Reflection: Lesson Planning Analyzing the Body of an Argument - Section 2: Lesson


I've gone back and forth over the years with what types of "example" or "model" pieces I want to read with my students.  I have used great pieces to exemplify what students should do and poorly written pieces to demonstrate what not to do.

At this point I never use horribly bad pieces.  That doesn't really make sense to me anymore.  It's kind of like DOL.  I'm not a fan of DOL because it constitutes showing students bad writing, students waiting for you to give them the "fix" and you move on.  I would much rather show work they can learn from.  Often that means using "good" examples, but at the same time I do not want my students to see great writing as an unattainable goal.  So, I like to use student written (my own students or those on sites like Teen Ink) work along with professional writing.  

I also like to use a piece that "looks" good, but a discerning eye can see errors.  I want my students to be analytical - to look deeper.  The piece I use in this lesson helps me do that. This doesn't mean I'll use it again next year - I may or may not - that depends on my students, but whatever I use will be after the same goal.

  Choosing What to Read
  Lesson Planning: Choosing What to Read
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Analyzing the Body of an Argument

Unit 10: Argument - Part 2
Lesson 10 of 17

Objective: SWBAT analyze the body section of an argument piece to determine the effectiveness of the section.

Big Idea: In this case milk will not help - organized, relevant, specific evidence does a body good.

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