Why use modeling expectations strategy?

• Students learn the structure of a well-organized essay.
• Students learn how to develop a logical argument using the components of an argumentative essay.
• Students learn how to organize their essay.

Guided Planning

Materials (i.e. technology access requirements, room configuration, additional resources)

• Computers/laptops/tablets
• Whiteboard, Smartboard, or blank poster paper
• Model essay
• Poster of essay outline
• Writing partner
• Graphic organizers for modifications, if needed

Student Background Knowledge (How familiar are students with CERCA? What prior knowledge, skills or experience should students have?)

• Students should have basic familiarity with how ThinkCERCA works.
• Students should understand the following vocabulary terms: claim, evidence, reasoning, argument, counterargument, transition words.
• Students should have an understanding of the basic organization of an essay: introduction, body, and conclusion 

Instructions

1. Students read and analyze a model essay with their writing partner (A grade
level Thinkcerca text, an op-ed piece from a local paper, or a past student
paper can be used as a model.) [15 minutes]

Students consider the following as they read:

• Does the writer make a strong argument? How?
• Is the argument logical?
• Does the evidence and reasoning prove the claim?
• Is the essay well organized?
• How does the writer use transition words?
• What did the writer do well? What could the writer have done differently?
• Teacher guides as needed.
  
  

2. Students discuss whether the writer makes a strong argument using the
guiding questions in Step 1 with small groups. Teacher monitors and guides
students as they discuss. [10 minutes]

3. Students share their analysis with the whole class. As students share, the
teacher writes their ideas on the SmartBoard or poster paper. [5-10 minutes]

Teacher guides discussion to what makes a strong argument:

• Well-organized (introduction, body, conclusion)
• Supports and proves the claim through evidence and reasoning
• Logical (makes sense)
• Uses effective transition words.
  
  

4. Teacher shares a poster of essay outline. Teacher encourages students to
refer to the outline when writing to ensure their argument is well-organized and
logical. [5 minutes]

5. Optional: Have students complete an exit slip to assess their understanding. -[5 minutes] Suggestion:

• What is one thing you learned about making a strong argument?
• What is one question you still have?
  
  

6. Two options [15 minutes]:

• If students are already working on an essay, have them complete a self assessment using the rubric provided by ThinkCERCA
• If students have not started their essays, have them create an outline of their essay before writing.
  
  

Outcomes (What do students learn by utilizing this strategy?)

• Identify a strong argument.
• Authentic practice in speaking and listening skills.
• Practice in analysis and self-reflection.

Tips & Tricks

• Give a handout of the outline for students to keep.
• Group writing partners homogeneously.
• Options for small groups - group students homogeneously or heterogeneously.

Modifications

• Provide students with a graphic organizer when analyzing the model essay.
• Have students complete an outline graphic organizer before writing the essay.