Teacher:

Date(s):

Lesson:

Yeraldine Rodriguez

Friday - 12/11/2015

SB 2.16 - To Introduce and Conclude

Essential Questions:
1. What role does advertising play in the lives of youth?
2. What makes an effective argument?
NVACS/ Standard(s):
RI.7.5 - analyze the structure an author uses to organize a text, including how the major sections contribute to the whole
and to the development of the ideas.
W.7.1a - Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1e - Provide a concluding statement or section that follows from and supports the argument presented.

Language Objective (student-friendly):

I will analyze and identify the components of an introductory and a concluding paragraph in an argumentative
essay.
Lesson Introduction/Warm-Up: Standard 1-New Learning is Connected to Prior Learning and Experience
Complete the Before Reading graphic organizer on page 158. Students will fill in what the know already about
introductions and conclusions.
NEPF IS 1.2 - teacher makes connections between previous learning and new concepts and skills.
Concept and Skill Development: Standard 2-Learning Tasks have High Cognitive Demand for Diverse
Learners

review components of introductions and conclusions

analyze an introduction and conclusion in a sample student essay
collaboratively discuss observations
create an introduction and a conclusion about our class paragraph

NEPF IS 2.2 - tasks place appropriate demands on each student. Tasks are broken down into smaller steps to
ensure all students are successful
Practice: Standard 3- Students Engage in Meaning-Making through Discourse and Other Strategies
High Level Questions What makes a successful introduction to an argument?
What does the speaker do to introduce the argument?
What makes a successful conclusion to an argument?
What does the speaker do to conclude the argument?
1. Students will chunk the text by boxing the first paragraph and the last paragraph. Then, they will
count the sentences in each.
2. Students will closely read the introduction and conclusion and label the function of each

sentence.
3. Students will discuss their observations by answering the After Reading questions.
4. Groups will construct an introduction and a conclusion for our class essay on school uniforms.
5. During the second hour of the block, students who completed the homework assignment will
complete the following activities: On Google Class, they will share one of their dialectical journal entries
with the class. Then, they will read others entries and comment on them. Using the app Pic Collage on
the Ipads, they will create a collage of their favorite moments and their favorite quotes from Crispin.
They will share their collage with the class.
6. Students who did not turn in their homework will complete the following activities; They will
complete their missing homework assignment. When they finish, they will write two paragraphs on why
it is important to complete their homework assignments.
NEPF IS 3.3 - teacher assists all students to use existing knowledge and prior experience to make connections
and recognize relationships.
Closure: Standard 4-Students Engage in Metacognitive Activity to Increase Understanding of and
Responsibility for Their Own Learning
Ticket out the Door: What did you learn today? Why did you learn this? How do you know that you have
learned it?
NEPF IS 4.1 - teacher and all students understand what students are learning, why they are learning it, and how
they will know that they have learned it.
DOK 1: Recall: review components of introductions and conclusions
DOK 2: Concept/Skill: analyze an introduction and conclusion in a sample student essay
DOK 3: Strategic Thinking: collaboratively discuss observations
DOK 4: Extended Thinking: create an introduction and a conclusion about our class paragraph
Standard 5- Assessment is Integrated into Instruction
Check that students are able to identify the components of introductions and conclusions. Review as necessary
during the embedded assessment.
NEPF IS 5.4 - teacher adapts action based on evidence generated in the lesson for all students.
Supplementary Materials:
student folders and notebooks, highlighters
Potential Modifications to Lesson:
If students are struggling, co-construct the intro and conclusion as a class.