Weebly



Argumentative Essay Lesson Plan:A Closer Look at Moral Criticism and YummyAdreanne Buigas-LopezFlorida State UniversityTable of ContentsUnit Plan Overview………………………………………………………………………………..3Seating Chart………………………………………………………………………………………6Day 1 Lesson Plan………………………………………………………………………………...7Day 2 Lesson Plan……………………………………………………………………………….12Day 3 Lesson Plan……………………………………………………………………………….16Day 4 Lesson Plan……………………………………………………………………………….20Day 5 Lesson Plan……………………………………………………………………………….24Day 6 Lesson Plan……………………………………………………………………………….29Day 7 Lesson Plan……………………………………………………………………………….35Day 8 Lesson Plan……………………………………………………………………………….39Day 9 Lesson Plan……………………………………………………………………………….43Day 10 Lesson Plan……………………………………………………………………………...47References………………………………………………………………………………………..51Appendix A………………………………………………………………………………………52Appendix B………………………………………………………………………………………53Appendix C………………………………………………………………………………………54Appendix D………………………………………………………………………………………55Unit Plan OverviewMonTueWedThuFriIntroduce bookIntroduce paperRead YummyHW: finish YummyYummy small group discussionMoral Criticism lessonMoral Criticism with YummyMake postersHW: outline essaysESSAY OUTLINE DUEWriting an argumentative paperWriting the introGO OVER INTROSWriting the bodyGO OVER BODIESWriting the conclusionGO OVERCONCLUSIONSWORK DAYPiecing it all togetherMeet with each studentReview MLA formatPEER REVIEWPAPER DUEIn-class debate: Did Yummy get what he deserved, or was he a victim of his upbringing?** all lessons are based on a 50 minute class period **Rationale: The purpose of this unit is to teach eighth grade students how to write an argumentative paper that provides a solid claim, strong textual and critical evidence to support the claim, and can be used to facilitate a “debate” in class. It is also to encourage students to look beyond the text in analyzing a model text, which is Yummy: the Last Days of a Southside Shorty in this case. The students will do this by learning moral criticism, a critical lens directly related to the final essay prompt intended to develop their papers, during the two week plan. The timing is appropriate because the lesson is chunked into pieces that are easy for students of all levels to learn, while still giving them plenty of time to get the majority of their work done in class with the support of their peers and myself. The lesson is intended to be all new material, but students do have a prior knowledge of MLA formatting and basic grammatical conventions that will help them craft this essay. They also have a basic understanding of literary devices that they can use to characterize Yummy in terms of the final prompt.Unit goals: By the end of this unit, students will be able to write an effective argumentative essay including a claim, supporting data and a warrant, as well as demonstrate a moral critical understanding of Yummy. This will be measured using the following unit objectives.Objectives:SWBAT define moral criticism and apply it to texts for a perspective other than reader response.SWBAT write an effective argumentative paper that includes a claim, supporting data and a warrant.SWBAT recall how to format a paper using the MLA format.SWBAT discuss novels as a class and in small groups, looking for characterization and other literary elements.SWBAT interpret text and graphics for meaning to pick a side on a controversial essay prompt.SWBAT debate the sides they choose in class.SWBAT characterize the main characters in a novel and determine their moral development.Teaching Philosophy: I believe students learn best when they are actively learning. Of course there will be times when lectures are necessary and students will have to just listen and take notes, but overall I want my classroom to be an interactive place of learning. I aim to incorporate all kinds of learning styles in my lessons and will modify lessons to fit the needs of my students. I believe that as a teacher, I am here to serve my students. That being said, I will do anything to get them to where they need to be – even if that means staying after school and offering tutoring sessions. A student’s education is so dependent on the support and encouragement they receive. This is what motivates them. It gives them a safe place, hopefully even a home away from home. I want to be the kind of teacher that allows students to improve and develop their skills, but also acts as an adult they can come to and trust with anything.Classroom environment: I plan to make my classroom a place that is warm and comfortable, but not too distracting. A stark white room with desks in rows make students feel more like they are being punished than having the opportunity to learn. Posters and colors on the wall will make the room more welcoming for students and put them at ease. Desks will be rearranged every so often depending on the lesson, but will regularly be set up in a way that all students can see the board, and each other. Beanbag chairs, and eventually a couch, will be available to students during reading time or individual work.1257300342900White boardWhite boardSeating Chart-685800213360Bulletin board00Bulletin board400050029413200032004002941320002400300294132000160020029413200019431001912620ELL00ELL27432001912620ELL00ELL35433001912620Reme-dial reader00Reme-dial reader44011851785620005029200883920Asper-ger’s00Asper-ger’s45720083820ADHD00ADHD502920083820Visual impairment00Visual impairment5943600762000045720018288000594360028956000105178122345001154421535410056803001555080075882533274000487466618496006172200343535Bookshelf0Bookshelf-685800635door0door5143500996953886200213995Reading cornerReading corner1028700206375Resource table00Resource table480060031305580010076835Teacher’s desk00Teacher’s desk4114800290195bookshelf0bookshelfDay 1: Introducing the UnitPurpose/rationale: This first lesson plan will introduce the book the students will base their paper off, and introduce the final assignment, in addition to giving students time to begin reading the book. Prior to this, the students do not know anything about the book or how to write an argumentative paper, other than basic grammatical rules. It is appropriate to introduce the book on the first day so that students can jump write into pre-planning their essay drafts.Sunshine State Standards:LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English usage when writing or speaking.Objectives: SWBAT take a stance on a controversial topic and defend themselves.SWBAT prepare to write an argumentative paper.SWBAT research background information that will give them a better understanding of Yummy.Materials: Class copies of YummyHandouts with assignment detailed, rubricTime article about YummyLaptops / tablets and headphonesPrinted personal gang storiesJournalsOverview of YummyAnticipatory set: Pair students off and have them spread out around the classroom. Give each pair a slip of paper with a controversial topic. Have each partner pick a side and defend their position. This gives students a feel for what an argumentative paper entails and introduces the lesson.