Arguementative Writing
This Unit was created using the material of Jenifer Gonzalez: Cult of Pedagogy, so some content is only available to those logged in with BCSD accounts.
20ish day Unit
Embedded Files
In this unit, we will practice the art of writing a convincing argument.
In this unit, we will practice the art of writing a convincing argument.
Standards
Standards
Writing
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
section that follows from the argument presented.
CCSS.ELA-LITERACY.W.7.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
CCSS.ELA-LITERACY.W.7.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-LITERACY.W.7.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.
Day 1
Day 1
I can analyze how authors develop an argument with reasons, evidence, and rhetoric.
I can analyze how authors develop an argument with reasons, evidence, and rhetoric.
Discussion:
Discussion:
Have you ever had recess taken away as a punishment? How did it make you feel? Do you think that taking recess away is effective?
Have you ever had recess taken away as a punishment? How did it make you feel? Do you think that taking recess away is effective?
How do you feel about kids getting suspended for misbehavior? Do you think getting suspended teaches a student not to misbehave again?
How do you feel about kids getting suspended for misbehavior? Do you think getting suspended teaches a student not to misbehave again?
Work:
Work:
Looking at real-wold Writing (day 1).pdfIn pairs read the articles and fill out the chart.
In pairs read the articles and fill out the chart.
Read:
Read:
Discussion:
Discussion:
- Apart from topic, how are the articles different? What was different about the approach each author took to persuade the reader?
- In your opinion, which article was more effective? Why?
- If you could give each author some advice for improving his or her article, what would you tell them to do?
Days 2 & 3
Days 2 & 3
Objective:
Objective:
I can argue without the support of text evidence.
I can argue without the support of text evidence.
I can argue with the support of text evidence.
I can argue with the support of text evidence.
Class Discussion:
Class Discussion:
Move to the side of the room with the sign that best represents your opinion. Discuss why you have chosen this side.
Is it important to take care of your appearance?
The things we learn in school matter in real life.
Everyone should go to college.
Agree
Agree
Disagree
Disagree
Work:
Work:
Day 4
Day 4
Objective: I can construct an argument with three reasons and evaluating arguments for their effectiveness. They will then begin thinking about their argument for their chosen essays.
Objective: I can construct an argument with three reasons and evaluating arguments for their effectiveness. They will then begin thinking about their argument for their chosen essays.
Should schools give letter grades to students?
Should schools give letter grades to students?
VS.
VS.
Should schools only give written feedback?
Should schools only give written feedback?
Using the argument card to the left, write down your position/opinion under argument. (Use complete sentences). Support your statement with three reasons from yesterday's research. Give your argument card to your teacher to post on the wall.
*The argument card will be graded.*
Read:
Read:
While you wait for the class to finish their argument cards, you may read through the performance assessment and choose the task you are most interested in. Alternatively, you may pose your own idea to the teacher.
While you wait for the class to finish their argument cards, you may read through the performance assessment and choose the task you are most interested in. Alternatively, you may pose your own idea to the teacher.
As you read, you will be called on to vote on the most convincing argument.
Performance Assessment Argumentative Writing.pdfDiscussion:
Discussion:
What made the winning argument cards the best?
Day 5
Day 5
Objective: I can select the topic for my argumentative essay, then write the thesis statement for my argument, supporting it with reasons and acknowledging the counterclaim.
Objective: I can select the topic for my argumentative essay, then write the thesis statement for my argument, supporting it with reasons and acknowledging the counterclaim.
- Choose your topic for your argumentative Essay.
2. Read:
2. Read:
Intro to sample essay (argumentative writing).pdfSample Essay Assignment
Sample Essay Assignment
Example Essay 1 (argumentative Writing).pdfSample Essay 1
Sample Essay 1
Example Essay 2 (argumentative Writing).pdfSample Essay 2
Sample Essay 2
4. Write your thesis statement:
4. Write your thesis statement:
Example Essay 1 (argumentative Writing).pdfEssay 1
Essay 1
Essay-Organizer.pptxBlank Organizer
Blank Organizer
Make a copy of this if you want a digital version.
