Standard(s):

CCSS.ELA-LITERACY.W.9-10.1.A

Draft a precise claim.

CCSS.ELA-LITERACY.W.9-10.1.B

Develop a claim by supplying evidence.

CCSS.ELA-LITERACY.W.9-10.1.C

Link the evidence and reasoning of an argument to the claim using words, phrases, and clauses.

Learning Objective(s):

Learning Objective A

I will be able to…

• develop a well-reasoned paragraph response through direct instruction, peer revision, or self-assessment that

• introduces a precise claim that clearly answers question posed in a CEL paragraph by using the question stem and the TAG of the text.

• W 9-10.1a

• cites specific textual evidence from an information text in support of a claim using TIP-C formatting in the form of a direct quote.

• W 9-10.1b

• explains and connects evidence and reasoning to claim in support of a specific claim.

• W 9-10.1c

• uses transitional words or phrases to connect ideas in a CEL paragraph, specifically at the beginning of sentences.

• W 9-10.1c

Learning Objective B

I will be able to…

• identify the following parts of a well-reasoned paragraph response utilizing highlighting techniques that...

• introduces a precise claim that clearly answers question posed in a CEL paragraph by using the question stem and the TAG of the text.

• W 9-10.1a

• cites specific textual evidence from an information text in support of a claim using TIP-C formatting in the form of a direct quote.

• W 9-10.1b

• explains and connects evidence and reasoning to claim in support of a specific claim.

• W 9-10.1c

• uses transitional words or phrases to connect ideas in a CEL paragraph, specifically at the beginning of sentences.

• W 9-10.1c

• develop a paragraph containing at least two of the four parts of the CEL paragraph.

Summative Assessment:

After reading the New York Times article “College Degrees Are Valuable Even For Careers That Don't Require Them” by David Leonhardt, develop a well-reasoned paragraph response in which you take a side on whether you agree or disagree with the claim “college degrees are valuable even for careers that don't require them.” Include the following in your response:

• CLAIM that uses the QUESTION STEM- CYAN
• TAG of the text (as part of the claim sentence)- BLUE
• TIP to introduce a quote- MAGENTA
• A direct quote from the text- RED
• A CITATION after the quote- MAGENTA
• A PARAPHRASE of the DIRECT QUOTE- LIGHT RED
• a LINK connecting the DIRECT QUOTE to your claim- GREEN
• a LINK explaining the IMPLICATIONS (SIGNIFICANCE) of the EVIDENCE- LIGHT GREEN
• any other TRANSITIONS- MAGENTA

Boxes 1 and 2- W 9.1a

Boxes 3 through 6- W 9.1b

Boxes 7 and 8- W 9.1c

Do Now- 20 minutes

Go to classroom and open the follow-along assignment. Continue from there.

Read the following infographic. After reading, develop an argument using one of the statistics to say why college is unnecessary or a bad decision. Make sure to include the following in your response:

• CLAIM that uses the QUESTION STEM- CYAN
• TAG of the text (as part of the claim sentence)- BLUE
• TIP to introduce a quote- MAGENTA
• A direct quote from the text- RED
• A CITATION after the quote- MAGENTA
• A PARAPHRASE of the DIRECT QUOTE- LIGHT RED
• a LINK connecting the DIRECT QUOTE to your claim- GREEN
• a LINK explaining the IMPLICATIONS (SIGNIFICANCE) of the EVIDENCE- LIGHT GREEN
• any other TRANSITIONS- MAGENTA

Check for Understanding- 15 minutes

Highlight your paragraph using the checklist. We will review two or more student responses chosen at random.

• Rephrases the question stem into a claim with the TAG (title, author, genre)
• Introduces the evidence using TIP (transition word or phrase, introduce speaker, purpose verb)
• Directly quotes relevant evidence from the text using quotation marks “”.
• Cites the direct quote by placing the author’s last name and page # in parentheses (last name 1).
• Rephrases the evidence into own words by paraphrasing (especially high level vocabulary words)
• Explains how the evidence supports or proves the claim
• Explains the implications (importance or significance) of the evidence
• transitions between sentences using words like “for example, this means, as a result…”

Direct Instruction: (30 minutes)

4 or less checks on the checklist

Collaborative Groups: (30 minutes)

5 or 6 checks on the checklist

Independent: (30 minutes)

7 or 8 checks on the checklist

Directions:

• Read as a group with the teacher and respond to the ActivelyLearn questions for “College Degrees Are Valuable Even For Careers That Don't Require Them” with Think-Pair-Share for each question.

Directions:

• Each group should elect one student to be leader. The leader is charged with making final decisions on how the group will answer each question.
• Read as a group and respond to the ActivelyLearn questions for “College Degrees Are Valuable Even For Careers That Don't Require Them” with Think-Pair-Share for each question.

Directions:

• Read and respond to the ActivelyLearn questions for “College Degrees Are Valuable Even For Careers That Don't Require Them.”

Teacher-Led: (30 minutes)

4 or less checks on the checklist

Collaborative Groups: (30 minutes)

5 or 6 checks on the checklist

Independent: (30 minutes)

7 or 8 checks on the checklist

Directions:

• Search for and place evidence in your evidence organizer in classroom. Students must properly fill out one claim with two examples.

Directions:

• Search for and place evidence in your evidence organizer in classroom. Students must properly fill out two claims with at least one example for each.

Directions:

• Search for and place evidence in your evidence organizer in classroom. Students should fill out the graphic organizer only if they feel it is necessary to write their summative paragraphs.

Independent (for teacher-led): 20 minutes

Independent: 20 minutes

After reading the New York Times article “College Degrees Are Valuable Even For Careers That Don't Require Them” by David Leonhardt, highlight a well-reasoned paragraph response to the claim “college degrees are valuable even for careers that don't require them.” Highlight according to the following checklist:

• CLAIM that uses the QUESTION STEM- CYAN
• TAG of the text (as part of the claim sentence)- BLUE
• TIP to introduce a quote- MAGENTA
• A direct quote from the text- RED
• A CITATION after the quote- MAGENTA
• A PARAPHRASE of the DIRECT QUOTE- LIGHT RED
• a LINK connecting the DIRECT QUOTE to your claim- GREEN
• a LINK explaining the IMPLICATIONS (SIGNIFICANCE) of the EVIDENCE- LIGHT GREEN
• any other TRANSITIONS- MAGENTA

After reading the New York Times article “College Degrees Are Valuable Even For Careers That Don't Require Them” by David Leonhardt, develop a well-reasoned paragraph response in which you take a side on whether you agree or disagree with the claim “college degrees are valuable even for careers that don't require them.” Include the following in your response:

• CLAIM that uses the QUESTION STEM- CYAN
• TAG of the text (as part of the claim sentence)- BLUE
• TIP to introduce a quote- MAGENTA
• A direct quote from the text- RED
• A CITATION after the quote- MAGENTA
• A PARAPHRASE of the DIRECT QUOTE- LIGHT RED
• a LINK connecting the DIRECT QUOTE to your claim- GREEN
• a LINK explaining the IMPLICATIONS (SIGNIFICANCE) of the EVIDENCE- LIGHT GREEN
• any other TRANSITIONS- MAGENTA

When you are finished, highlight your paragraph!

If independent students finish early and self-assess at a 7 or 8, they may choose to peer teach another student who has self-assessed at a 6 or below at any time during the lesson.