A. Engage the Learner - (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 6.

• Once students have completed their entrance tickets, allow time for them to review their responses with a peer.

• Focus students on the Work to Become Effective Learners anchor chart, and invite them to read the habits of character on the chart to themselves. Tell students to continue to focus on collaboration as they begin drafting their practice essays today.

• 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.

A. Analyze a Model: Introduction Paragraph – W.8.1a (10 minutes)

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

“I can identify the purpose of each component of an introduction paragraph in a model argument essay.”

• Display the Model Essay: “Transportation Choices,” and instruct students to retrieve their copies. Explain to students that they will look closely at this model again, this time focusing on the introduction paragraph, to consider how the content can guide the work they will do on their own essay about grass-fed beef.

• Invite a volunteer to reread the introduction paragraph of the Model Essay: “Transportation Choices” aloud.

• Using the Painted Essay® template, invite students to work in pairs to discuss how the author catches the reader’s attention, provides context or background information about the topic, and states the main claim of the essay.

• Think-Pair-Share:

“How does the author capture the reader’s attention?” (The author states the importance of transportation and how it affects everyone, which makes the topic feel relevant to the reader.)

“How does the author provide context and background information?” (The author provides information about the types of transportation available and explains that there are pros and cons for each.)

“What is the main claim of the essay?” (The author claims that public transportation is the best form of transportation.)

• Invite students to retrieve the following materials:

  • Painted Essay® template

  • Argument Writing checklist

  • Practice Argument Essay Writing Plan graphic organizer

• Focus students’ attention on the displayed Argument Writing checklist. Point out the following characteristics on the checklist:

  • “W.8.1a: I state my claim clearly, and my writing stays focused.”

  • “W.8.1a: I have an introduction that gives readers the context they need to understand the topic or text.”

• Ask:

“How will you apply these characteristics to the practice essay?” (Responses will vary, but may include: When I draft my introduction, I will introduce my idea and give important background information about grass-fed beef before stating my main claim. I need to group information in a way that makes sense.)

• As students share out, capture their responses in the “Characteristics of This Argument Essay” column.

• Invite students to add detail to their Practice Argument Essay Writing Plan graphic organizer.

• Tell students they are almost ready to draft the introductory paragraph of their practice essays. Explain that in this lesson, they are drafting their introduction, and they will draft their Proof Paragraphs in future lessons.

MEETING STUDENTS' NEEDS 

In Work Time A, host a think-aloud. Display the introduction and Proof Paragraph 1 of the model essay. Invite a student or group of students to lead this activity, annotating aloud, in real-time, the writer's thinking process. Invite students to note this thinking and recall the questions asked aloud. 

After Work Time A, invite students to participate in a Mini Language Dive in small groups to explore how the focus statement in Model Essay: "Transportation Choices" introduces a claim (W.8.1a). This Mini Language Dive also gives students the opportunity to explain the function of an infinitive in a particular sentence (L.8.1a). In the Practice portion of this Mini Language Dive, students will have the opportunity to apply their learning to draft a focus statement for the Partner Argument Essay.

To extend work in the Practice portion of the Mini Language Dive, invite students to think of ways to rephrase the linking clause "Once these considerations have been taken into account" so they are able to write with increased originality and creativity (e.g., ''After considering these factors,"; "In light of these considerations,").

To extend learning and application after the Mini Language Dive, invite students to underline infinitives/circle gerunds phrases they have used in their own essays. Students can discuss in pairs what the function of each infinitive or gerund is and make revisions and refinements to these language structures as needed. This will help students to continue to deepen their understanding of the difference between gerunds and how we use each of these verbals. If time allows, display examples from students work, and discuss the function of isolated infinitives and gerunds as a whole class.

In Work Time A, host a think-aloud. Display the introduction and Proof Paragraph 1 of the model essay, annotating aloud, in real-time, the writer's thinking process. Invite students to note this thinking and recall the questions asked aloud. For example:

"First, since this essay will be about transportation choices, I'll mention how transportation is something that is important for everyone, and why. Then, I'll give some examples of types of transportation and explain that people have a choice to make and that it's an important one. After this general background information, I am ready to add my focus statement, in which I clearly address the essay prompt and state my main claim." 

B. Practice Essay: Draft an Introduction – W.8.1a (20 minutes)

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

“I can write the introduction of my practice essay, giving context on the issue and clearly stating my claim.”

• Remind students that in their practice essay, the claim is given, and they will write the context to draw the reader in and provide background information that the reader will need to understand the issue.

• Allow time for students to retrieve their copies of The Omnivore’s Dilemma and their devices. Invite students to work in their pairs, using the model essay, the Characteristics of Argument Writing anchor chart, and the Argument Writing checklist to write an introduction. Students will each be writing their own essays but will work in pairs to support one another. Remind students to refer to the domain-specific word wall, academic word wall, and online or print dictionaries as needed, especially for the definitions they provide while giving context in the introduction.

• Provide students an opportunity to verbally recount the main claim from their Argument Essay Writing Plan graphic organizer and to rehearse their sentence with their partner before drafting. Although the claim is given in this practice essay, students may put it in their own words, and rehearsing could help this process. This may allow them additional time to organize their thinking. Remind students to write in complete sentences and to leave a blank line between each line of their writing. ▲

• Circulate to support students as they write, addressing clarifying questions and needs. Refer to the Practice Argument Essay Writing Plan graphic organizer (example for teacher reference) as needed.

A. Peer Feedback: Practice Argument Essay Introduction - W.8.5 (10 minutes)

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

"I can give kind, helpful, and specific feedback to my partner."

• Invite students to pair up with a new partner to share the introductions of their practice essays written in Work Time B and to provide feedback against relevant criteria on the Characteristics of Argument Writing anchor chart. Ask for a volunteer pair to model this exchange, using prompts such as the following:

"What context do you include to help the reader's understanding of the topic?" (Responses will vary.)

"Would someone with little knowledge of food choices, and in particular of grass-fed beef, be able to understand this introduction?" (Responses will vary.)

"What is one strength of the introduction?" (Responses will vary.)

"What is one area for improvement?" (Responses will vary.)

• Invite students to record "Y" for Yes and the date in the final column of their Argument Writing checklist if they feel the criteria marked on their checklists have been achieved in their writing in this lesson. Invite students to apply feedback they received by making revisions to their introduction paragraphs.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets and the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

During the Peer Feedback portion of this lesson, encourage students to generate a list of three specific stars and three specific steps for improvement for their partners. Encourage celebration and build students' confidence by inviting each student to share out one special strength they identified in their partner's introduction.

During the Peer Feedback portion of this lesson, distribute new copies of the Argument Writing checklist, and allow students to analyze their partners' introductions using the criteria provided. Give students the opportunity to request feedback from their peers on particular elements of their writing to ensure productive exchange within a limited timeframe. This checklist can continue to be used over the next few lessons in a variety of ways as students continue to receive feedback on their independent essays.