Have you ever been left wondering, How do I write a thesis statement for an argumentative essay?

Slides:

Advertisements

Similar presentations

Have you ever been left wondering, How do I write a thesis statement for an argumentative essay?

Advertisements

How can I stretch my reasons to write strong body paragraphs? How do I extend my reasons? How do I extend my reasons? How do I begin drafting body paragraphs?

How do you gather evidence to support your argumentative essay?

How do you make the reader interested in reading your persuasive opinion essay?

How do you “hook” your reader in your opening paragraph?

How do you write a strong introductory paragraph for an argumentative essay?

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

You’ve been told to write a conclusion for your essay, but “How do you write a concluding paragraph for an argumentative essay?”

Are 4(5x + 2) and 4(5x) +4(2) equivalent expressions?

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

Have you ever thought of a great topic for an essay, but then wondered, “How do you gather evidence to support your argumentative essay?”

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

For example: The dog bit the boy. Actor focused The boy was bitten.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

MUSEUM Talking points: In this lesson, we will investigate how far $38 can go on a field trip to the state museum.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Have you ever thought of a great topic for an essay, but then wondered, “How do you gather evidence to support your argumentative essay?”

(in general… and for this essay)

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example, how can you use exponents to write

For example, what would the value of this numerical expression be?

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Your school principal has decided to stop having recess

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is our lesson objective. Keep it as short and student-friendly as possible. Put what they will learn in green and then how they’ll.

Imagine your family is trying to decide whether or not to get a pet

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do.

Find the first six multiples of 8.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Problem: Making friends? Let’s Review Main Characters: Dyamonde and Free Problem: Making friends? We know in Dyamode Daniel, the main characters are.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” or “Yeah, what.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

--This is our lesson objective

For example, if you have 3 4 of a giant candy bar and decide to eat 1 6 of it, how much of the candy bar will you be eating? LearnZillion Notes: --This.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

Find the first six multiples of 4.

92 4 = Not many of us know off the top of our head how many groups of 4 there are in the number 92.

Thesis statements.

The Thesis Statement in an Argument Essay is called a Claim Statement

Thesis Statement The summary sentence that supports your opinions and ideas The LAST sentence in the introduction paragraph.

Symposium Mini-Lesson #2: Point and Support Outlines

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

-Read question -”Would we say that it is very likely? Unlikely? Impossible?”

Marion cried and cried…and then cried some more.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For Example: Write a letter to your teacher explaining where you would like to go on a field trip and why. LearnZillion Notes: --This is your hook. Start.

(in general… and for this essay)

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

What can you do to solve a really tricky word problem?

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

x ft 30 ft 40 ft LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

For example: How do you show an increase of 12% over the original cost, if the original cost is $x? LearnZillion Notes: --This is your hook. Start with.

I wonder…2 _ 1 2 ? LearnZillion Notes:

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” Try to be specific.

LearnZillion Notes: --This is your hook. Start with a question to draw the student in. We want that student saying, “huh, how do you do X?” or “Yeah, what.

Presentation transcript:

Have you ever been left wondering, How do I write a thesis statement for an argumentative essay?

Let’s review the steps for writing an essay Let’s review the steps for writing an essay. Now that we’ve chosen a topic, it’s important that we start finding evidence that will support a strong argument. We have to have that evidence before planning to write, drafting, and then finally editing.

✓ ✓ ✗ School Lunches #1 Not enough food #2 Doesn’t taste good #3 Too much homework ✓ ✓ ✗ A common mistake that writers make is that they do not remain focused on the main topic of the essay. For example, if I have three supporting reasons for why school lunches need to be improved, I should look at them to see if they each fit. The first reason, “Not Enough Food” . . . Hmmmm, that fits. The second supporting reason, “Doesn’t taste good”, also fits. The third reason, “Too Much Homework”, hmmmm . . . If that is included, the essay will not remain focused, since homework does not have much to do with lunch.

