Day 11: Crafting a Body Paragraph Essential Questions 1. How can we effectively support our argument? 2. What does a good topic sentence look like?
Common Core State Standards 1. CCSS.ELA-LITERACY.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly. 2. CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. 3. CCSS.ELA-LITERACY.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. 4. CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. 5. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. 6. CCSS.ELA-LITERACY.W.6.1.E Provide a concluding statement or section that follows from the argument presented.
Student Objectives 1. Students will understand the components of a body paragraph. 2. Students will be able to write an argument essay body paragraph, as a group. 3. Students will be able to effectively include transitions in their writing. Prior Knowledge Students will have been exposed to what an argument essay looks like. They would have identified the general components of a body paragraph.
Materials 1. Body Paragraph Graphic Organizer for students 2. Transitions Handout 3. Argument Essay Outline Handout 4. Modeled Graphic Organizer for an body paragraph 5. Should We Live Forever? I chart 6. Should Schools Start Later I chart 7. Example of a good body paragraph with questions 8. Lined paper 9. Body paragraph with NO transitions
Instructional Plan 1. Motivational Beginning: The students will arrive in the classroom and complete the Do Now activity written on the board, which will direct them to copy down the nights homework, take out their homework from the night before and write down on an index card what they remember is included in a body paragraph. (5 minutes) 2. Body of Lesson: a. Students will switch with their shoulder partner, exchanging their introductions. The partner is to identify the hook, claim, background knowledge, 2 reasons, and closing sentence. (5 min) b. The students will then switch back and if there is any missing elements the students will need to add those in. (5 min) c. The teacher will then have students share some of their introductions on their document camera with students/teacher providing feedback. (5 min) d. The teacher will then explain that they will be moving into writing their body paragraph. e. The teacher will pass out an example of what a good body paragraph looks like. The students will highlight the topic sentence; underline the reasons, and circle the closing sentence. They will have a quick discussion on what makes this a good body paragraph (5 min) f. The teacher will then explain that she is going to model how to write a body paragraph. Utilizing her Should We Live Forever? I-chart and body paragraph graphic organizer, she will take them through how to write the body paragraph, explaining that the reasons become the topic sentence and the evidence becomes the supporting details. She will transfer everything into the graphic organizer and then show the students the final paragraph, highlighting the components and pointing out the transitions. She will stress the importance of remembering to cite the textual evidence as well as using transitions between evidence. (10 min) g. As a group, students will then use their I chart for Should Schools Start Later?. They will follow the same steps as the teacher just modeled. They will fill out the body paragraph graphic organizer and then write their paragraph as a group. (15 min) h. The teacher will have students share out their written body paragraph on the document camera and provide feedback where necessary. (10 min) i. The teacher will then handout another body paragraph, but this one will have no transitions. Students will need to add in transitions so that the paragraph flows nicely. (5 min) 3. Closure: The teacher will explain that for homework students will be individually writing a body paragraph, using the same article they used for their introduction. They have the choice as to whether they would like to use the graphic organizer or not. (5 min) a. Exit Card: What are 2 things we need to remember to do in our body paragraph? A: Cite Evidence and Use Transitions
Assessment 1. The students will be formally assessed on their completion of the previous nights homework. 2. The students will be informally assessed based on their ability to participate in the class and group discussions.
Homework 1. Finish their individual body paragraphs.