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing7 minutes – time included for transitioningStudents will look at the topic on the slips of paper handed to them and choose a side. They will each have one minute to formulate a position and defense, and then they will have 1-2 minutes each to speak their opinion to their partner. (See anticipatory set)The teacher will pair students up and hand each pair a slip of paper with a controversial topic. She will walk around and listen to students defend their positions and make sure they are on task.7 minutesStudents will return to their seats and listen as the teacher introduces the new unit. They may follow along in the assignment packet as the teacher goes over the instructions.The teacher will introduce their argumentative paper.Hand out argumentative packet (see appendix)Go over goals and rubric.Discuss timeline for the assignment.Introduce book to use for essay.20 minutes – 2 minutes added for transitioningStudents will split up into three stations, all dealing with the historical background of Yummy.Time articleNews clip (laptops/tablets with headphones)Personal stories of people in gangsAt each station, students will take notes in their journals on what they learned, or what they found most interesting. Once they finish going through all three stations (6 minutes at each station), they will return to their seats.The teacher will be monitoring that everyone stays in his or her station until time is up. They will make sure that students are on task and taking notes in their journal.7 minutesStudents will return to their seats and look through their copies of Yummy. The teacher will introduce Yummy.Hand out a copy of the book to each student and allow him or her to quickly look through it.Tie in the historical background the students just learned about.Give a broad overview of the book – no spoilers! – and then give students time to start reading.9 minutesStudents will use the remainder of time in class, approximately 9 minutes, to being reading Yummy.The teacher will put on soft music to encourage a quiet and focused ambience. She will make sure students are reading and not doing other work or using technology.Summary/Closure: Right before the class ends, the class will regroup and have any final comments people would like to share – about Yummy, about the assignment – and the teacher will answer any questions students still have.Assessment: Formal assessment: 2 points for taking notes in their journals (total of 10 points by the end of the unit)Informal assessment: 5 participation points for doing the in-class assignments and staying on task.Homework/follow-up assignment: Finish Yummy for class tomorrow. Come to class with three specific discussion questions (include page numbers).Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. For the first activity, a student with a remedial literacy level can be given more time to plan out what they are going to say to their partner. It is also important to allow students to discuss their ideas with other peers so that they will be more comfortable sharing in the future. For stations, students can again be given more time and the videos can be played with subtitles to help English Language Learners follow along. A student with a visual impairment can receive handouts with fonts greater than 18 points.Attachments/Appendices: Controversial topics slips of paper (30 topics)Argumentative paper packetCopies of Time articleCopies of personal gang storiesPlan B:If the lesson is too hard we can slow down the time for each activity and extend the lesson for an extra day. If the lesson is too easy and is finished early, students will have more time to read their book and thus have less homework.Day 2: Yummy DiscussionPurpose/rationale: This lesson is intended to make sure students have read Yummy and understand the story line. It will also promote discussion on the novel and get students thinking about Yummy’s character and the conditions in which he grew up, and how they will use that information to formulate their arguments. It is important to do this at this point in the lesson because without the proper understanding of the novel, it would be very difficult for students to craft essays about the graphic novel. Prior to today’s lesson, the students read Yummy for homework the night before and have come to class with three specific discussion questions.Sunshine State Standards:LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.LAFS.8.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.Objectives: SWBAT discuss the previous night’s reading of Yummy.SWBAT interpret the graphics for meaning and what it contributes to the novel as a whole.SWBAT characterize Yummy and the other characters in the novel.SWBAT develop thought-provoking questions to facilitate discussion.Materials: Discussion questions for pauses in student-led discussionInner-outer circle classroom set upClass set of YummyAnticipatory set: Have students arrange the desks in two concentric circles. Split the class in half; have half the class sit in the inner circle and the other class in the outer circle. This is to set the class up for an inner-outer circle discussion.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing2 minutesStudents will arrange the desks in an inner-outer circle for discussion.The teacher will be preparing for the class discussion (questions to facilitate, etc.)23 minutesHalf of the students will now be sitting in the inside circle, while the other half is sitting on the outside circle. Inner-outer circle discussion has begun.Questions come from the outer circle. Only people on the inside circle can answer. Raising hands is not necessary. Simply wait for a pause in conversation and jump in.All students must provide thoughtful commentary at least three times.Not a repeat of what someone else saidSpecific page numbers/chaptersAn original ideaStudents are also to take notes of discussion to help them formulate their argument later on. The teacher will be there to observe and nurture the discussion when necessary. If no one speaks up, the teacher will provide a question. If the conversation gets off track, the teacher will bring it back to Yummy. If people are not being respectful of each other, the teacher will moderate who can speak.23 minutesThe two halves switch. The half