LESSON FIVE:  Continue the Writing Process:  Drafting

 

LESSON DESCRIPTION

Students use the argument chart graphic organizer they started during lesson four.  Students consider audience, purpose, format, details and supporting evidence, and opposing viewpoints.  Provide an environment conducive to the drafting process. Recognize differences in students’ needs for both quiet and stimulation during the drafting process.  Drafting not completed during class will be assigned as homework. 

 

GRADE-LEVEL EXPECTATIONS

W3C  Write multi-paragraph expository (exposition/expository writing) and persuasive (persuasive writing/argument) essays with

§         an effective thesis statement

§         effective paragraphing

§         convincing elaboration through specific and relevant details

§         originality and individual perspective

§         individual style and voice

 

LESSON MATERIALS

§         Sources of Literature

Continue use of readings from earlier lessons as needed

 

§         Supplies

Chalkboard, white board, or other area for suggested writing topics and timeline should remain visible for the duration of the writing process

 

§         Handouts provided

o        Argument Chart

o        Writing Prompt Scoring Guide

 

§         Words to know

 

o        pre-writing o        audience o        persuasive writing/argument o        exposition/expository writing

o        style o        voice o        graphic organizer

 

FORMATIVE ASSESSMENT

Collect and review students’ pre-writing and/or drafting as needed.  Graphic organizers might be included.

  

LEARNING ACTIVITIES

 

1.        Direct students to begin drafting their persuasive essays using the pre-writing argument chart graphic organizer from the previous lesson. Discuss a drafting plan that may include audience, purpose, format, evidence, and points of opposition.  Remind students to refer to the Writing Prompt Scoring Guide provided in the previous lesson.