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LESSON FOCUS In this lesson, students will use a mentor text to learn about the key elements and structure of this genre. Students will begin by analysing a strong argument. Then, they will be guided through the writing process to produce their own arguments. TEXT TYPE An argument is an essay that presents a point of view on a subject. A strong argument states a clear opinion and provides resons and details to support it. s typically include an introduction, body paragraphs and a conclusion. This Teacher Edition will guide you in the delivery of this lesson.
Here is a sample prompt. KEY FEATURES STRUCTURE Here is a sample argument. Dear Craftsman, I know that you are one of the people who worked on Emperor Qin s famous buried army. I am writing you this letter to let you know that I think you did a great job. I think this for many reasons. First of all, the statues in the Terracotta Army are very nice to look at. There are many different kinds of statues, including soldiers, musicians and horses. Each statue has a special or unique face. This must have been very hard for you and the other craftsmen to do. I also think it is really amazing that you made so many terracotta warriors in such a short amount of time. You and the other craftsmen made 8000 statues in 8 years. Therefore, you made more than 1000 statues each year! That is a lot of work. Finally, I think the best part of your work is that it has lasted for such a long time. You and the other craftsmen built the statues around 221 BCE and the farmers discovered them in 1974 CE. They still looked good. For all of these reasons, I think you did a wonderful job on the Terracotta Army. Emperor Qin must have been proud. The statues were beautiful, you made them quickly, and they have lasted a very long time. STUDENT ION: 2 Here is the introduction, where the author says what he or she will talk about in this argument. Here are the body paragraphs, where the author develops his or her ideas. The underlined words are linking words, or words that help connect ideas and make sentences flow. In the conclusion, the author restates his or her opinion and sums up the main points. STUDENT ION: 3 Reading an INTRODUCE THE GENRE. Reading an An argument is a type of text that presents an opinion. When writing this type of text, the author: states an opinion, or point of view, clearly backs up the opinion with specific reasons and details The structure of an argument usually includes an introduction, body paragraphs and a conclusion. Read the information in the green box about the genre s features. Discuss the KEY FEATURES (i.e., clear opinion, reasons/details as supporting evidence) and STRUCTURE (introduction, body paragraphs and conclusion) that strong arguments have. Facilitate a discussion about arguments. Have the students share their experiences of reading or writing this text genre in the past. READ THE MENTOR TEXT. Write an argument in the form of a letter to one of Emperor Qin s craftsmen. In your argument, tell the craftsman what you think about all the work that he did on the Terracotta Army. Read the sample prompt aloud. Explain that the students will now read a mentor text of an argument. MENTOR TEXT SPECIAL NEEDS Read the mentor text together as a class. Remind the students to keep the KEY FEATURES and STRUCTURE of this genre in mind as they read. You may wish to use this mentor text as a guide to write an argument as a whole class. Follow each step of the writing process to build an essay together, responding to the same sample prompt as the mentor text (i.e., letter to a craftsman). EXPLAIN WHY THE MENTOR TEXT IS STRONG. Read through the boxes on the right-hand side of the page and help the students locate the KEY FEATURES (i.e., clear opinion, reasons/details as supporting evidence) and STRUCTURE (introduction, body paragraphs and conclusion) of the mentor text. Point out the separate paragraphs in this argument. Clarify that the writer has included one introduction, three body paragraphs and one conclusion. Discuss the clear opinion in the introduction. Explain to the students that the writer has clearly stated an opinion in response to the prompt (i.e., that the craftsmen did a great job on the buried army) and then listed three reasons why they feel that way (i.e., that the statues were beautiful and unique, that the craftsmen worked quickly and that the statues lasted a long time). Explain that each of these reasons is expanded upon in a separate body paragraph, with details and examples to support each reason. Point out the underlined transitions in each paragraph and discuss how they are used in the argument. Allow time for analysis of the mentor text. You may wish to structure this time as wholegroup discussion, small-group discussion or think-pair-share work between partners. ELL You may need to define the terms BCE and CE for some English language learners. Let the students know that BCE stands for before the Common Era and that CE stands for the Common Era. You may want to explain that BCE is the same as BC, or before Christ, and that CE is the same as AD, or anno domini (meaning in the year of the Lord, or the time of Jesus Christ). TEACHER ION: 3