of the class that was on the outer circle now moves to the inner circle and vice versa. The same discussion format begins; same rules apply.The teacher will be there to observe and nurture the discussion in the same way.2 minutesStudents will ask the teacher about any questions they have that were left unanswered. Students will also share their opinions of the book and the effects it had on each person individually.The teacher will regroup the class and tie up any loose ends and answer any questions the students may have.Summary/Closure: The students will end class by reflecting on the discussion and sharing any last minutes thoughts or questions for the teacher and the entire class.Assessment: Formal assessment: 2 points for taking notes in their journal (total of 10 points by end of unit) Informal assessment: up to 10 participation points for discussion (4 points for bringing in three thoughtful questions, 2 points for each time speaking)Homework/follow-up assignment: None Accommodations/adaptations: For students with a disability or ELLs, discussions can be more difficult. They can write out any thoughts and commentary they have and turn it in instead of speaking out loud. A students with Asbergers would find this as a less anxious alternative and ELLs would feel more comfortable turning something in in writing than speaking out loud. They may also read off their paper during discussion to reduce the anxiety of coming up with an impromptu response.Attachments/Appendices: Discussion questionsPlan B:If this lesson is too hard, the teacher will put a few discussion questions on the board and students will write out their answers in their journals. When they are finished they can discuss with a partner. If it is too easy and is finished early, the teacher will continue the discussion by adding more discussion questions of her own.Day 3: Moral CriticismPurpose/rationale: This lesson will be used to give students an understanding of moral criticism and its implications. They will then be able to use what they learned to apply to Yummy and defend the claims they have created for their argumentative papers. It is appropriate to do this at this time because students have already read Yummy and thus have context in mind, but have yet to start writing their papers. Today they gain the knowledge they need to add further depth in their writing. Tomorrow they will begin applying it to Yummy and his characterization in the novel.Sunshine State Standards: LAFS.8.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising editing, rewriting, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English usage when writing or speaking.Objectives: SWBAT identify aspects of a novel that contribute to its tale of morality.SWBAT apply moral criticism to novels, like Yummy, and see what it adds to the story.SWBAT characterize protagonists and antagonists in their moral context.SWBAT develop their arguments by using moral criticism in their evidence.Materials: Moral Criticism powerpointStudent journalsBlank graphic organizersAnticipatory set: Have the desks in class set up in groups of 4-5. At each table put a variety of childhood fable books (The Tortoise and the Hare, The Boy Who Cried Wolf, Goldilocks and the Three Bears, etc.). Ask them to determine what the books have in common; steer them in the direction of understanding that each story is a morality tale. Have them share the morals of the stories at their tables. This gets them in the mindset of determining moral situations.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing7 minutesStudent is looking through Aesop’s fables on their table and determining the moral of the stories.The teacher is monitoring the class to make sure they understand what the purpose of this activity is.20 minutesStudent has their journal out and is taking notes as the teacher goes over moral criticism with the powerpoint.The teacher is introducing and explaining moral criticism with the powerpoint she created.Where it originatedWho contributed to moral criticismWhat it entails for literatureWhy do we study this?What does it add to the novel?How to apply it to books20 minutesStudent is filling out the graphic organizer about moral criticism. This breaks down moral criticism into its main points, ideas, and important things to note and makes it easier for students to understand and reference moral criticism as they apply it to Yummy and their argumentative papers.The teacher is walking around making sure students are understanding the criticism, filling out the organizer correctly and answering any questions they have about the topic.3 minutesStudents will briefly discuss as a class what they learned or what they still have questions about. The teacher will listen as students share their thoughts and answer any last minute questions.Summary/Closure: The class will end with the teacher answer any final questions on moral criticism, and reminding students to bring their copies of Yummy to class the next day because they will be applying moral criticism to the novel.Assessment: Formal assessment: 5 points for a completed graphic organizer, 2 points for their journal entry of notes Informal assessment: 5 points for participationHomework/follow-up assignment: Bring Yummy to class the next day Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. Students with disabilities or language barriers may be paired up with other students to understand the fables and to fill out the graphic organizers. Extra time can also be allotted for those students. Powerpoints have been made with a minimum of 20 point font and the handout has been re-printed in 18 point font for the visually impaired student.Attachments/Appendices: Multiple copies of different fablesMoral Criticism powerpointBlank graphic organizersPlan B:If the lesson is too difficult, we can allow more time for questions and discussion and carry the last of the lesson over to the next day. If the lesson is too easy and the students finish early, the teacher can have them start looking for examples of moral criticism in Yummy in preparation for the next day.Day 4: Moral Criticism with YummyPurpose/rationale: The purpose of this lesson is to tie in what the students have learned about moral criticism to Yummy and their assignment as a whole. Before this lesson students have read and discussed Yummy; they have a solid understanding of the plot and other important aspects of the novel. They have also already learned what moral criticism is and are now working towards applying it to this novel. This lesson will help them bounce off ideas with other students and get them thinking about how they want to characterize Yummy in their final paper.Sunshine State Standards: LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English usage when writing or speaking.Objectives: SWBAT demonstrate their understanding of moral criticism by using it in the context of YummySWBAT apply what they learn to defend their claim in their final paper. SWBAT characterize Yummy in the moral criticism lens.SWBAT create posters to share their ideas with the classMaterials: Poster boardsMarkers, crayons, colored pencils, etc.YummyStudent journalsAnticipatory set: Review moral criticism notes from the day before. Have a whole class discussion on the most important elements and what else students found notable or interesting. This will refresh students’ memory and get them prepared for the activity of the day. Use this an opportunity to transition to applying moral criticism to Yummy.