Argumentative Writing Unit

ELA 6 Argumentative Writing Unit Purpose/Rationale:​ This unit is meant to introduce and build on the key terms and ideas associated with argumentative writing that your student may or may not have been introduced to previously. Students will write using the five paragraph order and they will use a graphic organizer to introduce them to the different aspects of argumentative writing. Students will learn how to state their claim and defend their position through different activities including dialogue and debates and they will combine all their learning to complete an argumentative essay on one of three topics. Essential Questions: ● What is an argument? ● What is a claim? ● What makes an argument effective? ● How can we write to appeal to the reader? Common Core Standards: ❏ CCSS.ELA-LITERACY.RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. ❏ CCSS.ELA-LITERACY.W.6.1 Write arguments to support claims with clear reasons and relevant evidence. ❏ CCSS.ELA-LITERACY.W.6.1.A Introduce claim(s) and organize the reasons and evidence clearly. ❏ CCSS.ELA-LITERACY.W.6.1.B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. ❏ CCSS.ELA-LITERACY.W.6.1.C Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. ❏ CCSS.ELA-LITERACY.W.6.1.D Establish and maintain a formal style. ❏ CCSS.ELA-LITERACY.W.6.1.E Provide a concluding statement or section that follows from the argument presented. ❏ CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) ❏ CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ❏ CCSS.ELA-LITERACY.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. ❏ CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Lesson Objectives: ❖ I can identify and evaluate the argument and specific claims in a text, identifying claims that are supported my reasons and evidence from claims that are not. ❖ I can write arguments to support claims with clear reasons and relevant evidence. ❖ I can introduce claim(s) and organize the reason and evidence clearly. ❖ I can support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. ❖ I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. ❖ I can use a formal style. ❖ I can provide a concluding statement or section that follows from the argument presented. ❖ I can produce clear and organized writing in which the development, organization, and style are appropriate to the task, purpose and audience. ❖ I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, with support from peers and adults. ❖ I can use technology, including the Internet, to produce and publish writing. ❖ I can participate in discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. Formative Assessments: ➔ Pre-test used for inventory ➔ Debates ➔ Four square graphic organizers ➔ Exit Tickets ➔ Thumbs Up, Thumbs Down ➔ Journal Entries ➔ Think, Pair, Share Lessons Overview:

First I started the unit with an introductory activity. In this case I chose a “Take a Stance” Activity. For this activity I had a sign on one side of the room that said “Yes” and a side on the other that said “No”, and then in the middle students could stand in the middle for the “Maybe” Response. I asked a series of questions that I thought 6th grade students might have a strong opinion about, such as “Should cellphones be allowed in school?” or “Should there be a school dress code?”. Students then stood in the location they agreed with and discussed among those around them why they agreed with that stance. It is helpful to start using terminology that you will be using throughout this unit when discussing their claim and reasons or evidence. This activity introduces students to the idea of making a claim, or “Taking a Stance” on a topic, and then having to defend their position. Then I introduced my students to the graphic organizer that we would be utilizing throughout the course of the unit. I started out small and only completed the claim and reasons and conclusion of the organizer. As we moved forward in the unit, we started to expand and fill in evidence for the reasons given. Example of Four Square Graphic Organizer:

Throughout the rest of the unit we continued to strengthen our skills by using the graphic organizer for several different activities, such as reading SCOPE debate articles and having them work in pairs to find reasons and evidence for a specific claim, and eventually we made partial four square graphic organizers over the topics they were allowed to choose from for their final essay. We also had a class long debate activity that students were also particularly engaged in. I split the class into three groups. Each group was split in half and one half had to debate the pro/for side and the other half and to debate the con/against. Each of the three groups had a different topics and after they completed their Four Squares they had to debate, or share their own reasonings to defend their position. The class would vote on which team had the best evidence and the winning teams would receive a tiny piece of candy. Topics for their Argumentative Essay:

-Should Cellphones be Allowed in Schools by Youth? -Should Youth Participate in Extracurricular Sports? -Should Their School Switch to Year-Round Schooling? With these topics they had the choice between either side, which gave them an option to choose between the six possible claims. Ideally students should complete a four square graphic organizer first, which can then be reviewed and adjusted if necessary. Students should then have a day or two to write up their essays before peer editing and then turning in a rough draft. Then they can revise their essays and turn them in for a summative grade. Summative Assessment: ​The Summative assessment of this unit is a five paragraph essay in which the students will need to include a hook and their claim in the introductory paragraph. Each of their three body paragraphs should list one of their reasons and at least three pieces of evidence that defends that reasons, including examples when possible. Last they need to have a concluding paragraph that starts with a concluding transition statement or phrase, lists their claim and their three reasons and then concludes with a strong/powerful final thought/sentence. Rubric: