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

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 13.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 13 (answers for teacher reference).

• Clarify any misconceptions about the role that the opening and closing sentences play in Proof Paragraphs (stating the point that supports the main claim and restating the point supporting the main claim), and answer any questions from the group. Make sure students notice that the first point names a moment from the text and that the final sentence concludes the reasoning by restating the main claim.

• Ask students to refer to their Practice Argument Essay Writing Plan graphic organizer and review the opening and closing sentences they planned for the Proof Paragraphs in their practice essay.

MEETING STUDENTS' NEEDS

Before students answer the questions about the Proof Paragraph on Entrance Ticket: Unit 2, Lesson 13, provide them with the sentences from the paragraph cut into strips. Students can unscramble the sentences to put together the paragraph. This tactile activity will require students to think carefully about the meaning of each sentence.

• Direct students to Turn and Talk about the following questions:

"What opening sentence could you write that states a point that supports your main claim?" (Responses will vary.)

"What closing sentence could you write that restates the point that supports your main claim?" (Responses will vary.)

• Inform students that they will have the opportunity to refine the sentences in Work Time B.

• 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 1 - 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 points, evidence, and reasoning in Proof Paragraph 1 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 points stated. Within each Proof Paragraph, the author creates an evidence sandwich. Remind students that thinking about something we are all familiar with, a sandwich, will help us see how Proof Paragraphs are built. The evidence sandwich includes three parts:

  • The point (bread)

  • The evidence introduced, with any context (the filling)

  • The reasoning (more bread)

• Ask students to retrieve their Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth." Read Proof Paragraph 1 aloud, prompting students to think about these three components of a Proof Paragraph as they follow along. Ask students to Think-Pair-Share:

"Remember that this essay needs double-decker evidence sandwiches. Where do you see those in this Proof Paragraph? Why do we need two evidence sandwiches?" (We need to give evidence about both the text and the film.)

• Confirm for students that the first part of the paragraph provides a description of a moment from the text, and the second part provides a description of the moment in the film. Remind students of their work with the evidence sandwich in Module 2. Explain that the Proof Paragraphs in the model essay (and their own essays) will have a double-decker evidence sandwich. In other words, there will be two evidence sandwiches in each Proof Paragraph. Inform students that they will use a note-catcher to examine the double-decker evidence sandwich.

• Distribute and display the Analyze the Model: Proof Paragraph note-catcher. Point out the organization of the note-catcher to students. Tell them that it names the point of the Proof Paragraph at the top. Then it includes the text of Proof Paragraph 1 from the Model Argument Essay, but it is chunked into six parts.

• Read aloud the first chunk of text from the note-catcher. Tell students that this sentence is the point that names the moment from the text. This sentence is the first point. It names the moment from the text that will be analyzed. In the evidence sandwich, it is the top piece of bread. Label these parts on the Analyze the Model: Proof Paragraph note-catcher, using the Analyze the Model: Proof Paragraph note-catcher (example for teacher reference) as needed.

• Continue on to the next chunk of text, and select a student to read the second chunk of text aloud to the group. Tell students that this chunk of text is the evidence. The evidence section of the evidence sandwich introduces the evidence with any additional context the reader needs to understand the evidence, and then lists the actual evidence itself, which might include a quote.

• Ask partners to read the third chunk of text with each other. Tell students that this bottom bread section of the evidence sandwich is the reasoning. Remind students that in addition to selecting supporting evidence, another critical aspect of a Proof Paragraph is the reasoning. Remind students that this kind of connected thinking is called reasoning, and writers use reasoning to further explain and discuss their main claim.

• Ask students to work with their collaborative essay partner to label the bread/point, filling/evidence, and bread/reasoning for the next three chunks (the film evidence sandwich) of Proof Paragraph 1 on the Analyze the Model Proof Paragraph note-catcher. Use a total participation technique to review student responses, using the Analyze the Model: Proof Paragraph note-catcher (example for teacher reference) as needed. Be sure students notice that the second evidence sandwich is still developing the first point/scene in the essay, the moment when Jeanne and her family are on their way to Manzanar.

• Reinforce the importance of using reasoning to develop the point, and further explain the importance of the evidence.

• Share with students that they will be creating evidence sandwiches and paying careful attention to crafting adequate reasoning sentences as they write their Proof Paragraph 1.

• Think-Pair-Share:

"Describe the important elements of an evidence sandwich." (Evidence sandwiches have three parts: point, evidence, and reasoning.)

"What are your important takeaways about how writers use reasoning in a Proof Paragraph?" (Students should point out that reasoning further explains the evidence, ties it to the point and main claim, and helps the reader understand the writer's thinking.)

"What is different about the Proof Paragraphs in these argument essays about the text and film versions of Farewell to Manzanar?" (They have two evidence sandwiches in each Proof Paragraph.)

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

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

B. Orally Rehearse Proof Paragraph 1 - W.8.5 (10 minutes)

• Ask students to join their practice essay partner. Provide students an opportunity to orally review the plan they created for Proof Paragraph 1 of their practice essay, planned in Lesson 11. Students should orally rehearse both evidence sandwiches they plan on using in their practice essay Proof Paragraph 1. Students can use the spaces provided on their Practice Argument Essay Writing Plan graphic organizer to guide their planning and oral rehearsal.

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

"What will you write as your text point/bread?" (Responses should identify the points students already planned together in Lesson 11.)

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

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

"What will you write as your film point/bread?" (Responses should identify the points students already planned together in Lesson 11.)

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

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

• Consult the Practice Argument Essay Writing Plan graphic organizer (example for teacher reference) for possible student responses.

• Invite students to update the plan they created for Proof Paragraph 1 of their practice essay by recording their responses to the questions above.

C. Practice Essay: Draft Proof Paragraph 1 – W.8.1b, W.8.4 (15 minutes)

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

“I can write Proof Paragraph 1 for my practice essay.”

• Tell students they are now ready to draft Proof Paragraph 1 of their practice essays.

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

  • Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth”

  • Argument Writing checklist

  • Painted Essay® template

  • Practice Argument Essay Writing Plan graphic organizer

  • Farewell to Manzanar

  • Connections and Distinctions: Farewell to Manzanar note-catcher

  • Compare Text to Film: Farewell to Manzanar note-catcher

  • Close Read: Farewell to Manzanar, Chapter 7 note-catcher

  • Significant Ideas anchor chart

• 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 1 - W.8.1b (5 minutes)

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

  • "W.8.1a: My reasons and evidence are organized logically, in a way that is easy to follow."

  • "W.8.1b: I support my claim with logical reasoning and relevant evidence."

• Invite each pair to swap Proof Paragraphs with another pair, paying attention to the criteria listed above.

MEETING STUDENTS' NEEDS

During the pair share 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.

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

• As necessary, ask questions such as the following:

"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. Invite students to apply feedback they received by revising their Proof Paragraph 1.

MEETING STUDENTS' NEEDS

During the pair share, to maximize feedback, have students work in small groups of three or four, rather than pairs, to provide an opportunity for students to receive feedback from more than one person. This will also allow students to see multiple examples of others' writing, which will help to inform students' own work, as well.

• Use total participation techniques to gather responses from the group regarding strengths and next steps for drafting their Proof Paragraph 2 independently in the next lesson.