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing5 minutesStudents are reviewing moral criticism notes and discussing as a class to refresh their memories on the subject.The teacher is making sure they understand what moral criticism is and how to use it.15-20 minutesStudents are looking through Yummy and finding examples of how moral criticism plays an important role in the novel. How does moral criticism change the way they characterize Yummy? Did he get what he deserved or was he a victim of his upbringing?The teacher is monitoring and making sure students are finding things that will help them with their final essay. 10-15 minutesStudents will get into groups of 3-4 and make a poster board of the top 5 examples of moral criticism that they found. They can use any of the materials available for them.The teacher is keeping students focused on making their posters and making sure the examples they find are relevant to their essay topic.10 minutesStudents will present their poster boards to the rest of the class and hang it up somewhere around the room to reference as they begin working on their essays.The teacher is listening to the ideas they have come up with and grading them on the completion of their posters.5 minutesStudents may ask any last questions they have.The teacher is recapping the purpose of the activity today and relating it to their essay. By now, students should have an idea of which side they agree with and should start formulating ideas for their essay. The teacher will assign their essay outline for homework and then answer any last minute questions the students have.Summary/Closure: The students will end class by sharing their posters and asking any questions they still have before officially starting their essays.Assessment: Formal assessment: 5 points for a completed poster Informal assessment: 5 points for participation in classHomework/follow-up assignment: Complete their essay outline for class the next day. This should include at a minimum:Which side they will be debatingA working thesis3 points of evidenceAccommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. There is leeway in the time to give more or less time depending on what students need. ELLs can also draw pictures instead of solely writing for their posters, if they find that to be easier.Attachments/Appendices: N/APlan B:If the lesson is too hard we can give students more time for the activities and share their posters the next day. If the lesson is too easy and is finished early, students can start working on their essay outline to give themselves less homework.Day 5: Writing the IntroPurpose/rationale: The purpose of this lesson is to begin learning how to write an argumentative essay. As with all essays, there is an introduction, a body and a conclusion. The writing process will be broken down into these three parts. Today they will begin writing an introduction – including a thesis – using the outlines they did for homework. At this time, students have a week before the essay is due and it is therefore a good time to start writing and to get some, if not most, of all of it done in class.Sunshine State Standards: LAFS.8.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Objectives: SWBAT write an effective introduction with an attention-grabbing hook and strong thesis statement that can carry an entire paper.SWBAT construct a thesis that can drive a paper and be supported by many forms of evidence.SWBAT outline the direction of their essays.Materials: Argumentative Paper Powerpoint (looking only at overview and introduction slides today)Student journalsPoster with attention grabbing hooks (interactive – look under the flaps for more)Blank thesis templatesBlank argumentative paper rubricsAnticipatory set: Students are handing in their essay outlines as they walk in the door and preparing themselves for what is planned for today. If students have any questions so far into the unit that have yet to be addressed, it would be a good time to ask while students are settling into class.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing3 minutesStudents are turning in their completed essay outlines and choosing to sit in one of the two workshop stations that will be used today.The teacher is collected the outlines and making sure students stay calm and do not hurt themselves in a moment of freedom.20 minutesStudents are following along with the powerpoint that the teacher is presenting and taking notes in their journals:What constitutes a good introduction?How do you write a good hook? How do you write a good thesis?The teacher will give each student a rubric for the argumentative paper they will be writing. The teacher will go through the rubric and explain all aspects of the essay and a schedule for the following week.The prompt for the essay is: Did Yummy get what he deserved in the novel, or was he simply a victim of his upbringing? Choose a side and defend it with specific textual evidence.The teacher will then continue through the powerpoint presentation to talk about introductions: their purpose, their hooks and their theses. As they explain each one and provide examples, they should be taking notes.24 minutesStudents will split the room in half: (1) attention-grabbing hooks, and (2) thesis statements. Half the class will go to each side.