Monday – March 10
Vocabulary – Scarcity
Grammar - Conjunctions
Drafting
Concept
Teaching Point
Suggested Materials
Preparation
Teaching Point
Active Engagement
Teaching Point
Guided Practice
Share
Session 10
Topic Sentences
a.
A topic sentence begins a paragraph and is a promise to the reader about what to expect in the
paragraph.
b. When crafting argument paragraphs, writers include the claim and a summary of evidence in
the topic sentence.
 Argument Paragraph Topic Sentences Anchor Chart
 Practice with Topic Sentences handout
Review the handout listed above and revise it as needed to reflect the skill level and interests of your
students.
a. A topic sentence begins a paragraph and is a promise to the reader about what to expect in
the paragraph.
1. The Purpose of a Topic Sentence
Full Class
 Prior Knowledge - Ask students what they know about topic sentences and record on the
board.
 Introduce the teaching point.
b. When crafting argument paragraphs, writers include the claim and a summary of evidence in
the topic sentence.
2. Key Components of an Argument Paragraph’s Topic Sentence
Full Class
 Review the Argument Paragraph Topic Sentence Anchor Chart with the class.
3. Practice with Topic Sentences
Small Group
 Have students dissect the parts of the sample topic sentences, then review the outcomes as a
full class.
Solo
 Ask students to write two different versions of their topic sentence. The claim will remain the
same, but the summary of evidence should be worded differently in each sentence and might
emphasize different aspects of the evidence or be structured differently.
Full Class
 On the board or a large piece of butcher paper, have students record their topic sentences.
 Ask them to put parentheses around the claim and brackets around the summary of evidence.
 This sharing will allow students to check to make sure they have both components in their
sentences and for you to assess their understanding of topic sentences.
Argument Paragraph: Session 10
Argument Paragraph
Topic Sentence Anchor Chart
Claim
Summary
of
Evidence
Topic
Sentence
What is a summary? A brief statement that distills a large amount of information
down to its most important parts.
What should you include in your summary of evidence? The main idea of your
evidence.
Sample Argument Paragraph Topic Sentence
Students should not have to wear school uniforms because it is a violation of their
Constitutional rights.
SENTENCE DISSECTION
Debatable Claim
Summary of Evidence
Students should not have to wear
school uniforms
because it is a violation of their
Constitutional rights.
The evidence and commentary for the following paragraph will show how
uniforms violate a student’s Constitutional rights.
Conjunctions
Use words like because and since to join the claim with the summary of evidence.
Argument Paragraph: Session 10
Practice with Topic Sentences
Dissect These Sample Topic Sentences
Directions:
 Circle the debatable claim.
 Underline the summary of evidence.
1. School uniforms should not be implemented because they force families to
spend money on what is supposed to be a free public education.
2. School uniforms have had a positive effect on Walton Middle School’s
students as evidenced by the attendance rate and decrease in behavior
problems.
3. My school should have students wear uniforms because they will decrease
social barriers and bullying.
You Try!
1. Now, return to your argument paragraph and summarize your evidence.
2. Add your claim to this summary of evidence using a conjunction such as
“because” or “since.” And that’s a topic sentence!
You Try Again!
Rewrite your topic sentence so the summary of evidence is worded differently.
And try a different conjunction.
Tuesday March 11
Vocabulary – Consumer
Grammar - Interjection
Continue with Session 10 – Writer’s Workshop for body
paragraphs 2 and 3.
Wednesday March 12
Vocabulary – Producer
Prezi http://prezi.com/k0iq5xtrbb77/analyzing-arguments/
Slides 34-52 only
Delineate “Dear City Council” essay as a whole class mentor
text.
With Buzz Groups, Ss delineate “Doing Dishes.” We will go
over this quickly as a class.
With their table partner, Ss will delineate partner’s three body
paragraphs. Positive and enriching comments are necessary to
push your partner forward!
Homework: Rewrite your three body paragraphs
Thursday March 13
Session 13: Drafting – Writing a Strong Lede
Teaching Point
Essential Questions:
 How do you capture your audience’s attention with your lede?
Content: Writers of arguments must write strong ledes to capture readers’ interest,
establish the subject of their op-ed, and make clear their stance on the issue. Failing to do so
risks losing readers.
Skills:


Analyze the approaches of ledes from different op-eds.
Craft a strong opening using a variety of approaches.
Strategies:
 Examine models of effective ledes.
 Have students use the Writing a Strong Lede Handout to write multiple openings
for their argument issue/problem. Each lede will take a different approach.
Writing a Strong Lede
A lede is an introduction that hooks the reader. It must be bold! You have many options for
creating such a hook—tell a brief story related to the op-ed’s topic, mention a current event,
tell an appropriate joke. There are many other possible strategies for writing ledes, some of
which are sampled and explained below.
Use a current event
Reference a recent news story related to your op-ed topic.
Example: Next week John Allison, 35, will be put to death for a crime he was convicted of 22
years ago… (issue: the death penalty)
Tell a dramatic anecdote
Tell a brief and vivid story that is relevant to your op-ed topic.
Example: Alia, her parents and three sisters fled Rwanda almost 20 years ago when their village
came under attack. They have not been back since. (issue: genocide)
Connect the issue to popular culture
Does your issue relate to images or ideas present in the media today? Make that connection to
draw your reader in.
Example:
Lady Gaga’s song “Born This Way” pushes for acceptance of self and for all people to be
accepted by others. The pop icon is pushing an important message that schools, parents, and
kids everywhere need to support. (issue: bullying)
Cite a study or a poll
Reference a poll or study that has come out in the last 6 months.
Example: According to a new nation-wide poll, 42% of all teenagers who are active online have
experienced some kind of harassment. (issue: cyberbullying)
Relate the issue to your own life
Tell a brief anecdote that explains why this issue is pressing to you.
Example:
Two years ago, my best friend Eric was in a bike accident. A car came up behind him and drove
him off the road. The driver said she didn’t see Eric. And he wasn’t wearing a helmet. He
suffered head injuries that he may never fully recover from. (issue: helment laws)
Now, try your own hand at writing a lead on your issue/problem. Select 3 of the strategies above and write 3
different ledes. Select the best one to use for your op-ed rough draft.
Friday
RG
Spelling/Vocabulary Test
Continue/Brush up Yesterday’s session Writer’s Workshop
time will be given.
Book Talk – Make new cards for the bulletin board .