Textual Analysis and Argumentative Writing 1

Overcoming and Understanding Societal Challenges:

Textual Analysis and Argumentative Essay Writing: The Foundations

Name: Emma Veteto Date: 2/27/2018

Brief Class Description (contextual information including number of students, subject,

level, IEP/ELL/GT or other special considerations):
90 Minute Class
Grade 8, English
21 Students (6 White, 5 African American, 5 Asian American, 5 Hispanic/Latino)
3 ELL (Spanish)
4 IEP (1 ADHD, 1 Dyslexia, 1 Autistic, 1 Emotional Disorder)
1 GT
2 Students with Low Proficient Reading Scores

Unit and Unit Goals:

“Overcoming Societal Challenges”
Students will learn how to use evidence from informational texts to support an argument. By the
end of this unit, students will be familiar with effective argumentative essay-writing. Students
will understand how to support a claim with textual evidence and they will expand their
vocabularies in their writing.

Lesson Topic:
Argumentative Writing

Prior Knowledge (How do you know the students are ready for this lesson?):
Students will have been exposed to argumentative writing from their previous English courses.
Though students may need refresher material to become refamiliarized with certain concepts,
they will not be entirely unfamiliar with argumentative writing.

Alignment:
Textual Analysis and Argumentative Writing 2

Common Core Objective Assessment Activity(ies)

Disciplinary (Which step(s) of
Literacy Standards DRL teach this
objective?- refer
below)
1. 1. Students will be 1. How does one 1.
Literacy Standard able to use evidence determine what is Motivation Activity.
CCSS.ELA- from the relevant information Silent reading
LITERACY.W.8.9 informational text in to best support the activity.
Draw evidence from order to formulate ideas in an argument? 2.
literary or their own opinions. Discussion activity
informational texts to
support analysis,
reflection, and
research.

2. 2. Students will be 2. How does one use 2.

Writing Standard able to apply textual evidence from a text Motivation Activity.
CCSS.ELA- evidence in a well- to develop and
LITERACY.W.8.1.B constructed argument support an argument
W.8.1 Write in order to best effectively?
arguments to support display their
claims with clear individual ideas
reasons and relevant about an
evidence informational text.

3. 3. Students will be 3. How can one 3.

Content Standard able to use their determine whether or Silent reading
CCSS.ELA- knowledge of not an argument is activity.
LITERACY.RI.8.4 effective arguments using relevant,
RI.8.8 Delineate and in order to determine sufficient evidence
Textual Analysis and Argumentative Writing 3

evaluate the argument whether or not a from an

and specific claims in claim is being made informational text?
a text, assessing effectively, and with AKA: What makes
whether the reasoning relevant evidence. for an ineffective
is sound and the argument?
evidence is relevant
and sufficient;
recognize when
irrelevant evidence is
introduced.

Materials Needed (Include Text Macrostructure):

Informational Text: “As The Number Of Homeless Students Soars, How Schools Can Serve
Them Better”
https://www.npr.org/sections/ed/2016/06/13/481279226/as-the-number-of-homeless-students-
soars-how-schools-can-serve-them-better
Pens/Highlighters
Paper/Printer

Other Media: http://abcnews.go.com/2020/video/happy-homeless-teens-trouble-12791136

Technology Integration/Needs:
PowerPoint – Lecture & directions
Printer – For informational text handout
Internet – To access number (dice) randomizer and timer
Projector – To display class information

Lesson Procedure*(see below for more details):

Textual Analysis and Argumentative Writing 4

1.a. Readiness: Motivation Activity

Time Allotted: 10-15 minutes
Students will prepare for a lesson on argumentative writing (and societal challenges) by playing
a game of This or That. Students will debate “dessert or dinner”, “country or city” and lastly
“essays or exams, if time permits. Students will have several mini-debates, each one allowing for
less and less time to construct a proper argument. Teacher: Good morning/afternoon
everybody! Today, we’re going to be playing a game called This or That. I’m going to stand
at the front of the room and ask you all a question where you will have to pick one thing or
the other. If you pick the first option, you will go to the left side of the room, if you pick the
second, you’ll go to the right. For example: “indoors or outdoors?”, I would go to the left
side of the room because I prefer to stay in. Does anybody have any questions? I will wait
for any questions and respond when necessary. I will then show the first question on the board
(Dessert or dinner?). Students will move to the left side of the room or the right. Teacher: Now
that you’re with your groups, you will have 3 minutes to come up with why you believe
your choice is the best choice, when you’re done, we will conduct a mini-debate. Be sure to
pick one person to share your ideas once you’ve all come up with an answer. Students will
then begin the activity, pausing every few seconds to ask a question for clarification. After three
minutes has passed, students will begin their debate. Teacher: Now each side will take turns in
sharing their reasoning. Each side should get to speak 3 times, which means sharing 3
pieces of evidence each. For the first question, the dinner side will start first. Make sure to
be quiet while the opposing side is giving their argument, and to listen closely to the points
they’re making. Students will wait for the O.K to begin. Student: How many minutes do we
have to give each statement? Teacher: Each side should share one to two sentences for each
turn. Students will begin their debate, offering points such as: dinner is better than dessert
because it is usually more food, so it is more filling and even though dinner is more filling,
dessert foods have better flavors. Once each side has shared 3 pieces of reasoning. They will be
asked another question (country or city) and will move according to their answers. Students will
then repeat this process, with only 2 minutes to discuss and 2 sentences each. Teacher: This
time, I want you all to gather your information in only 2 minutes, and each team will get 2
pieces of reasoning to share. This time, country will start first. Students will scramble and
laugh while they gather evidence and ideas at a much quicker pace. When time is up they will
begin to argue again, making quick points, like the country is better than the city because it is
Textual Analysis and Argumentative Writing 5

