ARGUMENTATIVE WRITING UNIT

Day 2, Tuesday, 2/28/17, 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: Practice composing and developing Claim, Counterclaim, and Reply; Overview: Argumentative
Writing Unit Outline, Due Dates, and Requirements; Look at potential Topics/Arguments

Standards:
1.1.d. Analyze audience responses to evaluate how effectively the talk or presentation met the
purpose
1.1.e. Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique
to particular groups, perspectives, or contexts (such as social, professional, political, cultural,
historical or geographical)
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)
1.2.b. Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating
the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS:
SL.11-12.2)
1.2.c. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (CCSS:
SL.11-12.3)

2.2.a.i. 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.d.i. Use Range of Reading and Complexity of Text to:
By the end of grade 11, read and comprehend literary nonfiction in the grades 11CCR text
complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS:
RI.11-12.10)

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)

4.2.a. Analyze the logic of complex situations by questioning the purpose, question at issue,
information, points of view, implications and consequences inferences, assumptions and concepts
4.2.b. Evaluate strengths and weaknesses of their logic and logic of others by using criteria
including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision

Learning Target:
Practice developing and composing: Claim, Counterclaim, and Reply
Go over Argumentative Writing Unit Outline, Due Dates, and Requirements
Look at potential Topics/Arguments
ARGUMENTATIVE WRITING UNIT
Day 2, Tuesday, 2/28/17, 50 minutes

Success Criteria:
Students will practice developing and composing: Claim, Counterclaim, and Reply
in response to presented issues
Students will go over Argumentative Writing Unit Outline, Due Dates, and
Requirements
Students will look at potential Topics/Arguments a
nd begin work on Issue Proposal

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

Writing utensil
Laptop
highlighter

Anticipatory Set (optional):

Today I am moving students from a traditional seating arrangement to pods of 4. When they walk in
Do Now:
Move chairs into pods of 4
Move the round table
closest to the back wall (not the one with the binder/wobbly leg) to the middle of
the room
Have your stuff with you and stand at the front or back of the room

When chairs are arranged I will name who sits where. (5 min)

Procedure (step by step through the lesson activities):

I will show a brief video titled Mother Dog Elated after Reunited with her Puppies
Afterwards the screen will show
ARGUMENTATIVE WRITING UNIT
Day 2, Tuesday, 2/28/17, 50 minutes

Working with a partner, students will then choose a side from the two offered. The side they choose will be
their main argument, and the opposing side will be the counterargument. For this practice, the main
argument and the main opposing argument are spelled out for them, and they will be responsible for
developing a response.
(10 min)
We will watch two news reports about Rachel Dolezal, the woman born white who identifies as black. There
is also a news article about Dolezal posted to our classroom website (edmodo). After watching both videos, I
will direct students to compose and develop a main argument/claim, opposing argument/counterclaim, and
replies. This time Im only giving them..

Before they write this practice, I will discuss how having more research from differing perspectives gives a
more rounded understanding. They shouldnt stop looking for source material after finding the first three (at
least 3 sources are required for the argumentative essay). They need to conduct their research thoroughly
because the more sources you look at, the better your understanding of the topic is, and the better your
ARGUMENTATIVE WRITING UNIT
Day 2, Tuesday, 2/28/17, 50 minutes

essay will be.

They now need to practice developing and composing the specific wordings of main and opposing arguments,
as well as the replies. Im offering them a mere phrase on both sides of the Dolezal argument, and students
will flesh these out to fully developed claims and counterclaims, and also come up with responses. (20 min)

Closure (optional):
I will give students copies of and an overview of our Argumentative Writing Unit outline, due dates, and
requirements. I compiled over 200 potential topics/arguments and I will be sure students are aware this
document is in our classroom group on edmodo. I will discuss the Issue Proposal Assignment that is due next
class period.
(15 min)

Formative Assessment:
Claim, Counterclaim and Reply practices