Argument Writing Mini-Lesson Plan

Bailey Johnson
Objective:
- Students will be able to acknowledge opposing claims around a topic.
- Students will be able to write credible rebuttal statements.

Standards:
- W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
b. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
Vocabulary:
- Claim: An assertion of the truth of something, often a value statement; generally, an author uses
evidence to support the assertion of truth
- Rebuttal: A direct response to the opposing argument or viewpoint that explains why you
disagree

Instructions for students:

1. We will start by viewing a Refuting Argument Powerpoint that discusses the importance of
refuting arguments, how to make them more powerful, and examples. (5 mins)
2. Students will be given the refuting arguments template via the chat feature and instructions will
be explained before students enter breakout rooms. (2 minutes).
3. Students will be placed in breakout rooms of 2 people. (9 minutes in breakout rooms)
- Students will make a copy of the template and fill in the template with rebuttals to the
arguments that are already written on the template.
4. Students will be brought back to the main room where volunteers will share their rebuttals. (3
minutes)

Rationale:
- According to Hillocks, Teaching Argument Writing, Grades 6-12, teaching students the
components of argument writing, including rebuttals, is important for career and college
readiness. This particular mini-lesson will be taught as a part of introducing argument writing
components. Once students have been introduced to all components, they will be asked to write a
letter to their state representative sharing their ideas about a controversial platform.
- Providing examples of language that is used when writing rebuttals can help students become
familiar with the wording they need to use because knowing a lot of information is not useful,
unless you can turn that information into an argument, according to Hillocks.

“Teaching Argument Writing, Grades 6-12: Preface.” Teaching Argument Writing, Grades 6-12:
Supporting Claims with Relevant Evidence and Clear Reasoning, by George Hillocks,
Heinemann, 2011.

Formative Assessment:
- Having students volunteer to share examples as a whole class at the end of the small group
activity is one way to formatively assess their learning, which we will be doing. I will be listening
 to see that their rebuttals address the opposing argument, refutes that claim, and introduces their
own argument.

Summative Assessment:
- After students have been taught all the components of argument writing, they will be asked to
compose their own piece that integrates those components to tie everything together. This piece
of argument writing will be a letter to their state representative sharing their ideas about at least
one controversial platform.

Materials for mini- lesson:

Refuting Arguments Template
Refuting Argument Powerpoint