Introductions and Conclusions in a Debate

5 teachers like this lesson
Print Lesson

Objective

SWBAT introduce their claim and reasons and as well as conclude them in a persuasive manner by practicing them today.

Big Idea

The book ends of a debate; bring your listener with you!

Lesson Opener #1

5 minutes

This lesson has two short mini-lessons because we have worked extensively on introductions and conclusions, if students have not had enough practice with both; I would have done separate days of lessons. Here is an explanation about why I am concentrating on introductions and conclusions.

 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:  I will say, “Yesterday we organized our debate components, today I really want you to focus on great introductions and great conclusions.” 

Teach: I will say, “In order to write an introduction for my debate, I am going to practice the skill of trying out different kinds of introductions and the strategy of using examples. The process I will use is as follows:

1) Have my claim and reasons in mind

2) Remind myself of the different kinds of hooks I could use

3) Try out at least two hooks but always add my claim, reason and evidence

We will read the examples together. I will show them how I use the examples to think how to create an introduction for my claim I created yesterday. I will have one prepared and show them how I think through writing a second one. 

Active Engagement #1

5 minutes

Active Engagement: I will say,” You will use the claim you started yesterday and use that claim and reasons to practice at least one persuasive hook for your introduction. I will look over the shoulder of at least three learners. (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I am looking to gauge their understanding of the hook they are writing.

Closing of Active Engagement: I will say, “Remember in order to introduce your essay to your reader in a way that persuasively hooks them, successful writers practice the skill of trying out different kinds of introductions and the strategy of using examples. They have their claim and reasons in mind and examples they can use in order to try out at least three hooks before deciding on the one they will use for their essay. 

Independent Practice #1

10 minutes

Independent Practice: I will say, “Now you are going to write out two more different introduction paragraphs. They should write for at least 10 minutes. 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.

 

Lesson Opener #2

5 minutes

Teach: I will say, “In order to write a conclusion for my debate, I am going to practice the skill of trying out different kinds of conclusions and the strategy of using examples. The process I will use is as follows:

1) Have my claim and reasons in mind

2) Remind myself of the different kinds of endings I could use

3) Try out at least two endings but always add my claim, reason and evidence

We will read the examples together. I will show them how I use the examples to think how to create a conclusion for my claim I created yesterday. I will have one prepared and show them how I think through writing a second one. 

Active Engagement #2

5 minutes

Active Engagement: I will say,” You will use the same claim you used in your introduction and use that claim and reasons to practice at least one persuasive ending for your conclusion. I will look over the shoulder of at least three learners. (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard). I am looking to gauge their understanding of the hook they are writing.

Closing of Active Engagement: I will say, “Remember in order to conclude your essay to leave your reader thinking, successful writers practice the skill of trying out different kinds of conclusions and the strategy of using examples. They have their claim and reasons in mind and examples they can use in order to try out at least two different endings before deciding on the one they will use for their debate. 

Independent Practice #2

15 minutes

Independent Practice: I will say, “Now you are going to write out two more different conclusion paragraphs. They should write for at least 10 minutes. 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.

Partner Work: Students will be directed share their favorite conclusion or introduction with their partner. I will say, “Decide who will be partner A and who will be partner B. Partner A you will share your conclusion or introduction. Partner B, I want you to listen if Partner A makes you want to read more of their essay or leaves you thinking. Give your partner feedback as to how they could draw you into the essay missed anything, you might say, “Maybe you could try..” Then switch.” . 

Closing

2 minutes

Closing: For today students will turn in their best introduction and best conclusion, the one they think really draws the reader and has clear claim, reasons and evidence.  I will have them circle their favorite one of each and turn in their notebooks (in order to cut down on time).