Finding Lead, Claim, & Evidence
Lesson 6 of 11
Objective: SWBAT isolate lead, claim, & evidence in their own writing.
As students complete their drafts, I circulate to conference one on one with students. I keep the copy of my learning style argument paper on the board, which is high-lighted to show kids what should be included in their drafts. If any kids need a little more assistance in articulating what should be included in each paragraph, I give a bullet point list of what should be included.
When kids finish, they can transition to silent reading.
At the end of the forty minutes I have students print, so they can have a hard copy of their draft to share and high-light.
I remind students of my draft with all of the high-lights and what each color represents. Then I have students make their own key.
Yellow = Creative Lead/Opening
Pink = Claim
Blue = Evidence from your life.
Then kids go through and high-light their drafts. Students can ask each other at their tables for clarification. I'm also circulating.
Here is a student sample:
In the next section of the lesson, students continue to share their drafts and isolate the lead, claims, and evidence.
If students have a specific question that they need clarified, and I cannot get to them, I ask them to write their question on a Post-It Note and attach it to their draft. Here are two student samples with Post-It Notes attached:
Students turn in these drafts and I respond to questions I couldn't get to during the class period.