cheaper to live there and the city is better than the country because there are more things to do.
To finish off, students will be asked to stay wherever they are and argue according to the
positions they are already in. Therefore, those on the left would argue for the first term and those
on the right the second. Teacher: Now stay where you are, this time the left is going to argue
that essays are better and the right is going to argue that exams are better. You have 1.5
minutes to come up with 1 sentence explaining your choice. Go! Students will then scramble
to come up with an idea, and then when they’re time runs out, they will debate as they have
before. Afterward, Teacher: Okay, everyone can go back to their seats now. Thanks for
participating, everyone! While you’re getting situated, think about why we might have
done this activity today. Does anybody want to make a suggestion? Why did we do this
today? Student 1: I think we did this so that we can learn about how to make an argument. When
you made us argue the last thing, whether we liked it better or not, we had to learn to look at
claims from both sides. Student 2: I think we had less and less time so that we could start
focusing on the important stuff in an argument.
Adaptations (for IEP, ELL, culture, and other special needs):
Student with Autism: I will communicate with this student beforehand in
order to be sure that they are comfortable presenting information in front of the class, and
engaging in slightly rambunctious activity. If they are not, they will be allowed to
participate by taking notes. If the student does not wish to participate in this way, then I
will provide them with a worksheet that details a similar scenario.
Student with ADHD: I will communicate with this student (if necessary)
to clarify with them that they this is an activity they are comfortable with. A student with
ADHD, in this instance, may experience difficulty in taking turns to speak – therefore we
will go over these concepts before we begin (again, if necessary) to ensure that they are
prepared.
Student with ED: I will communicate with this student to inform them
that if they’re not comfortable speaking out loud in front of the class, they are not
required to do so.
Student with Dyslexia: This student should not require any adaptations,
as it is a primarily verbal exercise. There will be a question displayed on the board, but I
will be also repeating it out loud.
Textual Analysis and Argumentative Writing 6

GT Students: These students will start off the activity by reaffirming the
rules with their sides during the first argument and reminding students where to go if they
become confused about which side they are meant to be on. The role of the GT student
here is to assist the teacher.
ELL Students: Under each English spelling of the question, I will provide
the question translated in Spanish. As most of these students typically perform fairly well
in verbal activities in class, they will not require any further modifications, however I will
remind them (privately, before we begin) that they can communicate with me if they do
not feel they are prepared to participate.
Students with Low Proficient Reading Scores: This student should not
require any adaptations, as it is a primarily verbal exercise. There will be a question
displayed on the board, but I will be also repeating it out loud.

Transition (explicitly linking concepts/activities/objectives): (After the students

have given their answers) T: Great input, guys. Now that we’ve looked at how to construct
an argument for our everyday lives – let’s dive right into learning how to develop an
effective argument that can be used in our writing. Notes will then be displayed on the
PowerPoint, tying into the background knowledge activity.

1.b. Readiness: Background Knowledge Activity

Time Allotted: 5-10 Minutes
This activity is a teacher-talk combined with optional student response. Students will listen
quietly at their desks while I share information pertaining to background information. I will give
the students a restatement on what has been covered in previous classes of ours and previous
English classes they may have experienced years prior. Teacher: So, we have covered how to
distinguish a fact from an opinion. As we know, an opinion is how you feel about something
personally, whereas a fact is a universal truth. “I like peanut butter, it is good” is an
opinion but “peanut butter is made with peanuts” is a fact. Can someone give me an
example of an opinion? I don’t like going to school, it’s boring. Establish that the student has
accurately given an example of an opinion. We have also covered how to identify a thesis
statement, can anyone tell me what a thesis statement looks like? A thesis statement is a
Textual Analysis and Argumentative Writing 7

sentence or two that explains the point of a paper. Establish that the student has accurately given
an explanation of a thesis statement. When we write thesis statements, it’s almost like we’re
building the foundation of an argument where we support an opinion with fact. Does this
make sense? Kind of. Facts and opinions work together in a thesis statement in order to
make an effective, individualized, argument. For example, my thesis may be: Those who
have overcome social challenges are stronger because they are more prepared for
challenges. I can then support this with ideas I’ve read about in books, articles or film.
Does this make sense? Yes. When students appear to understand the integration of the
background knowledge, it is acceptable to move on.

