Entry Task: Checking for Understanding 10 minutes 2. Take a Stand: Weighing the Reasons 15 minutes B.
Making a Claim 15 minutes 3. Closing and Assessment A.
Unit 1 argumentative essay step 2 answers - preparing to write an argumentative essay
Exit Ticket: My Claim 5 minutes 4. This is due in Lesson This lesson continues the series of lessons that prepare students to write for their End of Unit 1 Assessment. Today, students build on the work from Lessons where they gathered evidence to answer whether or not Lyddie should sign the petition.
Argument Essay handout. It is repeated again in this lesson as its own stand-alone document. This lesson is a decision point for the students.
By the end of the lesson, they will write the claim in their essay and the reasons they will use. To help students decide which claim to argue, they will weigh the reasons and text code the Forming Evidence-Based Claims graphic organizers that they used in Lessons These were collected in Lesson Be prepared to return them with feedback and to use the data they provided to inform your instructional decisions over the next unit 1 argumentative essay step 2 answers lessons about where students may need additional support.
In order to teach students how to choose the most compelling and well-supported reasons for their essay, this lesson includes the Take a Stand protocol that they first did in Module 1, Unit 2, Lesson 4. For this lesson, the protocol will be changed in small ways. Instead of using it to agree or disagree, students will move depending on whether they think Statement A or Statement B is stronger see Work Time Part A.
This is a chance for students to physically move around while learning this crucial step in the argument writing process. This lesson suggests displaying an exemplary student acrostic poem from Lesson 5.
Using student work is a powerful teaching tool--but if you don't have one, consider making one yourself.
This lesson opens with a short discussion of Chapters 18 and Although this isn't a reading lesson, this entry task will encourage students to continue with the reading homework. In advance: Display an exemplar student acrostic poem from Lesson 5. Create a space for the class to stand in a line consider putting tape on the floor to create this and post "Statement A" on one side of the line and "Statement B" on the other side of the line.
Remind students that they can use their Reader's Notes, but not the book itself, to answer these questions.
Rajani Osti, Deyi Zhou, Virendra Singh, Dinesh Bhattarai and Harshika Chaudhary Robust: Poultry is one of the fastest growing segments of the eventual economy, particularly in developing countries. By exaggerating different econometric models, this study estimated the production efficiency and gratitude of poultry farming. The objective was to examine the socio-economic freshness, estimate the costs and returns and production efficiency in dorsal of egg. A stratified random sampling technique was applied.
Direct students to complete the entry task individually. As they do so, circulate to check the Reader's Notes Chapters for completion.
Argumentative essay structure
Cold call students to get responses to the entry task. 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 The Reader's Notes for these are due in Lesson 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. Work Time Work Time A.
Return those, collected in Lesson 12, to the students now, and share any whole class feedback that you have. Remind students that this note-catcher has evidence that relates to Lyddie's working conditions. Today they will consider which reasons are most compelling; they may find evidence on this note-catcher to support the reasons they discuss.
Point out that the class has used the evidence to generate reasons to support both claims: that Lyddie should sign the petition and that she should not sign the petition. Explain to students that although they have many relevant pieces of evidence and a number of reasons, not all of these are equally valuable.
Some of the reasons are weaker or not as convincing as others. They make sense and are supported by strong evidence from the text.
Emphasize the importance of finding compelling reasons by giving an example from the students' experience. I might say, "You should go because it's a short movie--it's only 90 minutes long.
Brevity isn't usually a reason someone strongly likes or dislikes a movie. What your peers think of a movie usually does influence whether or not someone goes to the movies, and https://edu-essay.top/3c/3161-what-do-you-plan-to-do-in-the-future-essay.php is supported by evidence--a statistic.
No, because it is only a piece of evidence, and it is not connected.
How to Write an Argumentative Essay - Planning