A. Engage the Learner - L.8.2c (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 15.

• Once students have completed their entrance tickets, use a total participation technique to review their responses. Refer to Entrance Ticket: Unit 2, Lesson 15 (example for teacher reference).

• 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: What Is a Counterclaim? – 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 part of the counterclaim paragraph of a model argument essay.”

• Display and instruct students to retrieve their copies of Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.” Tell students that they will look at an important aspect of good argument writing—including a counterclaim.

• Remind students that argument writing involves working with a question that is complicated, and that the writer needs to do a lot of thinking about both sides of an issue before making a claim that he or she thinks is the best answer to the question. Remind students that being respectful of differing positions is important.

• Remind students of all the thinking they have done about how the filmmakers’ choices convey significant ideas during Unit 1 and Unit 2 of this module.

• Explain that the writer of an argument knows that other people, who may also have thought carefully about how the film conveys the text’s significant ideas, might come to a different claim. Explain that this means that part of writing one’s own argument is to address that thinking and still develop one’s own position, which is the counterclaim.

• Direct students to look at their copy of the Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth.” Prompt students to put their finger on the main claim of the essay.

• Read the counterclaim aloud as students read along silently.

• Turn and Talk:

“How does including this counterclaim section make the essay stronger?” (It shows the reader that the writer has really thought about this; it shows that the writer knows deeply what he is talking about and recognizes that the issue is complicated.)

• Distribute and display the Model Argument Essay Counterclaim note-catcher. For ELLs and students who require additional support, the Model Argument Essay Counterclaim note-catcher ▲ can be used to help guide students’ thinking with matching. Refer to Model Argument Essay Counterclaim note-catcher (example for teacher reference) as needed.

MEETING STUDENTS' NEEDS

During Work Time A, invite students who need heavier support to use the Model Argument Essay Counterclaim note-catcher ▲. This resource features matching to help students analyze the role of individual sentences in the counterclaim paragraph. Working with this differentiated version of the graphic organizer will set students up for success in planning their independent essays on the End of Unit 2 Assessment.

For further practice with the concept of a counterclaim, after the activity in Work Time A, display or distribute a list of everyday scenarios that students can come up with counterarguments against. Pair students, and have them take turns alternating between making a claim and responding to the claim with a counterclaim. Use the following situations, or create new ones:

A. One person claims a group of friends should go to the movie theater to see a new film. Another person disagrees and wants to watch an old favorite movie at home.

B. A parent wants her child to do his homework right after school. The child believes it would be best to take a break to relax and do homework after eating dinner.

C. A child is claiming that she is ready to have a smartphone and deserves one. Her parents don’t believe this is necessary, and they don’t think she is responsible enough yet.

• Direct students to read the first chunk of sentences from the model with their partner:

  • “Some might argue that the film does not effectively convey Jeanne’s youthful naivete and its impact on her understanding of events.”

• Think aloud and discuss the role of this chunk in the counterclaim. (This section transitions from Proof Paragraph 2 and uses cuing language that an alternate claim is being introduced.) Direct students to underline the first three words in the section. (Students underline “Some might argue.”)

• Turn and Talk:

“Why does the chunk begin with this transition phrase?” (The writer is letting the reader know that they are transitioning from the main claim and will be discussing an alternate claim.)

• Continue working through each chunk of the counterclaim on the Model Argument Essay Counterclaim note-catcher, pausing to ask students to identify the job of each section of text and the purpose of the transitional words. Clarify any questions, and use any misconceptions as whole group teaching points.

• Turn and Talk:

“Why does a counterclaim exist in an argument essay, but not in other types of informative writing?” (In an argument essay, there is often more than one reasonable claim. Writers can strengthen the claim they have chosen by acknowledging alternate claims and then refuting them, because the writer is trying to convey the importance of her main claim. In other types of writing, writers are not trying to argue a point, so there is no need to counter an argument.)

“How would you describe the tone of this counterclaim? What makes you think so?” (The writer crafts a counterclaim that is respectful of other interpretations of the filmmakers’ choices. The writer also is careful not to claim too much. Using words like sometimes, might be, and somewhat helps her convey a tone of respectful consideration of other ideas, while also solidifying her own claim. All of this is important because the writer understands that there are other interpretations of the filmmakers’ choices.)

• Invite students to help record or check the parts of a counterclaim on the Characteristics of Argument Writing anchor chart. Refer to Characteristics of Argument Writing anchor chart (example for teacher reference) and Model Argument Essay: “How Farewell to Manzanar Conveys Jeanne’s Youth” (example for teacher reference) as necessary.

