Lesson 39: Argument Essay, Drafting an Introduction

Prepare students to reflect on their understanding of the Performance Task and set a clear goal for their writing.

Turn and Talk

Instruct students to take out their Performance Task questions from the previous lesson’s homework.

Say these Directions: For homework, you reviewed the Performance Task requirements and noted any questions you have about the task. Today, you will begin writing your introduction, so you will also set a goal for your writing.

Say these Directions: Discuss with a partner anything about the Performance Task you’re unclear about, and a writing goal you would like to focus on.

Will we use our claim in our introduction? (yes, and you may reword it slightly after deciding on the rest of the paragraph) I’d like to set a goal to find a creative way to begin my introduction and to include my claim.

Invite several students to share their questions and goals with the class. Clarify misunderstandings about the Performance Task as needed.

Connection to Today’s Learning

• Say: In the last lesson, you gathered evidence and finalized a claim about whether Animal Farm shows ideals being preserved, corrupted, or both. Today, you will use the rubric and an exemplar to understand expectations and begin drafting the introduction to your argument essay.

Prepare students to examine the Performance Task Rubric and understand how it defines expectations for a strong argument essay, especially the introduction and claim.

Display the Performance Task Rubric and read each section aloud, pausing to clarify key criteria.

Performance Task Rubric: Argument Essay

Say these Directions: As we review the rubric, pay attention to what your essay must include to meet the Proficient level. You will use this rubric to check your work before you submit. Ask yourself: How will my argument essay meet the Proficient description in every row?

Think-Pair-Share

Have partners discuss how their writing goal relates to the rubric.

• Say: Discuss your writing goal with a partner and how it relates to the rubric. Discuss how you can use the rubric to help you meet the Proficient standard.

  • I see in the Proficient section that the introduction needs to be clear and include the claim. I want to be sure to draw the reader in with my first sentence and be clear about what I’m going to argue in my essay.

Invite students to share their responses. Highlight how the rubric provides a guide for writing a clear claim, using evidence, and organizing ideas.

• Say: Now that you understand the expectations for a strong argument, you will analyze an exemplar essay to see how these rubric criteria are applied and then begin drafting your own introduction.

Part A: Analyze an Exemplar Argument (W.8.5) (15 minutes)

Display and Read the Exemplar: Provide each student with a copy of the Argument Essay Exemplar. Display the first two paragraphs only of the Argument Essay Exemplar. Have a volunteer read aloud the introduction and another read aloud the first body paragraph.

Say these Directions: Follow along as we read the introduction and first body paragraph of the exemplar. Pay attention to how the writer presents their claim and supports it with evidence.

Argument Essay Exemplar

The animals’ revolution in Animal Farm begins with ideals of equality and freedom from human tyranny. However, as the revolution progresses, those ideals break down. Ultimately, the revolution betrays these ideals when Napoleon seizes power and uses manipulation, scapegoating, and fear tactics to destroy the original ideals. This leads to a total corruption of the revolution’s original ideals, resulting in the pigs becoming the masters of the other animals instead of the animals enjoying equality and freedom.

Napoleon’s coup and Snowball’s expulsion from the farm are early examples of the revolutionary ideals faltering. As Napoleon takes control, he starts engaging in trade with humans. This is a violation of the commandment “Whatever goes upon two legs is an enemy” (p. 30). He manipulates the animals into working harder because the “needs of the windmill must override everything else” (p. 63). Napoleon uses Squealer’s persuasive language to appeal to the animals’ emotions and idealism. Squealer says that Napoleon “intended to take the whole burden upon his shoulders.” This makes it seem like Napoleon has to do so much work with the solicitor, Mr. Whymper (p. 64). And Squealer continues to make excuses for Napoleon and the pigs receiving more food because of all the “brainwork” they have to do (p. 67). These examples show that Napoleon and Squealer start chipping away at the animals’ freedoms right after the coup with their manipulation tactics.

Table Talk

Discuss how the Exemplar Addresses the Prompt: Organize students into groups of four or five. Ask students to share their thoughts on how this exemplar addresses the prompt.

Say these Directions: Collaborate with your group to discuss how this exemplar responds to the Performance Task prompt.

• What is the claim of this essay? How does the claim set up the argument? Annotate it in your copy of the introduction.

• What do you notice about the ideals? Which ideals are upheld or betrayed?

• What is one way the first body paragraph develops the claim? Annotate at least two examples of evidence and reasoning.

• Say: Work with your group to answer the questions and annotate your copy of the essay.