You will now write your own argument. Choose one of the following prompts to answer. You will now write your own argument. Choose one of the following prompts to answer. Plan your argument using the following graphic organiser: a concept map. Reason #1 1. 2. 3. My opinion is Reason #2 Conclusion Write your argument in the space provided. because If you need more paper, ask your teacher! Reason #3 STUDENT ION: 5 STUDENT ION: 4 STUDENT ION: 4 STUDENT ION: 6 INTRODUCE THE WRITING PROCESS. Write an argument about a famous. In your writing, be sure to include the following: a description of the you think this was a great Write a letter to someone, alive or dead, who you think is a great leader. In your argument, be sure to include the following: a description of the leader you think this person is a great leader Now that the students have read a mentor text and studied its KEY FEATURES (i.e., clear opinion, reasons/details as supporting evidence) and STRUCTURE (introduction, body paragraphs and conclusion), it is time for them to write their own arguments. Let the students know that first they will read through some writing prompts. Then they will complete the five steps of the writing process: plan, write, revise, edit and peer review. READ THROUGH THE S. Either read the prompts out loud to the class or have the students read them independently. Then, ask the students to choose the one they would like to write about. Write an argument about a famous. In your writing, be sure to include the following: a description of the you think this was a great Write a letter to someone, alive or dead, who you think is a great leader. In your argument, be sure to include the following: a description of the leader you think this person is a great leader For students who need extra help, consider allowing them to read and discuss the prompts with a partner before they begin planning. SPECIAL NEEDS Some students with special needs may struggle with these prompts. Consider modifying them to minimise research time and maximise writing time. Write the following prompts on the board and have students select one: Why is your local park a great place to play? What are some great things about your school? What is your favourite sport and why? INTRODUCE THE GRAPHIC ORGANISER. Explain to the students that they will now plan their arguments. Guide the students through the graphic organiser. You may wish to model how to complete this step of the writing process by choosing one prompt and filling out the graphic organiser on the board, thinking aloud as you work. ALLOW THE STUDENTS TO AT THEIR OWN PACE. Once they have completed their plans, allow the students to start writing their arguments. We have supplied a page for writing, but you may wish to supply more. ELL Check in with students either one-on-one or in small groups to monitor their work. Use this time to assess the students writing progress and their of the genre. Provide assistance to students who are struggling. If you have several students who need help in one area, pull a small group together to offer a quick minilesson. Consider providing English language learners with a writing frame to help them construct a clear opinion: (I think) because. Remind the students that they should expand on each of these reasons in the body paragraphs of the argument. TEACHER ION: 4
Linking words help connect sentences and make ideas flow. When you use a linking word at the beginning of a sentence, use a comma after it. Go back to your argument. Use the following ideas to help you revise your work. Place a tick beside each step after you have completed the task. Punctuation marks separate sentences and help to make meaning clear in your writing. Go back to your argument. Use the following ideas to help you edit your work. Place a tick beside each step after you have completed the task. When you revise your work, try to use linking words. To show... Use these LINKING WORDS... EXAMPLES time first, to begin with, next, secondly, In conclusion, all people lastly, finally, in conclusion should have the right to vote. examples for example, for instance, specifically, For instance, people like especially, in particular having pets. similarities similarly, likewise, also, in addition Similarly, we should listen to others. differences on the other hand, however, in contrast, On the other hand, sometimes but, nevertheless, yet we must do what is best. cause and as a result, consequently, therefore, This is important to many effect because, thus, hence people; therefore, we should make it a law. When you edit your work, pay careful attention to punctuation marks. PUNCTUATION MARK PURPOSE EXAMPLES Full stop Comes at the end of a sentence My name is Paul.. We went to the park this morning.! Exclamation mark Comes at the end of a sentence; I am so confused! shows emphasis This is amazing!? Question mark Comes at the end of a sentence; How are you? shows a question What is your name? Apostrophe Takes the place of missing letters; or, Matt s cat is very cute. shows possession I won t do that again. Quotation marks Show the words someone is speaking Jax said, I really love cupcakes. Comma Separates phrases or items in a list At the store, I bought many things., I got some celery, carrots and potatoes. : Colon Comes at the beginning of a list The subjects I learn in school include the following: science, history and social studies. ; Semicolon Separates two independent clauses I love going to the museum; the paintings in a sentence there are so beautiful. ( ) Parentheses Separate parts of a sentence when There are many things (such as swimming extra detail or information is needed and reading) that I enjoy doing each day. Dash Separates parts of a sentence when The night was scary dark, rainy and filled an idea or statement needs more with fog. detail or explanation - Hyphen Separates parts of a compound word The room was filled with six-year-olds. Ellipsis Shows part of a sentence that has Abdul replied, I am happy to meet you all been left out; or, can be used to show and I know we will be good friends. a sentence is incomplete He stared off into the distance You have finished planning, writing, revising and editing. Now it s time to share your work! 1. Trade papers with a partner. 