Académique Documents
Professionnel Documents
Culture Documents
The following represent the specific unit plans cognitive and affective objectives:
Objectives:
Cognitive:
1. The student will be able to identify language appropriate for winning
an argument
2. The students will be able to create examples of arguments using
proper writing techniques
3. The students will focus attention to the power of words within essays
4. The students will identify and use connotative and denotative language
in their written arguments effectively
5. The students will adopt essay structure and argument structure for the
purpose of defending a position.
6. The students will present a well written defensible argument using oral
reporting
Affective:
1. The students will appreciate their confidence in the ability to win any
argument effectively and to state and defend a claim.
2. The students will appreciate how language is used to influence others
in viewing their claim as the correct opinion
3. The student will enjoy the ability to use multiple media services to
critically assess claims
4. The students will appreciate expanding their vocabularies in the use of
writing to influence others.
5. The students will enjoy being active participants in the argument
process to influence their superiors and peers
Materials List:
Toondo: www.toondo.com
Quizlet. www.quizlet.com
recorder, word/fact collector, and argument captain. The teacher will instruct the
students that today they will be participating in arguments. The students will be
asked to think about a time they had to defend a position for a reason with their
parents, friends, teachers, or siblings. Each student will write their topic on chart
paper. Each group will be given 15 minutes to discuss their positions with their
classmates. The teacher will give specific instructions for jobs for each group
member. For example, the recorder/word collector is responsible for writing down
key phrases they hear from the students that relate to their positions within their
chosen discussed argument. After the time is allotted, the teacher will ask the
students to think of why they felt their argument was effective. Did it provide results
they wanted? The teacher will write down key words on the board of each groups
findings. The teacher will ask students to give reasons why they felt their arguments
did or did not win over their audience. The class will share.
Part 2.
The teacher will tell students that by using what they learn in this unit, they will win
any argument.
The teacher will demonstrate to the students today that the language they choose
is more powerful than they can imagine and they will learn the tricks of the trade
through our unit on language and argument essay writing.
The teacher will allow students time to read a variety of winning arguments from
various sources including The New York Times editorial pages. As the students read,
the teacher will instruct them to use their highlighters to highlight key words or
phrases that convince them of the position. The remainder of the class will be on
this activity. For homework, the students are to go home and make a list of words
that stand out the most in their minds from todays activities. They will bring these
to class tomorrow for class review.
Day 2. Language
Motivator:
The teacher will present a large poster on the board with two opposing open faces.
The top of the poster will have the statement: Cell Phones Should Be Allowed in
School. Face number one is for the argument. Face number two is opposed to the
argument. The teacher will ask the students to take out their list of words from
homework. In groups, the students will share their words and decide together which
of their words sound most effective for the appropriate side of the poster. The
teacher will provide each student with sticky notes. The teacher will ask the
students to choose the best phrase and words such as adjectives and declarative
words on the poster. The students will write their for and oppose words on them and
come to the board and place them on the poster. The faces on the poster will have a
face off. For example, the students may place the words purchase and must have
on the poster. They may select the word responsibility or necessary and safety. The
teacher will discuss ways to use words effectively. The teacher will announce that
the students will construct their own argument essays for the school principal on
why Cell Phones should be allowed in school. The school is actively considering
revising the current policy issue for the following year.
Part 2.
Sharks/ruthless
Sneaky/sly
The teacher will continue by showing Captain English: You Tube Video. The teacher
will ask the students to respond in their journals to share the emotional meanings of
these words. The teacher will assign pair groups to take two word pairs and list the
connotative and denotative meanings. Dictionaries will be provided. The teacher will
give the students 15 minutes to complete this task. The teacher will have the
definitions of connotative and denotative on the board. The students will share their
findings. The teacher will answer questions and have a discussion while having
students record one example for each pair on the overhead.
Part 2.
Mini lesson: Practice
The teacher will tell the students that word choice are the most effective way to win
an argument. Selecting words carefully while making a factual and emotional appeal
for their topic is the best way to hook the audience. The teacher will pass out the
handout Connotation and Denotation: Saying What You Mean. After this brief mini
lesson, the students will complete the tasks on the handout. This handout gives
students examples of how to properly use connotative meanings of words in a
variety of settings and it allows for practice. They may complete the handout in
pairs. The teacher will review individual leads from the homework. The teacher will
guide the students in writing effective leads. The teacher will give the students 15
minutes to make revisions quietly.
Mini Lesson: Transition words
Once students have revised their leads in their first drafts, the teacher will place a
list of effective use for transition words on the board. As we begin the discussion of
the body of the argumentative cell phone use essay, the teacher will point out that
effective transition words are essential to making the position clear to the audience.
As students begin thinking of the body of their essays, they will want to consider
using transitions. The teacher will provide the students with a handout on types of
transitions in paragraphs including the following: Chronological, Cause-Effect,
Example, Addition, and Opposition. Examples of words will appear under each
heading. The teacher will ask the students to keep these handy for tomorrows
class. Before going into transitions too much, the teacher will allow the students to
complete research on the topic for the remainder of the class period. The students
may use computers individually by going to the computer lab. The teacher will give
the students a list of appropriate websites to view. The teacher will instruct the
students to take notes on statistical findings that support their claims as well as
personal anecdotal stories. As part of the draft process, students will be required to
complete this task for homework and bring in a rough draft of their essay body to
include the list of requirements stated earlier. This requirement will follow the rubric
handout for essays.
Day 5: Language and Using Argument Research
Motivator:
Motivator: Results of the vote from the previous day. If the students choose to
perform speeches of the five most effective essays, they must vote by secret ballot
for those essays. The students will be given a rubric to judge the essays for
convincability and quality of writing. This includes effective use of language,
connotative and denotative word choice, appropriate length, transition words and
most effective conclusions.
Activity:
The teacher will edit all argument essays individually with each student. The
student will spend the remainder of class polishing their arguments.
Concluding the Lesson: The students will be offered group time to complete the
following:
Review rubrics
Review major strategies for use of language
Review Structure of Arguments
Review and re-write portions of their final essays
A date will be scheduled with the principal to present the arguments in the form
they have chosen. The students who are not participating in the actual reading of
the arguments will be required to listen and make notes of questions and or
responses to the arguments made by the principal and staff. They will be required
to give a formal response to the questions at a later date.
Annotations:
You Tube.com. Cell Phone Use. 2014. Captain English Connotation and Denotation.
2014. Silent pictures video. Connotation and Denotation. 2014.
Rubrics and handouts:
Scholastic.com The Game of Persuasion. http://www.scholastic.com/game of
persuasion.
Leads and transitions for effective persuasive essays.
Perdue Owl. Logic in Argument Writing. https://owl.english.purdue.edu/owl. 2014.
Connotation and Denotation Practice Exercises. Saying Exactly What You Mean.
http://www.education.com/print/create-meaning-connotations. 2014.
Persuasive Writing. Rozmiarek, M.A.T., M.S. Smith. Mary E. M.Ed. Teacher Created
Resources. Westminster, California. 2014. P. 104. 115.
Arguments:
Supreme Court Documents on Fair Use and Cell Phone Act. https://www.
Supremecourt.gov.
Research:
Pew Research Institute. www.pewinternet.org. 2014