UNIT TITLE: Argumentative WritingGrade Level/Course: 8th Grade English Language Arts

Stage 1 – Desired Results

ENDURING UNDERSTANDINGS:(Transferable big ideas, concepts, and themes)• Argumentative writing is a powerful way to get people to appreciate a different point

of view, change their way of thinking, and/or to take action.• Knowing the audience influences structure, word choice, and content.

CENTRAL FOCUS STATEMENT:(The purpose of this unit is to…, It will center around… [content], The students will learn…, This lesson will also…, This is important because…)• The central focus for this learning segment is for students to transfer to real life how

to generate argumentative topics, state and support claims, develop counterarguments and counterclaims, appeal to the audience using rhetorical devices, and provide con-clusions that support arguments.

• The purpose of this unit is to write an argumentative essay. It will center around re-views of the vocabulary and information covered at the beginning of the unit. More specifically it will center around a sample argumentative essay and its components such as the claim, counterclaims, rebuttals, logos, ethos, and pathos. The students will learn how to write a cohesive essay using all the elements they have been practicing, this lesson will also allow students to work collaboratively. This is important not only because this lesson utilizes all aspects of writing and incorporates aspects that the stu-dents see in their everyday lives, but because writing is essential to any person’s ef-fective communication.

STATE STANDARDS:• ELACC8W1: Write arguments to support claims with clear reasons and relevant evi-

dence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the

argument presented.• ELACC8W4: Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task, purpose, and audience. (Grade-specific expecta-tions for writing types are defined in standards 1–3 above.)

OBJECTIVES:Students will…• Students will analyze a writer’s effectiveness by examining a sample argumentative

essay and identifying the components. • Students will determine the pros and cons of a given topic, they will formulate and

brainstorm ideas that support their position / claim, and they will continue to analyze and reflect on prior arguments.

• Students will write an argumentative essay with a hook, a claim, supporting evidence, rhetorical appeals, counterclaims, refutations, and a solid conclusion.

• Students will finish their first draft of their argumentative essay, making sure they have included all the elements we have built up.

• Students will identify the hook, claim, three appeals, evidence, main points, counter-claim, and refutations in their own essays.

KEY ESSENTIAL QUESTIONS:• How will identifying key details help me as a reader gain meaning from the text?• Why am I writing? For whom?• What am I trying to achieve through my writing?• How does the audience influence your writing?

Stage 2 – Primary Assessment Evidence

SUMMATIVE AUTHENTIC TASK/ PERFORMANCE TASK (Summary using GRASP)Goal: Students will collaborate to write an Argumentative Essay draft on the topic of BYOD (Bring Your Own Devices).Role: You are a student in middle school weighing the pros and cons about technology in the classroom. Situation: You are a student who is deciding whether technology and devices in the classroom as a tool will help students or harm them. Very soon BYOD may be used in this classroom. Product: One Argumentative Essay Draft per group.Standard: ELACC8W1: Write arguments to support claims with clear reasons and rele-vant evidence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the

argument presented.

OTHER EVIDENCE

Pre-Assessment • Students were not given a pre-assessment before the unit began; however, they

were given a quiz over some of the terms necessary for the essay a week before the segment began. Grades on that quiz will show the starting point for the stu-dents versus their ending point after the essay draft is completed.

Some key formative assessments (formal or informal)• Informal - The Ticket Out The Door will serve two purposes. The first, to see

where the students are in relation to the content being taught. The second, as a jumping off point each morning as the students walk in. We will begin with a re-view so the students can master the concepts. Thumbs up Thumbs down and Show of Hands will be used frequently to see a “whole class” understanding.

Student Self Assessment • Rubric / Tracing paper / Reflection

Objective Day(s) How Assessed

Students will analyze a writer’s effectiveness by examining a sample argumentative essay and identifying the components.

2 Assignment will be turned in at the end of class Ticket out the door.

Students will determine the pros and cons of a given topic, they will formulate and brainstorm ideas that support their po-sition / claim, and they will continue to analyze and reflect on prior arguments.

1 Meeting with groups to make sure they are on track. 3 things you learned and 1 thing that con-fused you.

Students will write an argumentative essay with a hook, a claim, supporting evidence, rhetorical appeals, counterclaims, refutations, and a solid conclusion.

1 Essay will be turned in at the end of the pe-riod.

Students will finish their first draft of their argumentative es-say, making sure they have included all the elements we have built up to include.

1 Essay will be turned in at the end of the pe-riod.

Students will identify the hook, claim, three appeals, evidence, main points, counterclaim, and refutations in their own essays.