Adaptations:
Student with Autism: No accommodations needed.
Student with ADHD: This student will practice their active listening strategies
and will be encouraged to use a fidget toy to keep their self physically occupied while I
briefly explain background knowledge.
Student with ED: No accommodations needed.
Student with Dyslexia: No accommodations needed.
GT Students: These students will be encouraged to take notes and make
predictions about the lesson.
ELL Students: I will provide these students with a translation of the premise of
my lecture if necessary.
Students with Low Proficient Reading Scores: No accommodations needed.

Transition: As the talk/response is being wrapped up, the handout for the next activity
will begin being dispersed. The instructor will then set up the technology necessary for the
concept development activity while beginning the instructions. Teacher: Now that we
understand how to combine what we’ve already learned with today’s lesson, let’s talk about
the kinds of words we’re going to use later on in the class.

1.c. Readiness: Concept Development Activity

Time Allotted: 5-10 minutes
Textual Analysis and Argumentative Writing 8

Vocab Dice (copy attached) – Students will have a handout depicting a graph, each box has a
number (1-6) and a task (Define, synonym, antonym, draw). I will then “roll the dice” (using a
computer program so that everyone can see). Depending on which number I land on, students
will perform the correct activity in the box according to the word I say aloud. (Students should
all have numbers in different boxes on their worksheets so that every student isn’t doing the
same activity at the same time.) Some example terms are as follows:
1. Analyze
2. Thesis Statement
3. Textual Evidence
4. Relevancy
5. Argumentative
6. Poverty
7. Welfare
8. Vagrancy
9. Resilience
10. Sustenance
Teacher: For this activity, we’re going to practice our vocabulary that has appeared in
the lesson. First, I’m going to call out a word. It will appear on the board as well. Then,
I’m going to use this dice simulator (on the computer, it’s free) to roll the dice, and
when it lands on a number, you will find that matching number on your paper and
complete whatever task is in the box. We’re going to do a few of them together to get the
hang of it. The students will have handouts that will depict a large graph, each box will have
a number on it and the corresponding activity. We, as a class, will work together to share the
information we gather. The final assessment of the knowledge of these terms will come to be
when they write their essays. Do we all have the same graph? Teacher: No, everyone has
different tasks for each box so everyone isn’t doing the same thing at the same time.
What if we don’t know the word? Teacher: Try your best, we’re going to go through
everything together in the end. You should take notes though, these terms are important
to know.

Adaptations: (for IEP, ELL, culture, and other special needs):

Textual Analysis and Argumentative Writing 9

Student with Autism: I will communicate with this student beforehand in order
to be sure that they are comfortable presenting information in front of the class and
engaging in lively activity. If they are not, they will be allowed to participate by taking
notes. If the student does not wish to participate in this way, then I will provide them with
a worksheet that details a similar scenario. Additionally, the directions will be restated on
the top of their form. (Consult IEP)
Student with ADHD: I will communicate with this student (if necessary) to
clarify with them that they this is an activity they are comfortable with. A student with
ADHD, in this instance, may experience difficulty in taking turns to speak – therefore we
will go over these concepts before we begin (again, if necessary) to ensure that they are
prepared. Additionally, the directions will be restated on the top of their form. (Consult
IEP)
Student with ED: I will communicate with this student to inform them that if
they’re not comfortable speaking out loud in front of the class, they are not required to do
so. If this student prefers, I will read their statement out loud, or, they may ask their
friend to present the statement for them.
Student with Dyslexia: Though the students will be timed, and the material will
be on the board, I will communicate with this student beforehand to ensure them that they
may take as long as they need with each section. I will also provide them with their own
personal list of the words being used so that they are able to read them using their own
strategies (just in case these strategies are physically done with pen/paper). (Consult IEP)
GT Students: I will communicate with these students to determine whether or not
they feel the activity is rigorous enough. Gifted and Talented students will be provided
with an extra list of vocabulary words along with an extra graph. If they feel so inclined,
they may complete the task using the additional vocabulary terms.
ELL Students: I will communicate with these students beforehand to inquire
whether or not they feel comfortable with this task, if not, I will provide those students
with a translated version of the assignment.
Students with Low Proficient Reading Scores: This student should not require
any adaptations. The instructions will be repeated aloud as well as displayed on the
graph.
Textual Analysis and Argumentative Writing 10

Transition: I will collect the students’ work and put the information for the next portion
of the class on the board. Teacher: Can anyone tell me why we may have done that activity?
So that we know the words we’re going to be using? Teacher: Exactly. We did this activity
because we’re going to be seeing these terms in our lesson and I want to familiarize you
with their meanings. Some of them had to do with building an argument, like we
mentioned, but some were different. Now, after seeing some of these terms, what sort of
topics do you think we’ll be seeing in our reading today? Homelessness. I will then begin to
prepare the informational texts to be handed out.

