Name: Lucy Sanchez

Unit Title: Writing an Argumentative Essay Outline

Dates of implementation: 1/15-2/16
Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
Focus Standards
CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly.
EMENT ASSESSMENT ORGANIZATION
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.

Supporting Standards

CCSS.ELA-LITERACY.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.

CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.

CCSS.ELA-LITERACY.RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.

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.

ELD: P1.A.1 Contribute to class, group, and partner discussions including sustained dialogue, by following turn taking rules, asking
relevant questions, affirming others and adding relevant information.

Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
Day 1- Students will be able to make big ideas about small details in their stories.
Day 2- Students will be able to determine a character’s motivation and emotions and provide examples.
Day 3- Students will be able to make a claim about a character and provide reasons.
Day 4-Students will be able to identify features of an argument and annotate a mentor text.
Day 5- Students will be able to make an outline of an argumentative essay using claim, reasons, and evidence.

Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Ss need to be familiar with:
● Think-pair-share
● Supporting their ideas with an explanation
● Making inferences
● Determining ideas about characters

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
T will use their previous work essay work to help determine where they need support.
T will use daily assessments to proceed with instruction

Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
● Day 1- Students will write about what big ideas they find in their stories in their notebooks.
● Day 2- Students will write about the motivation and emotions of their characters in their notebooks.
 ● Day 3- Students will make a list of claims about a character and provide reasons..
● Day 4- Students will annotate a mentor text with a partner.
● Day 5- Students will plan an outline of an argumentative essay.
● All 5 days the teacher will look at work to proceed with instruction.

Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
● T will walk around the room to check for understanding in student conversations
● T will also ask if there are any questions Ss may have.
● Asking Ss to share what their partners shared

Connections Accommodations, Modifications, and Other Strategies to Support a

· Connections to Students’ Lives - experiences, interests, Wide Range of Learners (UDL, MTSS, etc.): How will you
development, and social emotional learning needs (TPE 1.1, differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6,
2.1, 4.2): 4.4, 5.8):
In lesson we will discuss: Content: defining difficult terms; providing real-life examples of
terms or translations. Students will be placed in groups based on
● School life their reading comprehension in English. Every group will receive a
● Friends story appropriate for their understanding.
● Enchiladas-a food my students have discussed liking
and have family members are chefs and make Mexican Process: allowing more think time; more pair-share before asking
dishes students to share out; asking students if they understand task
before beginning and instructions
Product: allowing students with high support to write 2 reasons and
2 examples on day 5; allowing students more time to complete their
writing; providing different instructions if students need the
instructions to be simplified

Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
Vocabulary discussed
● Claim
● Reasons
● Evidence
● Summarize
● Quote
● “I notice that the author says____.”
● “I think the character ___ is ___ because ____.”

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify
learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?

List what the teacher will be doing and what the students will be doing.

DAY _1_ of _5_ Lesson 1: Taking small details and making big ideas Date Implemented: 1/25/22

Time Teacher Student Resources / Materials

9:00 Good morning everyone! I hope you all

had a great weekend! Please turn to your
partner and share about your weekend. Ss share about their weekend to each
Please turn to your partner and thank other and thank each other.
them for sharing.
 Connection

So to start our lesson today I want us to

think of the work we did on the 3 little pigs.
Ss discuss what we did prior with the 3
What did we learn from writing that?
little pigs.
Please discuss with a partner.

Yes, we thought the pig was admirable for

many reasons and then we have
explanations of why we thought so.

So we’re going to take that skill and

strategy with us and carry it with us as we
work on our character essay. Our essay
will take more days to write but it will be
6th grade level work. We practiced with
the 3 little pigs but we’re 6th graders so
we will be doing 6th grade level stuff.The
process is largely the same and again we
start by thinking about the big claim we
want to make about the character.

Teaching Point

9:10 Today I want to teach you that to get big

ideas about the text it pays to notice
important details the author has included
about the character, and then to reflect on
why the author included that detail, and jot
down those thoughts.*T points at chart*

So to learn how to write about characters

really well we are going to use the story
Raymond's run, the story we read last
week. To remind us, this story was about
a tough girl with a brother who has some
special needs and her discovery that even
though he has problems he’s a great
runner, just like she is.So just like we
discussed right now, the first thing we are
going to start with is rereading certain
parts of the story.

