A. Engage the Learner – W.6.1 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 4 or Entrance Ticket: Unit 3, Lesson 4 ▲. Refer to the Entrance Ticket: Unit 3, Lesson 4 (example for teacher reference) for possible responses.

• Review the argument terms, using the entrance ticket and a total participation technique.

• Repeated routine: Follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar to or the same as in previous lessons.

MEETING STUDENTS' NEEDS 

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 3, Lesson 4 ▲. This resource offers an answer bank, from which students can select answers to match to the correct sentence frame.

• Focus students on the Habits of Character anchor charts and invite them to read them to themselves. Direct students to choose a habit of character to focus on as they work today.

A. Analyze a Model: Proof Paragraph 1 – RI.6.8, W.6.1b (20 minutes)

• Display and direct students to retrieve their Model Literary Argument Essay.

• Ask a student to read aloud the sentence from the model’s introductory paragraph that conveys the main claim of the essay: “Although Cal feels nervous and sad that he cannot go with his father, Pop should not bring Cal to Washington with him.”

• Ask a student to read aloud the sentence from the model’s introductory paragraph that conveys the two reasons that will be used to support the main claim: “The events in Washington are not appropriate for Cal to attend, and spending some time at Challagi is a better alternative for him.”

MEETING STUDENTS' NEEDS 

In Work Time A, after students analyze Proof Paragraph 1 of the Model Literary Argument Essay, invite students to participate in a Mini Language Dive in small groups to examine the key reason presented in the Proof Paragraph (W.6.1b). This Mini Language Dive also helps students better understand the function of individual sentences within the larger structure of an argument essay (RI.6.5) and the characteristics of formal academic writing (W.6.1d).

To further support students' understanding of the terms reasons, evidence, and reasoning, invite students who need lighter support to participate in a simple group discussion that requires an argument structure. Consider low-stakes prompts based on the text (e.g., Who is your favorite supporting character: Pop or Possum?), and ask students to supply reasons, textual evidence, and reasoning to support their argument.

• Assist students in numbering the sentences of the first Proof Paragraph on their copy of the model essay. Then read aloud the first Proof Paragraph of the model essay.

• Ask:

“What do you notice about this paragraph?” (It is focused around the first reason, represented with yellow, introduced in the last sentence of the introduction—that Washington DC is not an appropriate place for Cal.)

• Turn and Talk:

“What sentence from this paragraph reminds the reader about the main claim of the whole essay and conveys the first reason that supports the claim?” (the first sentence).

• Explain that the author has provided evidence to support her first reason/point and then provided reasoning for how that evidence supports the reason and how the reason supports the main claim.

• Direct students to reread the first Proof Paragraph.

• Turn and Talk:

“What sentences in the paragraph provide the evidence that supports this reason?” (2, 3, 4, and 8)

“What evidence does the writer offer to support the idea that Cal is too young to go to Washington?” (“If this is going to be a campaign, then I have to go it without you. It might be dangerous and I want you safe while I’m gone” (59). Thousands of veterans in campaign, working together as “an army” (94). Cal “not ready yet to be part of any army” (94). Pop wants Cal to be “safe with three hots and a cot” (94) at Challagi.)

• Turn and Talk, cueing students to challenge their thinking:

“What if the writer did not include this information? How would that change the reader’s understanding of the topic?” (There would not be any textual evidence to show the reader why the writer came to this conclusion about one of the reasons Cal shouldn’t go to Washington with Pop. Without evidence, there is no support for the claim and therefore, it’s not an effective argument.)

• Turn and Talk:

“What sentences in the paragraph provide the reasoning that explains how the evidence supports this reason?” (5, 6, 7, 9, and 10)

“What reasoning does the writer use?” (Not appropriate for Cal to go to Washington with Pop and participate in the campaign. Too many veterans, all adults, fighting for an issue that Cal is too young to understand. Pop worries about Cal, needs to focus on the goals of the campaign.)

• Turn and Talk, cueing students to challenge their thinking:

“What if the writer did not include this information? How would that change the reader’s understanding of the topic?” (If these sentences were not included, then it wouldn’t be clear to the reader how or why the writer is using evidence she included. Evidence alone is not enough to support the claim, and therefore, without reasoning, it’s not an effective argument.)

