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    How To Deconstruct An Article

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    maj1k123
    This three-part lesson teaches students to identify the components of a persuasive/argumentative essay. In part one, students learn to highlight different sections of an example essay using colored pens. They identify the background/hook, thesis statement, body paragraphs, counter-argument, and conclusion. The teacher models deconstructing paragraphs, has students practice, and assesses understanding through thumbs up/down activities. The goal is for students to understand the organizational structure of a persuasive essay.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    How To Deconstruct An Article

    Uploaded by

    maj1k123
    409 views2 pages
    This three-part lesson teaches students to identify the components of a persuasive/argumentative essay. In part one, students learn to highlight different sections of an example essay using colored pens. They identify the background/hook, thesis statement, body paragraphs, counter-argument, and conclusion. The teacher models deconstructing paragraphs, has students practice, and assesses understanding through thumbs up/down activities. The goal is for students to understand the organizational structure of a persuasive essay.

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    How to Deconstruct an Article

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    How to Deconstruct an Article

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    This three-part lesson teaches students to identify the components of a persuasive/argumentative essay. In part one, students learn to highlight different sections of an example essay using colored pens. They identify the background/hook, thesis statement, body paragraphs, counter-argument, and conclusion. The teacher models deconstructing paragraphs, has students practice, and assesses understanding through thumbs up/down activities. The goal is for students to understand the organizational structure of a persuasive essay.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    409 views2 pages

    How To Deconstruct An Article

    Uploaded by

    maj1k123
    This three-part lesson teaches students to identify the components of a persuasive/argumentative essay. In part one, students learn to highlight different sections of an example essay using colored pens. They identify the background/hook, thesis statement, body paragraphs, counter-argument, and conclusion. The teacher models deconstructing paragraphs, has students practice, and assesses understanding through thumbs up/down activities. The goal is for students to understand the organizational structure of a persuasive essay.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    Deconstruction Lesson Part 1 of 3

    Identifying Components of Persuasive/Argumentative Essays


    Learning Targets:
    By reading a persuasive/argumentative example of writing, students identify/review
    components of persuasive/argumentative essay.
    tandards: !eading for Information
    7.04 Identify and trace the development of an authors argument, point of view, or perspective.
    (7.6.6)
    7.05 Analyze a variety of text to determine the type and purpose of the organizational structure
    being used. (7.7.3)
    .
    "ateria#s:
    1. Copy of Color for Identifying Parts of Persuasive/Argumentative Essay sheet. *
    (1 per student) tudent sheet is !lac" # white.
    $. Copy of Dear Mom: Macaroni & Cheese persuasive student letter. (1 per student)
    %. Colored highlighters or pencils (!lue, green, red, yellow)
    &. 'ata pro(ector, document camera, or overhead pro(ector.
    "ode#ing $I do%:
    )ro(ect on*line color version of Color for +dentifying )arts of
    )ersuasive/,rgumentative -ssay organi.er and students highlight sections with
    appropriate color.
    /ead class in reading and chec" for understanding of ideas/terms of the Step!pto
    "riting color code.
    0se pro(ector to do a #hin$ Aloud of the introductory paragraph of the Dear Mom
    letter. +dentify the !ac"ground/hoo" and the thesis statement and use the Step!p
    colors if your technology allows.
    'o formative #hum%s !p/Do&n assessment to see if students are ready to move on
    to the !ody paragraphs. (tudents will have a chance to practice with an introductory
    paragraph in )art $ of the lesson.)
    1odel one !ody paragraph and do another #hum%s !p/Do&n assessment
    &uided Practice $'e do%:
    ,fter modeling one !ody paragraph, if students are ready, give them an opportunity
    to try it wor"ing with a partner. 2ave them deconstruct paragraph two or three using
    colors.
    ,gain, #hum%s !p/Do&n formative assessment.
    Angela Gadbois
    "ode#ing $I do%:
    1odel deconstruction of re!uttal # conclusion paragraphs using colors.
    tudents will have a chance to practice this in )art $ of the lesson.
    C#osure:
    3eview !y as"ing students to #urn and #al$ to descri!e what will !e found in the paragraphs
    of a persuasive/argumentative essay. 4ell students you will call on non*volunteers to share
    out.
    +ntroductory paragraph
    Body paragraphs
    Counter*argument and re!uttal paragraph (what are counter*argument and re!uttal)
    Concluding paragraph
    Assessment C(ec) for *nderstanding
    Clearest/1uddiest point exit slip
    !ef#ection:
    !esources + !eferences: $adapted from, ac)no-#edgments%
    * Based on Step !p to "riting curriculum.
    Angela Gadbois

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