ASK students to prepare for class by getting out their evidence worksheets from the previous class. 

ANTICIPATE by asking students to think about the evidence they saw about band t-shirts at Ben’s school. Ask students to think of which piece of evidence or testimony they think most and least showed that the t-shirts are disruptive. Randomly ask several students what they decided.

DISTRIBUTE one “No Rambling Allowed” teaching packet to each student. 

READ the first page with the class.  Explain that they will be using the evidence they gathered to write arguments both for and against the t-shirt ban.

ASSIST students as needed as they deconstruct the paragraph on page 2 of the packet.  

REVIEW the answers with the class, emphasizing the organizational structure of the paragraph. (When they later write their essays, the essays will follow a similar structure. However, the essays will be broken into paragraphs.)

WORK THROUGH the third page. Students already learned about main and supporting arguments during the unit’s first lesson, “So You Think You Can Argue.” This third page sets up the basis for organizing the evidence they gathered during the last lesson.  

INTRODUCE the idea of a bubble chart.  (You may have a different name for this type of graphic organizer.)  Use either the short Power Point presentation or the overhead transparency master, or you could copy the master as a fourth page in the packet.

DISTRIBUTE one bubble chart for each main argument to each student. 

EXPLAIN to students that they will now use their evidence sheets to jot down evidence that backs up each supporting argument.    

ASSIST students as needed as they complete their bubble charts. The bubble charts will be the basis for the next step in the writing process: the outline.