Make a copy of this if you want a digital version.
Essay 1 Organizer - Example
Essay 1 Organizer - Example
Day 6
Day 6
Objectives:
Objectives:
I can identify credible resources.
I can identify credible resources.
I can determine the evidence, and the type of evidence, I need to support my thesis statement.
I can determine the evidence, and the type of evidence, I need to support my thesis statement.
For the remainder of the day, students research their arguments and fill in the Essay planner.
For the remainder of the day, students research their arguments and fill in the Essay planner.
Day 7
Day 7
Objectives:
Objectives:
I can keep track of my credible sources using noodle tools.
I can keep track of my credible sources using noodle tools.
I can use in-text citation within both my planner and my essay.
I can use in-text citation within both my planner and my essay.
For the remainder of the day, students research their arguments and fill in the Essay planner.
For the remainder of the day, students research their arguments and fill in the Essay planner.
Day 8
Day 8
Objectives:
Objectives:
I can define "background.
I can define "background.
I can explain the background of my argument.
I can explain the background of my argument.
For the remainder of the day, students research their arguments and fill in the Essay planner.
For the remainder of the day, students research their arguments and fill in the Essay planner.
Day 9 & 10
Day 9 & 10
Objective: I can strengthen my writing with planning and research.
Objective: I can strengthen my writing with planning and research.
Students will research their arguments and fill in the Essay Planner.
Students will research their arguments and fill in the Essay Planner.
Essay planner due.
Essay planner due.
Day 11
Day 11
Objectives:
Objectives:
I can paraphrase my evidence to integrate it into my essay.
I can paraphrase my evidence to integrate it into my essay.
I can use a direct quote to integrate my evidence into my essay.
I can use a direct quote to integrate my evidence into my essay.
I can determine when it is appropriate to paraphrase and when it is appropriate to quote within my essay.
I can determine when it is appropriate to paraphrase and when it is appropriate to quote within my essay.
For the remainder of the class, students will use their essay planners to write their first drafts.
For the remainder of the class, students will use their essay planners to write their first drafts.
Day 12
Day 12
Objectives:
Objectives:
I can write in a formal tone appropriate to my audience.
I can write in a formal tone appropriate to my audience.
I can understand my audience's point of view.
I can understand my audience's point of view.
I can address the most valid counterpoint my audience is likely to have in my writing.
I can address the most valid counterpoint my audience is likely to have in my writing.
For the remainder of the class, students will use their essay planners to write their first drafts.
For the remainder of the class, students will use their essay planners to write their first drafts.
Day 13
Day 13
Objectives:
Objectives:
I know what to capitalize in a title.
I know what to capitalize in a title.
I can write a hook to engage my audience.
I can write a hook to engage my audience.
I can write a conclusion that
I can write a conclusion that
For the remainder of the class, students will use their essay planners to write their first drafts.
For the remainder of the class, students will use their essay planners to write their first drafts.
Day 14
Day 14
Objective: I can make my writing cohesive (flow) using transitions.
Objective: I can make my writing cohesive (flow) using transitions.
List of transitions.pdfFor the remainder of the class, students will use their essay planners to write their first drafts.
For the remainder of the class, students will use their essay planners to write their first drafts.
Days 15 & 16
Days 15 & 16
Students will finish the first draft of their essays. Essays should somewhat follow the outline below.
Students will finish the first draft of their essays. Essays should somewhat follow the outline below.
Essay rough drafts due.
Essay rough drafts due.
Day 17 & 18
Day 17 & 18
I can collaborate with my peers and offer specific constructive criticism to my classmates to make my partners writing better.
I can collaborate with my peers and offer specific constructive criticism to my classmates to make my partners writing better.
I can collaborate with my peers and take constructive criticism to make my writing better.
I can collaborate with my peers and take constructive criticism to make my writing better.
The final draft of your argumentative essay is due.
The final draft of your argumentative essay is due.
Days 19 & 20
Days 19 & 20
Final Assessment of argumentative writing:
Final Assessment of argumentative writing:
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