A. Analyze the Model: Proof Paragraph 1 - W.8.1b (10 minutes)

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

"I can identify the points, evidence, and reasoning in Proof Paragraph 1 of a model argument essay."

• Remind students that one of the most important aspects of a Proof Paragraph is including evidence that directly supports the points stated. Within each Proof Paragraph, the author creates an evidence sandwich. Remind students that thinking about something we are all familiar with, a sandwich, will help us see how Proof Paragraphs are built. The evidence sandwich includes three parts:
• The point (bread)
• The evidence introduced, with any context (the filling)
• The reasoning (more bread)
• Ask students to retrieve their Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth." Read Proof Paragraph 1 aloud, prompting students to think about these three components of a Proof Paragraph as they follow along. Ask students to Think-Pair-Share:

"Remember that this essay needs double-decker evidence sandwiches. Where do you see those in this Proof Paragraph? Why do we need two evidence sandwiches?" (We need to give evidence about both the text and the film.)

• Confirm for students that the first part of the paragraph provides a description of a moment from the text, and the second part provides a description of the moment in the film. Remind students of their work with the evidence sandwich in Module 2. Explain that the Proof Paragraphs in the model essay (and their own essays) will have a double-decker evidence sandwich. In other words, there will be two evidence sandwiches in each Proof Paragraph. Inform students that they will use a note-catcher to examine the double-decker evidence sandwich.
• Distribute and display the Analyze the Model: Proof Paragraph note-catcher. Point out the organization of the note-catcher to students. Tell them that it names the point of the Proof Paragraph at the top. Then it includes the text of Proof Paragraph 1 from the Model Argument Essay, but it is chunked into six parts.
• Read aloud the first chunk of text from the note-catcher. Tell students that this sentence is the point that names the moment from the text. This sentence is the first point. It names the moment from the text that will be analyzed. In the evidence sandwich, it is the top piece of bread. Label these parts on the Analyze the Model: Proof Paragraph note-catcher, using the Analyze the Model: Proof Paragraph note-catcher (example for teacher reference) as needed.
• Continue on to the next chunk of text, and select a student to read the second chunk of text aloud to the group. Tell students that this chunk of text is the evidence. The evidence section of the evidence sandwich introduces the evidence with any additional context the reader needs to understand the evidence, and then lists the actual evidence itself, which might include a quote.
• Ask partners to read the third chunk of text with each other. Tell students that this bottom bread section of the evidence sandwich is the reasoning. Remind students that in addition to selecting supporting evidence, another critical aspect of a Proof Paragraph is the reasoning. Remind students that this kind of connected thinking is called reasoning, and writers use reasoning to further explain and discuss their main claim.
• Ask students to work with their collaborative essay partner to label the bread/point, filling/evidence, and bread/reasoning for the next three chunks (the film evidence sandwich) of Proof Paragraph 1 on the Analyze the Model Proof Paragraph note-catcher. Use a total participation technique to review student responses, using the Analyze the Model: Proof Paragraph note-catcher (example for teacher reference) as needed. Be sure students notice that the second evidence sandwich is still developing the first point/scene in the essay, the moment when Jeanne and her family are on their way to Manzanar.
• Reinforce the importance of using reasoning to develop the point, and further explain the importance of the evidence.
• Share with students that they will be creating evidence sandwiches and paying careful attention to crafting adequate reasoning sentences as they write their Proof Paragraph 1.
• Think-Pair-Share:

"Describe the important elements of an evidence sandwich." (Evidence sandwiches have three parts: point, evidence, and reasoning.)

"What are your important takeaways about how writers use reasoning in a Proof Paragraph?" (Students should point out that reasoning further explains the evidence, ties it to the point and main claim, and helps the reader understand the writer's thinking.)

"What is different about the Proof Paragraphs in these argument essays about the text and film versions of Farewell to Manzanar?" (They have two evidence sandwiches in each Proof Paragraph.)

• Invite students to help record important aspects of Proof Paragraphs on the Characteristics of Argument Writing anchor chart.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

C. Practice Essay: Draft Proof Paragraph 1 – W.8.1b, W.8.4 (15 minutes)

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

“I can write Proof Paragraph 1 for my practice essay.”

• Tell students they are now ready to draft Proof Paragraph 1 of their practice essays.
• Invite students to retrieve their devices and gather any remaining materials from the list below, and to refer to the Characteristics of Argument Writing anchor chart as they write:
• Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth”
• Argument Writing checklist
• Painted Essay® template
• Practice Argument Essay Writing Plan graphic organizer
• Farewell to Manzanar
• Connections and Distinctions: Farewell to Manzanar note-catcher
• Compare Text to Film: Farewell to Manzanar note-catcher
• Close Read: Farewell to Manzanar, Chapter 7 note-catcher
• Significant Ideas anchor chart
• 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.