1.d. Readiness: Purpose for Reading Activity

Time Allotted: 3-5 minutes
This activity is a teacher-talk. Students will sit quietly at their desks while the instructor gives a
brief “lecture” on the purpose for their reading. The instructor will pass out a copy of the
informational text, “As The Number Of Homeless Students Soars, How Schools Can Serve
Them Better”, and suggest that every student takes out a pen or pencil along with a highlighter.
Teacher: Keeping in mind what we’ve already discussed about arguments in a paper, we’re
going to read this piece I’ve chosen about teen homelessness. We’re reading this because
teen homelessness is a huge social issue that the world is facing today, and we want to be
able to identify how the author believes this issue can be resolved.

Adaptations:
Student with Autism: No accommodations needed.
Student with ADHD: This student will practice their active listening strategies
and will be encouraged to use a fidget toy to keep their self physically occupied while I
briefly explain background knowledge.
Student with ED: No accommodations needed.
Student with Dyslexia: No accommodations needed.
GT Students: These students will be encouraged to take notes and make
predictions about the lesson.
ELL Students: I will provide these students with a translation of the premise of
my lecture if necessary.
Students with Low Proficient Reading Scores: No accommodations needed.
Textual Analysis and Argumentative Writing 11

Transition: Can someone tell me, in their own words, why we’re reading this piece
on teenage homelessness? The student will then summarize the instructor’s idea. Excellent,
now that we understand why we’re reading. We’re going to do a silent reading activity.
Then, the instructor will circle the room to be sure that every student has a writing tool while
they give the direction for the silent reading activity.

2. Silent Reading Activity

Time Allotted: 10-12 Minutes
Each student will have been given a copy of the assigned informational text, “As The Number Of
Homeless Students Soars, How Schools Can Serve Them Better”. Additionally, each student
should have a writing utensil and a highlighter at their desk. Teacher: We’re going to take
about 10 minutes to read this article. Can we read in groups? You’ll do it silently, but don’t
worry, we’re going to have a discussion afterward. I want you to use your pen or pencil to
make notes as you read. What should we be taking notes on? Think about what we’ve been
discussing about arguments and evidence and underline or circle or highlight any methods
the author uses to effectively describe the evidence one may use in an argument. What if we
don’t know some of the words? If you come across a word you don’t know, mark it. If you
come across something you don’t agree with, mark it. This process is called annotation, and
it will help when we’re having our discussion. Does everyone understand? If the students
express that they understand, the activity will begin.

Adaptations:
Student with Autism: Discuss with this student beforehand to be sure that they
are comfortable with taking 10 minutes of silent reading. This student has coping
mechanisms if they begin to feel overwhelmed or uncomfortable, and should feel open to
discuss with the instructor if they experience any issues. (Consult IEP)
Student with ADHD:
This student will practice their established silent-reading strategies. However, if
the student is feeling uncomfortable, they are encouraged to use their fidget toys as they
read and annotate. This student will additionally be allowed to exit the room and walk as
Textual Analysis and Argumentative Writing 12

they read in the hallway outside the classroom if it is more efficient for them. (Consult
IEP)
Student with ED: No accommodations needed.
Student with Dyslexia: This student will be given additional time to read the
material as well as a printed handout that lists the directions for the reading activity.
Additionally, the instructor will provide the student with a version of the information text
with a larger spacing. The student will also be encouraged to use a separate sheet of paper
to annotate.
GT Students: These students will be encouraged to pinpoint the vocabulary
words we mentioned previously in addition to their annotations. Also, these students will
be asked to write about the author’s choices in developing an argumentative article. These
students will also be encouraged to help those who are struggling with the text.
ELL Students: I will provide these students with a translated version of the
informational text if necessary. These students will also be able to use extra time and will
be encouraged to go to the instructor with any concerns about the text’s clarity.
Students with Low Proficient Reading Scores:
Students with low proficient reading scores will be encouraged to try to use the same
informational text, however, if they feel uncomfortable with the level of reading, there is an
additional version that provides the student with definitions and synonyms for complex terms.
These students will also be given additional time to complete the activity.

Transition: Teacher: Okay everyone, time is up. How did we feel about the
reading? [Allowing for students with extra time to continue writing/reading while the rest of the
class reflects.] I thought the article was bad because it made me feel sad. Alright, that makes
sense. You didn’t enjoy the article because you don’t like to feel sad. Did anyone else feel
that way? Did anyone have a different opinion? I liked the article because it talked about an
issue I didn’t know about. That’s a great point too. Now that we’ve read and annotated, I
want to keep this conversation going by discussing the material we just covered. I’m going
to number you off into small groups for the conversations. You can use your notes. Is
everyone clear on the instruction? Establish that the students understand the instruction.

