Grade Level: 10th Grade Subject: Language Arts Theme/Focus: Writing a Persuasive Essay DAY #2 of 16 Materials: 1.

Pen and Paper. Objectives: Develop Claims and Counter-Claims fairly. Supply evidence while considering strengths and limitations. Students will be able to: Develop a claim considering is counterparts. Essential Questions: How do I choose a persuasive essay topic? Introduction/Focus Set: Today we will be choosing topics for our persuasive essay and establishing what to consider when choosing a topic. Anticipatory Set: When choosing a topic it is important to pick a something that you have a strong opinion on but also a topic that has enough research to support your opinion. Introductory Activity: Students will be provided a dialectical journal style template to brainstorm ideas. One side is a column for topics on the opposite side is a space for potential pros and cons of that topic. As a class we will brainstorm ideas.

Instructional Input: I will model the process that I use when choosing an essay topic on the overhead.

Procedure:
1. Follow-up on yesterdays lesson and preface todays. Today we will work on choosing a topic. 2. Brainstorm topics as a group. Model thinking on how to choose a topic from the ideas brainstormed as a class. 3. Explain that one way to narrow a topic is to take a few minutes and write as much as I can about each topic. Generally, I pick the topic I can write the most about. 4. Explain that when I choose a topic I know I can do a better job persuading the reader if I can write a lot about that topic. 5. Students perform a quick write reflecting on the strengths and limitations of their topic. 6. Students take time to reflect on their quick writes. 7. Students break into groups to discuss their topics. 8. Students individually come and discuss their topics with me as a way to check for understanding.

Guided Practice: Students take a few minutes to record topics and ideas in their dialectical journal. Students then narrow possible ideas to three and do a quick write. Students will spend some time writing about each topic. Additional time will be provided for students to read-over and reflection on what they have written. Group Practice: After students have completed a quick write they will break into small groups, discuss their possible topics, and reflection with their group members. Groups will provide feedback on each others topics. Assessment: As students work in groups, I will individually call students to come discuss their ideas.