(1) attention grabbing hooks3-4 poster boards are lined up on the walleach one has 4-5 flaps on it that students can lift and read what is visible and what is underneaththe top parts of the flaps have different kinds of hooks: action, dialogue, quote, etc.the inside of the flaps have the remainder of the introduction that the hook belonged tostudents are to read each one and determine which type of hook they find most intriguinguse that style to write your own hook in your journals; share with a partner(2) thesis statementsstudents are to read over the handout explaining thesis statements at their tablesin small groups, discuss what determines a good thesis (argument claim)create a list of important aspects of a thesisuse the list they create and the blank thesis template (framework, not a formula) to write a thesis paper for their essays in your journal.Students will switch sides and do both activities before the end of class.The teacher is monitoring to make sure students are on task and understanding the two most important parts of an introduction.3 minutesStudents will return the class to normal and share a couple of their hooks / theses.The teacher listens to the volunteers and recaps what an introduction is and how to write it before seeing if students have any questions.Summary/Closure: The students will end class by asking any final questions they have about writing an introduction.Assessment: Formal assessment: 2 points for the students’ journal entryInformal assessment: 5 points for participation in classHomework/follow-up assignment: Complete the essay introduction for class the next day. This should include an attention grabbing hook, enough background information to understand the context of what the paper will be about, and a paper-driving thesis. Introductions will be shared when you get back from the weekend.Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. There is leeway in the time to give more or less time depending on what students need. Instructions and handouts can be simplified to lower level vocabulary for children with a reading disability, and the powerpoint is created with a minimum of a 20 point font for the visually impaired students.Attachments/Appendices: Thesis statement handoutsBlank thesis statement templatesArgumentative essay powerpointPlan B:If the lesson is too hard we can give students more time for the activities and spread the lesson over two days – one day for each side of the classroom. If the lesson is too easy and we finish early, students can begin writing their complete introduction in the journals and looking beyond that to finding potential supporting evidence for their thesis.Day 6: Writing the BodyPurpose/rationale: The purpose of this lesson is to continue learning how to write an argumentative essay. As with all essays, there is an introduction, a body and a conclusion. The writing process will be broken down into these three parts. Today they will begin writing a body; they will learn how to support a claim that way made in their thesis with textual evidence, data, etc. They will also learn how to cite this evidence in their paper according to MLA formatting. They will learn how to transition from idea to idea, too. At this time, students have already gotten the ball rolling on the essay with the intro and will keep it up by starting to write the body.Sunshine State Standards: LAFS.8.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Objectives: SWBAT write the body of an argumentative paper with supporting data and textual evidence to back the claim that was made in their theses. SWBAT demonstrate a working knowledge of MLA formatting by citing all evidence used for their papers.SWBAT develop their ideas beyond their outlines.Materials: Graded (with feedback) outlinesStudent journalsPosterboard: body paragraph hamburgerArgumentative Paper Powerpoint (looking only at the body slides today)Body paragraph hamburger handoutAnticipatory set: As students are coming in, the teacher is handing back their outlines – now graded and marked with feedback. As they look it over, they will be reminded of what they want to write about and what, if anything, they want to modify. This prepares them to begin writing the body of their essay.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing2 minutesStudents are settling down and finding their seats in class. As they receive their outlines, they can look it over and see what feedback was given.The teacher is passing back outlines that have been graded, with feedback.6 minutes Students take out their journals, now with a completed introduction, and share what they have. They can read the whole introduction, just the hook, just the thesis, anything they would like.The teacher is listening as students share their introductions and offering feedback to what they have written.12 minutesStudents will listen and take notes in their journals as the teacher goes over the body section of the argumentative paper powerpoint presentationThe teacher is going over the steps to writing an effective body to an essay. In the powerpoint she discusses:Everything must support the thesisInclude at least three supporting pieces of evidenceBe sure that all opinions are backed up with specific textual evidenceCite every quote, paraphrase and summary (MLA)How to citeTransition between paragraphs / ideas7 minutesAs a class, look at the body paragraph posterboard and follow along / take notes as it is filled out with the teacher.The teacher introduces the “body paragraph hamburger” (see appendix for handout), a very basic framework for developing a body bun: introductory sentence – transition, opinion to support claim in thesisMeat: main, most important piece of evidence that supports previous sentenceLettuce, tomato, etc: commentary that ties evidence to opinion, and also back to original claimFries: evidence citationWhile we don’t want students to produce five-sentence-per-paragraph-five-paragraph-essays, the hamburger will be taught simply as a framework to make sure students have included what is important. They are encouraged to go beyond that – add more commentary, more evidence, a unique style, what-have-you – as long as they remember to include the meat of the paragraph.7-10 minutesStudents are filling out their body paragraph hamburger handouts to make sure they have the evidence they need to support their opinions and their overall claim. The teacher is walking around and making sure students are filling out the handout correctly, as well as using strong evidence that supports their claim.10-13 minutesStudents are now beginning to write their body paragraphs in their journals. Using the hamburger as a guide, they are writing developed paragraphs with textual evidence and lots of academic commentary.The teacher is going around and helping the students develop their paragraphs, first with the hamburger and then beyond it.3 minutesStudents are packing up and any last minute questions that they have about body paragraphs can be answered.The teacher is answering any last minute questions as well as reminding the students that they can email her copies of any part of their essay if they want extra feedback.Summary/Closure: The students will end class by asking an final questions they have about writing body paragraphs and the teacher will offer additional feedback if they choose to email what they have to her.Assessment: Formal assessment: 2 points for the students’ journal entryInformal assessment: 5 points for participation in classHomework/follow-up assignment: Complete the essay’s body paragraphs for class the next day. This should include a topic sentence with an opinion that supports the claim made in the thesis, significant data to support the topic sentence, from the text and other sources, and commentary that ties the evidence to the claim (a warrant). Parts of the body paragraphs will be shared the following day.Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. There is leeway in the time to give more or less time depending on what students need. Instructions and handouts can be simplified to lower level vocabulary for children with a reading disability, and the powerpoint is created with a minimum of a 20 point font for the visually impaired students. Because this task is more difficult, the visual representation of the hamburger is made to help a student with Asperger’s make sense of the information and focus without having a sensory overload. If he, however, should start to feel overwhelmed, gracefully remove him from his seat and allow him to take a break in the reading corner until he can relax.Attachments/Appendices: Body paragraph hamburger poster boardBody paragraph hamburger handoutsArgumentative essay powerpointPlan B:If the lesson is too hard we can give students more time for the activities and spread the lesson over two days, giving them more time to complete the body paragraphs in class. If the lesson is too easy and we finish early, students can begin going back and editing their own paragraphs, looking for things that can be improved or expanded on.Day 7: Writing the ConclusionPurpose/rationale: The purpose of this lesson is to continue learning how to write an argumentative essay. As with all essays, there is an introduction, a body and a conclusion. The writing process will be broken down into these three parts. Today they will begin writing a conclusion; they will learn how to synthesize everything they have covered in the essay without just directly summarizing it. They will learn how to address the “so what?” so that their paper has a purpose and deeper meaning to readers. It is important to do this by this time because the deadline is quickly approaching and students need to learn how to effectively end an essay.Sunshine State Standards: LAFS.8.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Objectives: SWBAT write the conclusion of an argumentative paper with a strong “so what?” that drives their paper home. SWBAT synthesize their ideas, claims and evidence in one paragraph.Materials: Student journalsArgumentative Paper Powerpoint (looking only at the conclusion slides today)Anticipatory set: As students are coming in, they should be taking out their journals with the first draft of their body paragraphs completed. They will be sharing excerpts from the body of their essay to start the class.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing10 minutesStudents are taking out their journals and will share part of the body paragraphs of their essay. They can choose any part that they would like, but if they do not know what to choose, they will share the commentary that connects their evidence to their claim (the warrant).The teacher is listening as students share their body paragraphs and offering feedback as needed.7-10 minutesStudents will listen and take notes in their journals as the teacher goes over the conclusion section of the argumentative paper powerpoint presentation.The teacher is going over the steps to writing an effective conclusion to an essay. In the powerpoint she discusses:How to synthesize data without summarizingIncorporating final thoughts to drive the paper homeSO WHAT5-8 minutesStudents will pair up. One student will begin to tell their partner a story that has some sort of meaning to them (nothing too serious). When the student is finished, the partner will ask “so what?” and the student must respond with a deeper connection. This will continue until no other connection or meaning can be found. Switch partners, do the same. The teacher will be walking around making sure students understand what “so what?” really means, explaining how it is supposed to add another level of understanding and a deeper connection between a text and its audience.15 minutesStudents will begin to write their conclusions in their journals. Keeping in mind the “so what?” activity, students will write a developed conclusion that ends their entire paper in a meaningful way.The teacher is going around and helping students develop their conclusions and offering feedback as needed.7 minutesStudents will share what they have of their conclusions (in part or a whole).The teacher will listen to what students share and offer feedback as needed.3 minutesStudents are packing up and asking any last minute questions they have about conclusions.The teacher is answering any last minute questions as well as going over the work day that is planned for the next day. She will also remind students to email her with anything else they need, or if they want more feedback on their essay.Summary/Closure: The students will end class by asking any final questions they have about writing conclusions and the teacher will offer additional feedback if they choose to email what they have to her. She will also go over how the following work day will ensue.Assessment: Formal assessment: 2 points for the students’ journal entryInformal assessment: 5 points for participation in classHomework/follow-up assignment: Complete the essay’s conclusion, if not finished in class, for class the next day. This should include a synthesis of all the information presented in the essay, and a clear and relevant “so what?” Be sure to bring journals to class tomorrow, as class will consist of a workday.Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. There is leeway in the time to give more or less time depending on what students need. Instructions and handouts can be simplified to lower level vocabulary for children with a reading disability, and the powerpoint is created with a minimum of a 20 point font for the visually impaired students. ELLs may not understand the concept of a “so what?” so I will work specifically with them to make sure they understand that there has to be element of “why should this matter to me?”Attachments/Appendices: Argumentative essay powerpointPlan B:If the lesson is too hard we can give students more time for the activities and spread the lesson over two days, giving them more time to complete the conclusions in class. If the lesson is too easy and we finish early, students can begin going back and editing their own paragraphs, looking for things that can be improved or expanded on.Day 8: Work DayPurpose/rationale: The purpose of this lesson is to piece together everything they have learned thus far into a first complete draft of their argumentative essay. Students will have the entire class period to type up, organize and modify the introduction, body paragraphs and conclusion that they have written in their journals. This is good timing because it will allow for a day of peer review before the final draft is due and is not a work overload since the majority of their paper is already written out in their journals.Sunshine State Standards: LAFS.8.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Objectives: SWBAT compose a well-written argumentative essay with minimal errors using the knowledge they have gained in the past week.SWBAT choose a side of the prompt (“Did Yummy get what he deserved, or was he simply a victim of his upbringing? Choose a side and defend your position using specific textual evidence.”) and argue their opinion in an academic way.Materials: Laptop cart / computer lab accessStudent journalsAnticipatory set: Students will either check out a laptop for the day or we will line up as a class and go to the computer lab before beginning working. This is necessary for the work day and will get the students in the mindset of working.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing5 minutesStudents are either checking out laptops or making their way to the computer lab and logging in to their student accounts.For laptops, the teacher is making sure students are handling them safely and checking them out properly. For computer lab access, the teacher is making sure students are quiet and respectful of other classes as they make their way down the hallway to the lab.40 minutesStudents will be able to work on the first complete draft of their essay. Using the introduction, body paragraphs and conclusion they have written in their journal, they should be able to type up their work and make changes as needed almost in its entirety by the time they leave class.On the board the prompt is written for them to reference and make sure everything they write goes back to it:“Did Yummy get what he deserved, or was he simply a victim of his upbringing? Choose a side and defend your position with specific textual evidence.”The teacher is at her desk, calling students back one at a time to meet with each one individually in a more private setting. They will speak with her about what they have, what they like, what they are still struggling with and anything else that might be pertinent to the essay. Her goal is to make this first argumentative essay as easy as possible by offering as much support and encouragement as she can.5 minutesStudents will begin returning laptops to the cart and making sure they are all plugged in to charge, or they will be heading back to the classroom from the computer lab.The teacher will be either making sure all laptops are being returned correctly or again ensuring that all students are returning from the computer lab quietly and respectfully.Summary/Closure: The students will end class by asking any final questions they have about the argumentative essay. The teacher will end class by asking them to bring in three hard copies of their essay with ID numbers where their names would go (for anonymity) to class tomorrow for peer review.Assessment: Informal assessment: 5 points for staying on task and working all class periodHomework/follow-up assignment: Complete the first complete draft of the argumentative essay and bring in three hard copies with your student ID in place of your name to class tomorrow.Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. Slow readers may also be slow writers and are not as far along in the writing process as other students. When meeting with the slow reader, I will let him know that I will work with him to the best of my ability and encourage him to email me his draft when he does finish it for homework so that I may still give him feedback. ELLs may be slow writers as well as they try to translate as they go in their head. Offer them the same help.Attachments/Appendices: N/APlan B:If students are struggling, I will meet with them for a longer period of time and try to put them at ease with the assignment.Day 9: Peer ReviewPurpose/rationale: The purpose of this lesson is to allow students to read and respond to each other’s works in an anonymous form. It is important for students to see different kinds of writing and to get feedback from different people because they will have unique criticisms. It is the best time for a day of peer review because the final draft is due tomorrow. This will give them the opportunity to go home and make changes before having to turn it in.Sunshine State Standards: LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.LAFS.8.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.Objectives: SWBAT identify grammatical and syntactical errors.SWBAT demonstrate how to correct those errors.SWBAT propose constructive criticism to a writer.SWBAT evaluate a writer’s work.SWBAT rewrite and improve essay as needed.Materials: 3 hard copies of each students’ first complete draftcolored pensAnticipatory set: Students will place each of their hard copies into three different piles on the resource table when they come. As they sit, they will clear their desk of everything other than a colored pen (not blue or black; also available on the resource table).Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing2 minutesStudents will place their three hard copies into three different piles on the resource table and clear their desks of everything but a colored pen.The teacher is passing around a peer review handout for students to reference as they review each other’s work.The teacher will then hand out one stack of essays to each student, making sure they do not get their own to review.42 minutesStudents have the majority of class to review and edit students’ papers forgrammatical errorsawkward wording and syntaxincorrect dataconfusion / things that don’t make sensefaults in MLA formattingThey must also underlinethesisclaim / opinionsspecific textual evidence with page numbers (at least 3)warrants / commentarySO WHATIf any of these are not present, they must make note of it. All notes and writing should be done directly on the paper. At the end of the paper includeOne thing they really liked about the paperOne thing that could use a little improvement on the paperAny final commentsWhen a student finishes