Gina Wickstead AKI KUROSE MIDDLE SCHOOL, SEATTLE, WA
7th Grade ELA : Unit #8 - Using Mentor Texts, Generating Ideas, and Planning for Drafting of Persuasive Essays : Lesson #5

Silent Debate

Objective: SWBAT to write a claim, acknowledge opposing claims, and organize the reasons and evidence logically.
Standards: W.7.1a
Subject(s): English / Language Arts
60 minutes
1 Lesson Opener - 10 minutes

In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.

Connect: I will say, “Yesterday we read a persuasive news article and found the claim, reasons and evidence the author had for their overall claim, or opion about a topic. What successful persuasive writers do when they write is think about how the reader will argue with their claim. The have to counter, or argue against what a reader might say in order to be persuasive.

Teach:“In order to learn about how an author devises a couter argument, I am going to show you how to practice the skill of learning how to write a counter argument and the strategy putting yourself in your opposition’s  shoes. The process I will use is as follows:

1) Read an example of an argument and counter argument

2) Write a claim for a different prompt

3) Write a counter claim to my partner’s prompt

4) Get advice on my counter claim from a peer

5) Use my partner work to complete independent writing

I will go over the words “claim,counter argument” and “opposition” on the word wall. I will then use the teacher example and have a student or another adult model the activity with me.

2 Active Engagement - 15 minutes

Active Engagement: I will say, “You will now write a claim about year long school (we will read the prompt together). You will then switch with your partner and you will both put yourself in the shoes of the school board president.  You partner group will then switch your papers with another and you will evaluate each other’s arguments.*

Closing of Active Engagement: I will say, “Remember successful writers practice the of learning how to write a counter argument and the strategy putting yourself in your opposition’s  shoes. They practice with a partner, they ask for a peers advice, then they both activities to write interdependently. 

*If this part takes longer than 15 minutes, I will use this form as an exit ticket and complete the independent writing the next day. 

 

3 Independent Practice - 15 minutes

Independent Practice: I will say, “Now you are going to take your partner work and your advice from the other partner group and write independently.” I will show them my example, then send them off to write independently. I will walk around and confer with students.

4 Closing - 5 minutes

I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work.

Closing: Students will share out their writing samples, take time to make adjusts and then everyone will turn them into me as their exit tickets.