2. Use the rubric to review your partner s argument. Read each statement at the top of the chart. Then mark the level that describes your partner s paper. 3. Lastly, during a meeting with your partner, share your feedback. My name My partner s name My partner s argument My partner s My partner s has the key features and argument uses argument uses structure of this genre. linking words correctly. punctuation correctly. Starting Out Starting Out Starting Out On the Way On the Way On the Way Good Good Good Really Good Really Good Really Good Excellent Excellent Excellent STUDENT ION: 7 STUDENT ION: 8 STUDENT ION: 9 INTRODUCE THE REVISING MINILESSON. Checklist Check that you have used linking words correctly. Add one new linking word to your writing. Revising Minilesson Linking Words Ensure that students are using the genre s KEY FEATURES and STRUCTURE correctly. Read through the information on linking words together as a whole class. Consider one of the following activities to help the students practise using linking words. Have the students work in small groups to think of other examples for each of the different types of linking words. Facilitate a discussion about which linking words are recognisable to the students and which are unfamiliar. Spend some time practising using the more unfamiliar ones in an effort to encourage students to use these in their own writing. Write example paragraphs (that have no linking words) on the board. Have the students insert appropriate linking words where possible. Have students go back to their writing and use the checklist in the corner of this page to revise their work. Use this time to offer additional help to individual students. INTRODUCE THE ING MINILESSON. Read through the information on punctuation marks together as a whole class. Checklist Check that you have used punctuation marks correctly. Highlight all of the punctuation marks and label each. Editing Minilesson Punctuation Marks Consider one of the following activities to help the students practise using punctuation marks correctly. Have the students work in small groups to think of other examples for each of the different punctuation marks. You could have students form small groups and make flashcards with a punctuation mark on one side of each card and its purpose on the other. Write example sentences (that have no punctuation) on the board. Have students insert the correct punctuation marks in the appropriate places. Have students go back to their writing and use the checklist in the corner of this page to edit their work. HELP TO STRUCTURE TIME. Read the directions of Peer Review together as a class. Peer Review Rubric Have the students pair up into learning partner sets for Peer Review. You may choose to select the learning partner sets yourself. Alternatively, allow the students to choose their own partners for this activity. Review the rubric with the students to make sure learning partners know what to look out for in the other person s writing. You may wish to use the rubric on the next page to assess student work and assign them a score based on your school s grading system. Have the students publish their writing in some format to share with you, their peers and their families. TEACHER ION: 5
RUBRIC Starting Out incomplete does not have key features (a clear opinion and/or reasons and details) to support the essay. Essay lacks does not have any linking words 10 or more errors in On the Way partially completed and/ or filled in incorrectly has some key features (weak opinion and/or reasons and details) to support the essay. Essay has a weak attempts to use linking words, but often incorrectly 5 9 errors in Good completed, but partially incorrect has key features (a basic opinion and reasons and details) to support the essay. Essay has a basic uses linking words correctly at a basic level 3 or 4 errors in Really Good completed and filled in correctly, but on a basic level has key features (a clear opinion and developed reasons and details) to support the essay. Essay has a clear and developed uses linking words often and appropriately 1 or 2 errors in Excellent completed, filled in correctly and with robust details has key features (a rich opinion and well-developed reasons and details) to support the essay. Essay has a clear and well-developed uses a variety of linking words to smoothly move from one idea to another Few errors in punctuation that do not hinder TEACHER ION: 6
Extension Activities Have students work in small groups to complete a concept map to analyse the mentor text in this lesson. MENTOR TEXT Challenge the students to rewrite the argument they wrote in this lesson from the opposite viewpoint. Print out a newspaper editorial that is a strong example of an argument. Have students highlight the key features (i.e., clear opinion, reasons/details as supporting evidence) and structure (introduction, body paragraphs and conclusion) in the editorial. Have the students write their own prompts for an argument. Then, combine all student prompt ideas into one list and have each student choose one (i.e., not their own). Have students write an argument for homework based on that prompt. + Write a series of prompts on the board and have the students write clear opinions for each one. #1 #2 #3 #4 Host a classroom debate. Choose a topic, split the class into two groups and assign each a position. After a brainstorming period, have each side present their opinions clearly, along with reasons and supporting details. TEACHER ION: 7