Writing Workshop Time For Dialogues Continued

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Objective

SWBAT infuse main ideas and key details from biographies to create an argumentative writing piece.

Big Idea

Why is one person more influential than another? Using biographies to create and prove an effective argument.

Reading Time

10 minutes

Each day, I begin my ELA class with Reading Time.  This is a time for students to access a range of texts. I use this time to conference with students, collect data on class patterns and trends with independent reading and to provide individualized support. 

Workshop Time

32 minutes

Students will have the rest of the class time to work on creating the argumentative dialogues with their partners. These dialogues focus on proving a point based on information found from reading a biography. It's important to give students time to write so they can really develop these pieces. If students are rushed they are not engaged, if they are not engaged they are not thoughtful, and if they are not thoughtful they are not going to be able to grow as writers.

Students work with their partners for the rest of class to finish drafts of these dialogues. As students are working, I remind students of the following resources they can refer to with their partners as they are writing during class:

Biography Dialogue Project

Tips Argument Dialogue

Dialogue Assessment Spreadsheet

Students have access to these resources as they are available on my web-site so they can use my web-site as they spend class time working. They will work on these projects using their own devices or the school computers for the rest of class.

Throughout this time, I circulate around the class to make sure students are focused. Since we spent time in a previous lesson working, they are not many questions as students already asked them. They spent time working so they already should have a clear path of what they are doing. The major role I serve as a teacher for today's lesson is to keep students on track. This can be tough when students are working in groups but I redirect their thinking and discussing as needed by referring back to their project, their notes, or their work. Any easy way to keep students on track is to simply ask them where they are in their work or what challenge they are facing. This keeps them on their toes and then gives me a chance to step in and redirect them if needed.

Here is an example of student work from today's lesson: Biography Dialogue Drafting Day 2 Student Work

This video explains how I would conference with the group based on the above student work:Student Work Explanation