ARGUMENTATIVE WRITING UNIT

Day 6, Tuesday, 3/7/17, 50 minutes

Teacher: Miriam Gueck

Subject Area: U.S. Literature Grade Level: 11 School: Fort Collins High School
Unit Title: Argumentative Writing Unit
Lesson Title: Argumentative Essay Breakdown: Main Body and Audience, Develop/Revise Essay
Outline, Research worktime for components of Issue Analysis

Standards:
1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on
others ideas and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
2.2.a. Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.
(CCSS: RI.11-12.1)
2.2.a.v. Predict the impact an informational text will have on an audience and justify the prediction
2.3.d. Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (CCSS: L.11-12.6)
3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)
3.2.b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content. (CCSS: W.11-12.2)
3.3.a. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (CCSS: L.11-12.1)
4.1.a. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation. (CCSS: W.11-12.7)
4.1.c. Evaluate and revise research questions for precision and clarity
4.1.d. Evaluate quality, accuracy, and completeness of information and the bias, credibility and
reliability of the sources
4.1.e. Document sources of quotations, paraphrases, and other information, using a style sheet, such
as that of the Modern Language Association (MLA) or the American Psychological Association (APA)
4.1.f. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(CCSS: W.11-12.9)
4.3.a. Analyze the purpose, question at issue, information, points of view, implications and
consequences, inferences, assumptions, and concepts inherent in thinking
4.3.b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including
relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision
4.3.d. Evaluate the reasoning of self and others for quality, strong-sense thinking
ARGUMENTATIVE WRITING UNIT
Day 6, Tuesday, 3/7/17, 50 minutes

Learning Target:
Students will take a close look at the components of the main body of a good
argumentative essay
Students will develop/revise their essay outlines
Students will continue research for their Argumentative Essay Issue Analysis

Success Criteria:
Students will take notes on the components of the main body of a good argumentative
essay while watching TED-Eds How to Write a Good Argumentative Essay: Logical Structure
Students will develop/revise their essay outlines
Students will work towards issue analysis completion

Materials Needed (include page numbers, supplies, resources):

Handwritten research notes
Issue Analysis graphic organizer
Argumentative Essay Notes 5 and 6

Anticipatory Set (optional):

I will remind them that their Issue Analysis is due at the beginning of class on Thursday. I will ask
them to specify what the three parts of the Issue Analysis are. I will remind them that they are
turning in the physical copies of their handwritten notes and their graphic organizer, but that the MLA
Works Cited page will be submitted electronically in Edmodo.
(3 min)

Procedure (step by step through the lesson activities):

After passing out and explaining todays notetaker which will focus on the five part structure of a
good argumentative essay, with special attention to the main body, I will play the TED-Ed lesson titled,
TED-Eds How to Write a Good Argumentative Essay: Logical Structure. Students will take notes in
their notetakers on the lesson. I will pause the lesson when the illustrated outline of the five parts
shows so students can replicate it in their notetakers. We will finish watching the lesson, then I will go
over the rest of the notetaker which discusses audience and language structures for the
argumentative essay.
(25 min)
After discussing these components of a good argumentative essay, students will draft/revise their
essay outlines. They will also continue work on their Issue Analysis. I will encourage them to keep
developing their thesis statements. I will also pass out the Audience Analysis; that work overlaps with
the Issue Analysis. The Audience Analysis is due at the beginning of class on Friday. I will remind
them whats due Thursday and what and how to turn in the three parts of the Issue Analysis.
(20 min)

Closure (optional):
One more time, I will remind students what is due Thursday and how to turn these items in.
(2 min)
ARGUMENTATIVE WRITING UNIT
Day 6, Tuesday, 3/7/17, 50 minutes

Evaluation/Assessment:
Argumentative Essay Notes 5 and 6
Essay Outlines