To begin class, I hand students a piece of the candy they worked with yesterday, and the piece that they didn't work with. First, I tell students to enjoy their candy again. They write down any claims and evidence they can think of today that they didn't think of yesterday (W.9-10.2, W.9-10.5). Next, I tell them to enjoy the 2nd piece of candy, the one their partner was writing about. As they enjoy this piece, I explain that building a good argument is knowing what the opponents are going to say in the opposing argument and developing a counter-argument. Students will think about what their partner might say about their candy and then think about what they can say as a rebuttal. They write this at the bottom of their graphic organizer.
Students get out their Persuasion Practice Packet. I group students into groups of 3 with like candy. For example, group one will be three students who all had Hersey's Kiss candy. Group two will be three students who all had Hersey's Kiss candy. Group three will be three students who had Starburst candy, etc. Once students are in their groups of three, they will begin working on page two of the Persuasion Practice Packet, the outline (W.9-10.5). I grouped them in case they need some additional support. The outline asks students to continue introducing their claims and developing evidence (W.9-10.1a, W.9-10.1b). I tell students that the are developing individual outlines, but they can ask each other for help, develop ideas together, etc. This should last about seven-ten minutes.
Now students move back to their individual seats to work on page three of the Persuasion Practice Packet-. Page three helps students organize their claims and evidence. I tell students that once they have their page three organizer filled out, they may write the actual paragraph. I tell students to focus on using phrases to link major parts of their argument when writing their paragraph and to maintain an objective tone (W.9-10.1c,d). I walk around as students are working to help students who might be stuck or struggling with organization. This video explains Does a graphic organizer produce formulaic writing? Or, is it a useful tool?
At the end of class, students will turn in their paragraph so I can assess them.