ARGUMENTATIVE WRITING UNIT

Day 7, Thursday, 3/9/17, 90 minutes

Teacher: Miriam Gueck

Subject Area: U.S. Literature Grade Level: 11 School: Fort Collins High School
Unit Title: Argumentative Writing Unit
Lesson Title: Audience Analysis, Argumentative Essay Breakdown: Warrant and Conclusion, Practice
Writing Warrants, Develop/Revise Conclusion

Standards:
1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
2.2.a. Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.
(CCSS: RI.11-12.1)
2.2.a.v. Predict the impact an informational text will have on an audience and justify the prediction
2.3.d. Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (CCSS: L.11-12.6)
3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)
3.2.b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. (CCSS: W.11-12.2)
3.3.a. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.11-12.1)
4.1.a. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (CCSS: W.11-12.7)
4.1.c. Evaluate and revise research questions for precision and clarity
4.1.d. Evaluate quality, accuracy, and completeness of information and the bias, credibility and
reliability of the sources
4.1.e. Document sources of quotations, paraphrases, and other information, using a style sheet, such
as that of the Modern Language Association (MLA) or the American Psychological Association (APA)
4.1.f. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(CCSS: W.11-12.9)
4.3.a. Analyze the purpose, question at issue, information, points of view, implications and
consequences, inferences, assumptions, and concepts inherent in thinking
4.3.b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including
relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision
4.3.d. Evaluate the reasoning of self and others for quality, strong-sense thinking

Learning Target:
Understand Audience Analysis
Take a close look at the Warrant and Conclusion of a good Argumentative
Essay
Students will practice writing warrants for their own essays
ARGUMENTATIVE WRITING UNIT
Day 7, Thursday, 3/9/17, 90 minutes

Students will develop/revise their conclusion

Success Criteria:
Students will work towards completion of Audience Analysis
Students will take notes on the Warrant and Conclusion of a good
Argumentative Essay
Students will practice writing warrants for their own essays
Students will develop/revise their conclusion

Materials Needed (include page numbers, supplies, resources):

Audience Analysis
Something to write with and paper/laptop

Anticipatory Set (optional):

(5 min)

Procedure (step by step through the lesson activities):

I will pass out the Audience Analysis sheets, review what we discussed on Tuesday about what
audience is and isnt and why it matters, then students will work towards completing their Audience
Analysis.
Students who complete their Audience Analysis before everyone else is done will open the
Argumentative Essay Rubric on edmodo and begin reviewing it.
(15 min)
ARGUMENTATIVE WRITING UNIT
Day 7, Thursday, 3/9/17, 90 minutes

After collecting their Audience Analysis along with their Issue Analysis, I will pass out Argumentative
Essay Notes 7 and 8. The first portion deals with Warrants. After discussing the Toulmin Method of
logic for claims, data, and warrants, we will look at an example together. Then, students will take
turns sharing one of their claims from their thesis with their elbow partner along with a piece of
information from their research that backs up that claim, and together, they will develop a good
warrant for that claim and data.
(20 min)
Break
(5 min)
Students will take notes while watching instructional videos on writing good argumentative essay
conclusions. We will discuss then they will work on drafting/revising their own essay conclusions.
(42 min)

Closure (optional):
I will remind students that we will have SAT Prep on Friday and use the rest of class as
drafting/revising time for their argumentative essay.
(3 min)

Evaluation/Assessment:
Audience Analysis
Warrants
Conclusions