Using sources, the student find quotes that defend the argument that was made in the thesis, with a correct citation for each quote.
Time:
Forty five mintues
Pre-Instructional Activities:
How do you decide what movies you want to watch at the theater? Do you just randomly pick on? Most likely not. Usually someone has told you a movie is good and that makes you want to see it, right? What if someone you have never met walked up to you and told you to go see a specific movie; would you go see it? Chances are low. But what if your best friend tells you all about an amazing me he just saw. Are you more likely to see the movie now? Why? Probably because you know your best friend and his taste in movies, you trust his opinion. Same thing applies to writing, you just writing a fact does not make me believe it. That is why you source well respected sources to help you prove your point.
Content Presentation:
In the five paragraph essay, the three body paragraphs will explain each one of your three sub points. That is why you want to have a solid thesis statement, because each sub point has its own paragraph. The first sub point listed in your thesis statement will be body paragraph number one and so forth. The order can still change, since we just have a working thesis as of right now.
We have created a working thesis statement and found sources (both primary and secondary) on your topic. Within your thesis, you have listed three sup points that back up your argument, now it is time to find quotes from the sources you have already found that back up both your sub point and your argument.
Learner Participation:
Worksheet (found in resources), then have a peer look over the worksheet to make sure they are not missing any key information.
Assessment:
How will this help you in writing your essay? Do you see the benefit of finding quotes to back up your opinion? Why should you list all the information about the quote?
Follow-Through Activity:
Students read over their quotes, do they actually support the point they were trying to make? Do they want to change the quote after finding a better quote? Students will explain why they changed the quotes or why they kept them the same.