7m2a.1l16 (1).doc - GRADE 7 MODULE 2A UNIT 1 LESSON 16...

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GRADE 7: MODULE 2A: UNIT 1: LESSON 16 Writing an Argumentative Essay: Planning the Essay Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G7:M2A:U1:L16 June 2014 0 Grade 7: Module 2A: Unit 1: Lesson 16 Writing an Argumentative Essay: Planning the Essay
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GRADE 7: MODULE 2A: UNIT 1: LESSON 16 Writing an Argumentative Essay: Planning the Essay Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can write arguments to support claims with clear reasons and relevant evidence. (W.7.1) I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4) Supporting Learning Targets Ongoing Assessment I can analyze a model essay about Lyddie using a rubric. I can select reasons and support them with evidence to support my claim about Lyddie . I can organize my reasons and evidence so they support my claim. I can explain how my details support my claim. Exit ticket Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G7:M2A:U1:L16 June 2014 1
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GRADE 7: MODULE 2A: UNIT 1: LESSON 16 Writing an Argumentative Essay: Planning the Essay Agenda Teaching Notes 1. Opening A. Entry Task: Writing Improvement Tracker (10 minutes) B. Reviewing Learning Targets (2 minutes) 2. Work Time A. Planning the Essay (30 minutes) 3. Closing and Assessment A. Exit Ticket: Reflecting on Essay Planning (3 minutes) 4. Homework A. Finish your Lyddie essay planner, due next class. A. Continue reading Chapters 20-23 of Lyddie and complete Reader’s Notes for Chapters 20, 21, 22, and 23. This is due in Lesson 19. In this lesson, students start a Writing Improvement Tracker that they will return to after writing the essay in each module for the rest of the year. The purpose of this is to develop students’ awareness of their strengths and challenges, as well as ask students to strategize to address their challenges. Self-assessment and goal setting helps students take ownership of their learning. To begin, students will review the reflection they did during Module 1 (Unit 3, Lesson 6) and complete the Writing Improvement Tracker for Module 1. When students are done, collect the trackers and keep them until they need them again. A paper like this, which needs to be kept over the long term, is best held by the teacher. During Work Time B, consider working with students who still need help understanding what an argument essay is or how to write a claim with reasons and evidence for an argument essay.
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