1 Students will la-bel the compo-nents of Argu-mentative Es-says on tracing paper and write a reflection about their work.

Stage 3 - Learning Experiences

Day 1Resources Needed: Sample Student Essay Handout, pencil / pen, notes from previous two weeks

Standard(s)/Objective(s):• STANDARDS:• ELACC8W1: Write arguments to support claims with clear reasons and relevant evi-

dence.

a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the

argument presented.• ELACC8W4: Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task, purpose, and audience. (Grade-specific expecta-tions for writing types are defined in standards 1–3 above.)

• OBJECTIVES:• Students will analyze a writer’s effectiveness by examining a sample argumentative

essay and identifying the components.

EQ(s):• How will identifying key details help me as a reader gain meaning from the text?

By the end of the period you will be able to… look at a sample argumentative essay and identify and label components such as the hook, claim, counterclaim, logos, ethos, pathos.

Means of collecting data/checking for individual understanding: I will collect the hand-outs that the students write on by the end of the class period. I will also be collecting data as I walk around checking to see that each student is understanding the concepts. At the end of the class period I will have the students rate themselves on a scale 1-5 of how comfortable they feel with the material.Means of providing tailored feedback to individuals: As I walk around I will be com-menting and helping students. I will also look over all of their worksheets and hand them back out the next day with corrections, comments, and advice for the next step.

Lesson plan with labels and time stamps Phases: descriptive, personal interpretation, critical analysis, creative actionCommon labels: hook, warm-up, frontloading, discovery, practice, application, review, closure

70 Minute Period (First 20 mini lesson taught by Mrs. Kitchens on Vocabulary / Ad-verbs) Warm Up (10): What is an argumentative essay? What should you have in your intro-duction? Body Paragraphs? Conclusion? (Class Discussion)Application (30): Handout the example essay and explain what they will be doing — Students will see how an argumentative essay looks and have an example in front of them. Students will sit down and label elements of the argumentative essay they see present.

Review (5): After I pick up the student example essay, the students and I will debrief and discuss some of the key elements. “Was there a hook - what kind of hook did the student use? A question? A shocking statistic?” “Name the main points the students used to de-fend their claim in the body paragraphs.” “Do you remember an example of logos, ethos, or pathos?”Closure (5): On a blank piece of paper the students will rate themselves on a scale of 1-5 about how comfortable they feel with the concepts we have been discussing for the last two weeks.

Day 2Resources Needed: Sample Student Essay Handout, pencil / pen, notes from previous two weeks

Standard(s)/Objective(s):• STANDARDS:• ELACC8W1: Write arguments to support claims with clear reasons and relevant evi-

dence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the

argument presented.• ELACC8W4: Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task, purpose, and audience. (Grade-specific expecta-tions for writing types are defined in standards 1–3 above.)

• OBJECTIVES:• Students will analyze a writer’s effectiveness by examining a sample argumentative

essay and identifying the components.

EQ(s):• How will identifying key details help me as a reader gain meaning from the text?

By the end of the period you will be able to… look at a sample argumentative essay and identify and label components such as the hook, claim, counterclaim, logos, ethos, pathos.

Means of collecting data/checking for individual understanding: I will collect the hand-outs that the students write on by the end of the class period. I will also be collecting data as I walk around checking to see that each student is understanding the concepts. At the end of the class period I will have the students rate themselves on a scale 1-5 of how comfortable they feel with the material.

Means of providing tailored feedback to individuals: As I walk around I will be com-menting and helping students. I will also look over all of their worksheets and hand them back out the next day with corrections, comments, and advice for the next step.Lesson plan with labels and time stamps Phases: descriptive, personal interpretation, critical analysis, creative actionCommon labels: hook, warm-up, frontloading, discovery, practice, application, review, closure

70 Minute Period (First 20 mini lesson taught by Mrs. Kitchens on Vocabulary / Ad-verbs) Warm Up (5): Address concerns from the day before. I will address anything I saw that alarmed or surprised me about Day 1 student sample essay. I will ask the students to ask questions if they need any clarification. I will also go back over Ethos because I know that students will struggle with that one appeal.Discovery (30): Handout the example essay again for today. This time it will be dis-played on the smart board and the students will be coming up one by one to label the ele-ments starting with the hook and claim in the introduction. Students will see how an argu-mentative essay looks and have an example in front of them.Application (10): Students will be handed a graphic organizer to help them brainstorm and prewrite. They will begin discussing (in their table groups) the topic of BYOD as a group and deciding (based on the pros and cons they have been collecting the entire past two weeks) whether they support BYOD as a collective group or do not support it. Clo-sure (5): Before students walk out the door they need to have chosen what their stance is on BYOD and they must write their a hook on the graphic organizer. These will be col-lected when they walk out the door.

