Lesson Plan Day 2 Grade Level: 4 Length of Instruction: 30 minutes Standard(s) Addressed (Common Core) CCSS.ELA-LITERACY.W.4.1.

B Provide reasons that are supported by facts and details. Number of Students: 7 Instructional Location: Classroom

Content Objectives -Students will be able to order their three body paragraphs of their essay beginning with their least important argument and building up to their most important argument. Mentor Texts: Title: I Wanna Iguana Genre: Non-fiction Materials: -Graphic organizer for each student -SMART Board anchor chart (powerful words) -I Wanna Iguana

Language Objectives -Students will be able to use at least 3 details and pieces of evidence to support their three main arguments in their essay. Writing Focus: Persuasive Essay

Add any relevant information that is essential to understanding the context of your lesson: Day #1s lesson ended with all students having an opinion statement and three main arguments completed. Some students added their arguments into their OREO organizer and began to add supporting details. Prerequisite Skills: Students learned about what it means to persuade someone, and they talked about valid and invalid arguments in the last class session. They stated their opinion and created three main supporting arguments

Enduring Understandings (Big Idea): -To persuade someone is to try and convince them to allow you to get what you want. -Authors use different methods to persuade their reader. -Persuasive essays are arranged into five paragraphs with the three body paragraphs being the writers three main arguments. The strongest/most important argument is saved for last in the third body paragraph. -Writers can be even more effective if they consider their readers counter arguments. Essential Questions: -What are some tactics that authors use to help persuade their audience? -How might someone counter my arguments? -How can I anticipate my readers counter arguments so that I make my essay stronger and more effective?

MINILESSON Setting the Purpose: When writing a persuasive essay or even when talking to someone and trying to persuade them to do something, what is your main goal? Accept answers along the lines of to get what I want. Right. Our main goal is to get what we want! Today were going to talk about a couple different methods that you can use in your persuasive essays to really help convince your audience to either adopt school uniforms or not. Connect to prior learning: Yesterday we all thought about our three main arguments to support our opinion statement. Today we are going to learn how to use those main arguments to make your persuasive essay as strong and effective as possible. Introduce and explain: -Students need to understand the how/why First of all, without thinking about our specific topic of school uniforms, what are some strategies that writers use to persuade their audience? Allow students to share their ideas and write them on the SMART Board. (Anticipated responses: Explain main arguments using details, offer a compromise or deal, beg, etc.) Based on student brainstorming, discuss if some of the strategies would be more appropriate for us to use in our essay than other strategies.

Another strategy that persuasive writers use all of the timeand that really helps them to be convincingis to anticipate their audiences counter arguments. Have you ever heard of a counter argument? Does anyone have any guesses as to what this might be? Gather student responses and ideas. Teaching: Explicit Instruction of Strategy- What, Why, When A counter argument is an argument that comes from someone who disagrees with your opinion. It is their main reasons why or why not Why do you think this would even be important for you to consider while writing your essay? How is this even going to help you? Collect student responses and ideas as a class. If you are already thinking about the possible arguments that your audience might say back to you, then you can prepare ahead of time and back up your opinion and arguments even better! Adding the counter arguments into your essay also shows your reader that you have considered their point of view, which is an incredibly powerful tool in getting your audience to see your argument from your point of view. Modeling- How When we add in counter arguments into our writing, we can say something like You may think thatbut actually or Some might argue thatbut a good solution is for example. -Share examples (mentor texts or students own writing) Lets think back to Alex trying to convince his mom to let him get an iguana. One of his arguments was that he could feed the iguana lettucethat he already has a plan on how he would feed his new pet. Alex anticipated his moms counter argument of possibly How are you going to pay for all of that lettuce? by saying that he is financially responsible and that he already has a plan worked outhe plans on using his allowance to buy the lettuce. He explained that lettuce is pretty cheap at the grocery store and that he can do extra chores to help him make enough money every week. Since Alex already presented a possible counter argument that maybe his mom was thinking of using when talking to him, he has already shown his mom that he has considered a possible challenge in owning an iguana but that he already has a solution to the challenge. This makes his argument stronger! -Provide information-present additional information on how to apply in writing and/or clarify misconceptions