After students have an opportunity to collaborate, invite two or three students to share responses.

• The claim is “Ultimately, the revolution betrays these ideals when Napoleon seizes power and uses manipulation, scapegoating, and fear tactics to destroy the original ideals.” The writer is going to argue that revolutions betray, or corrupt, ideals through Napoleon’s use of manipulation, scapegoating, and fear.

• I notice that the ideals of equality and freedom are mentioned in the first sentence of the introduction, and then they are referred to in the claim but not named again. I think this is one way I could adjust my claim to fit into my introduction.

• Two examples in the first body paragraph of the revolution betraying ideals are Napoleon taking over all power and Snowball being kicked off the farm. The paragraph develops these examples with text evidence about Napoleon’s power tactics (together with Squealer) and includes quotes and page numbers.

Lead a discussion about the structure of the claim, having the stance and reasoning word (when), referring back to the ideals, and including the conditions or forces (manipulation, scapegoating, fear). Clarify that the introduction includes a clear position, names key forces, and previews the argument.

Connect the Exemplar to the Rubric: Refer student groups back to the Unit 2 Performance Task Rubric. Draw attention to the “Proficient” row of the rubric and explain how they know the exemplar addresses that trait.

Say these Directions: Now, review the “Proficient” column of the rubric. With your group, choose one trait and explain how the exemplar meets that expectation.

The exemplar includes an introductory paragraph with a clear claim, evidence to support that claim in the first body paragraph, reasoning, transition words (however, ultimately, as), and correct tone, grammar, punctuation, etc.

Invite students to share responses. Explain that strong argument writing includes a clear claim, specific evidence, and reasoning that connects back to the claim. Emphasize that the introduction sets up the argument by naming the ideals and previewing how they are preserved, corrupted, or both.

Transition: 

• Say: You will now use what you noticed in the exemplar and rubric to begin drafting your own introduction. Think about how your claim and evidence will align with the expectations for a strong argument essay.

Check for Understanding

Look/listen for students who:

• Identify the parts of the exemplar and how they address specific rubric criteria.

• Describe the significance of the images in the cover exemplar and how they support the content.

• Relate the exemplar to their own ideas for their brief.

Part B: Draft an Introduction (W.8.1.a, W.8.4) (15 minutes)

Explain that students will apply their understanding of the exemplar and rubric to draft an effective introduction that includes a hook, context, and a clear claim.

Display the introduction only from the Argument Essay Exemplar.

Say these Directions: Reread the introduction. As you read, think about how the writer draws the reader in and introduces the argument.

• Ask: What is the “hook” of this paragraph, or how does the writer draw the reader in?

  • The first sentence introduces the revolution and the ideals of equality and freedom, which makes the reader want to learn more.

Emphasize that this sentence does not tell everything about the revolution or even about the writer’s stance yet. Explain that it hooks, or draws in, the reader to want to know more, which is what the rest of the essay will provide. Tell students that in this case, the hook includes the two ideals that the writer refers to in the claim.

Display and read aloud the following, annotating the exemplar introduction for each part. Tell students that they may use one or two sentences for the middle of the introductory paragraph to provide information/context as needed.

• Hook: The first sentence draws the reader in and leaves some questions to answer.

• Introductory Information: The middle sentences provide some context about the text and establish the introduction to the argument prompt.

• Claim: The last sentence in the introduction provides the writer’s argument stance and a preview of what will be argued.

Say these Directions: Now, begin drafting your own introduction. Use your claim, rubric, and the exemplar as a guide. Your introduction should include a hook, brief context about Animal Farm, and a clear claim that explains whether ideals are preserved, corrupted, or both.

Provide students with time to write independently. Circulate to support students as needed.

Peer Review Protocol

Have students exchange their draft introductions with a partner to receive brief in-the-moment feedback.

Say these Directions: Exchange your introduction draft with a partner. Read each other’s work and provide feedback based on the Performance Task Rubric. As you read, consider whether the introduction clearly presents the argument and prepares the reader for the essay.

• Ask: Does the introduction include a clear claim about whether ideals are preserved, corrupted, or both? How effectively does the introduction draw the reader in and provide context?

  • The claim is clear because it explains that the revolution corrupts the ideal of equality. The introduction could be stronger by adding more context about the beginning of the revolution.

Students read their independent reading book for 20 minutes and complete a reading log entry.

Read your independent reading book for 20 minutes. In your reading log, record the date and pages you read, write 1–2 sentences about what happened or what you learned, and respond to this week’s prompt using evidence from the text.