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

B. Language Dive: Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth," Paragraph 4 - 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 part of the counterclaim paragraph of a model argument essay."

• Display the Questions We Can Ask during a Language Dive anchor chart. Ensure students understand how to use these questions, pointing out that the questions underlined on the anchor chart are questions that students should always ask when they dive into a sentence.

MEETING STUDENTS' NEEDS

To extend learning and application after the Language Dive in Work Time B, invite students to underline transition words and phrases they have used in their own practice essays in the introduction and Proof Paragraphs. Students can discuss in pairs how each transition word or phrase creates cohesion. If time allows, display examples from students' work and discuss as a whole class. Students may then wish to add or revise transition words in their essays.

• Tell students they will now participate in a Language Dive to explore how transition words are used to create cohesion between a counterclaim and the author's argument in an essay.

• Reread aloud paragraph 4 of the Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth."

• Focus students on the sentence:

  • "However, even though this is a departure from the text, the filmmakers' choices are effective because they show that Jeanne does not always know about the issues the family is facing."

• Use the Language Dive Guide: Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth," Paragraph 4 (for teacher reference) and Language Dive: Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth," Paragraph 4 Sentence Chunk Chart to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth," Paragraph 4 note-catcher and the Language Dive: Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth," Paragraph 4 sentence chunk strips. Refer to Language Dive: Model Argument Essay: "How Farewell to Manzanar Conveys Jeanne's Youth," Paragraph 4 note-catcher (example for teacher reference).

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

C. Practice Essay: Rehearse and Write a Counterclaim – W.8.1a, 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 the counterclaim of my practice essay.”

• Discuss the following characteristic on the displayed Argument Writing checklist, adding to the Characteristics column as needed and answering any questions about the role of the counterclaim in an argument essay. Refer to Argument Writing checklist (example for teacher reference).

  • “W.8.1a: I fairly acknowledge claims that are different from my own and explain why my claim is still valid.”

• Prompt students to review their Practice Argument Essay Writing Plan graphic organizer.

• Ask:

“What are the main claim and points of the practice essay?” (Responses will vary, but may include: The main claim is that the film Farewell to Manzanar effectively conveys this significant idea of Papa’s painful conflicted loyalties. The two points that support this are that the filmmakers’ choices convey this idea in the scene when Papa burns the flag and the scene when Papa is interviewed at Fort Lincoln.)

“What would be a reasonable counterclaim to this claim and these points?” (Responses will vary, but may include: the film does not effectively convey the significant idea because the details differ between the film and the text versions of the flag-burning scene.)

• Instruct students to orally rehearse their counterclaim paragraph with their partners. Direct partners to use the cues located on the bottom of their Model Argument Essay Counterclaim note-catcher to formulate ideas.

• Tell students they are now ready to draft the counterclaim of their practice essay. Remind students that as they draft this counterclaim paragraph, they should strengthen their main claim by acknowledging an alternative claim, and explaining its validity, while refuting it and further elaborating on the benefits and relevance of their own claim. As necessary, review the meanings of the words validity and refute from Module 2, asking students to find the words in their vocabulary logs and on the academic word wall.

• 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

  • Model Argument Essay Counterclaim note-catcher

  • 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. Peer Feedback: Practice Essay Counterclaim - W.8.5 (5 minutes)

• Invite students to find a partner other than their predetermined partner for their practice essay.

• Think-Pair-Share:

"What does it mean to 'fairly acknowledge claims'?" (Responses will vary, but may include: recognize that the goal of a counterclaim is not simply to explain why their idea is best, but also to fairly weigh additional ideas.)

"Why does this criterion say 'fairly' instead of just 'acknowledge' claims?" (A writer knows that those who disagree with her may still have merit to their claim, and when they address these merits, they need to use language that is respectful and fair.)

• Prompt students to read their counterclaims aloud and provide feedback to one another according to this criterion.

  • "W.8.1a: I fairly acknowledge claims that are different from my own and explain why my claim is still valid."

• 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 their counterclaim.

• As time permits, use Conversation Cues Goal 3: Help students deepen their thinking, by collecting responses from the class regarding their classmates' ability to fairly acknowledge alternate claims and by asking questions like:

"How did your partner fairly acknowledge an alternate claim in their counterclaim?" (Responses will vary.)

"Why do you think that?" (Responses will vary.)

"What sentence in their counterclaim makes you think so?" (Responses will vary.)

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