Direct/modeling Materials: Independent -LDOE Texts reading -TMAT: Rubrics -SA: Previous summaries and notebooks -Direct students to locate texts in their course packet. -Provide BRIEF historical background for both texts, to be taken as notes. -Provide each TT member a copy of argument/counterargument notes. TT Explain to students that they will be writing their first essay comparing the two texts. This essay will be a "practice essay" for the research-based essay due at the end of the nine weeks. The essay will be argumentative. Explain that they will be conducting research on a topic selected from a list, and that they should keep this topic in mind as the lessons continue. Explain that they will be guided through the writing process when the time comes, and that they should make a point to learn all they can about writing using rhetorical devices and proper mechanics in a formal composition. Whole Group Then provide time to have a mini-lesson on paragraph development, giving time for feedback and questions. -Analytical Summary for struggling writers. To be used with research proposal: “formula” a. Introduction/Attention getting sentence b. Thesis/Main idea statement c. Supporting Example 1 -Evidence 1 --Commentary and transition d. Supporting Example 2, -Evidence 2 --Commentary and transition e. Supporting Example 3 -Evidence 3 --Commentary and transition into conclusion f. _Conclusion/Thought-Provoker
Direct/modeling Independent reading TT Whole Group Materials: -LDOE Texts -TMAT: Rubrics -SA: Previous summaries and notebooks -Direct students to locate texts in their course packet. -Provide BRIEF historical background for both texts, to be taken as notes. -Provide each TT member a copy of argument/counterargument notes. Explain to students that they will be writing their first essay comparing the two texts. This essay will be a "practice essay" for the research-based essay due at the end of the nine weeks. The essay will be argumentative. Explain that they will be conducting research on a topic selected from a list, and that they should keep this topic in mind as the lessons continue. Explain that they will be guided through the writing process when the time comes, and that they should make a point to learn all they can about writing using rhetorical devices and proper mechanics in a formal composition. Then provide time to have a mini-lesson on paragraph development, giving time for feedback and questions. -Analytical Summary “formula” for struggling writers. To be used with research proposal: a. Introduction/Attention getting sentence b. Thesis/Main idea statement c. Supporting Example 1 -Evidence 1 --Commentary and transition d. Supporting Example 2, -Evidence 2 --Commentary and transition e. Supporting Example 3 -Evidence 3 --Commentary and transition into conclusion f. _Conclusion/Thought-Provoker