👤 You paste the prompt and type: "I need a learning map for writing essays" 🤖 AI: "Hi! I'm Learning Map. I take your end goal and reverse-engineer the learning path, showing you all the smaller steps students need to master first, in the right order. What should I call you? (Optional) How would you like to share information? One question at a time (Recommended) All at once (Share everything now) Choose your approach" 👤 You: "One at a time" 🤖 AI: "Perfect! I'll guide you through this. Question 1: End Goal What do you want students to know or do by the end? What's the final destination? Examples: "Write five-paragraph essay," "Solve multi-step algebraic equations"" 👤 You: "Write a five-paragraph persuasive essay with a clear thesis, supporting evidence, and conclusion" 🤖 AI: "Question 2: Grade Level & Subject What grade level and subject area? Examples: "4th grade math," "High school biology (9th)"" 👤 You: "6th grade ELA" 🤖 AI: "Question 3: Starting Point What do students already know? Where are they starting? Examples: "Can write sentences, struggle with paragraphs," "Brand new, zero background"" 👤 You: "They can write complete sentences and simple paragraphs (3-4 sentences), but haven't written multi-paragraph essays before" 🤖 AI: "Question 4: Time Available How much time do you have? (Days, weeks, unit length) Examples: "2 weeks (10 periods)," "Full unit, 6 weeks"" 👤 You: "4 weeks, teaching every day" 🤖 AI: "Question 5: Special Considerations (Optional) Anything else? Curriculum requirements/standards? Student challenges/gaps? Required assessments? Examples: "Must align to Common Core," "Weak number sense"" 👤 You: "Nothing specific" 🤖 AI: "Perfect! Here's your learning map: Learning Progression Map: Five-Paragraph Persuasive Essay Overview * Final Goal: Write a five-paragraph persuasive essay with a clear thesis, supporting evidence from sources, and a conclusion * Grade Level: 6th Grade ELA * Starting Point: Can write complete sentences and simple 3-4 sentence paragraphs * Total Steps: 8 major milestones Estimated Timeline: 4 weeks (20 class periods) Learning Progression Map: - Start Here (Week 1) ↓ Step 1: Understand Persuasive Purpose Step 2: Identify Claims vs. Opinions ↓ - Build on That (Week 2) ↓ Step 3: Write a Clear Thesis Statement Step 4: Find and Cite Evidence ↓ - Put It Together (Week 3) ↓ Step 5: Write Body Paragraphs (Claim + Evidence + Explanation) Step 6: Write Introduction (Hook + Thesis) Step 7: Write Conclusion (Restate + Final Thought) ↓ - Final Goal (Week 4) ↓ Step 8: Complete Five-Paragraph Essay with Revision Detailed Breakdown Step 1: Understand Persuasive Purpose - What students learn: Persuasive writing tries to convince the reader to believe something or take action. It's different from informative (teaching facts) or narrative (telling a story). Why this comes now: Students need to understand the GOAL before learning techniques. If they don't know they're trying to persuade, they'll just list information. How to teach it: Show examples of persuasive texts (ads, opinion articles, speeches). Ask: "What does the author want you to think or do?" Compare to informative text on same topic. Check for understanding: Give 3 short texts. Ask students to identify which is persuasive and explain how they know. Common pitfall: Students confuse "persuasive" with "informative with an opinion." They list facts without trying to convince. Before moving on: Student can say: "Persuasive writing tries to change your mind" and give an example. Estimated time: 2 class periods Step 2: Identify Claims vs. Opinions What students learn: - A claim is an opinion backed by reasons. "Pizza is the best food" = opinion. "Pizza is the best food because it has vegetables, protein, and grains" = claim. Why this comes now: Students need to distinguish between "I think X" (weak) and "X is true because..." (strong) before writing thesis statements. How to teach it: - Write 10 statements on board. - Students label: Opinion (no reason) or Claim (opinion + reason). - Then students turn opinions into claims by adding "because..." Check for understanding: Student writes 1 opinion, then revises it into a claim with a reason. Common pitfall: Students add "I think" or "I believe" (weakens claim). Or they state facts instead of arguable positions. Before moving on: Student can take any opinion ("Dogs are better than cats") and turn it into a claim with reasoning. Estimated time: 2 class periods Step 3: Write a Clear Thesis Statement What students learn: A thesis is a one-sentence claim that states your argument and previews your main reasons. Formula: "[Position] because [Reason 1], [Reason 2], and [Reason 3]." Why this comes now: - Now that students understand claims, they can write the essay's main claim (thesis). - This becomes their roadmap. How to teach it: - Model thesis formula. Students practice with topics: "Should students have homework?" → "Students should have homework because it reinforces learning, builds responsibility, and prepares them for high school." Check for understanding: Give a topic. Student writes thesis with 3 clear reasons. Common pitfall: Students write vague thesis ("Homework is good") or forget to include reasons. Or they announce ("I'm going to tell you why..."). Before moving on: Student's thesis states a clear position and lists 3 specific reasons. Estimated time: 3 class periods Step 4: Find and Cite Evidence What students learn: Strong arguments need proof (facts, statistics, expert quotes, examples). Evidence must be cited with source name. Why this comes now: - Students have their thesis (what to prove). - Now they need ammunition (evidence). Can't write body paragraphs without this. How to teach it: - Give students 2-3 articles on their topic. -Teach: Find fact/quote that supports your reason → Write it down → Note source. Practice citing: "According to [source], [evidence]." Check for understanding: Student finds 3 pieces of evidence (one per reason) and cites each correctly. Common pitfall: Students use personal experience instead of research. Or they copy full sentences without citing. Or evidence doesn't match their reason. Before moving on: Student has 3 cited pieces of evidence that directly support their 3 reasons. Estimated time: 3 class periods Step 5: Write Body Paragraphs (Claim + Evidence + Explanation) What students learn: Body paragraph structure: * Topic sentence (reason from thesis) → * Evidence (cited fact/quote) → * Explanation (why this proves your point) → Closing sentence. Why this comes now: Students have thesis (Step 3) and evidence (Step 4). Now they combine into full paragraphs. This is the essay's core. How to teach it: Model one full body paragraph. Use graphic organizer: "First, students should have homework because it reinforces learning (topic sentence). According to a study by Stanford University, students who do homework score 20% higher on tests (evidence). This shows that practicing at home helps students remember what they learned in class (explanation). Therefore, homework is essential for academic success (closing)." Check for understanding: Student writes one complete body paragraph with all 4 parts labeled. Common pitfall: Students drop evidence without explaining it ("dump and run"). Or explanation just restates evidence instead of connecting to claim. Before moving on: Student's paragraph includes: topic sentence, cited evidence, explanation linking evidence to claim, closing sentence. Estimated time: 4 class periods (1 per paragraph, plus revision) Step 6: Write Introduction (Hook + Thesis) What students learn: Introduction starts with a hook (question, surprising fact, scenario) to grab attention, gives brief background, then states thesis. Why this comes now: Body paragraphs are done (the hard part). Introduction comes late because you need to know your argument before introducing it. How to teach it: Show 3 hook types: - Question ("Have you ever...?"), Fact ("Did you know...?"), Scenario ("Imagine..."). Students try each, pick best. Then add 1-2 background sentences, end with thesis. Check for understanding: Student writes introduction with hook, background, and thesis. Common pitfall: Hook is too general ("Since the beginning of time...") or students forget thesis at end. Or introduction is too long (more than 5-6 sentences). Before moving on: Introduction grabs attention, provides context, clearly states thesis. Estimated time: 2 class periods Step 7: Write Conclusion (Restate + Final Thought) What students learn: Conclusion restates thesis (different words), summarizes main reasons, ends with final thought (call to action, prediction, broader significance). Why this comes now: Last piece of the puzzle. Students have full essay; conclusion wraps it up. How to teach it: Model conclusion: "As shown, students should have homework because... (restate thesis). Homework reinforces learning, builds responsibility, and prepares for high school (summary). If schools eliminated homework, students would fall behind and struggle in college (final thought)." Check for understanding: Student writes conclusion with all 3 parts. Common pitfall: Students copy/paste thesis word-for-word (should rephrase). Or they introduce NEW information in conclusion. Or ending is abrupt ("The End"). Before moving on: Conclusion restates main argument, summarizes reasons, provides meaningful closing. Estimated time: 2 class periods Step 8: Complete Five-Paragraph Essay with Revision What students learn: Combine all parts (intro, 3 body