The Body of the Argument Part 1

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SWBAT recognize relevant evidence/support and apply that skill to their own writing.

Big Idea

Using what we've learned to hit the quality target in our own writing.

Warm Up

30 minutes

Model Monday/Pen Pal Project Week 2 of 6

For the first 30 minutes of class students will login to their Pen Pal accounts and respond to both the Pen Pal and this weeks topic.

First, they will respond to their Pen Pal since they will be discussing last weeks topic.  Then, we will view the video for this weeks topic together and briefly discuss "model" responses before they dive into the questions for the week.  To demonstrate "models", I chose a student or two based on their work from the previous week and ask them to share their work on the SMART board.  I also have SMART sync software that allows me to broadcast individual student screens to all other student computers.  Of course, if you do not have access there are always ways around it. For example, you could print and copy student models to distribute to students for discussion.

Any questions not completed and submitted in class are homework.  Students have until the end of the week to submit. This allows those without internet access at home to stay after school and utilize the school labs during Extended School Services.

Lesson & Independent Writing Time

20 minutes

Today, we will begin writing the body sections of their own individual pieces.

Before I turn them loose to do that, I will recap what we did yesterday and ask that students take out "Homework Revolution" where they made notes.  From these notes I'll ask students to identify key steps they need to take as they work through their own body section.

Below is the gist of what my classes came up with:

1. Overall three reasons ( a good number we've decided) to support your claim in the body section.  Separate the reasons into different paragraphs or parts so you can fully present each one - don't overlap or repeat - but be sure you have a balance.  One section should not be tiny and others super large. that indicates need. Also, each reason can be the topic sentence of the paragraph or not.  There are many ways to explain and formulate your paragraphs.

2. You MUST give evidence! As you work through each reason be sure to provide tangible evidence that focuses on and supports ONE reason at a time. Be sure to include quotes, facts, stats, etc. not just your own generalizations.

3. Connect the evidence to the reason by explaining HOW the evidence supports your reason and overall claim and why it matters.  Do not just give a reason and give evidence - you have to connect the dots for the audience.

4. - Be sure to use transitions in each paragraph to help your audience follow from reason to reason as you build your argument.

I'll leave this posted and allow students to begin their writing using their planing sheet and google document which already has their introduction.

I will circulate, read and assist as needed.

Wrap Up

5 minutes

I will let students write as long as possible before stopping them, but to wrap up class in the last minutes, I'll pull everyone together just to review the important concerns for the body section - still posted on the SMART board.

I'll also ask that students work on their piece at home tonight and remind them that they will have class time to continue writing as well.