ARGUMENTATIVE WRITING UNIT

Day 15, Thutsday, 3/30/17, 90 minutes

Teacher: Miriam Gueck

Subject Area: U.S. Literature Grade Level: 11 School: Fort Collins High School
Unit Title: Argumentative Writing Unit
Lesson Title: Pick up copies of Catcher in the Rye, Informal MLA Workshop, AE Worktime

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:
StudentswillpickupacopyofCatcherintheRye
StudentswillbefamiliarwithMLAformattingfortheArgumentativeEssay
StudentswilldevelopandpolishtheirArgumentativeEssays

Success Criteria:
StudentswillpickupacopyofCatcherintheRye
ARGUMENTATIVE WRITING UNIT
Day 15, Thutsday, 3/30/17, 90 minutes

StudentswillchecktheirpartnersdraftsforcorrectMLAformatting
Studentswillreviseanddeveloptheirowndrafts
Materials Needed (include page numbers, supplies, resources):
Issue Analysis
Audience Analysis
Argumentative Essay Notes
Laptops
Transitions and Topic Sentences handout
Writing Workshop #1 Peer Edit document
Feedback from Writing Workshop #2 on draft

Procedure (step by step through the lesson activities):

After greeting students I will discuss worktime expectations. I created a checklist of items directly off of
the rubric. If students have not perfected these items, they need to be working. Thats all there is to it.
When students return from picking up their copies of Catcher in the Rye, they will pick up a checklist and
get to work on their drafts. Before revising their drafts, they will perform a brief informal MLA
workshop of their partners draft.
I will circulate to check on progress and offer support.
(50 min)

Evaluation/Assessment:
Argumentative Essay drafts