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 Chart i. A personal argument with family/friend ii. Try out one of the topic choices 1. Share example based on Marijuana Legalization issue 2. Teacher models using another topic (henceforward unavailable for student use) iii. Try out another topic choice 2. Crafting an introduction: 2 days a. Notes on how to write an effective introduction with a thesis statement. b. Share example based on Marijuana Legalization issue c. Teacher models using her topic d. Students write introductions based on one of their Topic-Based Four-Square Argument Charts 3. Developing the body of the argument: 5 days a. Notes on topic sentences b. Writing a "Hamburger Paragraph": Declare reasoning for your position; Explain & elaborate (layers of depth); Acknowledge opposing viewpoint and refute it i. Burger Village ii. Share example based on Marijuana Legalization issue iii. Teacher models using her topic iv. Students write "Hamburger"-style body paragraph based on their topic & introduction c. 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 issue ii. 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 days a. List of Dos and Don'ts b. 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 topics 5. 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 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 DON'T 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 Backgroun hand and walked me to my third hour class. Today, though, d you're totally ignoring me. Even though we're still going out, I'm

Attention Grabber

If you want to keep being my boyfriend, you need to start showing me that you truly care.
getting mixed signals from you.

Thesis

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:

Attention Grabber
Background Information Thesis
HEY! Attention Grabbers Quote/definition Shocking statement Statistic Evoke curiosity Rhetorical

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 = 6
Essays 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 = 5
Essays 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 = 4
Essays 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 = 3
Essays 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 = 2
Essays 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 = 1
Essays 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 Score
Blank, Off-Topic, Illegible, Not in English, or Void