Writing: Building An Argument

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Objective

SWBAT support claims in analysis of topics using valid reasoning by writing a persuasive letter.

Big Idea

Students need time to write, write and write some more

Warm Up/Mini Lesson--Plan for success

15 minutes

Today's lesson is the culmination of the unit.  In this unit, we have identified persuasive appeals, identified and evaluated claims and counterclaims, and analyzed a text for strong, appropriate evidence.  Now, students will write their own argument. 

 

In yesterday's lesson, students evaluated writing prompts and chose one to write on.  Today, they are going to organize their thoughts and begin writing.  I hand students page two of the Persuasion+Practice+Packet-.  I tell students to begin planning their argumentative piece by completing this page two which asks students to strengthen their writing by planning (W.9-10.5) what their claim and evidence (W.9-10.1a) will be.  

As students are working, I will pull the students who were struggling deciphering their prompt yesterday and help them clarify what it is asking.  I want everyone to be on the same page today.  

Write for success

30 minutes

Now, students write.  As they are writing, I will circulate the room, lending help where it is needed.  I will be sure each student has the William Chrisman Argumentative Scoring Guide and William Chrisman Anchor Charts visible on their desk and are referring to them often.  Both of these documents were developed by Independence School District Writing Task Force with the help of Scot Squires. 

The documents help students assure that their argumentative writing has a clear claim with appropriate evidence (W.9-10.1a,b), uses phrases to link major sections of their letter that develop the relationship between claim and evidence (W.9-10.1c), maintains a formal style and tone (W.9-10.1d) and has a concluding statement (W.9-10.1e).  

Closure--How did you do today?

5 minutes

As class comes to a close, I am going to write three categories on the white board. 

 

Shakin' in my boots: These students are nervous about their progress and need to stay after school.

 

Onward:  These students feel confident taking their writing home and finishing it. 

 

Cool as a cucumber: Students who are finished and confident about their writing.  

 

I ask students to come to the board and write their name under the category that most identifies where they are.  This is a great way to understand where the class is and help me plan my lesson tomorrow.