Grade 8 ELA Module 2A, Unit 2, Lesson 12

Stacks of books.

• In this lesson, students start a Writing Improvement Tracker that they will return to after writing the essay in each module for the rest of the year. The purpose of this is to develop students’ awareness of their strengths and challenges, as well as ask students to strategize to address their challenges. Self-assessment and goal-setting helps students take ownership of their learning. To begin, students will review the rubric from their essay in Module 1 and complete the Writing Improvement Tracker from Module 1. If rubrics from Module 1 are not available, pass out blank New York State Expository Writing Evaluation Rubrics and ask students to recall as best they can.
• During Work Time Part B, consider working with students who still need help understanding what an argument essay is or how to write a claim with reasons and evidence for an argument essay.
• In advance: Make sure students have access to their essay rubrics from Module 1. If the completed rubric is not accessible, provide a blank version of the rubric used in Module 1.
• Review exit tickets from Lesson 10 to make sure all students are starting with appropriate claims and reasons.
• Prepare the following passage from the model essay to post, either on board, chart paper, or with the document camera.
• When Jem and Scout walk by her house, Mrs. Dubose would not let any small transgression go by without commenting on it. For instance, Scout says, “If I said as sunnily as I could, ‘Hey, Mrs. Dubose,’ I would receive for an answer, ‘Don’t you say hey to me you ugly girl! You say good afternoon, Mrs. Dubose!’” (99) This shows that Mrs. Dubose holds high expectations of others, even if they make a small mistake.

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Common Core Learning Standards

CCLS State Standard
W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are...

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