(Persuasive Writing: Deconstruction- Identify Parts of ...



Deconstruction Lesson – Part 1 of 3

Identifying Components of Persuasive/Argumentative Essays

|Learning Targets: |

| |

|By reading a persuasive/argumentative example of writing, students identify/review components of persuasive/argumentative essay. |

|Standards: Reading for Information |

| |

|7.04 Identify and trace the development of an author’s argument, point of view, or perspective. (7.6.6) |

| |

|7.05 Analyze a variety of text to determine the type and purpose of the organizational structure being used. (7.7.3) |

|. |

|Materials: |

| |

|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): |

| |

|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): |

| |

|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): |

| |

|Model deconstruction of rebuttal & conclusion paragraphs using colors. |

|Students will have a chance to practice this in Part 2 of the lesson. |

|Closure: |

| |

|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 |

| |

|Clearest/Muddiest point exit slip |

| |

|Reflection: |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Resources & References: (adapted from, acknowledgments) |

| |

|* Based on Step Up to Writing curriculum. |

................
................

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

Google Online Preview   Download