We are going to read a part of the story

that includes squeaky and that is right in
the beginning in paragraph 2.

As I read please follow along in your copy.

And as we read, let’s underline details
about squeaky that show what she is like
as a person. After we’ll stop to think why
the author might have chosen this
particular detail? Ss underline details in their own copy of Copy of Raymond’s Run
the story
Pencil
T reads out loud
 Can I ask a volunteer to share what they
underlined? S1: I underlined..
S2: I underlined..
Thank you for sharing.

After reading that paragraph can you

show me by raising your hands, did
anyone underline “they have to come by Ss raise hand
me” or much rather just knock you
down ?

I see some have. It’s a pretty intense thing

to say right? Saying you’ll knock someone
down right?

Writers when we find a detail that seems

important as essayists we don’t just gloss
over it. Instead we think about it and ask
ourselves why did the author include this
detail? We can write to think about these
details.

Here are some prompts that will help us in

thinking about the details.*show chart* ask
students to read the prompt chart chorally. Ss read the chart chorally
Thought prompt chart
So I am not going to write to think but I am
going to give you all example by saying it
outloud. I am going to take a detail and
make a big idea out of that small detail.

So remember our question is, why does

the author have Squeaky say that she’d
knock people down if they have something
bad to say about her brother?

So one thing we know for sure in the story

is that the author does not say these
words by accident, we know there is
meaning. So I'm asking myself why does
the author say this detail about squeaky?
Hmm…

T does think aloud

I notice that when people say mean things

9:20
about Raymond, Squeaky reacts by
saying I much rather just knock you
down.. I wonder why Bambara the author
included this detail about squeaky, that T reads their think aloud in
she wants to knock people down, Maybe private ppt
the author wants to show us that squeaky
really loves raymond- she loves him so
much she is willing to fight for him. Or it
could be that Bambara is trying to show
 that Squeaky thinks it works better to fight
than to talk through stuff?

Pause

Writers, what I did just now is the work

literary essayists do. They reread the
passage from the text, pausing when they
find a detail about the character they think
is worth thinking about. You watched me
thinking about that little detail by asking,
why might the author have included this?
When I keep saying those words like
maybe that helped me keep writing more
stuff. Authors’ write on purpose and add
detail to tell us something, and it is our job
to take notice and try to find the reason
the author includes certain details.

Active engagement

I want you all to try what I just did. So in

9:25
your notebook please write 23. Big ideas
from details ELA Notebooks
Ss write in their table of contents and on
As you read please underline important the next clean page
details. You’ll stop reading at “I'm the Copy of Raymond’s Run
swiftest thing in the neighborhood.”
Ss reading and underlining
Now I’d like you to think, talk, and write to
explore: why this detail?T Point to chart
with thought prompts. Remember to use
our prompt chart to help give you ideas
and sentence starters!
Thought Prompt chart
In your notebooks I’d like you to write in
your notebooks something the author says
about squeaky and then write one of these
prompts to explain why you think the ELA notebooks
author included this detail. Ss work to write details about Squeaky
and big idea they can determine
T walks around to support students and
picks a couple of students to share with
whole group

Thank you for sharing. S1: shares example

S2: shares example
In our examples we see how we took that
detail and got the big idea of squeaky we
learned about her internal state.

Link

Today you learned that to get big ideas

9:40 about texts and to eventually grow those
 ideas into a literary essay it pays to notice
important details the author has included
about the character and then to see the
authors’ reasons for including those
details.
How to write a literary essay
We learned how we start the process about a character chart
*point to chart*

Right now I'd like everyone to think of the

short story you have chosen to work with.
I am using Raymond's run as an example
so you all won’t write about that. We will
use our other stories. Go right to the part
that you think really reveals the main
character. Put your finger on that part and
reread carefully, looking at key details and
key words you should only be rereading
Project directions on the board
about 4-5 lines not 10.

