Deconstruction Lesson – Part 1 of 3
Identifying Components of Persuasive/Argumentative Essays
Learning Targets:
By reading a persuasive/argumentative example of writing, students identify/review
components of persuasive/argumentative essay.
Standards: Reading for Information
7.04 Identify and trace the development of an author’s argument, point of view, or
perspective. (7.6.6)
7.05 Analyze a variety of text to determine the type and purpose of the organizational
structure being used. (7.7.3)
.
Materials:
1. Copy of Color for Identifying Parts of Persuasive/Argumentative Essay sheet. *
(1 per student) Student sheet is black & white.
2. Copy of Dear Mom: Macaroni & Cheese persuasive student letter. (1 per student)
3. Colored highlighters or pencils (blue, green, red, yellow)
4. Data projector, document camera, or overhead projector.
Modeling (I do):
 Project on-line color version of Color for Identifying Parts of
Persuasive/Argumentative Essay organizer and students highlight sections with
appropriate color.
 Lead class in reading and check for understanding of ideas/terms of the Step-Up-toWriting color code.
 Use projector to do a Think Aloud of the introductory paragraph of the Dear Mom
letter. Identify the background/hook and the thesis statement and use the Step-Up
colors if your technology allows.
 Do formative Thumbs Up/Down assessment to see if students are ready to move on to
the body paragraphs. (Students will have a chance to practice with an introductory
paragraph in Part 2 of the lesson.)
 Model one body paragraph and do another Thumbs Up/Down assessment
Guided Practice (We do):
 After modeling one body paragraph, if students are ready, give them an opportunity
to try it working with a partner. Have them deconstruct paragraph two or three using
colors.
 Again, Thumbs Up/Down formative assessment.
Angela Gadbois
Modeling (I do):
 Model deconstruction of rebuttal & conclusion paragraphs using colors.
 Students will have a chance to practice this in Part 2 of the lesson.
Closure:
Review by asking students to Turn and Talk to describe what will be found in the
paragraphs of a persuasive/argumentative essay. Tell students you will call on nonvolunteers to share out.
 Introductory paragraph
 Body paragraphs
 Counter-argument and rebuttal paragraph (what are counter-argument and rebuttal)
 Concluding paragraph
Assessment – Check for Understanding
 Clearest/Muddiest point exit slip
Reflection:
Resources & References: (adapted from, acknowledgments)
* Based on Step Up to Writing curriculum.
Angela Gadbois