Stacy Rosner

TE 408
Argumentative Writing Unit Plan
Cover Page
The unit I would like to teach is an argumentative unit for an 11th grade English class, after we
have read the novel Frankenstein. I would like to teach this unit halfway through the semester or
during the second half of the semester. I want the students to know each other fairly well so they
feel comfortable enough with each other during the debate and I want them to have done some
writing before in previous units, so this is not their first major assignment.
My goals for the students consist of having them be able to make valid arguments. I want them to
learn how to make an argument and how to defend it with evidence and warrants while
addressing and refuting the counter-argument. I expect that theyll be able to learn about counterarguments during the in-class debate and that theyll be able to help each other with ideas and
development of their arguments during the peer review sessions.
The Common Core State Standards I will address are:
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.
Through the brainstorming sessions, students will be able to determine who they believe to be a
humane character and use the quotes theyve gathered while reading as evidence for their
argument.
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.
Students will be able to test out their arguments during the in-class debate. They will also be able
to learn about counter-arguments and how they can refute counter-arguments in their argument.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
By participating in the in-class debate and peer review sessions, students will be able to help
each other develop their ideas and arguments for their assignment.

My goals for this unit is for students to learn how to make valid arguments while using relevant
evidence and warrants, and recognizing and refuting the counter-argument. My assessment aligns

with these goals by having students take everything theyve done and learned while in class
(through brainstorming, lessons, the debate, and peer review sessions) and putting it all together
in their argument. Each of the days lessons were planned with these goals for my students in
mind. The rubric helps students know that they have met the goals of being able to make a valid
argument by stating the elements and requirements of the assignment, explaining what is needed
for each score.
Each day of the unit works to scaffold students learning of declarative and procedural
knowledge by having them separate each element of an argument and examine its role and how it
comes into play in their own individual arguments. Student will practice making their arguments
during the debate, examine model arguments to get an idea of what makes a valid/non-valid
argument, and work together during peer review sessions to help each other understand and
develop their own arguments.

Ms. Rosner
English 11
Argumentative Assignment with Frankenstein
Overview: It is important to be able to have opinions, make decisions, and make arguments.
Even more important is being able to defend those opinions, decisions, and arguments with
evidence. This evidence can make your argument more legitimate and can help persuade,
convince or make clear to the opposing view your side of the argument. Using the quotes youve
collected while reading, you will make an argument about who, in your opinion, is more humane
in the novel Frankenstein (either Dr. Frankenstein or his creation). We will have an in-class
debate that will help you construct your argument in the form of an essay, letter, or character
map.
Mode - debate, essay, letter, character map
Audience - your classmates, people of Geneva, Dr. Frankenstein or his creation (your
choice)
Purpose- to argue for who you believe is more humane, using evidence (quotes) from the
text
Situation- school
Directions: Take a stance on who you believe to be more human between Dr. Frankenstein and
his creation. Gather evidence for your argument using the quotes you collected while reading to
serve as evidence to defend you argument. We will have an in-class debate where everyone will
take turns presenting their argument with evidence and warrants. During the debate, you will
take notes on possible counter-arguments that you will use while writing your essay. After the
debate, you will write an essay or letter, or create a character map that clearly argues for who you
to be more humane between Dr. Frankenstein and his creation. You should use evidence/quotes
and warrants to help back up your argument and counter-arguments from the debate that you will
refute in your essay, letter, or character map.
Requirements:
> argumentative essay, letter, or character map
> preparation notes for debate
> notes taken during debate
> list of quotes you collected while reading Frankenstein
> peer review sheet

Ms. Rosner
English 11
3

Argumentative Assignment with Frankenstein Rubric

Overall
Argument

Claim

Claim is clearly

Claim is stated and

stated and remains

as the focus of this
assignment

for the most part,

remains as the
focus of the
assignment

Use of evidence
and warrants

Evidence and
warrants are used
in a way that
contributes to
argument

There is usage of
warrants and
evidence, but they
do not always
contribute to the
argument

Counterarguments and
rebuttal
Debate

Claim is not clear

There is no clear
and does not
claim or argument
remain as the focus
of the assignment
There is only a
small amount of
evidence and
warrants and they
do not contribute
to the argument

There is no use of
evidence or
warrants

Counter-Argument Counter-argument
is stated and
is stated and is
refuted
mostly refuted.

The counterargument is stated,

but not refuted.

The counterargument is not

stated or refuted.

