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Day 13, Monday, 3/27/17, 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: Writing Workshop #2

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:
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:
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:

Success Criteria:
Day 13, Monday, 3/27/17, 50 minutes

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

Writing Workshop #2 Editing checklist
Assigned Editing Roles (front)/Writing Workshop #2 Editing Role instructions (back)
Students revised Argumentative Essay drafts

Anticipatory Set (optional):

I will have students complete the preliminary steps for Writing Workshop #2, detailed in the Do Now slide.

(5 min)

Procedure (step by step through the lesson activities):

After preliminary steps are completed, students will begin taking their classmates essays from the
roundtable and edit them according to their specific role. When a student has completed their editing task,
they return that essay to the roundtable. If the student has completed the final editing task for a paper, he
or she will return the paper to its owner instead of the roundtable.
(43 min)