Revising Your Boxes and Bullets
Lesson 4 of 6
Objective: SWBAT add and revise evidence to their claims and counter claims in order to ensure their evidence would persuade someone else to change their view point.
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: “We have planned out one idea for our essay and the counter claims, today we are going to add and revise our reasons and evidence in order to ensure we are being as persuasive as possible. To help you think through this, we are going to do an activity called, “Take A Stand.”
Active Engagement: I will read the steps of the Take A Stand Intro lesson* and lead students through it. Students will practice claim, reason, evidence and counter-claim verbally in order to revise what they have written so far. Here example of starting the Take a Stand Activity
Teach: “Turn and talk to your partner about your exit ticket answers. I heard many of you discuss why another student was persuasive or not. I want you to take this activity and think about how you can use this in your own writing. I am going to practice the skill of revising the outline of my essay and the strategy revising my claim, counter claim and the reason and evidence I have for them so far The process I will use is as follows”
1) Read through my claim, counter claim and the reason and evidence
2) Think to myself, “could I change my claim, reasons and evidence to have a better chance of convincing someone?
3) Revise or add to my claim, counter claim, reasons and evidence.
4) Start drafting persuasive evidence.”
I will show students how read through my own claim, counter claim, reasons and evidence and revise my thinking. I will then show them how I draft another piece of evidence by keeping "Take a Stand" in mind.
*Shout out the colleague Leighanne Law for the awesome active engagement intro!
Active Engagement: I will say, “Tell the person next to you how you can make your claim, reasons and evidence more persuasive.” I will check for understanding by listening to each level of learner (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Successful writers revise the outline of their essay by revising their claim, counter claim and the reason and evidence. They do this by reading through their outline. They think to themselves, “could I change my claim, reasons and evidence to have a better chance of convincing someone? They then revise and start drafting their evidence.
Independent Practice: I will say, “Now you are going to revise your claim, counter claim, reason and evidence, then start drafting more pieces of evidence.” As they are working independently and quietly, (I like to play classical or smooth jazz for “writing” music (I just create a play list on Pandora Internet radio) I will confer with them about their writing by using the attached conference chart.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: “How did you revise your claim, counter claim, reasons or evidence today? Write at least two examples of what you had prior to today and then how you changed it."