3. Discussion Activity
Textual Analysis and Argumentative Writing 13

Time Allotted: 10-15 minutes

Teacher: Okay students, now that we've read our texts and made our annotations, we're
going to get into small groups to discuss what aspects of the text we found to stand out the
most. Students will be numbered off into small groups of 3-4. On the board, there will be a short
list of conversation questions, which will spark each group to engage in middle-level thinking –
as they will be building connections between the text itself, their own ideas and the real world.
Compiling their annotations together, students will participate in small group discussions using
the reading they just completed along with their notes. Students will share what they found
interesting in the informational text, as well as any questions or concerns they developed while
reading. We’re going to spend around 12 minutes discussing with our small groups. Make
sure everyone gets a chance to speak and that you cover a variety of ideas. Are there any
questions? Students: What if we don’t have many notes? Try and keep in mind that this is a
discussion, not just a presentation of your notes. By listening to your group members,
asking questions and providing your own opinion – there should be plenty of things to
discuss. If not, let me know. Students will then quietly begin the discussion assignment and the
instructor will monitor appropriate participation by walking around the room.

Adaptations:
Student with Autism: I will communicate with this student beforehand to ask if
they are comfortable sharing ideas with their peers. If these students do not feel
comfortable engaging in a social activity, they will be encouraged to present their
ideas with me one-on-one while the groups discuss. (Consult IEP)
Student with ADHD: I will communicate with this student (if necessary) to
clarify with them that they this is an activity they are comfortable with. A student
with ADHD, in this instance, may experience difficulty in taking turns to speak –
therefore we will go over these concepts before we begin (again, if necessary) to
ensure that they are prepared. Additionally, the directions will be restated for this
student if necessary.
Student with ED: Encourage this student to be open about their anxieties
pertaining to sharing ideas with their peers. If the student does not feel
comfortable sharing their ideas, they will be allowed to contribute by writing their
ideas down and sharing it with their group.
Textual Analysis and Argumentative Writing 14

Student with Dyslexia: This student should not have difficulty, as this is a verbal
exercise.
GT Students: These students will be asked to assume the role of the “facilitator”
in their group. The facilitator will keep the group on track and will offer questions
to start the discussion.
ELL Students: These students will be given the opportunity to have their ideas
translated (using either the internet or a provided translator) for their group if
necessary. Additionally, the PowerPoint will provide a translated list of the
instructions.

Transition: Teacher: Okay Group 1, what sort of things did you talk about in
your small-group discussion? Students: We talked about the statistics the author gave of the
amount of kids who don’t have homes and how it affects their grades. Group 2? We talked about
how the laws try and help these students but sometimes it doesn’t work. This will continue for
groups 3 and 4. You guys have some really interesting ideas, thanks for participating! Now,
we’re going to look back at our reading, so make sure you have it out. This time when we
read, we’re going to prepare for something in specific, so be prepared for instructions.

4. Re-reading Activity
Time Allotted: 10 minutes
Students will be asked to return to their standard seats with their readings and annotations. Then,
students will be asked to read their informational text again, this time with a focus on developing
their own argument. The goal of this activity will be for students to establish foundations for
building an argument. Teacher: This time when you read the information text, consider the
evidence you may use in developing an argument about the prevention or eradication of
teen homelessness. Now, I want you to be considering this question: How can we stop teen
homelessness? What sort of quotes would you cite or reference? Students: Are we writing the
argument as well? No, we will do a writing activity later, for now I just want you to read,
taking notes about potential material for your argument that you’ll fully develop later. The
students will then begin to silently read, taking more notes and circling important ideas from the
text to be used later. Students will be provided with a guided notes sheet which will remind them
Textual Analysis and Argumentative Writing 15

of the question they are to be considering while reading, and will include graphed areas meant to
keep track of the information they’re citing and why they chose it.

Adaptations:
Student with Autism: Discuss with this student beforehand to be sure that they
are comfortable with taking 10 minutes of silent reading. This student has coping
mechanisms if they begin to feel overwhelmed or uncomfortable and should feel open to
discuss with the instructor if they experience any issues. (Consult IEP)
Student with ADHD:
This student will practice their established silent-reading strategies. However, if
the student is feeling uncomfortable, they are encouraged to use their fidget toys as they
read and annotate. This student will additionally be allowed to exit the room and walk as
they read in the hallway outside the classroom if it is more efficient for them. (Consult
IEP)
Student with ED: No accommodations needed.
Student with Dyslexia: This student will be given additional time to read the
material as well as a printed handout that lists the directions for the reading activity.
Additionally, the instructor will provide the student with a version of the information text
with a larger spacing. The student will also be encouraged to use a separate sheet of paper
to annotate.
GT Students: These students will be encouraged to pinpoint the vocabulary
words we mentioned previously in addition to their annotations. Also, these students will
be asked to write about the author’s choices in developing an argumentative article. These
students will also be encouraged to help those who are struggling with the text.
ELL Students: I will provide these students with a translated version of the
informational text if necessary. These students will also be able to use extra time and will
be encouraged to go to the instructor with any concerns about the text’s clarity.
Students with Low Proficient Reading Scores:
Students with low proficient reading scores will be encouraged to try to use the same
informational text, however, if they feel uncomfortable with the level of reading, there is an
additional version that provides the student with definitions and synonyms for complex terms.
These students will also be given additional time to complete the activity.
Textual Analysis and Argumentative Writing 16