✓ In the first step of the writing process, I did a free write about the topic of school lunches. Now, I want to look at that free write to help me determine the major claim of my essay. Let’s look at this free write. (Read) I worry about school lunches because the food does not taste good. When I go to lunch, there are not many options and we tend to get the same thing every day. The food doesn’t seem very healthy, since they serve us pizza and hot dogs most days. I wonder if they even consider health when planning the menu? Because I don’t like the lunches most days, I don’t eat very much and it is harder to concentrate in my afternoon classes with a growling stomach. Now, let’s break it down. First, the major topic of this free write is school lunches (CUE). I want to see what major points I made. (CUE) Oh, I see that I said that the food “does not taste good”. (CUE) I also see that I wrote that there are “not many options”. (CUE) And I went on to say that the “food doesn’t seem very healthy”. I then added several other things after each point in order to help my argument. (CUE) By reading it again, let’s see if I can determine my major claim by thinking about the points I was making. CUE THOUGHT BUBBLE: WHAT IS MY OVERALL? I think that my major claim is that (CUE and READ) “School lunches need to be improved.” TO BE A GOOD CLAIM FOR AN ARGUMENTATIVE ESSAY, IT MUST BE TRUE FOR MANY PEOPLE, NOT JUST ME. (CUE THOUGHT BUBBLE) DO OTHERS FEEL THIS WAY TOO? YES-EVERYBODY I KNOW IN SCHOOL THINKS THE FOOD IS TERRIBLE! CUE CHECK NEXT TO CLAIM

HERE ARE THE STEPS FOR WRITING A STRONG THESIS STATEMENT HERE ARE THE STEPS FOR WRITING A STRONG THESIS STATEMENT.CUE #1 (Read) CUE #2 (Read) It is very important to have a strong thesis statement that will set up and then guide the argument being made in the essay.

and the food is not very healthy.

I have a thesis statement, but now I need to figure out if my thesis statement will be effectIVE, but (CUE) “How do I determine if my thesis statement will be effective?” I am going to ask myself three questions. First, (CUE) “Did I state what I will be arguing?” In reading my thesis statement, I see that “School lunches need to be improved”, is what I’ll be arguing. (CUE) Secondly, I need to ask “Did I state the reasons for my argument?” Let’s see, (Cue) “the food does not taste very good”, (Cue) “not given many choices”, and (Cue) “not very healthy” serve as my major reasons. Alright, now I want to go back and ask myself, (Cue) “Does it clearly tell the reader what my essay will be about?” Since this is an argumentative essay, I WANT MY THESIS STATEMENT AS STRONG AS POSSIBLE, SO THE WORDING MUST BE AS TIGHT AS POSSIBLE. ONE TRICK WIRTERS KNOW IS IF YOU CAN SAY THE SAME THING IN LESS WORDS IT IS A STRONGER STATEMENT. can I use LESS language to MAKE a strong argument? Hmmmm . . . Will it be a stronger thesis statement if I drop the words “very” and “many”? (Cue and Read) “School lunches need to be improved, because the food does not taste good, students are not given choices, and the food is not healthy.” This thesis statement clearly and effectively states what my essay will be arguing.

HERE ARE THE STEPS FOR WRITING A STRONG THESIS STATEMENT HERE ARE THE STEPS FOR WRITING A STRONG THESIS STATEMENT.CUE #1 (Read) CUE #2 (Read) It is very important to have a strong thesis statement that will set up and then guide the argument being made in the essay.

Major Claim: School lunches need to be improved. LearnZillion Notes: --The “Guided Practice” should include 1 practice problem that targets the skill that was used in the Core Lesson. Use the same vocabulary and process you used in the original lesson to solve this problem. You’ll be making a video in which you solve this question using your tablet and pen, so all you need to do is write the question on this slide.

LearnZillion Notes: --The “Guided Practice” should include 1 practice problem that targets the skill that was used in the Core Lesson. Use the same vocabulary and process you used in the original lesson to solve this problem. You’ll be making a video in which you solve this question using your tablet and pen, so all you need to do is write the question on this slide.