Bellringer for January 25, 2016
• What's the difference between a persuasive essay and an
argumentative essay?
• Use at least two sentences in your answer.
Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELAGSERI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic
shape their presentations of key information by emphasizing the different
evidence or advancing different interpretations of the text.
I can cite text evidence for both sides of an argument.
Hook:
• Boy Separated from Friend While Hunting Lost in Night
• fox13now.com/2015/12/27/teen-spends-night-in-4-degree-weatherafter-being-separated-from-friend-while-hunting/
Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
from “Is Junk Food Really Cheaper?” by Mark Bitman.
Students will read the text and answer questions 1-4.
Mini-Lesson
Mini-Lesson
Work Session
Using the Performance Assessment Workbook, students will continue
Unit 1: Argumentative Essay.
The big question: Do people have the right to rescue services when they
put themselves at risk?
Students will read source 1 (radio interview), “Helicopter Rescues
Increasing on Everest.”
Students will answer the two close read questions pgs. 23 and pg. 25
and work on the” for and against t-chart” where they cite text evidence
for each side of the argument. Students will include source name and
page number for the evidence they use in the chart.
Closing
3, 2, 1:
Write down 3 things you know about arguments, 2 things you have a
question about, and 1 thing you like most or least about writing
arguments.
Bellringer for January 26, 2016
Take out a piece of paper.
Write your name at the top.
Number it 1 -10.
Cont. on next slide once this part is completed by students
Bellringer for January 26, 2016
• Now ball that paper up
• Cont. on next slide once paper is in trash
Bellringer for January 26, 2016
• Organizing an essay makes it easy for EVERYONE to understand your
point, or thesis
• Without organization, the reader has to do extra work to find your
point – just like you did the extra work for the bellringer. Pretty
frustrating, right?!
Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELAGSERI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic
shape their presentations of key information by emphasizing the different
evidence or advancing different interpretations of the text.
I can cite text evidence for both sides of an argument.
Hook:
• Balloon Boy Hoax
• https://www.youtube.com/watch?v=Nhs3bqgYpG8
Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
from “Is Junk Food Really Cheaper?” by Mark Bitman.
Students will read the text and answer questions 5-9.
Mini-Lesson
Mini-Lesson
Work Session
Using the Performance Assessment Workbook, students will continue
Unit 1: Argumentative Essay.
The big question: Do people have the right to rescue services when they
put themselves at risk?
Students will read source 2 (informational article), “Why Everest?” by
Guy Moreau.
Students will answer the two close read questions pgs. 26 and pg. 27
and work on the” for and against t-chart” (Head making) where they
cite text evidence for each side of the argument. Students will include
source name and page number for the evidence they use in the chart.
Closing
Why is it important to study both sides of an argument?
Bellringer for January 27, 2016
• Define what a summary is and how you can write a summary? Write at least
two sentences for the definition.
Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELAGSERI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic
shape their presentations of key information by emphasizing the different
evidence or advancing different interpretations of the text.
I can cite text evidence for both sides of an argument.
Hook:
• Abby Sunderland
• https://www.youtube.com/watch?v=4ryWYv-ogUQ
Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
The Benefits of Chocolate.
Students will read the text and answer questions 1-4.
Mini-Lesson
Mini-Lesson
Work Session
Using the Performance Assessment Workbook, students will continue
Unit 1: Argumentative Essay.
The big question: Do people have the right to rescue services when they
put themselves at risk?
Students will read source 3 (Newspaper article), “Ranger Killed During
Rescue of Climbers on Mount Rainier.”
Students will answer the close read question pgs. 29 and work on the”
for and against t-chart” (Head making) where they cite text evidence
for each side of the argument. Students will include source name and
page number for the evidence they use in the chart.
Work Session
Extension:
Now, play four corners.
Use the question: Do people have the right to rescue services when they
put themselves at risk?
Students will have to state if they: agree, strongly agree, disagree, or
strongly disagree. Have them write their choice on a post-it. Along with
their choice, they must cite a piece of text evidence from one of the
sources to support their choice.
Once this is done, students can go to the four corners to discuss. They
will select one person to share out their position and evidence. This will
be a good way to preview for Monday.
Closing
Exit ticket:
Based on the evidence you cited in the “for or against t-chart,” write an
argument (claim/thesis) for the big question: Do people have the right
to rescue services when they put themselves at risk?
You need to take a stance to prepare yourself for beginning to write
your argumentative essay next week.
Bellringer for January 28, 2016
• Name the ways of organizing an essay.
Standard/I can
ELAGSE7RI1: Cite several pieces of text evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
ELAGSERI8: Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic
shape their presentations of key information by emphasizing the different
evidence or advancing different interpretations of the text.
I can evaluate the credibility of a source.
Hook:
• Scout Leader Attacked by Bear
• http://www.cnn.com/2015/12/21/us/bear-attacks-boy-scout-leadernew-jersey/
Mini-Lesson
Understanding and Identifying Argument Paragraph Components:
The Benefits of Chocolate.
Students will read the text and answer questions 1-4.
Mini-Lesson
Mini-Lesson
Work Session
Using the Performance Assessment Workbook, students will begin Unit
1: Argumentative Essay.
The big question is: Do people have the right to rescue services when
they put themselves at risk?
Now that student have read the source materials for step 3, they will
respond to questions 1-3 about each of the sources they read, pg. 30
(Common Core Assessment Workbook).
Also, go back over the Types of Evidence examples, pg. 15.
Work Session
Prepare for a Socratic seminar tomorrow.
Students should write down their argument for the question: Do people
have the right to rescue services when they put themselves at risk?
Once they have formed their argument, they need to come up with two
reasons to support their claim, and evidence to support each reason.
Have them write this information down, and turn in.
You will return it tomorrow for them to review before the seminar.
Closing
What have you learned about sources and their credibility?
Bellringer for January 29, 2016
• Name types of evidence you can use in a debate.
Standard/I can
I can debate arguments with peers and
support my arguments with text
evidence.
Hook:
Debate
https://www.brainpop.com/english/writing/debate/
Mini Lesson
Complete the argument T-Chart
https://www.brainpop.com/english/writing/debate/activity/
Work Session
Socratic Seminar:
Students will debate the question/topic: Do people have the right to
rescue services when they put themselves at risk?
Pass out their planning sheet from yesterday. They will use this to help
them debate the issue. Students may also use the sources we read to
assist in their debate.
Closing
Explain how the Socratic seminar will help you as you being writing
your argumentative essay?