Transition: In order to transition into the final activity, students will require a
clear understanding of what is to be expected, as the final assessment is the determining factor in
how well the students retained the information in the lesson. Teacher: Now that we’ve finished
our rereading of the text, we’re going to practice writing our own arguments. Remember
that an effective argument includes facts. Students: Are we supposed to do research on our
own? The factual information that you need is all in the reading. You can choose whatever
works best for your argument, but it needs to be relevant. Be thinking about the discussions
we had earlier.

5. Follow Up Writing Activity (Closing Activity)

Time Allotted: 10-15 minutes
Part I. For this assignment, students will be asked to write a proposal as though they were a
policy maker in the government. Their target audience will be the fictional “committee” that
would approve or deny their policy. Students must share their argument for the most effective
method to eradicate/prevent teen homelessness, using textual information to support their idea.
The instructor will need to give the students a “policy” worksheet for the students to fill out,
wherein students will be asked to name their policy, list the objectives of the act itself, and sign
their name as the official lawmaker. Teacher: For this assignment, I want you to write as
though you are playing the role of a lawmaker. In this scenario, you have been deeply
moved by the rise in teen homelessness in your community. First, you must choose if your
act is to prevent this crisis from continuing, or if your act is to eradicate the crisis as it
exists now. This is up to you. Student: What is eradicate? To eradicate is to remove
something, or, to make it end. When you’re writing, you want to be sure to include why
your proposal is the correct choice to make – to do this, what will we use? Student: Quotes?
That’s right, textual evidence will prove your argument for how to fix this crisis. Try to
write as formally as a lawmaker might, but don’t worry too much about government-lingo.
We’re going to use these policies later and act as though we are the committee, approving
or denying our classmates’ policies. Students will then take the remainder of the class period to
write their policies.
Part II. Students will turn in their policies at the end of the class and they will be used to
conduct a mock board meeting. Students will be asked to read their proposals aloud and their
Textual Analysis and Argumentative Writing 17

classmates will behave as the listening committee. They will then write summaries on their
classmates’ presentations to explain whether they personally believe the argument was sound and
used relevant textual information. Teacher: If you recall our Policy Assessment from last
class, you will remember that I asked all of you to be prepared to present your ideas today
so that we can have our own mock-committee presentations. As I pick your policy, you will
come to the front of the room and use exactly one minute to present your proposal to the
class. Does everyone understand? Students: What if we don’t remember what we said?
Everyone will be given a few moments beforehand to read over their own work. What do the
listeners do? Listeners will take notes on whether or not they agree or disagree with the
speaker’s policy. You will write on your own piece of paper whether you would vote for or
against the speaker’s movement and I will collect your work at the end. Do we lose points if
no one likes our proposal? No, you are only being graded on your ability to build an
argument effectively, not based on whether or not the class likes your position. [Wait time for
any additional questions.] Now we can begin.

Adaptations: (for IEP, ELL, culture, and other special needs):

Student with Autism: I will communicate with this student beforehand in order
to be sure that they are comfortable being immersed in a “role” other than their self. If
not, they will be asked to remove that concept entirely, and will simply express their own
argument without the extra layer of being “policymaker”.
Student with ADHD: I will communicate with this student (if necessary) to
clarify with them that they this is an activity they are comfortable with. A student with
ADHD, in this instance, may experience difficulty in spending a long period of time in
silence.
Student with ED: This student should not experience any challenges in this
regard.
Student with Dyslexia: Though the students will be timed, and the material will
be on their desk, I will communicate with this student beforehand to ensure them that
they may take as long as they need with each section (in this case, they will have the
opportunity to add more at a later date). I will also provide them with their own personal
list of any complex words being used so that they are able to read them using their own
strategies (just in case these strategies are physically done with pen/paper). (Consult IEP)
Textual Analysis and Argumentative Writing 18

GT Students: GT students will be asked to help their fellow students if they’re

able to finish early.
ELL Students: I will communicate with these students beforehand to inquire
whether or not they feel comfortable with this task, if not, I will provide those students
with a translated version of the assignment.
Students with Low Proficient Reading Scores: This student should not require
any adaptations. The instructions will be repeated aloud as well as displayed on the
graph.