Once you’ve got a detail open your

notebook and begin writing what you are
thinking about. Start as I did.. “I notice
what that the author says…”

Are there any questions you may have?T Ss work on finding details in their own
supports students stories and write big ideas about the
character Copy of story appropriate for
Share their reading level

10:00 Thank you for your hard work today! One

of the most helpful lessons I have learned
is that my thinking gets better when I talk
to other people. It helps us as writers run
ideas by other people so they can remind Ss share their ideas with their partners
me of things I haven't considered or
disagree with, which then leads me to
clarify or revise my writing. Before we
leave today we are going to share it with a
partner! Talk out the ideas with a partner
and see if you can help them see
something they haven’t seen or add on to
what they wrote.

DAY _2_ of _5_ Lesson 2: Determining a character’s motivation Date Implemented: 2/1/22
Time Teacher Student Resources / Materials

9:00 Connection
Last week we have been working on
noticing details the author writes in the
story to give us clues, we’ve written about
these details and have used these
prompts to help us understand why the
 author wrote these details.

I think you’ll continue to do amazing at this

lesson because you already in your
everyday lives analyze different situations.
In school there can be drama right?
Maybe someone does something and you
think to yourself. “Oh I think that person
wants attention” or maybe you think
“maybe that person just wants someone to
understand them.” With a private thumbs
up has anyone ever had a private thought Ss give private thumbs up
like this?

The way you were thinking is exactly the

way essayists think. They analyze what
motivates a character to understand what
the character really wants. Today I'd like
to push you to try thinking out on the
characters in your stories.

Teaching Point

9:05 Today I want to teach you that when

literary essayists are writing about
characters,and one way they make their
ideas more powerful, more intriguing, is by
looking beyond the obvious details about
the characters to think about what
motivates them—to figure out what the
character really wants from other people
and from life.

Teach

Okay, so one way we can get started is to

just think to ourselves for a moment, what
does our character-Squeaky want? What
motivates her to act all tough and
defensive? As we try to answer this
question, it's important that we go beyond
the obvious, the external. So we might
think squeaky wants people to stop
picking on her brother and although that is
true we want to think about something
that tells us how she wants to feel or what
she wants her life to be like or how she
wished her relationships were.

We are going to go pretty deep with

Squeaky here, and one thing I notice is
that sometimes it takes me a second to
have a good thought, you know? So let's
pause for just a bit so you each have a
chance to think about the question 'What
 does Squeaky really want, from other
people and from life?' Use the whole
story.

After you have time to think, I'm going to

ask for people to offer up ideas by raising
their hands. Okay, let's think in silence
together. What does Squeaky really want? Ss have time to think
Ss raise hands to share out

T will write student responses on the chart

paper Chart students answers

Thank you all for sharing

Wow. You really get people! You get that

what people want on the surface is a new
car, for people to stop picking on them—
but that isn't usually what they want most
of all, what they want deep inside. What
they really want is usually a feeling,a way
of living, a new kind of relationship; it's
human nature to want these things. And in
Squeaky's case, even though she tells us
she wants to win that race—and I agree
with all of you that she does want this,
desperately it seems like maybe she
9:17
wants some deeper things, too. I bet you
know what essayists do next, after listing
possible motivations a character seems to Ss respond they write
have..

I am going to project what I have written in

Project online journal
my online journal:

T reads online journal as example

Active Engagement
9:20
Your turn. I know you'll be thinking and
writing about a whole different short story
later today. But just to get your muscles
for doing this work as strong as possible
before you tackle a story all on your own,
will you and your partner take another
idea about what motivates Squeaky and
talk about it together? The important thing
is not just to say the idea to each other,
but to grow some thinking about it. You
can push your thinking by saying, Ss begin to discuss with partners about
'Maybe ... and using some of the thought what motivates the character Squeaky
prompts. You can also do what I did and
Thought Prompt Chart
think about examples from the start of the
 story, the middle, and the end.
Ss share strategies and thoughts with T
T walks around to support and gather
students strategies

T highlights strategy used by students

Writers, I want to share a strategy that S1

and S2 tried just now. They said their idea
and then sat thinking they were finished.
But then they got the idea to reread the
story and see if they could find evidence
for their idea! Instead of just sitting there,
they reread—and you know what? I'm
pretty sure they are not just going to find
evidence for their original idea, but they
are also going to find that their original
idea evolves, that it becomes more
complicated. So if you ever find yourself
feeling stuck in today's workshop or future
times when you are writing about reading, Copy of Raymond’s Run
try S1 and S2 strategy of going back to
the text to reread and rethink. Keep
thinking and working.

