The second quarter is all about informative essay writing and the beginning of our second semester is largely focused on Argumentative Text Analysis and Argumentative Essay Writing in my neck of the woods. I have students from the most capable to the least capable all in one room at one time. It can be tricky to make sure everyone gets what they need, which is why I have put together this plan to do my best to get the job done well:
1. Set Writing Goals
I use a special goal sheet that we keep in our toolkits to help students not only examine the state rubric, but also to create an action plan that will guide their progress. You can read more about this and get a free copy of my goal sheet by clicking here.
2. Teach Vocabulary
It's super important for everyone to begin with a common vocabulary. You might think words like "cite" and "commentary" are firmly embedded in your students' minds, but some of them may have forgotten. I use a special vocabulary sheet that differentiates for all levels so that those that do know the words can demonstrate that while others who do not know the word can (hopefully) learn it:
3. Teach Structure (Organization) - "I Do"
I teach essay structure in a very step-by-step way using fill-in-the-blank notes and examples.
We first start with the pre-writing process where we:
For each step above, there are notes and examples using a prompt and text set. Then I do the same for the sentences that belong in an introduction in a new set of notes, the body in yet another set of notes, and the conclusion in a final set of notes. (I also do a separate set of notes for argumentative essay counterclaim paragraphs when I teach argumentative essay structure.)
Then we move into the introduction, where I teach students a special acronym for both Informative and Argumentative Essays:
H - Hook
A - Arch (Bridge)
T - Thesis
Just like you put a hat on the top of your head, you put a hat on the top of the essay!
Next are the body paragraphs. I have a special acronym for these too!
A - Answer to the prompt with a reason from the thesis
C - Cite Evidence
E - Explain with commentary
I - Ingeminate (repeat) the cycle of cite and explain with new evidence.
T - Top it off with a conclusion
One special kind of body paragraph for Argumentative Essays is the counterclaim paragraph. The idea of this paragraph is to pour on the convincer for the essay's position!
F - Feature the other side (the opposing claim)
A - Affirm the opposing claim with evidence
U - Underscore the essay's position (refuting the opposing claim)
C - Cite evidence (for the essay's position)
E - Explain with commentary
T - Top it off with a conclusion
Lastly, is the conclusion:
A - Affirm the thesis
T - Trim the Point
T - The Call to Action
What's the last thing you grab before you leave your house? Probably your cell phone - your AT&T, which is why you need AT&T before you leave the essay! :)
Get all the matching notes and examples in these printable and digital ready-to-use sets:
4. Practice Structure (Organization) - "We Do"
After each section of notes, we practice what we have learned. So for example, after the introduction notes, we practice writing introductions.
After all the sections of notes and matching practice items have been completed, then I have students complete some practice activities for the entire structure like a Cloze Activity, Color By Fact Activity or a Digital Puzzle.
Once the students have learned all the parts of an essay and have practiced those parts, I teach them how to plan. It doesn't make much sense to plan the parts of the essay until they know what all of those parts are!
5. Put it All Together - "We Do"
Now it's time for the students to put this all together in an essay - but not just any essay - this is a collaborative essay!
It's easier than it sounds - basically, students work together to write an essay using task cards!
I made a prompt and text set. Then I made a task card for every single sentence that belongs in the essay with a matching answer sheet.
The task cards are taped to the students' desks and they work in groups of 4 to answer the cards. The answers are the sentences that belong in the essay. Each task card is numbered and students write the complete sentence answers on their answer sheet in the matching number space.
As groups finish their set of 4 task cards, they rotate to a new group of 4 more task cards.
By the time students have filled in all 28 spaces on the answer sheet, they have a skeleton essay!
Then using the organizer/checklist, students mark where paragraphs should be on the skeleton. Now they can write out a final copy. All essays should be the same which means easy grading for the teacher!
6. Put it All Together - "You Do"
Now it's time for students to put all that they have learned together into one essay that they write independently. But that doesn't mean it has to be boring! I like to call this a "Challenge Essay".
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