Unit Plan: 10a Argumentative Essay

My Overall Goal: To teach students how to write an argumentative essay as foundational knowledge for success in English 10A&B, as well as the ACT writing component.

ACT Scoring Guidelines: See attached

CCSS Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grade-Specific Standards (grades 9-10):

Introduce precise claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. (thesis and introduction)

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. (use of evidence and fair acknowledgement of counterargument)

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (transitions and topic sentences)

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing (Surface correctness and avoidance of first and second person perspective).

Provide a concluding statement or section that follows from and supports the argument presented (conclusion)

End Product & Assessment: An essay about a modern topic of local, national, or worldwide concern which exemplifies the above characteristics and is assessed on their basis.

How Will We Get There?1. Prewriting: 5 days

a. "Would your rather?"i. The Two-Sided Paragraph

b. Four-Square Argument Charti. A personal argument with family/friend

ii. Try out one of the topic choices1. Share example based on Marijuana Legalization issue2. Teacher models using another topic (henceforward

unavailable for student use)iii. Try out another topic choice

2. Crafting an introduction: 2 daysa. Notes on how to write an effective introduction with a thesis statement.b. Share example based on Marijuana Legalization issuec. Teacher models using her topicd. Students write introductions based on one of their Topic-Based Four-

Square Argument Charts3. Developing the body of the argument: 5 days

a. Notes on topic sentencesb. Writing a "Hamburger Paragraph": Declare reasoning for your position;

Explain & elaborate (layers of depth); Acknowledge opposing viewpoint and refute it

i. Burger Villageii. Share example based on Marijuana Legalization issue

iii. Teacher models using her topiciv. Students write "Hamburger"-style body paragraph based on their

topic & introductionc. Writing a "'Set Them Up; Knock Them Down' Paragraph": begin with a

counterargument and spend the rest of the paragraph explaining, using your reasoning, why it is wrong.

i. Share example based on Marijuana Legalization issueii. Teacher models using her topic

iii. Students write "Set Them Up; Knock Them Down"-style paragraph based on their topic & introduction

d. Students write third body paragraph using one of the two methods of their choosing. Remind them to begin with a topic sentence declaring reasoning for their position.

4. Writing the Conclusion: 2 daysa. List of Dos and Don'tsb. Teacher models conclusion based on her topic

i. Students are asked to identify which Dos I included in my conclusion

c. Students write their own conclusions based on their topics5. Typing and REVISION (more planning needed)

Journal[prewriting for "Taking a Stand" essay]

Choose two of these questions to answer in a 4-minute paragraph (we'll write twice):

Would you rather...be able to pause the world around you,

or silence it?

be able to fast forward life, or rewind it? live the rest of your life being blind, or

deaf?

Journal[prewriting for "Taking a Stand" essay]

The Two-sided Paragraph

Choose one of your paragraphs from yesterday and turn it into a Two-Sided

Paragraph using a T-Chart.

QUESTION:_____________________________________________________________

ONE SIDE OTHER SIDE

FOUR-SQUARE ARGUMENT CHART[prewriting for "Taking a Stand" essay]

In To Kill a Mockingbird, Atticus tells Scout "You never really understand a person until you consider things from his point of

view... until you climb into his skin and walk around in it. This is not only good advice; it sets the foundation for how to write an

informed and convincing argument.

Recall an argument that you've had recently with a family member or friend. Complete the chart below based on that argument and its

opposing sides.

What are the main points of your argument?

What are the main points of your parents/friends?

What are the counterarguments of your parents/friends?

What are the counterarguments you have for your family/friends?

[prewriting for "Taking a Stand" essay]

FOUR-SQUARE ARGUMENT CHART Create a chart based on

one of the following questions.

Should water from Michigan's Great Lakes be given/sold to water-deprived regions of the nation/world?

Should individuals and companies be forced by law to adopt "green" practices? Is the prevalence of social media (Facebook, Twitter) beneficial or detrimental to

society? Should schools be able to advertise for private companies in order to bring in

more funding? ("This lesson is brought to you by Chevrolet...") During a budget crisis, should schools continue to provide funding for the arts

(band, choir, studio art, etc.)? What about athletics? Should the government enforce regulations on diet and exercise in order to curb

the obesity problem?

QUESTION:____________________________________________________________________________________

What are the main points of your argument?

What are the main points of your opposition?

What are the counterarguments of your opposition?

What are the counterarguments you have for your opposition?

[prewriting for "Taking a Stand" essay]

FOUR-SQUARE ARGUMENT CHART Create a chart based on

one of the following questions.

Should water from Michigan's Great Lakes be given/sold to water-deprived regions of the nation/world?

Should individuals and companies be forced by law to adopt "green" practices? Is the prevalence of social media (Facebook, Twitter) beneficial or detrimental to

society? Should schools be able to advertise for private companies in order to bring in

more funding? ("This lesson is brought to you by Chevrolet...") During a budget crisis, should schools continue to provide funding for the arts

(band, choir, studio art, etc.)? What about athletics? Should the government enforce regulations on diet and exercise in order to curb

the obesity problem? Should marijuana be legalized nationwide?

QUESTION:____________________________________________________________________________________

What are the main points of your argument?

What are the main points of your opposition?

What are the counterarguments of your opposition?

What are the counterarguments you have for your opposition?

WRITING YOUR CONCLUSION

DO DON'T

Ask a provocative question

Leave with an interesting quotation

Call for action

Loop back to the anecdote in the introduction

End with a warning

Paint a vivid image

Answer the "so what" question?

Point to broader implication

Simply restate your thesis statement

Introduce a brand new idea

Focus on a minor point of the essay

Use the following phrases: "In conclusion," "in summary," or "in closing"

Add important information that should have been in the body of the essay

How do we speak when we "have a bone to pick"?