Day 3Resources Needed: Paper, pencil, sample student essay from the day before, graphic or-ganizer

Standard(s)/Objective(s):• STANDARDS:• ELACC8W1: Write arguments to support claims with clear reasons and relevant evi-

dence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the

argument presented.• ELACC8W4: Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task, purpose, and audience. (Grade-specific expecta-tions for writing types are defined in standards 1–3 above.)

• OBJECTIVES:• Students will determine the pros and cons of a given topic, they will formulate and

brainstorm ideas that support their position / claim, and they will continue to analyze and reflect on prior arguments.

• Students will write an argumentative essay with a hook, a claim, supporting evidence, rhetorical appeals, counterclaims, refutations, and a solid conclusion.

EQ(s):• Why am I writing? For whom?• What am I trying to achieve through my writing?• How does the audience influence your writing?

By the end of the period you will be able to complete a brainstorm and pre-write for an argumentative essay topic and begin a real argumentative essay.

Means of collecting data/checking for individual understanding: As I walk through the room, I will be asking questions to keep them on task — using thumbs up thumbs down. I will also collect all work at the end of the class period. Before the students leave the room, I will ask them to write down three things they’ve learned during this unit and 1 thing they are still confused about. Means of providing tailored feedback to individuals: I will be looking over the material they turned in and writing comments on them from the first and second day. I will be walking around and meeting with each group during day 3 to make sure they are com-pleting the graphic organizer. I will also collect the organizers at the end of the class to check how far the students have come and commenting on their ideas.

Lesson plan with labels and time stamps Phases: descriptive, personal interpretation, critical analysis, creative actionCommon labels: hook, warm-up, frontloading, discovery, practice, application, review, closure

70 Minute Period (First 20 mini lesson taught by Mrs. Kitchens on Vocabulary / Ad-verbs) Warm Up (5): Review from the day before — address their hooks and go around the room asking which groups are in support of BYOD and which are against. Practice (10): Handout the graphic organizer and have the students begin to fill it out looking at the topic: BYOD.Application (30): Have students begin to write their BYOD essays collectively. They must work together and write up one copy in their best handwriting.Closure (5): Address any concerns the students have about the argumentative paper they will be working on as a group. Ask them to get out a sheet of paper for the ticket out the door (to be turned in). Write three things they have learned and feel good about and one thing they are confused or concerned about.

Day 4

Resources Needed: Paper, pencil, sample student essay from the day before, graphic or-ganizer, essay draft, tracing paper

Standard(s)/Objective(s):• STANDARDS:• ELACC8W1: Write arguments to support claims with clear reasons and relevant evi-

dence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the

argument presented.• ELACC8W4: Produce clear and coherent writing in which the development, organiza-

tion, and style are appropriate to task, purpose, and audience. (Grade-specific expecta-tions for writing types are defined in standards 1–3 above.)

• OBJECTIVES:• Students will finish their first draft of their argumentative essay, making sure they

have included all the elements we have built up. • Students will identify the hook, claim, three appeals, evidence, main points, counter-

claim, and refutations in their own essays.

EQ(s):• Why am I writing? For whom?• What am I trying to achieve through my writing?• How does the audience influence your writing?

By the end of the period you will be able to complete a first draft argumentative essay and label the components on the tracing paper provided.

Means of collecting data/checking for individual understanding: I will be walking around the room giving feedback and checking to make sure the students are clear on each con-cept. I will also collect all work at the end of the class period. Before the students leave the room, I will ask them to rate themselves on their overall performance and understand-ing for this performance task.Means of providing tailored feedback to individuals: I will be looking over the material they turned in and writing comments on them.

Lesson plan with labels and time stamps Phases: descriptive, personal interpretation, critical analysis, creative actionCommon labels: hook, warm-up, frontloading, discovery, practice, application, review, closure

70 Minute Period Application (50): Have students begin to write their BYOD essays collectively. They must work together and write up one copy in their best handwriting.Review (10): Tracing paper exercise — students will place a sheet of tracing paper over their essays and identify and label the major concepts and components we have covered thus far. Closure (10): Address any concerns the students have about the argumentative paper. Ask them to get out a sheet of paper for a reflection and rating. Based on a scale of 1-5 students will rate themselves on their performance and understanding.