I heard some really smart ideas. Thank

you for sharing with each other.

Now before we start with the next part I

need everyone to put away their Ss put away Raymond’s Run
Raymond’s Run story. We no longer will
be working with Raymond's run since that
is our example. Copy of story appropriate for
their reading level
And please take out the story they are
Ss take out their stories
choosing to write about and take out the
Handout of thought prompts
list of thought prompts. It is an orange
paper.

Link
9:35

I want to remind you expert readers know

Refer to How to make a literary
which features or parts of a story are
essay about a character chart
worth studying and that it pays off to study
a character's wants and motivations.
You've spent today reading texts closely,
noticing the kinds of details that get you
growing ideas about characters.
T points to chart

Let's record this work. You'll be doing this

again and again as you write literary
essays, so this chart can be a way to keep
yourselves on track. So today you'll
continue working to grow ideas about the
 story you have selected. You might return
to thinking about the details in a text,
writing long about them. Or you might
think about character motivations.

To get us started please write Character’s

motivation in your table of contents and on ELA notebooks
the next clean page in your notebooks Ss prepare title

But just one tip before you start. You'll

recall that yesterday I suggested you
reread passages that seemed important to
you, looking for details in them. Instead of
thinking all about character motivations in
general, you might again first select Project directions
important scenes and, only then, try to
pinpoint, in those scenes, what the
character wants, deep down inside, or
what is motivating the character. Your
writing and your thinking will be best if it is
lodged in very particular parts of the story.

T walks around to support

Share
10:00
Thank you for your hard word today.

We learned that when argumentative

essayists are writing about characters,
one way they make their ideas more
powerful is by looking beyond the obvious
details about the characters to think about
what motivates them—to figure out what
the character really wants from other
people and from life.

Before we pack up please turn to your

partner and share one motivation you
wrote about the character in your story.
Ss share with partners

DAY _3_ of _5_ Lesson 3: Making claims about a character Date Implemented: 2/8/22
Time Teacher Student Resources / Materials

9:00 Good Morning everyone I am so happy to

be here with you today.
Please sit at the table where you see your Ss find correct seat Index card with story name
story because later you'll be talking with
others who read the same story.
Connection
 We have been working on noticing details
the author writes in the story to give us
clues, we’ve written about these details
and have used these prompts to help us
understand why the author wrote these
details. We also learned how we can ask
ourselves “what does the character really
want?” We want to go deeper into the
emotions of a character.

I wanted to make a connection with you all

by sharing this story. The other day I was
out to lunch with a friend, and he asked
me what I liked about this other friend of
ours, who can be a bit difficult to get along
with. And the thing is, I had a hard time
figuring out what to say, because my
reasons didn't seem big enough. They
didn't seem to quite capture why I like our
friendship. It was an annoying feeling, like
my brain was failing.

Has anyone ever felt like this? Please

Ss raise hand
raise your hand

I see some of us have.

I kept coming up with little things, with

ideas that only showed a tiny part of her,
like, 'I like how she is really into video
games.' or 'She can be really nice
sometimes.' But later on, when I had more
time to think, I realized that the real
reason I like this friend is that she sees
the world in interesting ways, and helps
me see it in those ways, too. This felt like
a real thing to say about my friend, but it
was hard to get to.

The next step in our writing as literary

essayists, is to develop all the thinking we
have done into an idea that is big enough
to become our essay's central idea—its
claim. You all have loads of ideas about
the stories you've been working on in your
notebooks, and even more in your minds.
We want our ideas to show a 'big truth'
about the text, or the character.

Teaching Point
9:05
Today I want to teach you that when
literary essayists write about a character,
they work hard to come up with an idea, a
claim, that captures the whole of that
 person so the claim is big enough to think
and write about for a while and can maybe
even become the central idea of the entire
essay.

We are adding to our list in how to write

our literary essay! T uncovers making
claims How to make a literary essay
about a character chart
Teach
To come up with a strong claim about a
character, it helps to reread one's entries
and notes and to think again about the
text, coming up with drafts of 'possible
claims.' Let's return to our entries and
ideas about 'Raymond's Run,' and as we
do so, ask, 'What is the main thing we
really want to say about Squeaky?' Let's
review the entries we wrote and talked
about

As I reread these entries, will you try to

come up with a claim that you think is big
enough to encompass all of your most
important ideas about Squeaky? Your
idea might come from these entries or it
might come from the story itself.

