Opposing Boxes and Bullets

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Objective

SWBAT independently produce clear and coherent writing by organizing their claim and reasons as well as organize the claim and reasons of their opposition.

Big Idea

Hmmm...what would someone else think?

Lesson Opener

10 minutes

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 ave been gathering evidence for our essay, now we are going to organize all of that evidence and organize a counter argument.”

Teach: I will say, “In order to plan out our claim for this essay,  I am going to practice the skill of combining my thoughts under claim and strategy organzing my claim as well as the opposing claims. The process I will use is as follows:

1) Look through my evidence and claim.

2) Organize my claim and reasons in a logical manner.

3) Organzie the claim and reasons of the opposition in a logical manner.

4) Add one piece of evidence for each reason.”

I will show students how start drawing out my boxes and bullets. I then show the students how I think to myself, “Hmmmm, what would be a claim my opposition would state.” Then I will start the boxes and bullets for the counter claim.  

Active Engagement

5 minutes

Active Engagement: I will say, “Tell the person next to you your claim, one reason and one counter argument.”  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). I will have students share out their counter argument in order to to help other students.

Closing of Active Engagement: I will say, “Successful writers plan out the claim for an essay by combining their thoughts under one claim and the strategy of organizing their claim as well as the opposing claims. They organize their claim and reasons in a logical manner, then organize the claim and reasons of the opposition in a logical manner. Then they add one piece of evidence for each reason.”

Independent Practice

25 minutes

Independent Practice:,”Start drawing your boxes and bullets (leaving room for your brackets) by using the claim you worked with yesterday.”

Partner Work: Students will then be directed to turn and share boxes and bullets with their partners. I will direct students to do this after most students are done drafting their own organizational structure. to ensure they are starting their organizer successfully.

I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share how you organized your claim. Partner B, I want you to listen if Part A is showing that they understand how to organize their claim and reason. Then you will tell them if you heard both. If not, give them feedback; tell them an idea of. Then you will switch.”

Independent Practice: I will say, “Now you are going to draw your opposing boxes and bullets (leaving room for your brackets).”

 Partner Work: Students will then be directed to turn and share their boxes and bullets with their partners. I will direct students to do this after most students are done drafting their own organizational structure. to ensure they are starting their organizer successfully. Here are Examples of Opposing Boxes and Bullets from this lesson. 

I will say, “Decide who will be partner A and who will be partner B. Partner A I want you to share how you organized your opposing claim. Partner B, I want you to listen if Part A is showing that they understand how to organize their opposing claim and reason. Then you will tell them if you heard that their opposing claim made sense for their overall claim. If not, give them feedback; tell them an idea of. Then you will switch.”

Independent Practice: I will say, “Now you are going to add ideas for evidence for both boxes and bullet using your brackets.” 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.

Closing

5 minutes

 

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: “What is your claim and your opposing claim?”