• Display and direct students to retrieve their Model Literary Argument Evidence note-catcher and Model Literary Argument Writing Plan graphic organizer.

• Ask:

“Look at the first Proof Paragraph on the model writing Plan graphic organizer and at the section for this reason on the model evidence note-catcher. What do you notice about the information in those two places? How might this information help you as you plan and draft your collaborative Proof Paragraph 1 and later in planning and drafting your independent essay?” (There is a lot of overlap between the content in terms of evidence and reasoning on the two documents. The Literary Argument Evidence note-catcher allows me to do a lot of thinking and pre-planning before I write and should make writing the paragraph much easier.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

MEETING STUDENTS' NEEDS 

Consider developing an extension to the Mini Language Dive of Work Time A that helps students develop the complex noun phrases associated with academic writing. Provide sentence starters, gradually decreasing scaffolds. It might be most beneficial to provide starters that students can use in their own collaborative or independent essays. For example:

The second reason why Cal should go to Washington to find Pop is that ____.

The first reason why Cal should ____ is that ____.

The main reason why ____ is that ____.

To further support students' understanding of the terms reasons, evidence, and reasoning, invite students who need heavier support to observe their classmates participating in a simple group discussion that requires an argument structure (see the accompanying For Lighter Support notes). Give students colored note-cards or sticky notes (e.g., red for reason, blue for evidence, yellow for reasoning) and invite them to hold up the correct card to indicate what they hear in their classmates' arguments.

B. Collaborative Writing: Draft Proof Paragraph 1 - W.6.1b (15 minutes)

• Display and invite students to retrieve their Collaborative Literary Argument Writing Plan graphic organizer and their copy of the Argument Writing checklist. Point out the following characteristic on the checklist:

  • "W.6.1b: I support my claim with clear reasons and relevant evidence."

• Ask:

"Are there any specific criteria you should be aware of and list in the second column on the checklist?" (I use the best evidence from Two Roads to develop the reasons in my Proof Paragraphs and to support my main claim statement.)

• As students share out, capture their responses in the Characteristics of this Argument Writing column and direct them to do the same on their copy. Refer to the Argument Writing checklist (example for teacher reference) as needed.

• Explain that, in this lesson, students will work with their writing partner to draft Proof Paragraph 1 of their collaborative literary argument essays. Students should base their draft on the information they gathered and organized on their Collaborative Literary Argument Evidence note-catcher and Collaborative Literary Argument Writing Plan graphic organizer. Direct students to use the Model Literary Argument Essay, Model Literary Argument Evidence note-catcher, and Model Literary Argument Writing Plan graphic organizer to also help them draft. Remind them about the correlation between the information in the evidence note-catcher and what appears in the planner for Proof Paragraph 1.

• Distribute lined paper or devices, and invite writing partners to begin.

• Circulate and monitor, referencing the following resources as necessary:

  • Collaborative Literary Argument Evidence note-catcher (example for teacher reference)

  • Collaborative Literary Argument Writing Plan graphic organizer (example for teacher reference)

  • Collaborative Literary Argument Writing: Annotated (for teacher reference)

• With two minutes remaining, refocus students and allow time for them to log off devices or put away materials.

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses, and make a note of students who might need support. Check in with them moving forward.

A. Debrief Collaborative Writing Process - SL.6.1b (5 minutes)

• Separate writing partners and create new partnerships for this activity.

• Explain that working with a partner to accomplish a task has its benefits and its drawbacks. Reflecting on the process can help students strategize to determine best practices for working effectively and productively. Remind students that reflections, like any partner sharing, should be kind, helpful, and specific.

• Invite students to discuss the following three questions with their new partner:

"What is going well so far in the collaborative process?"

"What could be improved about the collaborative process?"

"What specific actions will I take to make these improvements?"

• Circulate and monitor, listening to see if there are any major issues that need to be addressed. Be sure, also, to celebrate the highlights of working with a partner. As needed, cue students to listen carefully to one another:

"Can you repeat what your partner said in your own words?"