A. Engage the Learner - W.8.1b (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 8.

• 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 the Model: Proof Paragraph 2 - W.8.1b (10 minutes)

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

"I can identify the reasons, evidence, and reasoning in Proof Paragraph 2 of a model argument essay."

• Remind students that one of the most important aspects of a Proof Paragraph is including evidence that directly supports the reason stated. The "evidence sandwich" includes three parts:

  • The reason (bread)

  • The evidence introduced with context (the filling)

  • The reasoning (more bread)

• Display Model Essay: "Transportation Choices," and ask students to retrieve their Model Essay: "Transportation Choices." Read Proof Paragraph 2 aloud, prompting students to think about these three components of a Proof Paragraph as they follow along.

• Have students practice identifying the important aspects of a Proof Paragraph by finding and discussing the "evidence sandwich" in Proof Paragraph 2 of their Model Essay: "Transportation Choices."

• Turn and Talk:

"What is the reason/bread in Proof Paragraph 2?" ("In addition, public transportation is a good idea because it's safe.")

"What context does the writer give the reader before each piece of evidence?" (information about the safety of public transportation)

"What is the evidence/filling in Proof Paragraph 2?" ("An American Public Transit Association report from 2016 stated that 'Better public transportation contributes to more compact development.' This in turn 'reduces auto-miles traveled and produces safer speeds in those areas.' (Mackie, 2016)").

"How is this evidence introduced?" ("It's well known that public transportation is safe for people who ride it, but a lesser known benefit is the safety it provides for the people living in those cities and towns. Communities with public transportation tend to build housing near that public transportation.")

"What is the reasoning/bread in Proof Paragraph 2?" ("When people can travel fewer miles, and they go more slowly, there will be fewer accidents. This will be true even when people are not riding the public bus or train. It is clear that public transportation contributes to safety. It is the best choice for an individual, and also for communities overall.")

• Circulate as students complete the task, clarifying any misconceptions and answering questions.

• Display the Characteristics of Argument Writing anchor chart. Review aspects of Proof Paragraphs with students. Invite students to help record additional important aspects of Proof Paragraphs on the anchor chart.

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

B. Orally Rehearse Proof Paragraph 2 - W.8.5 (10 minutes)

• Ask students to join their practice essay partner. Provide students an opportunity to verbally review or add to the plan they created for Proof Paragraph 2 of their Practice Essay, planned in Lesson 5. Students should verbally rehearse each evidence sandwich they plan on using in their practice essay Proof Paragraph: the reason, the related evidence identified, and reasoning they planned, orally rehearsing the sentences they may write.

• As applicable, support students by prompting pairs to ask each other the following three questions:

"What will you write as your reason/bread?" (Responses should identify the reasons students already planned together in Lesson 5.)

"What will you write as your context and evidence/filling?" (Responses will vary.)

"What will you write as your reasoning/bread?" (Responses will vary.)

• Provide time for students to make revisions to their plans as needed. Students will use the updated plans to draft Proof Paragraph 2 independently.

C. Practice Essay: Draft Proof Paragraph 2 – W.8.1b (15 minutes)

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

“I can write Proof Paragraph 2 for my practice essay.”

• Tell students they are now ready to draft Proof Paragraph 2 of their practice essays. Explain to students that they will draft Proof Paragraph 2 independently.

• Remind them to use the same series of questions used in the rehearsal to guide their writing.

  • “What is your reason (bread)?”

  • “What is your context and evidence/filling?”

  • “What is your reasoning/bread?”

• Invite students to retrieve their devices, gather any remaining materials from the list below, and refer to the Characteristics of Argument Writing anchor chart as they write:

  • Model Essay: “Transportation Choices”

  • Argument Writing checklist

  • Painted Essay® template

  • The Omnivore’s Dilemma

  • Practice Argument Essay Writing Plan graphic organizer

• Circulate to support students as they write and to identify common issues to use as whole group teaching points.

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

A. Pair-Share: Proof Paragraph 2 - W.8.1b (5 minutes)

• Organize students into their pairs from Work Time B.

• Display and invite students to retrieve their copies of the Argument Writing checklist. Point out the following criteria on the checklist:

  • W.8.1a

  • W.8.1b

• Invite partners to swap Proof Paragraphs, with partner A reading the work partner B did on Proof Paragraph 2, and vice versa, paying attention to the criteria listed above.

• Ask students to share relevant feedback and to note any necessary revisions.

• As necessary, ask questions such as:

"What strengths can you identify in your partner's work?"

"What next steps can you name for your partner?"

• 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. Remind students to revise Proof Paragraph 2, as needed.

MEETING STUDENTS' NEEDS 

In the next lesson, students will participate in a Language Dive using a sentence from Model Essay: "Transportation Choices" to explore how a writer connects a counterclaim to the main argument in an essay. Provide ELLs with the Language Dive sentence ahead of time. Invite students who need lighter support to predict some of the questions that the Language Dive may ask. This will improve students' metacognition and challenge their awareness of the most interesting or meaningful elements of the sentence.

In the next lesson, students will participate in a Language Dive using a sentence from Model Essay: "Transportation Choices" to explore how a writer connects a counterclaim to the main argument in an essay. Provide ELLs with the Language Dive sentence ahead of time. Encourage students who need heavier support to independently reflect on this sentence and its meaning before the next lesson. Students may also wish to add any unknown vocabulary to their vocabulary logs.