Student exemplar acrostic poem teacher choice from

Student exemplar acrostic poem (teacher choice from students’ work in Lesson 5; teacher-prepared copy to distribute one
per student in this lesson)
• Take a Stand Teacher Guide (for teacher reference only)
• Take a Stand Statements (one to display)
• Document camera
• Exit ticket (one per student)
• Lyddie Reader’s Notes, Chapter 20, Chapter 21, Chapter 22, Chapter 23 (four separate supporting materials; one per
student)
• Lyddie Reader’s Notes, Chapter 20, Chapter 21, Chapter 22, and Chapter 23, Teacher’s Edition (four separate supporting
materials; for Teacher Reference)
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:L14 • June 2014 •
3

GRADE 7: MODULE 2A: UNIT 1: LESSON 14
Writing an Argumentative Essay:
Crafting a Claim
Opening Meeting Students’ Needs
A. Entry Task: Checking for Understanding (10 minutes)
• Distribute the Checking for Understanding, Chapters 18 and 19 entry task to students as they enter. Remind
students that they can use their Reader’s Notes, but not the book itself, to answer these questions.
• Direct students to complete the entry task individually. As they do so, circulate to check the Reader’s Notes (Chapters 18–19)
for completion.
• Cold call students to get responses to the entry task. Listen for students to understand that calloused literally means to have
toughened hands and figuratively means to have a hardened or unfeeling heart. Point out the disjointed syntax of the last
sentence. Instead of being a complete thought, it’s a series of phrases. Explain the way this reflects both Lyddie’s thoughts
(she is trying not to think too much about her situation) and mood (she feels broken, disjointed, depressed).
• Ask students to turn to a partner and predict what Lyddie will do now. Cold call on a few pairs to share out.
• Remind students that in the next few lessons they will be working on their essays and not discussing the reading. However,
they must remember to pace themselves and read Chapters 20–23. The Reader’s Notes for these are due in Lesson 19.
• Post definitions for the Reader’s Dictionary and prompt students to revise their Reader’s Dictionaries as necessary.
• Finally, direct students’ attention to the learning targets. Read them aloud and tell students that today they will be looking at
the evidence they have been collecting in order to make a claim.
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:L14 • June 2014 •
4

GRADE 7: MODULE 2A: UNIT 1: LESSON 14
Writing an Argumentative Essay:
Crafting a Claim
Work Time Meeting Students’ Needs
A. Take a Stand: Weighing the Reasons (15 minutes)
• Remind students that they have worked very hard as a class to gather and analyze relevant and specific evidence from the
text. Praise them for filling out their