Grade 7 ELA Module 2A, Unit 1, Lesson 13

Student writing at her desk in classroom.

In this lesson, students begin the writing process for the End of Unit 1 Assessment, an argument essay on Lyddie. In the design of this lesson and the lessons that follow, the following criteria were used to define argument writing:
* The goal of argument writing is for the reader to acknowledge the validity of the claim (not necessarily be persuaded by it).
* Appropriate evidence is used and analyzed logically to support the claim. This evidence is usually organized into reasons.
* The author considers the reasons and evidence for them before articulating the claim.
* The author acknowledges a counterargument in his or her writing.
• The model essay is about the decision that Lyddie makes to go to Lowell to work in the mills. The model essay is intentionally written about the same text (Lyddie) that students also will write about so that students are familiar with the context. However, the model essay does not use exactly the same examples and information that the student essay will use.
• Students will need the model essay in subsequent lessons, so ask them to keep their copy.
• The writing process for the argument essay is similar to that of Module 1. The rubric for this assignment is based closely on the New York State Expository Writing Rubric. Because the students are already familiar with that rubric, the rubric analysis built into these lessons will not be as in-depth as it was in Module 1.

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Common Core Learning Standards

CCLS State Standard
W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
W.7.4 Produce clear and coherent writing in which the development, organization, and style are...

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