After the Lesson:

Reflection (How did you adjust instruction based on student responses to your formative
assessments? What are the implications for future instruction?)
Adjustments will be made depending on the issues that occur during the lesson
itself. Here are some possible projections for mistakes:
1. Not enough time – If this is the case, the rereading activity could be reconfigured to
exist as a part of the writing activity.
2. Misunderstanding the final activity – If this is the case, in the future, the directions
would be more clearly stated and the assignment itself would be mentioned as a
possibility from the beginning of the day.

Name: __________________
Textual Analysis and Argumentative Writing 19

Class: ___________________ Date:_________

Policy Assessment
Social issue:
Title of Policy:

Policy Maker Signature Here _________________

Textual Analysis and Argumentative Writing 20

Name: ______________ Class: _______________ Date: _______________

VOCAB DICE!
1. Synonym (Same) 2. Antonym (Opposite) 3. Draw it
by Unknown
Author is licensed
under

4. Use it in a sentence 5. Define 6. Why does it matter?

Made by Emma Veteto at Towson University

Textual Analysis and Argumentative Writing 21

As The Number Of Homeless Students Soars, How Schools Can Serve Them
Better?
By Ava Kamenetz
Directions: Annotate your text. Be sure to highlight, underline and make comments next to
anything you find interesting/confusing.

When Caitlin Cheney was living at a campground in Washington state with her mother

and younger sister, she would do her homework by the light of the portable toilets,

sitting on the concrete. She maintained nearly straight A's even though she had to

hitchhike to school, making it there an average of three days a week. "I really liked doing

homework," says Cheney, 22, who is now an undergraduate zoology student at

Washington State University. "It kept my mind off reality a little bit."

More than 1 million public school students in the United States have no room to call

their own, no desk to do their homework, no bed to rely on at night. State data

collection, required by federal law and aggregated by the National Center for

Homeless Education, shows the number of homeless students has doubled in the past

decade, to 1.3 million in 2013-2014.

A new report by the nonpartisan advocacy group Civic Enterprises brings the voices of

these students to life.

"I've been working on the dropout problem for more than a decade," says co-author

John Bridgeland. "I discovered homelessness wasn't on our radar screen and it wasn't

on others' radar screens, notwithstanding this 100 percent increase."

But the Every Student Succeeds Act, or ESSA, includes both new mandates and some

extra money to assist districts in helping more students like Cheney. The challenge

starts with finding them. As other research has shown, students with insecure housing
Textual Analysis and Argumentative Writing 22

aren't all living in shelters. They may be doubled up with relatives or moving frequently

from place to place. And they may be housed with their whole families, or going it alone.

This study relied on interviews with 44 currently homeless youth and a survey of 158

more who were homeless at some point in middle or high school. Ninety-four percent

reported staying with different people such as relatives or friends, and 44 percent stayed

in a hotel, while half had spent some nights in a car, park, abandoned building or a

public place like a bus station. Often, schools have a practice of asking for proof of

residence only once at enrollment, which doesn't capture transitions or instability.

A second issue in identifying these students is stigma. Two-thirds of the students in the

study said they were uncomfortable telling people at school about their situation.

That was the case for Cheney. "I knew that there was a good chance my sister and I

would be separated in the foster system," she recalls. "I couldn't allow that to happen. I

got the message from my mom that I shouldn't be telling people at school, and I should

try to resolve my issues on my own."

Homeless students are disproportionately youth of color and LGBT. Other research

cited in the report says 40 to 60 percent have experienced some kind of physical abuse,

while 17 to 35 percent have experienced sexual abuse. And academically they are far

behind their peers.

Both resources and red tape can be barriers in the way of helping these students. But on

the bright side, says Bridgeland, "We're looking at schools as a hub for connecting
Textual Analysis and Argumentative Writing 23

students and families to housing, mentoring, tutoring, mental health and other

services."

For nearly 30 years, a federal law called the McKinney-Vento Act has been meant to

ensure that homeless students have the same access to school as anyone else. The law

requires that each school district designate a liaison to ensure enforcement.

This report surveyed 500 of those liaison staffers and found, however, that 90 percent

are effectively moonlighting, spending less than half of their time on duties related to

identifying and helping homeless youth. At the same time, only 36 percent of liaisons

reported that they work "a great deal" with community organizations, which would be

presumed to be the best way to connect families with the housing and other services

they need.

Maybe that's why just 1 in 4 of the youth surveyed, and 29 percent of liaisons, said that

schools did a good job connecting students with housing, their stated top priority.

Among the youth, 58 percent said that their schools "should have done a lot more" or

did a poor job. "When I see a finding like that I freak out that this is so bad," says

Bridgeland. "But the action-oriented part of me says, wait a minute, here's where the

opportunity is."