Before we begin to share some of the counter arguments that you might anticipate arising while persuading Mrs. MacArthur, lets quickly talk about what would not be an example of using counter arguments to help you in your essays. Would saying thats a dumb idea or youre wrong or my idea is better than yours be effective ways to counter your audience? No, probably not. Your goal is to get your audience to agree with you, so never ever ever insult your audience! Active Engagement (Guided Practice) Engage students in a quick practice of the new strategy (teacher supervises) * Participant Structures: Whole group, small group, partners On the front of your graphic organizer, there is a box that says People with a different opinion from mine might say As a whole class, were going to brainstorm some possible counter arguments that will help you write your essay. Okay, so based on the opinion statements that you shared yesterday, I think that Grace is the only one in our class who is writing her essay in support of school uniforms. Grace, do you have any counter arguments that you could anticipate that your peers might have with regards to your essay? Allow Grace to share if she is willing, otherwise invite the other students to share a couple of their main arguments with her. Now to everyone elsewhat counter arguments do you anticipate coming from Graces or someone elses main arguments? Encourage students again to be writing these ideas down in their graphic organizer. Link to Independent Writing Reiterate to students how the strategies demonstrated and practices can be utilized in their own writing. As you move on to begin drafting your persuasive essays, use this tool of presenting counter arguments in your writing. It will make your own arguments stronger, since you already have a back-up and extra evidence to counter what your audience might say to you. Independent Writing -Explicitly describe what the students and teacher will be doing during this time? You now have the rest of time to finish filling out your OREO organizer. Make sure each body paragraph has at least three details or pieces of evidence. Once you finish filling out your organizer, you can ask me for the drafting organizer. If you have any questions, ask your table partner first. I will be conferencing with each of you quickly to make sure that you have all three of your main arguments established in your OREO organizer.Begin!

Sharing Time -What will be the focus of your sharing time? How will you structure the sharing? (Authors chair, partners) Students will be allowed to talk to their table partner if they have a question about something or if they really want to share a piece of what they are writing. I will tell them ahead of time, though, that the expectation is that they are working on their organizer and flash draft for the entire writing time. Sharing is okay, but they need to only share information that is relevant to persuasive essaysnot just sitting and talking about anything. Teacher-Student Conferences Who will you hold conferences with? What will you ask during your conference? How will you record the information you gather? I will hold conferences with Grace and Naviah first, since they are my focal students for this unit, and I will write down their three main arguments that they have come up with for their essay. My goal is to conference with all seven students before the class ends so that I can gain a sense of who is on track and who might need a little more one-on-one time with me to help get them moving in the right direction. I will record each students three main arguments in my journal. Assessment(s): -Formative, Summative, and Self-Assessment I will be informally assessing whether or not students have arranged their three main arguments into an order of increasing importance in their three body paragraphs. At the end of the lesson, students will self-assess whether or not they have three main arguments and if they put their #1 most important argument in their third paragraph. Lesson Extension: If students finish filling out their OREO organizer, they can be given a flash drafting organizer to begin turning their outline into their first draft of their essay. Differentiate Instruction: A couple of my students work much quicker than others. All students are allowed to work at their own pace, but I will be walking around throughout the entire lesson to make sure that all parts of the organizer are filled out and that each student is able to support their arguments with pieces of evidence that make sense. For the students who work slower and require more time to finish tasks, I will spend more time talking one-on-one with them and asking questions to help push them further along in the pre-writing and possibly drafting stage of the writing process.

Brief Reflection Notes: -This lesson also went well. -I expected more students to have heard of counter arguments before, but the ones who shared their thoughts of what it meant did not correctly define it. We spent a lot of time talking about what it meant if someone had a counter argument. -It felt as if students did not totally grasp the idea of a counter argument and what they should do with it in their essays. -I plan on working either with individual students or small groups of students in a future lesson to help them establish these counter arguments within their essays and use them to make their reasons stronger. -All of the students had three main arguments written down on their organizers! Several students expressed that they were unsure as to which evidence to use to support their arguments. I talked briefly with many of them to think of a personal story they can add in as evidence. -This lesson also felt crunched for time again like yesterdays lesson. I really want to give my students as much time as possible to write during the lesson, but they end up not having that much time by the time we finish the mini-lesson. Due to this, the lessons are getting a bit off track from where we should be, but I anticipate this unit taking at least two and half weeks anyways.