To get ourselves ready to write notes

about the claims, I need us to write listing
claims in our table of contents and on the
next clean page. Ss write prepare title
ELA notebooks
You are going to write claims for squeaky
as I read to you. Ss listen and write claims

T reads aloud entries from their online

journal

Now that you have written your list of Project online journal
claims as I read, I’d like you to share one
with a partner. As you are talking I am
Ss share claims with partner and with T
going to write notes I hear from you all in
my online journal.

T walks around to collect students’ ideas

and makes a list to share

From listening to you all these are all the

claims I have gathered. Let’s read them
chorally. Ss chorally read claims
Project claims collected
Active Engagement

9:20 You'll do this same work on your own later

today, generating claims about the short
story you have selected. Always
remember that after an essayist drafts a
few possible claims, then looks them over,
weighing which seems most viable—
which encompasses the whole character
and which rings truest? Right now, review
these claims that we've come up with
about Squeaky with the people sitting near
you, and decide which you think comes
closest to capturing the essence of her.
Turn and talk. I’d like to ask what you or
your partner think? Which claim do you
think is the most true and why do you
think that? What evidence are you thinking
of that makes you think of this claim? Ss evaluate claims with partners

You have done some important work that

essayists do. But essayists don't stop
there. Essayists also think about whether
a claim can be supported by the whole
story—the beginning, the middle, and the
end—because the best ideas encompass
not only the whole character but also the
whole text. We want to make sure we
have 2 to 3 pieces of evidence to support
our claim, I think you are realizing that this
process involves not just choosing
between a bunch of possible claims, but
tweaking the claim that seems closest to
what you want to say and rewriting it over
and over until it is just right. So get your
pens going and try making a claim that is
more precise. Let’s try to generate an idea
about the Squeaky that encompasses her
whole character and the whole text and
write it in your notebook. Take some time
to look at the claims and think of how we
can make them more precise. Go ahead Ss generate new versions of the claim
and get started ELA notebooks

T walks around to find strong example of

revised claim

Class, so I am hearing new versions of

claims, and the new ones seem to
encompass several sides of Squeaky as
well as a good deal of the story. Here is
one that I think is especially strong S will
S1: The claim I generated is…
share with us.

T will write claim on the board as S shares

T will thank S for sharing

 I like the idea, we’d want to make sure we
have at least 3 pieces of evidence that
support this claim. So what you have done
is what essayists do. You generated a list
of claims and found that some just talk
about one side of a person. It is wise to try
for one that feels bigger, one that
encompasses the whole person. Even
after you found a claim that generally
worked, you rewrote it, then tested it
again. This is a lot of work to produce just
one or two sentences!

Link

On the same page listing claims you are

now going to list claims about your stories.
9:35 You are sitting near others who read the
same story as you did. Get with another
student or two—not more than two others,
not leaving anyone out. Reread your
entries about the short story you've read Copy of story appropriate for
and work together to come up with a list of their reading level
Ss work together to generate claims
possible claims. Make sure everyone is ELA Notebooks
writing the list down. But as soon as you
Project directions
have a few possible claims, start testing
them out to see whether they fit with the
whole character, and across the whole
story. Make sure you can come up with at
least 3 reasons to support your claim. A
sentence frame that will help with
providing evidence is “I think the character
___ is ___ because ____.”

T walks around to support

Project sentence frame
Share

Thank you all for working so hard!!

10:00
With our list of claims we will be able to
use them to move forward writing our
literary essays.Before we leave today, can Ss share their strongest claim
I have each group share 1 claim they feel
encompasses their character?

DAY _4_ of _5_ Lesson 4: Studying a mentor text Date Implemented: 2/15/22
Time Teacher Student Resources / Materials

9:00 Hi everyone, I'm so happy to be here with

you all today! Thank you again for giving
me space to teach and learn with you all!
 Connection

I wanted to start this lesson by asking you

to look at this picture. Has anyone seen
Project picture of enchiladas
these before? Can you please give me a
private thumbs up to show that you have Ss give private thumbs up
seen these?

