Argument Mini-Unit

Development and Implementation

Utilizing the knowledge gained through my review of literature on argument writing, I
have designed a mini-unit that introduces the basics of argument and allows students to practice
with various techniques of argument on a small scale. Not only will the mini-unit equip students
with a background in argument (i.e. Toulmins model and Aristotles rhetorical appeals), but it
will allow them to practice with argumentative devices and receive feedback throughout the
process. This mini-unit will scaffold student learning so that all students will be prepared to
embark on more ambitious pieces of argument writing by the end of the mini-unit. In alignment
with my educational ideology, this mini-unit will emphasize collaboration throughout the
learning process. The mini-unit also includes opportunities for students to reflect upon their
experiences and the effectiveness of the teachers pedagogical strategies. An emphasis on data
and reflection (exit slips, critical incident questionnaires, etc.) will promote effective teacher
reflective practice during and after this mini-unit.
Essential Questions
How do people form their opinions?
What makes an argument effective?
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.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.

Calendar
Week One
Objective(s):

Standard(s):

Activities:

Monday
-To develop
an
introductor
y
understand
ing of
argument
writing

Tuesday
-To identify
the various
component
s of
Toulmins
model for
argument

Wednesday
-To develop
a working
knowledge
of Toulmins
warrant,
data, and
backing

Thursday
-To develop
a working
knowledge
of Toulmins
qualifier,
rebuttal,
and claim

Friday
-To develop
an
understand
ing of
Aristotles
three
rhetorical
appeals

CCSS.ELALITERACY.W
.11-12.1

CCSS.ELALITERACY.W
.11-12.1.A

CCSS.ELALITERACY.W.
11-12.1.A

CCSS.ELALITERACY.W.
11-12.1.A

CCSS.ELALITERACY.W
.11-12.1.B

Anticipator
y Set:
Argument
Examples

-MiniLesson:
Argument
Theory
(cont.)

-What
makes
these
arguments
effective?
(collaborati
ve)

-MiniLesson:
Toulmins
Model
introductio
n

-Guided
Practice:
Inquiry
based
instruction
over
warrants,
data, and
backing
(collaborativ
e)

-Guided
Practice:
Inquiry
based
instruction
over
qualifier,
rebuttal,
and claim
(collaborati
ve)

-MiniLesson:
Introductio
n to
Aristotles
rhetorical
appeals
(ethos,
pathos,
logos)

-Minilesson:
Introductio
n of
Argument
Theory

Independe
nt Pracitce:
Breaking
down the
component
s of
Toulmins

-ASSIGN:
Argument
writing piece
Independent
Practice:
create
warrants,

Independen
t Practice:
add
qualifier,
rebuttal,
and claim
to work
from

-Guided
Practice:
Identifying
ethos,
pathos,
and logos
in
advertisem
ent
(collaborati

-Exit Slips

model
(collaborati
ve)
-Exit Slips

data, and
backing in
response to
argumentati
ve prompt

previous
day
-Exit Slips

-Exit Slips

ve)
Independe
nt Practice:
add
Aristotles
rhetorical
appeals to
argument
piece
-Critical
Incident
Questionna
ire

Week Two
Objective(s):

Monday
-To develop
a working
knowledge
of
Aristotles
three
rhetorical
appeals

Tuesday
-To analyze
the tone in
an
argument
-To utilize
an effective
tone in an
argument

Standard(s):

CCSS.ELALITERACY.W
.11-12.1.B

CCSS.ELALITERACY.W
.11-12.1.D

Activities:

-Review
Critical
Incident
Questionna
ire

-Guided
Practice:
Inquiry
based
instruction
over tone
in
argument
(collaborati
ve)

Independe
nt Practice:
Continue
adding
Aristotles
rhetorical
appeals to
argument

-Minilesson: the
impact of
tone in

Wednesday
-To analyze
an
arguments
effectivenes
s from a
holistic
perspective

Thursday
-To identify
and
address
specific
weaknesses
in an
argument

-To join a
community
of writers
CCSS.ELALITERACY.W.
11-12.1.D

-To write an
effective
argument
CCSS.ELALITERACY.W.
11-12.1

-Mini-lesson:
Analyzing
the
effectivenes
s of an
argument
from a
holistic
perspective

-Guided
Practice:
Identifying
and
addressing
weaknesses
in
argument

-Guided
Practice:
Argument
writing
workshop

Independen
t Practice:
Make final
revisions to
argument

Friday
-To reflect
upon the
writing
process
-To reflect
upon
instruction

CCSS.ELALITERACY.W
.11-12.1
-Guided
Practice:
Reflections
on the
process of
writing an
argument
-Guided
Practice:
Reflections
on the
instruction
al support
provided

piece

argument

-Exit Slips

Independe
nt Practice:
Revise
argument
writing to
account for
tone
-Exit Slips

(collaborativ
e)

writing
piece

-Exit Slips

-DUE:
Argument
writing
piece
-Exit Slips

during the
mini-unit
(what
worked,
what didnt
work, how
instruction
could be
improved,
etc.
-Critical
Incident
Questionna
ire

Personal Reflection
I am confident that the mini-unit I have designed over argument writing is effective in its
ability to equip students with the tools and experience they need to proficiently write effective
arguments. Even though I was unable to teach my unit to an actual class, I believe that it is a
solid starting point for future instruction. Within the unit, I have given students the opportunity
to collaborate and reflect. Furthermore, my own inquiry is carried out during this unit through
the use of exit slips, critical incident questionnaires, student feedback, and examples of student
writing. Once I am able to teach this unit, more detail will be added and adjustments will be
made to ensure that it bests supports students and their work. Additionally, a research
component can be added to this unit to identify how the instruction of argument writing can be
improved, and how practice with argument affects students writing ability as a whole.