A. Engage the Learner - W.6.1a (10 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can write a claim based on reasons and relevant evidence from my research."

• Direct students to retrieve their Independent Argument Evidence note-catcher that was started in Unit 2, Lesson 14.

• Display the instructions, and read them aloud:

"Review your note-catchers. Choose your two strongest reasons for why your focus figure's accomplishments are remarkable. Use these points to draft the claim statement for your essay on the bottom of your note-catcher." (Responses will vary.)

• Refer to Independent Argument Evidence note-catcher (example for teacher reference) as needed. Invite students to turn to an elbow partner to share their claim statement.

• 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 or the same as in previous lessons. Invite students to choose a habit of character focus for themselves for this lesson.

A. Plan an Argument Essay - W.6.1, W.6.5 (30 minutes)

• Review the learning target relevant to the work to be completed in this section of the lesson:

"I can plan an argument essay about why my focus figure's accomplishments are remarkable."

• Explain that students will now use their completed evidence note-catcher to plan an argument essay that supports their claim.

MEETING STUDENTS' NEEDS

During Work Time A, encourage students who need lighter support to revisit and polish the sentences they produced during the Practice sections of the Language Dives and Mini Language Dives of Lessons 1, 3, and 4. Encourage students to incorporate these sentences into their planners for use in the independent argument essays that they write during the mid-unit assessment of the following lessons.

• Remind students of the prompt for their independent essay: why are my focus figure's accomplishments remarkable?

• An optional Argument Writing Planner: Independent is available for those who need it. Explain to students that they are free to create their own planner if they wish. Provide lined paper or devices, depending on students' preferences.

• Remind students of the feedback they received on their collaborative essay during Lesson 5. Push them to incorporate those stars and steps into their planning today.

• Refer to the following materials as necessary:

  • Independent Argument Evidence note-catcher

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

  • Collaborative Argument Writing Plan graphic organizer

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

  • Collaborative Argument Essay

  • Annotated Collaborative Argument Essays (example for teacher reference)

  • Argument Writing checklist

  • Argument Writing checklist (example for teacher reference)

  • Characteristics of Effective Argument Writing anchor chart

• Circulate to support students as they plan. If necessary, prompt by asking questions such as the following:

"What evidence do you have for this point?"

"How does that evidence support your point?"

"How does that point support your claim?"

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

MEETING STUDENTS' NEEDS

During Work Time A, work with students who need heavier support to help them revise the sentences they produced during the Practice sections of the Language Dives and Mini Language Dives of Lessons 1, 3, and 4. Encourage students to use these sentences as "checkpoints" around which the remainder of their essay can be built.

A. Debrief: Argument Writing Checklist - W.6.1c, W.6.8 (5 minutes)

• Invite students to retrieve their copy of the Argument Writing checklist. Point out the following characteristics on the checklist:

  • "W.6.1c: I use words and phrases to show that my reasons are connected to my claim."

  • "W.6.8: I provide a bibliography of sources."

• Turn and Talk:

"Look at the second column. Are there any specific criteria you should be aware of specifically for this collaborative essay?" (I use transitions from one idea to the next and in between evidence about the figure's accomplishments and reasoning for why they're remarkable. I cite the anchor text Hidden Figures by Margot Lee Shetterly and/or my research sources.)

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

• Clarify for students how they are expected to document their sources.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.