Is anyone familiar with the name of this

S1: Enchiladas
food?

In pairs I’d like you all to discuss what are

some of the ingredients we need to make Ss discuss the ingredients
this.

T walks around to listen in to their

conversations

Ok so I heard a lot of ingredients you all

were sharing. Can I ask for volunteers to
share out loud one ingredient you or your
partner shared?
S1: __ is in enchiladas.
S2: __ is in enchiladas.
S3: __ is in enchiladas.

Thank you all for sharing.

So today we are going to be looking at a

completed essay. And just like we looked
at this completed enchilada we are going
to be looking at the ingredients that make
up our essay. To give us a visual we can
think of the whole enchilada as our
enchilada essay. In our essay we need
ingredients like ideas, motivations,claims,
reasons, and evidence. So main
ingredients that are vital are the tortillas
can be the claims, the sauce can
represent the reasons, and the evidence
is up to you to decide maybe you want
lettuce or some frijoles but the main point
is that we are taking all of our work so far
and creating our essay

You have the ingredients you need, and

the framework to make the essay. It is
time for you to roll up your sleeves and put
this thing together. Writers’ today's the
day!

9:05 Teaching Point

Before you begin making your plan,

though, we are going to do an inquiry
together. You might remember when we
looked at the work on personal narratives
we studied the work of other authors to
see how they made their narratives
powerful. Today we’ll study the work of an
essayist to see how we go from having a
claim and evidence to having a completed
essay.

Teach

We are going to be looking at a literary

essay about Raymond’s run. It was written
by a 6th grader named Yoko who is now
in high school. This student has an
effective essay and is worth studying. I
suggest that as we look over this draft of a
literary essay and we ask, 'What has this
author done that I, too, could do?

While I read the first 2 paragraphs of the Copy of mentor text

essay aloud, notice the different parts of Project mentor text
the essay, and label—annotate—what you
notice. Listen closely as I read aloud.

T reads aloud Ss follow along in their own copy of

mentor text

Ok now after hearing me read and

following along. Let’s think to ourselves
where we can annotate.

Hmm I know! Let’s start by labeling our

paragraphs introduction, body paragraph
1.

One of the most important things we need

in our essay is our claim. Can I have you Ss discuss what the claim is
writers talk to each other and discuss what
you think the claim is?

T checks in with Ss to ask them

Here it is. Let’s underline it and label it. Ss annotate claim

We talked about claims in our last class, S1: The claim is important because…
can anyone tell me why the claim is
important in an essay?

Thank you for sharing. Our claim is vital Ss annotate reasons

for our essay because it tells what we are
going to write about in that essay. In our
claim we see our 3 reasons so let us label
that too.

And above that i see that yoko included

 background information about the story.
What kind of background information did Ss discuss what is included in the
she give us before the claim? Talk with a background information
partner.

Can someone tell us what information is

included in the background information? S1: _ is in the background information
S2: _ is in the background information
Let’s all underline and label the
background information Ss annotate

Why is background information important?

S3: The background information is
In our first body paragraph I see our first important because…
reason listed!

Can anyone tell me what this paragraph is S1: The first paragraph is about…
going to be all about?

I can also see that Yoko has given an

example. Yoko also gave a quote from the Ss annotate
text and an explanation. Let's label that on
our copies as well.

As we continue working "Don't just notice

what the author did. Notice how she did it.
Why is this considered well-done work?"

9:20 Active Engagement

As you continue to annotate, you can look

up here for some ideas. When we Project slide on elements of an
annotate we think about these things. We argumentative essay
can use our thought prompts to see if we
Thought Prompt handout
see that in yoko's essay also.

Now, go ahead and read the rest of the Project directions

essay on your own. When you finish Ss will read and annotate mentor text
reading, get into partners, Partner 1, study
the bits the author has tacked together on
the first page Partner 2. Study the bits the
author has tacked together to construct
the 2nd page

Think, 'What did the author do that I could

try?' and afterward, we'll talk about it."
Remember to look up here if you need
any ideas. go ahead and get started.

T walks around to support students and

find student examples Ss share annotations with T

Thank you for sharing your annotations

with me.

I’m going to make a big line to show the

 first page and second page. Ok let’s start
with labeling our paragraphs. So this
essay is interesting because they had so
many ideas for their second reason that
they wrote 2 paragraphs about it. To label
I’ll have us put 2nd body paragraph on
both.

