Unit Title/Subject Area - Arguments in Writing for AP Language

Grade Level- 11th Grade

Time Length- 9 weeks or quarter of school year
Core Standards- CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.1.A
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish
the claim(s) from alternate or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.11-12.1.B
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-LITERACY.W.11-12.1.C
Use words, phrases, and clauses as well as varied syntax 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.
CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument
presented.
Unit Rationale- This unit plan will be conducted during the fourth nine weeks of the school year
as this will be a section that will require the utilization of the previously learned material from
this class. As the larger goal of this course is to progress in writing skills and critical thinking,
this unit plan will help to polish the skills obtained throughout the school year that relate to this
objective.

Goals- There are three goals for this unit plan: to improve writing skills, to think more critically,
and to be able to thoroughly develop and conduct an argument on a subject regardless of
personal views.
Objectives- There are different yet intertwining objectives throughout the unit plan. For weeks
1&2, the objective is to develop an introduction including a thesis for an essay based on a given
topic. This will be the beginning of the avoidance of first person. For weeks 3&4, the objective is
to build a body paragraph with an effective transition for the following paragraph. This will also
be the time in which students will learn to properly use quotes and in text citations. For weeks
5&6, the objective is to develop an argument on any given topic for any side regardless of
personal views. This will be the time in which students will learn to be more objective and set
aside their emotions to construct a professional and unbiased argument. For weeks 7&8, the
objective is for the students to develop an argumentative essay based on a given topic using the
techniques and styles learned in the previous weeks of the unit plan. For week 9, the objective is
to peer review classmates papers and aim to critique using the objectivity they have practiced
for the duration of the unit plan.
Lessons/Main Activities- There are four lessons in this unit, each conducted every two weeks
(lesson 1 for weeks 1&2, lesson 2 for weeks 3&4, etc.) with a final assessment in the final week
of the unit plan. The methods for weeks 1-8 is independent study and lectures. The lectures
conducted will be for instruction while the independent study will be what is used for the
development of the essay assignments for each week coupling. For weeks 1-4, the goal being
met is the improvement of the students writing skills. For weeks 5-8, the goal being met is be
able to thoroughly develop and conduct an argument on a subject regardless of personal views.
For week 9, the final goal being met is to think more critically particularly when looking at
others work.
Assessment Measure- The assessment measure that will be used for this unit plan will occur in
the 9th week of the unit and it will be based on the individuals essay and their peer reviews. The
essay must adhere to the guidelines that were set and taught beforehand and the peer reviews
must be thought out with evidence of deeper thinking.
Differentiated Instruction Anticipated- Should there be students who require further
assistance, there will be graphs and diagrams to help break down the structure of the type of
essay they will develop. There will also be classroom assistance for all nine weeks to help ensure
that there is no confusion in what is to be done. Should there be a large number of students that

require additional assistance, the unit plan can be modified to be simpler in context and in
requirements. For example, instead of requiring an in depth argumentative essay at the end of the
unit, it might simply be a portion of an essay such as the introduction and a body paragraph.
Depending on the specific student needs, the unit plan can be changed dramatically or slightly.
Materials- The materials needed for this unit are paper, pencil, black/red pens, printer access,
smart board, whit board, and access to internet for topic research.
Sourceshttp://www.corestandards.org/ELA-Literacy/W/11-12/