Students will develop several theses about fiction through discussion.
- Read aloud an engaging 32-page picture book, mentor text (an example of which is Fox, a text that provides strong examples of writer’s craft). A mentor text is often revisited throughout successive lessons on writing development.
- Have the class turn to a neighbor and share any strong feelings or ideas they may have about the story.
- Explain an author’s main goal is leave the reader with strong feelings or ideas about their story. Such ideas can be thought of as a thesis, an opinion or statement that serves as a main idea to be proved in opinion essays.
Explicit Instruction/Teacher Modeling(10 minutes)
- Read the first idea from the Thesis Discussion Activity sheet with your class.
- Have them imagine their sentence frame thesis, then turn and share it with a neighbor, along with their "how" and "why" details.
- Let several volunteers share their thesis and explanations to the whole class.
Guided Practice/Interactive Modeling(5 minutes)
- Have your class repeat the process with number two on the What’s Your Thesis? Activity sheet with a different partner with an added focus on listening well and repeating their partner’s views.
- Circulate the class, providing support with encouraging comments and probing questions, as needed.
- Allow volunteer presentations of partner’s thesis and detail explanations whole class.
- Evaluate best practices with your students from partner presentations.
Independent Working Time(15 minutes)
- Students complete the What’s Your Thesis? Activity sheet with partners of their choice.
- Check-in and coach students with guiding questions, as needed.
- Have students work in small heterogeneous groups, sharing the activities among them.
- Have students take on a limited number of theses and/or activities.
- Allow students to act as coaches to students who need more support.
- Allow students to create and explain new thesis frames that promote deep mentor text connections.
- Review student responses as you circulate the room during independent work time, noting strong and emergent understandings.
- Collect finished work and review for comprehension.
Review and Closing(10 minutes)
- Select thesis exercises and take volunteer student responses.
- Have students provide strengths and appreciations for shared presentations.
- Assign an exit ticket for a 2-3 sentence response stating which thesis they’d choose and why.