A. Analyze a Model: What Is a Counterclaim? – 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 part of the counterclaim paragraph of a model argument essay.”

• Display and instruct students to retrieve their copies of Model Essay: “Transportation Choices.” Tell students that they will look at an important aspect of good argument writing—including a counterclaim.
• Remind students that argument writing involves working with a question that is complicated and that the writer needs to do a lot of thinking about both sides of an issue before making a claim that he or she thinks is the best answer to the question.
• Remind students of all the thinking they have done about food choice considerations during Units 1 and 2 of this module.
• Explain that the writer of an argument knows that other people, who may also have thought carefully about the issue, might come to a different claim. Explain that this means that part of writing one’s own argument is to address that thinking, and still develop one’s own position, which is the counterclaim.
• Direct students to look at their copy of the Model Essay: “Transportation Choices.” Prompt students to put their finger on the main claim of the essay.
• Read the counterclaim aloud as students read along silently.
• Turn and Talk:

“How does including this counterclaim section make the essay stronger?” (It shows the reader that the writer has really thought about this, shows that the writer knows deeply what he/she is talking about, and recognizes that the issue is complicated.)

• Distribute and display the Practice Essay Counterclaim note-catcher. For ELLs and students who require additional support, the Practice Essay Counterclaim note-catcher ▲ can be used to help guide students’ thinking with matching. Refer to Practice Essay Counterclaim note-catcher (example for teacher reference) as needed.
• Direct students to read the first chunk of sentences from the model with their partner:

“One might say that public transportation isn’t very convenient. Since so many people in our communities have busy schedules and need to get places quickly, time is a priority. It might also be true that some areas do not have adequate transit options, and making connections would take up lots of time. Using one’s own car to travel seems like the best option.”

• Think aloud and discuss the role of this chunk in the counterclaim. (This section transitions from the second Proof Paragraph, uses cuing language that an alternate claim is being introduced.) Direct students to underline the first three words in the section. (Students underline “One might say.”)
• Turn and Talk:

“Why does the chunk begin with this transition phrase?” (The writer is letting the reader know that he/she is transitioning from the main claim and will be mentioning an alternate claim.)

• Continue working through each chunk of the counterclaim on the Practice Essay Counterclaim note-catcher, pausing to ask students to identify the job of each section of text, and the purpose of the transitional words. Clarify any questions, and use any misconceptions as whole group teaching points.
• Turn and Talk:

“Why does a counterclaim exist in an argument essay, but not in other types of informative writing?” (In an argument essay, there is often more than one reasonable claim. Writers can strengthen the claim they have chosen by acknowledging alternate claims and then refuting them, because the writer is trying to convey the importance of her main claim. In other types of writing, writers are not trying to argue a point, so there is no need to counter an argument.)

“How would you describe the tone of this counterclaim? What makes you think so?” (The writer crafts a counterclaim that is respectful of other ideas on the topic. The writer is also careful not to claim too much. Using words like may, seems, and it’s likely helps him/her convey a tone of respectful consideration of other ideas, while also solidifying his/her own claim. All of this is important because the writer understands that this is a complicated issue.)

• Invite students to help record or check the parts of a counterclaim on the Characteristics of Argument Writing anchor chart. Refer to Characteristics of Argument Writing anchor chart (example for teacher reference) as necessary.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

C. Practice Essay: Rehearse and Write a Counterclaim – W.8.1a (15 minutes)

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

“I can write the counterclaim of my practice essay.”

• Discuss the following characteristic on the displayed Argument Writing checklist, adding to the Characteristics column as needed, and answering any questions about the role of the counterclaim in an argument essay. Refer to Argument Writing checklist (example for teacher reference).
• W.8.1a: “I fairly acknowledge claims that are different from my own and explain why my claim is still valid.”
• Prompt students to review their Practice Argument Essay Writing Plan graphic organizer.
• Ask:

“What are the main claim and points of the practice essay?” (The main claim is that consumers should buy grass-fed beef. The two points that support this are that it is healthy and good for farms and the environment.)

“What would be a reasonable counterclaim to this claim and these points?” (Responses will vary.)

• Instruct students to orally rehearse their counterclaim paragraph with their partners. Direct partners to use the cues located on the bottom of their Practice Essay Counterclaim note-catcher to formulate ideas.
• Tell students they are now ready to draft the counterclaim of their practice essay. Remind students that as they draft this counterclaim paragraph, they should strengthen their main claim by acknowledging an alternative claim, and explaining its validity, while refuting it and further elaborating on the benefits and relevance of their own claim.
• Invite students to retrieve their devices, gather any remaining materials from the list below, and refer to the Characteristics of Argument Writing anchor chart as they write:
• Model Essay: “Transportation Choices”
• Argument Writing checklist
• Painted Essay® template
• The Omnivore’s Dilemma
• Practice Argument Essay Writing Plan graphic organizer
• Practice Essay Counterclaim note-catcher
• Circulate to support students as they write and to identify common issues to use as whole group teaching points.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.