(Persuasive Writing: Deconstruction- Identify Parts of ...
Deconstruction Lesson – Part 1 of 3
Identifying Components of Persuasive/Argumentative Essays
|Learning Targets: |
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|By reading a persuasive/argumentative example of writing, students identify/review components of persuasive/argumentative essay. |
|Standards: Reading for Information |
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|7.04 Identify and trace the development of an author’s argument, point of view, or perspective. (7.6.6) |
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|7.05 Analyze a variety of text to determine the type and purpose of the organizational structure being used. (7.7.3) |
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|Materials: |
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|Copy of Color for Identifying Parts of Persuasive/Argumentative Essay sheet. * |
|(1 per student) Student sheet is black & white. |
|Copy of Dear Mom: Macaroni & Cheese persuasive student letter. (1 per student) |
|Colored highlighters or pencils (blue, green, red, yellow) |
|Data projector, document camera, or overhead projector. |
|Modeling (I do): |
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|Project on-line color version of Color for Identifying Parts of Persuasive/Argumentative Essay organizer and students highlight sections|
|with appropriate color. |
|Lead class in reading and check for understanding of ideas/terms of the Step-Up-to-Writing color code. |
|Use projector to do a Think Aloud of the introductory paragraph of the Dear Mom letter. Identify the background/hook and the thesis |
|statement and use the Step-Up colors if your technology allows. |
|Do formative Thumbs Up/Down assessment to see if students are ready to move on to the body paragraphs. (Students will have a chance to |
|practice with an introductory paragraph in Part 2 of the lesson.) |
|Model one body paragraph and do another Thumbs Up/Down assessment |
|Guided Practice (We do): |
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|After modeling one body paragraph, if students are ready, give them an opportunity to try it working with a partner. Have them |
|deconstruct paragraph two or three using colors. |
|Again, Thumbs Up/Down formative assessment. |
|Modeling (I do): |
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|Model deconstruction of rebuttal & conclusion paragraphs using colors. |
|Students will have a chance to practice this in Part 2 of the lesson. |
|Closure: |
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|Review by asking students to Turn and Talk to describe what will be found in the paragraphs of a persuasive/argumentative essay. Tell |
|students you will call on non-volunteers to share out. |
|Introductory paragraph |
|Body paragraphs |
|Counter-argument and rebuttal paragraph (what are counter-argument and rebuttal) |
|Concluding paragraph |
|Assessment – Check for Understanding |
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|Clearest/Muddiest point exit slip |
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|Reflection: |
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|Resources & References: (adapted from, acknowledgments) |
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|* Based on Step Up to Writing curriculum. |
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