the first one, they may grab an essay from the second pile and, time permitting, maybe even a third. The goal is to have at least two students read your paper and offer constructive criticism for improvement.The teacher is monitoring and making sure people are making thoughtful commentary and not tearing people’s essays apart. She will also go around and make sure all MLA formatting is correct.6 minutesStudents will return all edited papers to the teacher, who will then pass them back to the original owners. Students will have a few minutes to look over commentary and clarify anything that they do not understand or not know how to fix.The teacher will be there to clarify any confusion in the commentary after handing back essays to all the students.She will remind students that the updated, final, all-edits-made draft will be due when they walk into class tomorrow.Summary/Closure: The teacher will end class by returning all the edited essays to the original owner and reminding students to make the final edits for homework. The final, updated, all-edits-made draft will be due when the students walk into class tomorrow.Assessment: Informal assessment: 5 points for staying on task and revising all class periodHomework/follow-up assignment: Complete the final draft of the argumentative essay for class tomorrow.Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. Slow readers and ELLs must only edit one essay for the sake of time, and can use the teacher as a resource when needed. Two students may be asked to bring in copies of their paper that is printed with an 18 point for the visually impaired student to edit. ADHD students might find sitting at a desk the entire class period is too much to handle; allow them to get up and stretch when needed, or take a walk to a water fountain to take a break.Attachments/Appendices: N/APlan B:If students cannot read multiple essays to revise, I will try to revise at least one copy per student to make sure they have two edits to go from.Day 10: DebatePurpose/rationale: The purpose of this lesson is to give students the opportunity to use what they learned throughout this whole process and their final product in a different scenario. Students will be divided based on which side of the prompt they chose and will have to debate whether or not Yummy was a victim of his upbringing. This timing is appropriate because by this point they have done all the research they need, and have developed their arguments for their essays. It gives them a chance to wrap up the whole unit in a setting outside of writing. It synthesizes all the information and stores it in their memory.Sunshine State Standards: LAFS.8.L.1.2 Demonstrate command of the conventions of Standard English usage when writing or speaking.LAFS.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, small groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.Objectives: SWBAT debate whether Yummy got we he deserved or was a victim of his upbringing,SWBAT argue with developed platforms one side or the other.SWBAT apply what they created in their argumentative essay to a debate.Materials: Final drafts of students’ argumentative essaysAnticipatory set: Students will come in to find the desks rearranged in two semi-circles facing each other. Over the wall behind one semi circle there is a banner which reads “Yummy deserved what he got.” Over the opposite wall there is banner which reads “Yummy is a victim of his upbringing.” Students will sit in a desk that corresponds to the position they took in their argumentative essay.Teaching Strategy/Procedure/Activity: TimeStudent is doingTeacher is doing2 minutesStudents will find their seat in a desk that corresponds to the argument that they chose for their paper.The teacher is preparing for the debate.8 minutesStudents are listening as the teacher goes over the rules of debate and how it will work. They will have the opportunity to ask questions if they need to.The teacher is going over the rules of debate:No personal attacksNo one’s opinion is inferiorInside voicesOne person speaks at a timeAnd how the debate will work:One person at a time will speakIt will alternate between sides with each person who speaksThey will then see if the students have any questions35 minutesStudents will debate the question of the essay:Did Yummy deserve what happened to him, or was he simply a victim of his upbringing?The teacher will moderate and make sure that arguments do not get out of hand or too loud.5 minutesStudents will share any last thoughts as they pack up.The teacher will congratulate them on completing the new unit and wish them a good weekend!Summary/Closure: The teacher will end class by congratulating the students on completing the unit and wishing them a good weekend!Assessment: Formal Assessment: 100 points for their final essayInformal Assessment: 5 points for participating in the debateHomework/follow-up assignment: None Accommodations/adaptations: Any accommodations necessary will be discussed with the teacher and given as necessary. ELLs may be hesitant to speak up at first, so pair them with a buddy that can help them gather their thoughts before they speak. Attachments/Appendices: N/APlan B:If students are too nervous to speak, one person on each side can be designated as a speaker and the rest of the group must come up with their argument together to then share with the speaker who will say it to the rest of the class.ReferencesBloom's Taxonomy Verbs. (n.d.). Retrieved November 18, 2014, from , K. (2012, May 1). All About Graphic Organizers. Retrieved November 25, 2014, from , G., & DuBurke, R. (2010). Yummy: The last days of a Southside shorty. New York: Lee & Low Books.Roccanti, R. (Director) (2014, September 25). Moral Criticism. Lecture conducted from Florida State University, Tallahassee.Appendix A – Moral Criticism PowerPoint-91440021336000Appendix B – Moral Criticism HandoutName: __________________________________________________Date: _____________1600200327660MORAL CRITICISM IS:00MORAL CRITICISM IS:Moral Criticism Reference Notes Sheet4457700198120571500198120-11430068580PLATO:00PLATO:468630068580 ARISTOTLE:00 ARISTOTLE:Other notes:________________________________________________________________________________________________________________________________________________0137795WHAT TO LOOK FOR IN BOOKS:WHAT TO LOOK FOR IN BOOKS:092075MORAL CRITICISM IN YUMMY:MORAL CRITICISM IN YUMMY:Appendix C – Body Paragraph Hamburger HandoutName: ____________________________________________________Date: _____________021336000Building a Body Paragraph-45720034290000Appendix D – Final Argumentative Essay Rubric-4565669207500 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download