paragraphs, conclusion) into complete essay. Revise for clarity, transitions, grammar. Why this comes now: Students have practiced every section. Now they put it all together and polish. How to teach it: Students assemble their essay (intro, body 1, body 2, body 3, conclusion). Teach transitions: "First," "Additionally," "Finally," "In conclusion." Peer review checklist: Does it have thesis? Evidence? Explanation? Conclusion? Check for understanding: Student submits complete five-paragraph essay meeting all criteria. Common pitfall: Students rush revision or skip it. Essays feel choppy (no transitions). Or they change thesis halfway through essay (body paragraphs don't match). Before moving on: Essay has all 5 paragraphs, clear thesis, cited evidence, smooth transitions, strong conclusion. Estimated time: 2 class periods (assembly + revision) Dependency Map Step 1 (Understand Persuasive Purpose) ↓ Step 2 (Claims vs. Opinions) ↓ Step 3 (Thesis Statement) ──→ Step 4 (Find Evidence) ↓ ↓ └─────────→ Step 5 (Body Paragraphs) ←┘ ↓ Step 6 (Introduction) ← ──┐ ↓ │ Step 7 (Conclusion) ← ────┘ ↓ Step 8 (Complete Essay + Revision) Key Dependencies: Step 3 & 4 can be taught in parallel (thesis + evidence research) Steps 5, 6, 7 must be sequential (body → intro → conclusion) Step 8 requires all previous steps completed Teaching Notes Conceptual Progression: Concrete → Abstract: Start with identifying persuasion in real texts (concrete) before writing own essays (abstract) Simple → Complex: Single paragraphs (Step 5) before multi-paragraph essays (Step 8) Part → Whole: Master each section separately before combining into full essay Critical Junctures (Where Students Get Stuck): Step 2 → Step 3: Students struggle turning "I like pizza" into arguable thesis with reasons Step 4 → Step 5: Students "dump" evidence without explaining how it proves their point Step 5 → Step 8: Students' body paragraphs don't align with thesis (reasons changed midway) Flexibility Points: Advanced students can combine Steps 3 & 4 (write thesis while researching) Struggling students may need Step 5 broken into sub-steps (topic sentence only, then evidence, then explanation) Steps 6 & 7 (intro/conclusion) can be taught in either order, some teachers prefer conclusion first Assessment Strategy: Formative: Check each step before moving on (thesis approval, evidence check, paragraph draft) Checkpoint: After Step 5, students should have 3 complete body paragraphs Summative: Step 8 = final essay with rubric (thesis, evidence, explanation, organization) Differentiation: Struggling Students: Use sentence frames: "_______ is important because _______, _______, and _______." Provide pre-selected evidence (skip Step 4 research) Allow 4-paragraph essay (intro, 2 body, conclusion) instead of 5 Advanced Students: Skip Step 2 (already understand claims) Add counterclaim paragraph (address opposing view) Research independently instead of using provided articles Write 6+ paragraph essays with more reasons Common Sequencing Mistakes: ❌ Wrong: Teaching intro first ✅ Right: Teach body paragraphs first (they're the core, intro/conclusion just frame them) ------------- ❌ Wrong: Assigning full essay after teaching thesis ✅ Right: Build one section at a time, assess each before moving on ------------- ❌ Wrong: Teaching all 8 steps in one week then saying "now write" ✅Right: Students practice each step immediately before moving to next Connection to Standards: ------------- - CCSS.ELA-LITERACY.W.6.1: Write arguments to support claims with clear reasons and relevant evidence - CCSS.ELA-LITERACY.W.6.1.A: Introduce claim(s) and organize reasons/evidence clearly - CCSS.ELA-LITERACY.W.6.1.B: Support claim(s) with clear reasons and relevant evidence - CCSS.ELA-LITERACY.W.6.1.E: Provide concluding statement Quick Reference: Skills Checklist * Learn These First (Week 1): ☐ Identify persuasive writing vs. other types ☐ Distinguish claims from simple opinions ☐ Add reasoning to opinions to create claims * Build on That (Week 2): ☐ Write thesis statement with 3 clear reasons ☐ Find evidence from sources ☐ Cite evidence correctly ("According to...") * Put It Together (Week 3): ☐ Write body paragraph with claim + evidence + explanation ☐ Write introduction with hook and thesis ☐ Write conclusion that restates and closes * Final Goal (Week 4): ☐ Assemble complete five-paragraph essay ☐ Add transitions between paragraphs ☐ Revise for clarity and grammar Would you like me to: * Break down specific step into sub-steps (e.g., Step 5 body paragraphs). * Create lessons for one/more steps. * Design assessments for checkpoints Adjust progression (add/remove/reorder steps). * Add daily pacing/calendar suggestions. * Expand teaching notes for specific steps. * Something else?"