Body Paragraphs Lesson Topic: Writing 3-4 main body paragraphs for a persuasive essay.

Length of class: 90 minutes (30-45 on writing body paragraphs) Who are your students and what are their specific learning needs? 7th grade mixed ability levels. A few students have a 504 plan for extended time or behavior. Standard(s) to be addressed:
1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. (W.7.1.)

Enduring Understandings/Essential Questions targeted in this lesson (for units created using the Understanding By Design framework only): EU: All arguments must be supported by strong evidence in order to be effective. EQ: How can I influence others? Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy): Teacher: Given modeling and guided practice, students will be able to create three or more body paragraphs to support their thesis utilizing clear, credible, researched evidence to support their arguments as specified in the rubric. Student: I can create three or more body paragraphs, using clear, researched facts to back up my arguments. Teacher: Given modeling and guided practice, students will be able to compare the counterargument to their opinion and clearly explain why they still disagree as specified in the rubric. Student: I can compare the opposite side of the argument with my opinion and clearly explain why I disagree.

Instructional method(s) chosen in this lesson (and why): Think-ink-pair-share, explicit instruction and shared and independent writing. I have chosen this progression to explicitly model and explain how to write body paragraphs. The think-ink-pair-share allows all members of the class to participate. They get to collaborate with each other and the teacher, before being released to work independently. This aligns well with the gradual release of responsibility model.

Materials/Resources: Laptop (attached to overhead) Paper, pencils Students introductions and list of 3 supporting details Examples to project and add to with laptop. Lesson Sequence: (How will you organize your lesson?) 1. When you write a persuasive essay, its important to acknowledge the opinions of the other side, then explain why you dont agree with them. Its usually best to address the other side first to overcome reasons a reader may disagree with you. Also, readers usually remember best what they read last. An author states these first so readers will be more likely to forget them. Model writing down two possible reasons for counterargument of shared writing paragraph. Encourage students to think of 2 or more reasons someone may disagree with their thesis. Write them down, then share with a partner. Ask their partner if they can think of other important reasons you may have overlooked. 2. Model including these reasons in the first body paragraph. Type on overhead: 3. (We do) Display Cats make better pets than dogs introduction and list of supporting details. Ask students to brainstorm reasons why dog lovers may like them better than cats. Write down a reason and share it with a partner. Share out and come up with two or 3 reasons to write a paragraph on the overhead together. Give reasons why they still disagree and write them up. 4. Encourage students to think of 2 or more reasons someone may disagree with their thesis. Write them down, then share with a partner. Ask their partner if they can think of other important reasons they may have overlooked. Have students begin to write their own paragraphs acknowledging the other side. Remind them that they must give at least two opposing reasons, then explain why they dont agree. 5. When at least half the students have this written, move on to explaining the formula for body paragraphs. Explain that each body paragraph will begin with a clear statement of the supporting reason. The first paragraph will cover your weakest reason and the last body paragraph will explain your strongest. Type selected reason on the overhead. Explain that as a writer you state the supporting reason, then imagine your reader saying: Thats interesting. Tell me a little more. As writers, we need to give some explanation and details about our supporting reason, at least three sentences. Give three explanation details for the class example. Display cat paragraph and supporting details as well, then have students choose what they think is the strongest reason.

A dog is man's best friend." This common saying may contain some truth, but a dog isnt the only animal friend whose companionship people enjoy. For many people, a cat is actually their best friend. Many people find them easy to take care of and great company. Despite what dog lovers may believe, cats make excellent house pets. Cats are easy to take care of. Cats are entertaining and great company. Cats keep a house cleaner than dogs and are well-behaved in the house.
Set the strongest reason aside, and choose another to introduce first. Have students think of at least 1 explanation sentence, then write it down. Turn to a partner and share. Then share out, adding explanation to the paragraph until it has at least 3 sentences. Conduct shared writing on computer, overhead so students can see me write a body paragraph. 1. Now, look at your 3 supporting reasons. Choose which one you think is the strongest. Set that aside, that will be your last body paragraph. Begin with the weakest reason. Write down the reason you chose, then think of at least three sentences to explain it a little more. At least one of these explanation sentences should contain one of the facts or statistics you looked up while researching yesterday. (Repeat process as time permits with other body paragraphs) Coach students to consult the persuasive essay checklist and rubric as they write. 2. Students who finish early can use this to check and edit their work. Then they may silent independent read while others finish. Assessment of learning (How will I know if students achieved my learning objectives?) I will assess student response in sharing out. I will also circulate through the room, assisting students and looking at their paragraphs, reasons, etc. This assessment is formative only and for the purpose of deciding if I need to re-teach anything or offer extra support or explanation. The entire essay will be summatively assessed after completion.