.

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up

Help us improve our curriculum.

Tell us what’s going well, share your concerns and feedback.

Terms of use. To learn more about EL Education, visit eleducation.org

Leave feedback