Students will continue the routine of their weekly self-generative writing.
Students will download a t-chart to type into.
Students will read 4 additional articles about the banning/not banning of balloons.
Students will record reasons and evidence from each article into their t-chart.
Students will upload their t-charts.
Students will write a counterclaim to your claim which includes a reason that they can easily and confidently refute.
Estimated Time: 30 Minutes
Students will download this week's journal document and continue to keep a journal of this unprecedented time in their lives. They should write for 8 minutes each day about their experiences.
Students will continue to review argumentative writing techniques and recall their instruction about evidence to discover additional reasons and the supporting evidence in non-fiction text.
Students will recall how to create a counterclaim and then generate their own for the argumentative topic they read about.
3 Quick Things to Know:
- Writers observe the world around them and their experience living in it to generate their own writing.
- Reading closely and deeply for understanding is a life skill.
- It is important to understand the multiple sides of an issue in order to make an informed opinion.
- Journal for 8 minutes.
- Download a t-chart.
- Read 4 articles (2 in support of banning balloons and 2 against this ban)
- Students will find reasons and evidence to support both sides of the issue and will write these onto their t-charts.
- Upload the t-chart to Canvas.
- Closure Activity: Generate a counterargument sentence that highlights one reason that supports it.
GO TO YOUR CLASS'S CANVAS PAGE: Begin with START HERE and LISTEN TO THE SCREENCAST before working your way through the entire module through the LAST Closure activity.