And if they forget a step and finish….well, you may want to warn your neighboring classrooms.Tags: Critical Thinking Lesson Plans For Middle SchoolYusef Komunyakaa EssaysHow To Do A Persuasive EssayStudents Should Have HomeworkMechanical Engineer Term PaperHow To Write An 5 Paragraph EssayDo The Ends Justify The Means EssayBusiness Plan For A SchoolTranlating English Essays Into Spanish
(This lesson actually comes from my argumentative unit, which will be released on TPT in September.
If you’d be interested in hearing more about that unit and when it’s available, click here!
This was an effective one-off lesson, but it was difficult to revisit. I wanted to share with you how I use it so that maybe you can get some ideas on how to make these abstract-logic-intensive units a little more concrete, too. Your evidence is like putting on one strap of the seatbelt. Mentioning your claim at the end of this process is like snapping it all together.
Here’s what I do to introduce it: I explain: “In order for your reader to stay with you, you need to strap him into that roller coaster argument properly for the entire time. Stating your claim is like sitting your reader down on your roller coaster. And each part is to keep your reader from falling off your thinking.
I yell and fall off the chair and make as dramatic a scene out of it as I can).
Afterwards, we talk about what they forgot to do that made me fall off their coaster/argument and die. After acted it out a couple times, have the rest of the class act out what they hear.) For the rest of the unit, I keep coming back to this analogy.We use it to talk about weak evidence (puny straps made of yarn) and strong evidence (steel bars), as well as the need for reasoning to match the strength of the evidence (uneven straps are awkward).Without one of those steps, well..good-bye to your reader.#teachingargumentativewriting #argumentativewriting #persuasivewriting #teachingwriting #claimsevidencereasoning" width="600" height="400" srcset="https://i0com/teacheroffduty.com/wp-content/uploads/2018/08/Copy-of-Claims-Evidence-Reasoning-1.png?Plus, it honors the knowledge that students already have about making arguments–because they have a .So we start Philosophical Chairs, stop 1/3 through, chat about roller coasters, and then continue on. Click here if you want my full lesson plan, powerpoint, and handout that I use for introducing this analogy with philosophical chairs–complete with dramatic pictures of cartoon people flying off of roller coasters..#teachingargumentativewriting #argumentativewriting #persuasivewriting #teachingwriting #claimsevidencereasoning " data-medium-file="https://i0com/teacheroffduty.com/wp-content/uploads/2018/08/Copy-of-Claims-Evidence-Reasoning-1.png?fit=300,200" data-large-file="https://i0com/teacheroffduty.com/wp-content/uploads/2018/08/Copy-of-Claims-Evidence-Reasoning-1.png? fit=600,400" class="size-full wp-image-990 aligncenter" src="https://i0com/teacheroffduty.com/wp-content/uploads/2018/08/Copy-of-Claims-Evidence-Reasoning-1.png? resize=600,400" alt="To teach Claims, Evidence, and Reasoning, I use a metaphor of taking your reader on a rollercoaster.I thought some sort of hook analogy might work–maybe a visual with strings and clips to show how reasoning attaches your evidence to your claim.I followed a fantastic Lucy Calkins lesson once where I wrote evidence on pieces of paper and lined them up on the floor, encouraging students to explain how each piece of evidence got me from claim a to claim b (which magically gave me powers to hop along the evidence). That analogy was: Ok, ok, it may not seem like much, but I found there was a lot of value to be squeezed out of this visual.