1. Evaluating Body paragraphs

2. Bellwork: Grab your clickers & Please copy the learning goal in your notes today. Prepare to take Cornell Notes Learning Goal The student will be able to analyze and evaluate effectiveness of the claim, evidence and explanation/elaboration within a body paragraph.

3. Essay Topic How animals help Temple Grandin with autism

4. Learning Scale 1.I don’t know how to evaluate the claim, evidence and reasoning within a paragraph. 2.I’m beginning to understand how to evaluate the claim, evidence and reasoning within the paragraph. 3.I know how to evaluate the claim, evidence and reasoning within the paragraph by asking a series of specific questions. 4.I know how to evaluate the claim, evidence and reasoning within the paragraph by asking specific questions and can apply this knowledge to produce a well justified and supported response. Non-Response

5. Instructions In pairs, you will evaluate each other's body paragraph by assessing the effectiveness of the claim, evidence and reasoning. Trade your Thesis statements and body paragraphs with your neighbor.

6. Evaluating The Claim Read your neighbor’s thesis statement and the body paragraph. Key Question : – Does the thesis statement keyword align with the topic sentence keyword of the body paragraph? We will evaluate the alignment of the thesis statement to the body paragraph by highlighting the keyword of the thesis with the keyword of the topic sentence.

7. Learning Scale: Does the Topic Sentence Align with the Thesis statement? 1.Topic/main idea sentence is missing or does not properly introduce topic. 2.The student uses the same keywords (or synonym) in the sentence- but no argument is present. 3.Yes, the student is able to use the same keywords (or synonym) in the topic sentence to present the same argument from the thesis. Non-Response

8. Evaluating The Claim in Pairs Evaluate pair share. – After reading the claim, take 60 seconds to discuss the quality of your topic sentence with your neighbor: – Write down your findings and recommendations on a notecard. – Key Question : Does the thesis statement keyword align with the topic sentence keyword of the body paragraph? – What specific advice can you give to your neighbor to improve their topic sentence?

9. Evaluating The Claim As a Whole Class Document camera Read The Sentence Critique the claim Formulate some Recommendations through class discussion

10. Evaluating The Evidence in pairs Highlight the evidence After reading your neighbors’ transition and evidence, and evaluate their transition and evidence. Take a few moments to discuss your findings and make recommendations for them to your notecards. Key Questions : – Does the evidence adequately prepare the reader to make sense of the argument? Does it make sense to the reader? – Is there enough evidence to prove the claim to be true? – Is the evidence relevant (aligned to the claim)? – What does my neighbor need to do to improve the evidence? More support & elaboration More research

11. Learning Scale: Is There sufficient (enough) Evidence? 1.The student has no or irrelevant evidence to support the claim 2.The student has provided little evidence to support the claim 3.The student has provided enough evidence to support the claim 4.The student has provided a paragraph with multiple strands of relevant evidence. Non-Response

12. Evaluating The Evidence as a Whole Class Document camera Read The Sentence Evaluate the evidence Formulate some Recommendations through class discussion

13. Evaluating The Reasoning in Pairs Highlight the reasoning sentences within your neighbors body paragraph. Reread the entire body paragraph Take a moment to critique your findings and formulate some recommendations on your note cards. Key Questions: – Does the reasoning say why the evidence proves your argument? – Do the reasoning sentences contain keywords a synonym of the keyword from the topic sentence? – Is the reasoning relevant? – Does it align with the thesis and topic sentence by directly arguing the subject, from the topic sentence?

14. Evaluating Reasoning

15. Reasoning Evaluation Scale 1.There is no/incomplete reasoning sentence 2.The reasoning is presented but it based on faulty logic i.e. generalization or begging the question or it does not fully explain how the evidence supports the claim. 3.The reasoning is present as the student has shown the cause and effect relationship between the research and the hypothesis (thesis statement and topic sentence). Non-Response

16. Evaluating The Reasoning as a Whole Class Select a pair Document camera Read The Sentence Critique the reasoning Formulate some Recommendations through class discussion

17. Learning Scale 1.I don’t know how to evaluate the claim, evidence and reasoning within a paragraph. 2.I’m beginning to understand how to evaluate the claim, evidence and reasoning within the paragraph. 3.I know how to evaluate the claim, evidence and reasoning within the paragraph by asking a series of specific questions. 4.I know how to evaluate the claim, evidence and reasoning within the paragraph by asking specific questions and can apply this knowledge to produce a well justified and supported response. Non-Response

18. Closing Discussion & Review What was the purpose of today's lesson? To what extent did it enhance your achievement of our units learning goals? What questions did it raise? What problems, if any, did you encounter?

19. Work Cited Marzano, Robert and Brown, John. A Handbook For the Art and Science of Teaching. Alexandria VA. 2009. ACSD. print.