"What's your deal? Last weekend you invited me to see a movie, and yesterday you held my

hand and walked me to my third hour class. Today, though, you're totally ignoring me. Even though we're still going

out, I'm getting mixed signals from you. If you want to keep being my boyfriend, you need to

start showing me that you truly care.

Introducing a topic for argument takes three basic steps:1. Get them to listen (attention grabber)2. Give them the scenario (background information)3. State your position (thesis statement)

In terms of telling the listener/reader where the essay is headed, these three steps move from broad ("What's your deal?") to more specific; that's why the "funnel" shape can be used to visualize the

introductory paragraph:

AttentionGrabber

Background

Thesis

Thesis

Attention Grabber

Background Information

HEY!Attention Grabbers

Quote/definition Shocking statement Statistic Evoke curiosity Rhetorical question Paint a scene

DO NOT use first person (I/we) or second person (you), and don't talk about your essay in your essay.

"In this essay I am going to write about..."

ACT Scoring Guidelines

Score = 6Essays within this score range demonstrate effective skill in responding to the task.

The essay shows a clear understanding of the task. The essay takes a position on the issue and

may offer a critical context for discussion. The essay addresses complexity by examining

different perspectives on the issue, or by evaluating the implications and/or complications of

the issue, or by fully responding to counterarguments to the writer's position. Development of

ideas is ample, specific, and logical. Most ideas are fully elaborated. A clear focus on the

specific issue in the prompt is maintained. The organization of the essay is clear: the

organization may be somewhat predictable or it may grow from the writer's purpose. Ideas are

logically sequenced. Most transitions reflect the writer's logic and are usually integrated into

the essay. The introduction and conclusion are effective, clear, and well developed. The essay

shows a good command of language. Sentences are varied and word choice is varied and

precise. There are few, if any, errors to distract the reader.

Score = 5Essays within this score range demonstrate competent skill in responding to the

task.

The essay shows a clear understanding of the task. The essay takes a position on the issue and

may offer a broad context for discussion. The essay shows recognition of complexity by

partially evaluating the implications and/or complications of the issue, or by responding to

counterarguments to the writer's position. Development of ideas is specific and logical. Most

ideas are elaborated, with clear movement between general statements and specific reasons,

examples, and details. Focus on the specific issue in the prompt is maintained. The

organization of the essay is clear, although it may be predictable. Ideas are logically

sequenced, although simple and obvious transitions may be used. The introduction and

conclusion are clear and generally well developed. Language is competent. Sentences are

somewhat varied and word choice is sometimes varied and precise. There may be a few errors,

but they are rarely distracting.

Score = 4Essays within this score range demonstrate adequate skill in responding to the

task.

The essay shows an understanding of the task. The essay takes a position on the issue and

may offer some context for discussion. The essay may show some recognition of complexity by

providing some response to counterarguments to the writer's position. Development of ideas is

adequate, with some movement between general statements and specific reasons, examples,

and details. Focus on the specific issue in the prompt is maintained throughout most of the

essay. The organization of the essay is apparent but predictable. Some evidence of logical

sequencing of ideas is apparent, although most transitions are simple and obvious. The

introduction and conclusion are clear and somewhat developed. Language is adequate, with

some sentence variety and appropriate word choice. There may be some distracting errors,

but they do not impede understanding.

Score = 3Essays within this score range demonstrate some developing skill in responding to

the task.

The essay shows some understanding of the task. The essay takes a position on the issue but

does not offer a context for discussion. The essay may acknowledge a counterargument to the

writer's position, but its development is brief or unclear. Development of ideas is limited and

may be repetitious, with little, if any, movement between general statements and specific

reasons, examples, and details. Focus on the general topic is maintained, but focus on the

specific issue in the prompt may not be maintained. The organization of the essay is simple.

Ideas are logically grouped within parts of the essay, but there is little or no evidence of logical

sequencing of ideas. Transitions, if used, are simple and obvious. An introduction and

conclusion are clearly discernible but underdeveloped. Language shows a basic control.

Sentences show a little variety and word choice is appropriate. Errors may be distracting and

may occasionally impede understanding.

Score = 2Essays within this score range demonstrate inconsistent or weak skill in responding

to the task.

The essay shows a weak understanding of the task. The essay may not take a position on the

issue, or the essay may take a position but fail to convey reasons to support that position, or

the essay may take a position but fail to maintain a stance. There is little or no recognition of a

counterargument to the writer's position. The essay is thinly developed. If examples are given,

they are general and may not be clearly relevant. The essay may include extensive repetition

of the writer's ideas or of ideas in the prompt. Focus on the general topic is maintained, but

focus on the specific issue in the prompt may not be maintained. There is some indication of

an organizational structure, and some logical grouping of ideas within parts of the essay is

apparent. Transitions, if used, are simple and obvious, and they may be inappropriate or

misleading. An introduction and conclusion are discernible but minimal. Sentence structure

and word choice are usually simple. Errors may be frequently distracting and may sometimes

impede understanding.

Score = 1Essays within this score range show little or no skill in responding to the task.

The essay shows little or no understanding of the task. If the essay takes a position, it fails to

convey reasons to support that position. The essay is minimally developed. The essay may

include excessive repetition of the writer's ideas or of ideas in the prompt. Focus on the

general topic is usually maintained, but focus on the specific issue in the prompt may not be

maintained. There is little or no evidence of an organizational structure or of the logical

grouping of ideas. Transitions are rarely used. If present, an introduction and conclusion are

minimal. Sentence structure and word choice are simple. Errors may be frequently distracting

and may significantly impede understanding.

No ScoreBlank, Off-Topic, Illegible, Not in English, or Void