Student presents
argument with
evidence and
warrants, counterargument, and
rebuttal

Student only states Student does not

argument with
present their
evidence and
argument
warrents; does not
state counterargument or
rebuttal.

Student presents
argument with
evidence and
warrants;
ackowledges
counter-argument,
but does not refute

Ms. Rosner
English 11
Argumentative Writing Unit
Calendar

Day 1: Introduce Assignment

Objective: SWBAT make pitches for who should be class president
Activity: Class President
Each student gets assigned someone for whom they have to make a pitch about why that person
should be class president. Address pros and cons of person.
Day 2:
Objective: SWBAT brainstorm characteristics of a humane person
Activity: Introduce assignment and begin brainstorming
brainstorm characteristic of a humane person (as a class) From options,
does Dr. Frankenstein or the creation fit some of these? Could have students
write ideas on the smart board if we had one.
**Explain terminology for assignment and how each student used it already
argument/claim in paper: who is more humane? Already had an
argument/claim in activity (X should be class president)
looking for evidence in paper: textual evidence, quotes that help back up
your argument (couldve been real life examples in class president activity)
looking for warrants in paper: explain quotes and how they show how a
character is more humane. (explaining why the real-life examples made
person a good candidate for class president from yesterdays activity)
looking for counter-arguments: Have to be able to acknowledge other side
and refute it
Homework: Pick a side; who is more humane?
Day 3:
Objective: SWBAT use evidence and warrants correctly
Activity: Grammar lesson on how to introduce quotations
what quotes to use? how/when to use them? what quotes are relevant to
your argument. (introduce quote, quote/evidence, explanation of
quote/warrant)
Also, how to cite, paraphrase and use transition sentences
homework: pick quotes to use in argument

Day 4
Objective: SWBAT to gather materials needed for debate tomorrow
Activity: Overview of what debate will look likeclass splits into teams based
on who they think to be more humane (Dr. Frankenstein or his creation)
5

Students can work together to make pitches to who they think is more
humane. This relates to what we did on the first day of the unit to make a
pitch for who should be class president. Students can work together to
gather evidence and quotes that defends their argument and brainstorm
possible arguments from the opposing side to help prepare for the debate
the next day.
Day 5:
Objective: SWBAT make counter-arguments and rebuttals
Activity: Debate!
Split class between who thinks Dr. Frankenstein is more humane vs. his
creation
Have students debate to help each other come up with counter-arguments
and how to refute them. Each student has to talk at least once. Take notes
during debate on counter-arguments and rebuttals for your argument.
Day 6:
Objective: SWBAT identify qualities of a good argument in a model argument
Activity: Examine model arguments
Show examples/models of arguments of people arguing for someone who is a good person or a
humane person. Examine each argument, what is has, what its lacking in terms of claim,
evidence, warrant, counter-argument. Examine for structurein what order is argument
presented? (Claim, Evidence and Warrants, Counter-Argument and Rebuttal or a different
order?)
Show examples of pieces for this project: one for letter, character map, essay
(examine each for claim, evidence, warrant, counter-argument)
think about structure-in what order is argument presented?
If we had a smart board, have students come up and circle/underline what
they see in argument
Have students create rough outlines for what they want their arguments to
look likeIn what order do they want to make their argument? What
evidence or warrants do they want to include in their argument? What might
be a good counter-argument that they can refute?

Day 7:
Objective: SWBAT examine peers arguments and give feedback and SWBAT
put together the elements of their argument
Activity: peer review and work day
6

Day 7 (cont.) share ideas or rough outlines with students using the same
format (letters with students doing letters, character maps with students
doing character maps) How is partner presenting ideas? what is their
argument? bounce ideas off each other.
Begin creating argumentative piece
Day 8 (a week later)
Objective: SWBAT examine peers arguments and give feedback
Activity: Peer review
Demonstrate peer review. Each person in peer review has 3 things they want
peer reviewer to look at, share that with peer reviewer and get feedback on
them.
Partner with someone who has a different argument and format than you.
People who vote Dr. Frankenstein together, people with the creation together.
People with letter partner with someone not doing letters.
Day 9:
Objective: SWBAT make revisions to their argument on their own
Activity: Revision strategies
Cut and paste, start new document, make changes in old document, make
comments on original
Day 10: (2 days after doing revising)
Objective: SWBAT reflect on the work they did for this argumentative piece
Activity: Reflection writing
Have students write about how they feel about what they did for this
assignment. What do they feel they did well or not well? What activities
helped them learn?