How can I develop and support my position in writing?
Objective: Students will compose a focused and well-supported response to a news article.
1. Starter: Vocab list #3
2. We each chose one of three articles to read and annotate: Rise of the Machines, The Fault in Our Stars Has Been Banned in Schools, or Should You Let Your Kids Play Football?
3. In small groups, we discussed our reactions to the articles we had read and annotated.
4. In small groups, we shared information about the articles we read with classmates who had read different articles.
5. We reviewed the TEXT structure for writing academic paragraphs: T=topic sentence (introduction + claim), E=evidence to support the claim, X=explanation of how the evidence supports the claim, T=tie-up the ideas.
6. Individually, we each wrote a response paragraph to the article we had read and discussed.
7. Exit slip: Turn in your annotated article and paragraph.
For next time: Complete Vocab list #3. Bring your Writer's Notebook for notebook check #2.
Objective: Students will compose a focused and well-supported response to a news article.
1. Starter: Vocab list #3
2. We each chose one of three articles to read and annotate: Rise of the Machines, The Fault in Our Stars Has Been Banned in Schools, or Should You Let Your Kids Play Football?
3. In small groups, we discussed our reactions to the articles we had read and annotated.
4. In small groups, we shared information about the articles we read with classmates who had read different articles.
5. We reviewed the TEXT structure for writing academic paragraphs: T=topic sentence (introduction + claim), E=evidence to support the claim, X=explanation of how the evidence supports the claim, T=tie-up the ideas.
6. Individually, we each wrote a response paragraph to the article we had read and discussed.
7. Exit slip: Turn in your annotated article and paragraph.
For next time: Complete Vocab list #3. Bring your Writer's Notebook for notebook check #2.