Next on the second page we’ll label the

3rd body paragraph and label the
conclusion

Highlight student examples ask students

to share what they annotated on the S1: Comes up to the class to underline
board. what they annotated and labels it.
S2: Comes up to the class to underline
T highlight examples from printed copy what they annotated and labels it.

This work is so important because it is a

tool to help guide in what to write in our
literary essay.

Share
9:50
(shorter Thank you for all your hard work today.
class period) Before Yuko began writing her essay, she
wrote a quick outline to follow as she
wrote. She sketched out how her essay
would go, jotting key words such as
introduction, claim, new paragraph, and
reasons. We will continue using her work
tomorrow to start our outlining.

Before we leave today, can you please

turn to a neighbor and share what is
something that Yoko did in her essay that Ss share with partners
you want to do also?

DAY _5_ of _5_ Lesson 5: Making an outline of an argumentative essay Date Implemented: 2/16/22
Time Teacher Student Resources / Materials

9:00 Good morning writers! I hope you all had

fun in PE.

Please sit at the table where you see your

story because later you'll be talking with Ss find correct seat Index card with story name
others who read the same story.

Connection
We have worked so much on our stories
and will use all of our work to continue to
make our plan.

We have gone through this whole list!! We

 have made big ideas from small details,
and questioned why the author included
those details using our prompts, we have
looked for a character’s motivation and
their true feeling on the inside, we’ve
made claims about our characters, and
looked that the different kinds of evidence
we can provide including quote, story
telling, and summarization.

We are going to take ALL of that

information with us to continue to plan our
essay in the boxes and bullet structure.

Take out the essay we were reading

yesterday by Yoko. We looked at this
essay so we could see all of the parts
Ss take out their copy of the mentor text Copy of mentor text
needed to make an argumentative essay
about a character.

Let’s take a list at our list of features. Let’s Project features of an

all read together chorally. (refer to chart argumentative essay slide
that has list of essay features, read
chorally.)

Please turn to a partner and discuss what Ss discuss with a partner

was one of the reasons given to support
the claim by Yoko?

T walks around to support and get an Ss discuss with T

example to share

T highlights example to class

Please turn to a partner and discuss what

was one piece of evidence given by Yoko Ss discuss with a partner
in her essay?

T walks around to support and get an Ss discuss with T

example to share

T highlights example to class

So in order to make our essay we need a

claim, our 3 reasons and evidence to
support our reasons.

9:10 Teaching Point

Today I want to teach you that a great

essay plan has all the pieces of an essay
and it helps you write an essay quickly
and completely

Teach
How do you make a great essay plan?
 Start with your claim. Maybe you picked Project boxes and bullet slide
one yesterday, maybe you still need to.
Look at your page 26 to see what ideas
you had for claims. Remember: your claim
needs to be a big idea you are having
about the character. Remember Yoko’s
claim: Squeaky is a hard character to love.

Once you have your claim, you need 3

reasons that support your claim.
Remember Yoko’s reasons: because she
has a negative outlook on life, because
she is always looking for a fight, and
because she is conceited.

And for each reason, you need 3

examples or pieces of evidence in the
story. These are places in the story or
parts of the story that support the reason.
Remember Yoko used the quote “There is
no track meet that I don't win the first
place medal” to support her reason
Because she is conceited.

T points to each place in the boxes and

bullet to clearly identify where the
information goes
9:15
Link
OK essayists! It’s time for you to get
started making a great essay plan!
Remember: the more work you put into
your plan, the less work you have to do to
write the essay!

Materials you need today: Your story that

you are working on. In your notebook, you
please label in your table of contents for Ss work on creating boxes and bullets
today's work boxes and bullets plan. If you plan
think your plan is finished, you’ll need to ELA notebooks
check in with a teacher before you start Copy of story appropriate for
drafting your essay. their reading level
Are there any questions you may have?
T walks around to support Ss

10:00 Share
Thank you for your hard work today! Using Ss have chance to ask questions
an outline is so helpful in guiding our
writing and we will continue working on
our outlines and drafts next week! Please
turn to a partner and share your claim and
reasons for your character.
Ss share their claims and reasons