6th Graders Argue About Animal Rights! Acquisition Lesson #3 WRI ! Li"e a R!A#!

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Acquisition Lesson $lan %once&t' Synthesize information from reading and print/audio/video materials to develop a convincing argumentative essay. Lesson ime' 5 days $rerequisites'
In addition to those prerequisites stated in Acquisition Lessons 1 and 2 Students are familiar !ith transition phrases and ho! to transition to a ne! paragraph. Students are familiar !ith "asic essay components including conclusions. Students !ill have the a"ility to use oral language to achieve a purpose #$$SS 5SL%&.

%ommon %ore (tandard)s* !+&licitl, aught' Writing Standards

6W- 'rite arguments to support claims !ith clear reasons and relevant evidence. 6W-d ( )sta"lish and maintain a formal style. 6W-e ( *rovide a concluding statement or section that follo!s from the argument presented. 6W. ( *roduce clear and coherent !riting in !hich the development+ organization+ and style are appropriate to tas,+ purpose+ and audience. 6W/ ( 'ith some guidance and support from peers and adults+ develop and strengthen !riting as needed "y planning+ revising+ editing+ re!riting+ or trying a ne! approach.

!ssential 0uestion'
-o! do !riters craft a conclusion. 'hat do students need to learn to "e a"le to ans!er the !ssential 0uestion. Assessment $rom&t #. /raft a conclusion for the essay for or against aquariums !ith a restatement of position !ith claims+ and a clincher or 0call to action1 statement.

eaching (trategies'
2raphic organizers and sentence frames

Instructional %hun"' Writing %onclusions - da, Acti1ating (trateg,' http://www.cartoonistgroup.com/store/add.php?iid=1510 $artoon /escription Script ( Why do humans do this? Do what? Why do they put majestic wild animals behind bars? Why do they take us out of our natural habitats and force us to live in crowded, artificial environments? Why do they separate us from our prides, herds, and families? And prevent us from hunting and grazing as nature intended? And then stare at us all day? Why? Why? Why? To teach children respect for nature #ebrie2 Acti1ating # eacher note' 3eacher may need to e4plain the irony of the final statement.& 3he teacher shares !ith students that the cartoonist 5ina *aley concludes !ith a clincher statement+ 03o teach children respect for nature.1 Students pair/share their thoughts a"out !hy the cartoonist ended !ith that statement. )4amples of responses may include
0It is ironic that you !ould teach respect for nature "y removing animals from their natural ha"itat1 0It ma,es you thin, a"out respecting and nurturing nature6 and it is important to teach !hy a zoo can "e "oth good and "ad for animals.1 7emind students that from a !riter8s perspective !hen you conclude !ith a clincher you ma,e your point in a thought9provo,ing manner. 3he teacher can refer students to class lists of possi"le conclusion techniques #0understanding conclusions1 is a prerequisite. If students do not yet have this "ac,ground+ additional instruction !ould "e needed at this point&. 1. Recogni3ing !22ecti1e %onclusions' Introduce e4amples of !ell9!ritten conclusions to the students. 3he teacher !ill revisit all mentor te4ts at this time+ including the informational articles for halitosis #Acquisition Lesson 1&+ information from the 0*ros and $ons1 article on Aquariums+ and+ if appropriate+ any additional information #e.g.+ Appendi4 ' :act Sheet or other sources&. As, students !hy the various conclusions are or are not successful. As, students ho! an ineffective conclusion could "e improved. ;odel and thin, aloud the revisions as suggested "y the class+ citing ru"ric language to support evaluation. #ra2ting 4odel !ssa, %onclusion' 3eacher models via thin,9aloud planning a conclusion using Attachment S Argumentation 3e4t9<ased 'riting =rganizer ( $onclusion. 3eacher then models ho! to use the information from the 2raphic =rganizer to draft the conclusion for the 0against zoo1 colla"orative essay. 3he thin,9aloud sho!s ho! students should consider ho! to )ffectively restate the position6 -ighlight #avoiding >ust copying !hat !as already stated& the claims6 and *rovide some final 0clincher1 statement #leaves the reader thin,ing& or a 0call to action.1 Inde&endent Writing o2 %onclusion' Students read through their argumentative drafts from introduction through the "ody/support paragraphs. Students use Attachment S Argumentation 3e4t9<ased 'riting =rganizer ( $onclusion to plan/outline their conclusion #teacher chec, if needed&. Students then draft a convincing conclusion !ith a clincher or call to action to their argument. *air/share conference as appropriate.

