Grade 7 ELA Module 2A, Unit 1, Lesson 15

Stacks of books.

In this lesson, students analyze the model argument essay in more depth than they did in Lesson 13. Students focus on the model essay in this lesson because, unlike with narrative writing, students generally do not have lots of experience reading argument writing. To be able to write in a particular form, students need to have a deep understanding of its elements.
• Students need a model to emulate in order to successfully push their writing, much like a basketball player imitating the moves of a professional in order to improve his or her play. It is good for students to imitate the structure of a model argument essay to show they can do the thinking that an argument essay requires. To make sure the students are assessed on their own thinking, the model essay is focused on another decision that Lyddie makes. It is similar to the essay prompt, but students will not be able to use the ideas in the model essay in their own writing.
• The goal of students’ analysis of the model is to be sure they understand the claim, reasons, use of evidence, and the structure of an argument essay. Students reread the model several times, each time with a different purpose. Rereading will help students internalize the model essay, supporting their own essay writing in Lesson 18.
• In their own essay later in this unit, students will build on the skills they developed in Module 1, including the use of quotes. In Module 1, the focus was on students citing and punctuating quotes correctly (see Module 1, Unit 2, Lesson 11). Students are expected to continue to do this. But the new learning focus here is specifically on how to use a “quote sandwich.”

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Common Core Learning Standards

CCLS State Standard
RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is...
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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