Analyzing Poetry About Beliefs: Using CEE to Save FACE (Day 2 of 2)

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Objective

SWBAT write an analysis paragraph using components C.E.E.

Big Idea

What does C.E.E. look like on paper? Let me show you.

Introduction

Using Posters Effectively in the Classroom

At the end of Lesson #4 (Cornerstone Lesson: Analyzing Poetry About Beliefs...), my student mastered the CCSS W.7.1 skill. They were able to establish claims based on the issue "Should We Wear Masks?" Nevertheless, they did not master the CCSS W.7.1b skill, establishing a claim with relevant textual evidence and explanation from the poem. Therefore, I would like to re-visit this skill in today's lesson.

Today, I would like to model for my students how to create a claim and how to use evidence from the text to support the claim with an explanation. I will be introducing the acronym C.E.E. which has three components, CLAIM, EVIDENCE and EXPLANATION and we will be using C.E.E. to help us save FACE This task is aligned to W.7.1b.

Though I am attempting to use C.E.E. to salvage the assignment from Lesson 4 using FACE, I want my students to maximize their successes by showing competence developing a C.E.E. paragraph. I recognized their strengths from Lesson #4 (Cornerstone Lesson: Analyzing Poetry About Beliefs...) and Lesson #5 (Identifying Figurative Language...), and I want to use these strengths to motivate them to revisit a prior task and to see that they now have the content knowledge as well as the tools to respond to the assignment. 

 

 

 

Warmup + Share

15 minutes

For the Warmup, I want my students to practice using phrases to express their ideas because they have challenges creating complete thoughts. So, I am going to give them jumbled phrases to create three sentences that fit the poem. Examples of these phrases can be found on the Warmup Handout.

I have chosen to give them jumbled phrases for this activity because I want see if they will be able to create two complete thoughts that are connected. Since all the phrases they need are in front of them, I want assess how they respond to the challenge. For me, this is a diagnostic activity.

In today's lesson. they will be citing evidence from the text to support their claims (CCSS W.7.1b), and there are three components necessary for this to occur. They need a CLAIM, EVIDENCE to support the CLAIM and an EXPLANATION of the EVIDENCE. This task is aligned to W.7.1b

Each of the sentences that can be created from the phrases matches one of the three components. I have chosen to use this activity for the Warmup because I want to use the student work as the text to teach the components of a C.E.E. Paragraph. I have found in my experience that students learn best when they create they use their own findings to develop new learning and understanding.;

During the share, my students will show their peers the sentences they created using the phrases. As a group, they will decide the following:

1. Does each sentence expresses a complete thought?

2. Are the sentences connected to each other?

As a class, we will take a vote to see the outcome and record our findings.

This task is partially aligned to SL.5.4 because we are focusing on the sequencing of ideas that lead to the establishing of a claim with supporting evidence and explanation.

The purpose of the share is to gather some ideas of how the sentences can be arranged to present an opinion. This step helps to building confidence since we will be picking volunteers to use their responses for the next part of the lesson.

 

Engagement: Modeling

20 minutes

For this part of the lesson, I will begin by talking about their performance in the Share and connecting the results of the Share with the components above. I will present them with a visual of the three sentences annotated with the labels: CLAIM, EVIDENCE, EXPLANATION. This task is aligned to W.7.1b which focusing on establishing the components of an argument: claim, evidence and explanation.

The results of our activity include:

Response #1 edited using CEE

Response #2 edited using CEE

Response #3 edited using CEE

 

Then, I will model for my students how to create an evidence-based paragraph. I will tell them there are three things that they will need:

1. Claim

2. Evidence from the text

3. Explanation of the evidence from the text.

 

Then, I will tell them that a CLAIM is an opinion we give based on a topic or issue. Then, I will ask them what other claims can we make about the poem based on the issue, Should We Wear Masks?

In other words, are there other ways we can express the following ideas:

1. We should wear masks

2. We should not wear masks

If I can't get a response, I will suggest the following alternate ways of expressing the idea:

1. We should wear masks can be expressed as "Masks help you to hide things about yourself that you don't want the world to know because these things could be embarrassing."

2. We shouldn't wear masks can be expressed as "Masks can be very deceiving because people don't really know what you mean when you wear a mask."

Then I will label them CLAIMS and ask for the class to help me find EVIDENCE from the text to support the CLAIMS. After I receive the EVIDENCE, I will ask the class to help me EXPLAIN the EVIDENCE from the text so that the EVIDENCE supports the CLAIM. This task is aligned to W.7.1b as well.

I am including a copy of our results here: Class-Created Response Using CEE

 

At the end, I will review what we did so far:

First, we labeled the sentences from the WARMUP using CLAIM, EVIDENCE and EXPLANATION.

Second, we created new claims using our original claims.

Third, we found evidence in the text to support the claims.

Fourth, we explained the evidence so that it supported the claim.

 

I will post the charts and visuals from the modeling in the room so that every student has access to the information: C.E.E. Visuals

Application

20 minutes

For this part of the lesson, my students will be working with their scaffolding materials to create a written response: we wear the mask templateCEE Paragraph Rubric.doc

Students will create an analysis paragraph using the claims they created from the issue: Should people wear masks? They will be using the components C.E.E. to develop their analysis paragraphs.

They will use the following sentence starters to help them develop their paragraphs. If they wish, they may create their own sentence starters using the samples as a guide.

This task is aligned to W.7.1b. I have chosen to have them practice writing a C.E.E. paragraph using a poem they are already familiar with because I want them to have a comprehensive understanding of the components of a C.E.E.paragraph.

Revision Work Period

20 minutes

During this period, students will work on completing the writing activity they started using FACE now that we modeled the activity for them. Most students wrote a paragraph for Part A which they revisited in today's lesson.

Now, they will work on developing a paragraph for Part B using the modified version of FACE designed specifically for today's lesson and the sentence starters.

I chose to modify the FACE handout because I want my students to maximize their successes. So, focusing on their strengths from yesterday's lesson gives them the motivation to revisit a prior task and to see that they have the content knowledge (analysis of language) and the skill (structure of a claim-evidence-explanation paragraph) to respond to the writing task. 

This task is aligned to W.7.1b, focusing on supporting a belief-based claim with literary evidence from a text. The purpose of this activity is to provide a continuation for the writing activity given in Lesson #4 that was not completed, and to see whether providing both an understanding of figurative language (Lesson #5) and a detailed explanation of the structure of a claim-evidence-explanation response (Lesson #6) would lead to a richer and more focused written belief-based response.

Closure

5 minutes

For this part of the lesson, students will complete the 3-2-1 Reflection Sheet focusing on the modeling of C.E.E. and the writing activities they completed in today's lesson so that I may assess what they truly learned.

This 3-2-1 Reflection Sheet is customized to fit the lesson because I want to see if I achieved my learning objectives as well as to see how my students reacted to the lesson. the format of the lesson has changed to complement the current needs of the class. So, I want to know how they felt about the change.