Monday, April 11, :10 – 8:30 Review “Call it Courage” and be ready to discuss questions If finished, read your independent Read180 novel

Vocabulary Lesson 8:30-8:40

Word Study event revolt fumes govern bravery union

event

revolt

fumes

govern

bravery

union

Writing Lesson Being a Writer 8:40 – 9:05

WEEK 2 DAY 3 In this lesson, students will:  Explore how authors use supporting paragraphs in persuasive essays  Draft persuasive essays  Express interest in and appreciation for one another’s writing  Respectfully consider the opinions of others  Agree and disagree in a caring way

ANALYZE SUPPORTING PARAGRAPHS OF ESSAYS  Get your Student Writing Handbook, writing journal, and pencil  Sit at a desk next to your writing partner “Things We Notice About Persuasive Essays”  Review chart “Things We Notice About Persuasive Essays”  Good persuasive essays have a clear statement of opinion AND they also give reasons that support the opinion.

TODAY’S PLANS  Today we will look more closely at how authors of persuasive essays write and organize the reasons that support their opinions.  Then you will think about how you can make supporting reasons in your own essays more persuasive!

ARTICLE ANALYSIS  Turn to the article “WARNING: Too Much TV Is Hazardous to Your Health” on page 27 in your student handbook.  Yesterday we reread the first paragraph to see how the author captures the reader’s attention and states a clear opinion.  Today we will reread the body (middle paragraphs) of the essay.  Follow along and think about how the author has organized the essay.

ESSAY: WARNING: TOO MUCH TV…  Listen as I reread the opening paragraph to this essay and then the four paragraph headings. how the author organized the essay.  Remember, you are looking for how the author organized the essay.

ANALYSIS: ESSAY: WARNING: TOO MUCH TV…  Notice that after stating an opinion in the first paragraph, the author lists the four main supporting reasons that will be discussed more (TV undermines family time, harms reading and school performance, encourages violence, and promotes sedentary lifestyles and obesity).

CLASSROOM DISCUSSION  Why might an author want to organize his or her essay in this way?

ESSAY: WARNING: TOO MUCH TV…  Follow along as I reread the next two paragraphs aloud.  Each of these paragraphs gives more information about its heading, including facts and details from other resources (such as quotes from scientists and results of research studies).

CLASSROOM DISCUSSION  Why might an author want to add more facts and details about a supporting reason?

ARTICLE ANALYSIS  Now, turn to the article “School Uniforms” on page 32 in your student handbook.  We will reread the body (middle paragraphs) of the essay while you again follow along and think about how the author has organized the essay.

ESSAY: SCHOOL UNIFORMS  Listen as I reread the first four paragraphs. how the author organized the essay.  Remember, you are looking for how the author organized the essay.

ANALYSIS: ESSAY: SCHOOL UNIFORMS  Notice that after clearly stating an opinion in the opening paragraph, the author gives a reason that supports her opinion in each of the three following paragraphs and adds facts and details about each reason. (see next slide)

ESSAY: SCHOOL UNIFORMS  Now, let’s add “Author puts each supporting reason in its own paragraph” and “Author writes facts and details about each supporting reason” to our chart “Things We Notice About Persuasive Essays”

YOUR TURN  Reread the draft of your persuasive essay quietly to yourself.  Think quietly about the following questions as I read them to you one at a time.  What are the reasons that support your opinion?  Do you list any of your supporting reasons in your first paragraph? If you wanted to use this technique, what could you write?  What facts and details can you add to your essay to tell more about your supporting reasons?  Turn to your partner and share your thoughts.

PREPARING TO WRITE  Today during Writing Time, you will continue to work on your persuasive essay – giving reasons to support your opinion.  Please refer back to the two essays we looked at today to help you organize your own essays.  Some of you may want to do research to find facts and details about your reasons.  With permission, you may look on the Internet or in the class library (or school library) to find facts and details for your essay. Where might you look for information about the reasons you’ve chosen to research? What will you do to act in a considerate and responsible way as you research?

Independent Writing 9:05 – 9:25

INDEPENDENT WRITING  Work on your persuasive essay  Include reasons that support your opinion  Think about what you can add to give more information about your reasons

SHARING AND REFLECTING  Each of you will read one sentence from your essay that you feel is especially persuasive.  Listen carefully as your classmates share.  Think  Think about whether you agree or disagree with their opinion or reason.  You have 2 minutes to select your sentence.

CLASSROOM DISCUSSION  What sentences did you hear that made you curious?  What sentences did you hear that you agree with? Why? That you disagree with? Why?  How are we doing with respectfully listening to one another and talking about our opinions? What can we do better?

Restroom Break 9:25 – 9:30

Reading Lesson/Test Review (Author’s Purpose/Cite Evidence) 9:30 – 10:10

Reading Rotations 10:10 – 10:55

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