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Assessment $rom&t #.' /raft a conclusion for the essay for or against aquariums !ith a restatement of position !ith claims and a clincher or 0call to action1 statement. #i22erentiation As, students to also >ustify a ru"ric score for their conclusion or peer revie! as in previous sequence.

Instructional %hun" !diting5$olishing the Argumentati1e !ssa,6 3 da,s

eacher note' 3his is an instructional opportunity for teachers to teach relevant grammar+ sentence structure+ etc. 3his !ould "e the focus of editing. 1. Students !ill finalize their arguments+ "ased on editing focus or other classroom chec, sheets/lists for spelling+ grammar+ sentence structure+ etc. 2. Students e4change papers as in previous sequences and 0edit1 papers #teacher provides clear directions on editing protocols. In general+ it is "est for students to note@usually in margin or "y underlining@suspected mista,es. -o!ever+ students do not 0correct1 one another8s papers&. 3eacher can 0create1 mista,es on 0pro zoo1 sample essay to model editing process. 3eacher uses the Argumentation/=pinion 7u"ric+ Attachment ; Argumentation/=pinion 3e4t9<ased 'riting 7u"ric+ for scoring. $ublishing 7&tions' School or community ne!spapers or !e"sites.

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eacher note 3!o e4tra sample essays are included as Attachment A Alternate *ro Boo ;odel and Attachment C Alternate $on Boo ;odel. Suggestions for use are included for the pro zoo model. (ca22olding In addition to providing options for differentiated te4ts for comple4ity and reada"ility+ teachers can scaffold any of the 2raphic =rganizers #including partially completing !hen appropriate&. #i22erentiation' /ragon 5aturally Spea,ing or other speech9to9te4t soft!are+ read aloud+ e4tended time+ teacher as a resource for dictionary/spell chec, as needed "y student+ peer revie!. 3he final product can also "e a presentation #oral+ *o!er*oint+ etc.& rather than an essay. !+tension' <logging on topic using student/teacher friendly "log sites. /evelop a class !e"site on the topic. Adopt an endangered animal from 5ational 2eographic !e"site.

Instructional %hun" #ebate6 - da,

1. 2. Go o1er #ebate Rules Re1ie8 #ebate Roles' 2ive a copy of de"ate roles handout #Attachment 2 /e"ate 7oles* to revie!. 3hen+ decide !ho in the class !ill "e assigned specific roles in the de"ate #teacher choice "ased on the maturity of the class and/or the strengths and !ea,nesses of students&. =nce roles are selected for participating students+ have the lead de"ater for each side !rite an opening statement on a separate note card #e.g.+ !e !ould "uild a zoo or !e !ould not "uild a zoo& and have the closers !rite the closing statements on a separate card. Students !ill then revie! and follo! the hree6%ard #ebate protocol #http //!!!.education!orld.com/&+ including the purpose of the /e"ate $omment or Duestion cards #Attachment - /e"ate $ards&+ !hich allo!s teams an equal num"er of opportunities to share ideas and an equal num"er of opportunities to challenge the opposing team8s statements/evidence. /uring the course of the de"ate !hen a student !ishes to ma,e a point as part of the discussion+ the student raises a card. After ma,ing a comment or as,ing a question pertinent to the discussion+ the student turns in the card. 3his strategy encourages participants to thin, "efore >umping in6 those !ho are usually frequent participants in classroom discussions must !eigh !hether the point they !ish to ma,e is valua"le enough to turn in a card. 'hen a student has used all of the cards+ he or she cannot participate in the discussion again until all students have used all their cards. he #ebate' 3eacher !ill have "oth lead debaters come to the front of the room. 3eacher !ill flip a coin to decide !hich side goes first. 3he first lead de"ater reads the opening statement for that position and presents its first piece of evidence+ follo!ed "y the other side8s opening statement and first piece of evidence a"ing urns' /e"aters then ta,e turns providing additional evidence to support claims !ith each student allo!ed no more than 1 minute to state his/her claim !ith evidence #a timer that the teacher controls !or,s great for this&.

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Rebuttal' Allo! participants to use /e"ate $omment or Duestion cards #Attachment - /e"ate $ards&+ "ut after a card is used once+ it cannot "e used again. !nd #ebate' 3eam summarizer from each position !ill then end the de"ate !ith a closing argument.

eacher note' 3he !hole de"ate from opening to closing arguments should ta,e less than one+ 5G9minute class period.

(ummari3ing (trateg,'
Students !ill fill out e4it tic,et/graphic organizer to assess their analysis of the opposing side during the de"ate. 3hey !ill determine !hich side they feel had the strongest argument "y using the rubric #Attachment I /e"ate 7u"ric&.