ARGUMENTATIVE WRITING UNIT

Day 9, Monday, 3/20/17, 50 minutes

Teacher: Miriam Gueck

Subject Area: U.S. Literature Grade Level: 11 School: Fort Collins High School
Unit Title: Argumentative Writing Unit
Lesson Title: Welcome back from Break, Drafts for tomorrows Writing Workshop

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:
StudentswillpreparefortomorrowsWriting Workshop

Success Criteria:
Studentswillcomposeandrevise 3-page drafts o
ftheir Argumentative Essays
ARGUMENTATIVE WRITING UNIT
Day 9, Monday, 3/20/17, 50 minutes

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

Issue Analysis
Audience Analysis
Argumentative Essay Notes
Laptops
Transitions and Topic Sentences handout
The Crucible Pixton Project graded rubrics

Anticipatory Set (optional):

After greeting students and welcoming them back from Spring Break, I will briefly review the main
components of a good Argumentative Essay, reminding them to check their drafts against these, using
our AE Notes. I will also mention several times, and show them, that they are required to bring a
printed/hard copy of their 3-page draft and failure to do so will result in a 10% deduction from their final
essay grade. I will detail what is and isnt acceptable for a 3-page draft (12 pt font, double-spaced, etc.),
and that I will be available to offer support of any kind while they are composing/revising.
(5 min)

Procedure (step by step through the lesson activities):

Before we begin worktime, we will preview the Peer Edit document (posted online in edmodo) to
maximize tomorrows Writing Workshop time. With their elbow partner, they will read the introduction
portion of the PEd, noting any confusion, getting answers from their partners and/or podmates if
necessary, and we will come back together as a group to ensure whole class understanding. Then we
will move on to the next portion of the PEd, Body Paragraph Structure, and follow the same process.
We will do the same with the other remaining portions of the PEd: Counterargument, Warrants,
Citations, and Conclusion.
I will discuss Transitions and Topic Sentences, directing their attention to the handout they received for
their reference, making it clear that their first draft must contain (also detailed on the handout)
Beginning and Concluding Topic Sentences, Warrants, and Conclusions. As worktime begins, I will pass
out their graded The Crucible Pixton Project rubrics and offer support for their essays.
(45 min)

Evaluation/Assessment:
Peer Edit document discussions
Argumentative Essay drafts