Bridgeland and Civic Enterprises are part of a network of organizations that have been

heavily involved in efforts to bring down the high school dropout rate, which has fallen

significantly in the past decade. Bridgeland says homeless youth are going to be their

next major area of effort. First of all, the numbers, which have doubled, are likely to

grow even bigger thanks to better reporting under new ESSA requirements. Under the
Textual Analysis and Argumentative Writing 24

federal law, districts must perform outreach to housing-unstable students multiple

times during the school year, post public notices of homeless student rights and, most

significantly, they must break out high school graduation rates for homeless youth.

Other changes in the law that are likely to focus public attention have to do with how

easy schools make it for homeless youth to continue their education despite disruptions.

About half of homeless youth in this study reported having to change schools in the

middle of the year. Bridgeland says it's been common for paperwork requirements like

proof of residence to keep students out of class for up to a month.

But with modern data systems, ESSA now requires schools to put students in classes

immediately and contact their previous schools for records. Schools must also help

homeless students make up work and come back to school regardless of absences.

Another significant issue, of course, is money. ESSA includes a 20 percent increase in

funding for McKinney-Vento enforcement. Money will now be set aside from Title I

funding to help attract, engage and retain homeless students. There will also be money

to train more front line school staffers, from teachers to cafeteria workers and bus

drivers, to recognize and help homeless youth.

But money isn't the only solution. Just over half — 54 percent — of the formerly

homeless youth surveyed in this report said both material and emotional support are

equally important to helping them continue their educations. Caitlin Cheney says school

was "a solace" for her. Besides her grades, she excelled in extracurricular activities like

ceramics and a board-game club, but she said she could have used more support.
Textual Analysis and Argumentative Writing 25

"I just wish that when kids are falling asleep in class or unable to do some assignments,

or spending more time in lunch eating their only meal of the day, that teachers would

ask what's going on," she says. "I wish that more teachers had more compassion for

some of the situations that students might be going through."

Textual Analysis and Argumentative Writing 26

*Lesson Procedure:
 The first part of each procedure must include teacher language. The teacher language can
be used to give directions, explain the reasoning behind the activity or just to connect
what is being done in that part of the lesson.
 At the same time, you must include possible student responses (i.e., questions, responses
to questions, comments, etc.)
 Each transition must use teacher language.

*Adaptions:
 You must have an adaption for ELL, GT, and IEP. You might not have all of these
students in your classroom during this lesson but I need to know that you are aware of
how to offer differentiated instruction to all students without lessening the content.

*Concept Development:
 This portion of the lesson is focused on vocabulary.
 This section must have an activity (i.e., vocabulary strategy) and cannot be a list or when
students are copying down words and memorizing them. This can be a short activity but
vocabulary should not be glossed over.
 This vocabulary must be important to the lesson and does not need to have more than 3 –
5 words associated with the lesson.
 The vocabulary can come from either the information text you are using or from the
larger unit but the words must connect to the lesson (they cannot be random).

*Silent Reading Activity:

 Students must be actively engaged in this active and must be active (i.e., underlining,
annotating, etc.) while reading the information text.
 Make sure to include directions and expectations for this portion of the lesson.

*Re-Reading activity
 Again, students must be active in this portion of the lesson.
 Re-reading does not denote silent reading but it can mean skimming or focusing on one
portion of the text or doing one of the many strategies that we have learned in class (there
are more options then this).
 Students cannot just sit there and re-read the text. Make sure to have this portion of the
lesson include a useful strategy that will benefit the student and the class during, after,
and in the future.

*Follow-Up Writing Activity

 This part of the lesson has two parts:
o Part I: This can be any sort of writing activity but it must be connected to the
lesson and an exit slip.
o Therefore, this part of the lesson must be a formative assessment.
o This writing activity can be a precursor to
Textual Analysis and Argumentative Writing 27

o Part II: This activity must part of a larger and possible future writing assignment
that you will have your students work on as part of the larger unit this lesson is
part of.
o You must provide the rubric and the writing assignment outline/ directions as part
of this DRL.

After Lesson:
 This is your reflection on how this lesson might go if you were to teach it.
 You will not have taught this lesson so it is a hypothetical section.
 You might also want to include what you think might be an issue for students and what
might be engaging.

Title of Lesson:
 This lesson must have a title at the top. Make sure to erase the current heading at the top
of the page and put in your own.
 A title is the first thing anyone sees so make it interesting and eye catching. No one likes
a boring title (i.e., Lesson 1)

The Lesson Itself:

 This lesson can be a lesson at any point in a unit. This does not need to be the first lesson
in the unit nor the last.
 If you choose to not make this the first lesson in the unit make sure to provide
background on the prior of knowledge of the students and what has been done in previous
lessons in order to put this lesson in context.
 Make sure to cite the texts and other various sources for this lesson. Without this portion,
it is considered plagiarism. You may either cite as a footnote or as a reference section
attached to the lesson.