• Students’ peer review of their first drafts will indicate whether they are prepared to revise and write their final letters.

Focus Question: How can I use argumentative writing strategies, key transition words, and varied sentence structure to communicate my claim/opinion?

Part 1

Distribute and briefly discuss the list of transitions on the Transitions handout (LW-7-2-3_Transitions.docx) and how they function to connect like ideas, or give the reader a clue that an opposing point is next, or signal that a conclusion will follow. “Transitions are very important. Without transitions, our thoughts and comments would not connect with each other well. Transitions are much like bridges; they provide a smooth transfer from one area to another. They enable the reader to see the logic of the writer’s position and supporting reasons and the relationship between ideas.”

Distribute the Letter Format handout (LW-7-2-3_Letter Format.docx), the Argumentative Letter Assignment (LW-7-2-3_Argumentative Letter Assignment.docx), and the PSSA 6–8 Argumentative Scoring Guidelines (LW-7-2-3_PSSA 6-8 Argumentative Scoring Guidelines.docx). Thoroughly discuss all three, answering students’ questions as you go.

Instruct students to use their map/outline to write a draft of an argumentative letter. An online letter generator is available at https://www.readwritethink.org/files/resources/interactives/letter_generator.

Refer students to the Example of Argumentative Letter (LW-7-2-2_Example of Argumentative Letter.docx) distributed in the previous lesson that is a model for turning each of the reasons from their maps into supporting paragraphs in their letters. Model this process for them by using your sample topic, thesis, and reasons in your map from the previous lesson.

Circulate through the room as students are drafting their letters, assisting students who are in need of more guidance.

Language Skills Mini-Lesson

When students have completed their drafts, take 10 or 15 minutes to illustrate examples of various sentence types students might use to add sentence variety to their drafts.

“Let’s look once more at the example of an argumentative letter—the one about joining the jazz choir. The writer of this letter uses a variety of sentences to make her points, which keeps the letter interesting to read. Here are some sentences from the letter.”

Make these sentences available for students to view:

1. Additionally, I have proven myself to be a dedicated student.
2. Rehearsing and performing with jazz choir will make me a truly happy teenager, and I am excited to join.
3. If I join jazz choir, many of my Saturdays will be spent rehearsing or performing.

Explain that sentence 1 is a simple sentence because it contains a subject and a verb and expresses a complete thought (also known as an independent clause).

“How is the structure of sentence 2 different from sentence 1?” Students should notice that sentence 2 is actually two complete sentences or independent clauses joined by the word and. That makes it a compound sentence.

Help students to see that sentence 3 contains a dependent clause (“If I join jazz choir”) and an independent clause (“many of my Saturdays will be spent rehearsing or performing”) The independent clause could stand as a sentence all by itself. Sentence 3 is an example of a complex sentence.

Have students take the quiz at http://eslbee.com/cgi-bin/quiztest.cgi?helenkeller to check their understanding. If you do not have access for all students, use a Smart Board or similar method to show the quiz, have students write down their answers, and then turn them in. A key is provided for your use (LW-7-2-3_Sentence Types Exercise KEY.docx). Discuss the answers after students have finished.

“As you prepare to review and revise your argumentative letter drafts, look to see whether you have included a variety of sentence types to keep your reader engaged and interested in what you are saying.”

Part 2

“I will now hand out the Argumentative Letter Revising and Editing Guidelines.” (LW-7-2-3_Revising and Editing Guidelines.docx). Model for students how to use this resource. Use a draft essay of the sample topic that you have been modeling, and walk through the thought process for each question.

“Now take some time to look at these guidelines with regard to your draft. Write down where and how you will improve your draft.

“Now let’s discuss your intended revisions in pairs. Exchange papers and let your partner read your draft as is. Then get together to explain your proposed changes to your partner and why you will make them. If you are the listener, make sure you agree with the changes your partner intends to make. Speak up if you do not agree, and tell your partner why. Also look for places where there will be no changes, and see if you have any suggestions. Write down all of your and your partner’s suggested changes so you have a record of them. All writers revise and review. This is what allows us to improve.”

Part 3

“Incorporate your revisions and the revisions from working with a partner into your final draft to turn in at the end of class. When you revise, ensure that your writing is clear and free of grammar and usage errors.”

Collect final copies of the letters from students.

The final draft of the letter should be scored according to the scoring rubric in the End-of-Unit Assessment or the PSSA Argumentative Scoring Guidelines 6-8 (LW-7-2-3_PSSA 6-8 Argumentative Scoring Guidelines.docx).

Extension:

• If appropriate, encourage students to deliver their letters to the audiences for the letters.
• Students who might need additional practice in revising will benefit from seeing an example of a revised/marked-up letter.
• Students who might need additional practice during the revising and editing stages may make appointments to conference one-on-one with you.