Subject: Unit Title: Unit Summary:: Creative Writing Unit Plan

Creative Writing Unit Plan
Subject: 9th Grade Language Arts
Unit Title: Argument Writing and Grammar and Mechanics (Four Weeks)
Unit Summary:
The purpose of this unit is for the students to learn how to write an effective argumentative essay, as
explained in the common core standards (CCSS.ELA-LITERACY.WHST.9-10.10) The students will learn
how to write their claim, counterclaims, reasons, and evidence. They will also learn to supply data and
evidence to support their claim and communicate limitations for the counter-claim. They will learn how to
write an academic paper with a proper introduction, transitions, and clear conclusion. Finally, the students
will learn how to properly use grammar and mechanics and practice range of writing over extended time
frames.
State Standard:
Common Core Standards being taught:
CCSS.ELA-LITERACY.WHST.9-10.10
CCSS.ELA-LITERACY.WHST.9-10.1
CCSS.ELA-LITERACY.WHST.9-10.1.A
CCSS.ELA-LITERACY.WHST.9-10.1.B
CCSS.ELA-LITERACY.WHST.9-10.1.C
CCSS.ELA-LITERACY.WHST.9-10.1.D
Student Goals:
Students will understand the vocabulary associated with argumentative essay (claim,
counter-claim, evidence, etc.).
Students will develop a claim or argument and learn how to find research supporting the
claim.
Students are able to take research and develop a well-written argumentative essay.
Students have a firm grasp of grammar and mechanics including sentence structure,
comma usage, transition words and phrases, and proper tense.
Students are comfortable free-writing for extended periods of time.
Student Objectives:
Week 1
Day 1 - Free Writing with Record an argument you have once had prompt and introduce what
argument or claim is with Slip or Trip? Exercise.
Day 2 - Introduction to argument writing continued. Handout vocabulary worksheet for argument
writing, use Slip or Trip? class exercise to further understand vocabulary and make
connections.
Day 3 - Review vocabulary, discuss banned books debate and article, discuss school uniform
debate and article, argument free-writing
Day 4 - Practice creating claims, warrants, and defining warrants. Continue looking at possible
topics for the essay.
Day 5 - Mini grammar lesson on transition words and phrases. Read through sample argument
essay to get an idea of argument writing with transitions. Research different argument essay
topics and freewrite about two chosen topics.
Week 2
Day 6 - Free-writing about what makes them mad, happy, or sad. Go over writing assignment
rubric and example essays
Day 7 - Vocabulary quiz, sample introduction modeled for students, writing time.
Day 8 - Free-writing, begin researching for argument essay
Day 9 - Research for more evidence, group discussion how it is going finding evidence.
Day 10 - Grammar lesson, research topic, have research sheet filled out for quiz grade.
Week 3
Day 11 - Counterclaim and rebuttal lesson
Day 12- Model writing a sample counterclaim paragraph with effective rebuttal. Class time for
students to write their counterclaim and rebuttal paragraph.
Day 13 - Free- writing (sorry, not sorry), model writing as sample body paragraph to the class,
have students work on body of their essay.
Day 14 - model sample conclusion - write conclusion
Day 15 - semi-colon grammar lesson- share rough draft for quiz grade by the end of the class-
MLA lesson
Week 4
Day 16 - Free Write - Peer review day.

Day 17- peer -review
Day 18- Free- Write anonymous samples to class for learning advice, students receive teachers
quick comments on paper.
Day 19- revising and editing
Day 20 - Free-write - grammar lesson, papers are due.
Rubric - paper
Handouts- quizzes etc.
Weekly flow: Monday, Wednesday, and Friday - Free-Writing
Friday - Quiz/assignment due
Weekly flow: Monday, Wednesday, Friday - free writing
Friday - grammar lesson
Model with group work, help students with small group work, independent work
Lesson Plan Day 1: Murder Mystery Day

1. Overview (Class time: 45 minutes)
a. Students will practice free-writing (CCSS.ELA-LITERACY.WHST.9-10.10)
b. Intro to argument through Slip or Trip lesson ( CCSS.ELA-
LITERACY.WHST.9-10.1)
2. Student Objectives/ Essential Questions:
a. How much can I write within 10 minutes?
b. How can I write arguments into claims?
3. Instructional Sequence
a. Beginning Class
i. Using the BEEP model, the students need to be seated
with their writers journals and pens out ready for their Monday writing prompt
before the beginning bell rings.
ii. Introduce writing prompt (written on board). Ask the
students who in the class is good at arguing. Who has ever argued with a
parent? Sibling? Teacher? Friend? Write about a time you were in an argument
with someone. What was the argument about? Do you think you were in the write
or wrong and why?
b. Instructional Sequence
i. Free-Writing: students free-write about the writing
prompt presented at the beginning of class for 20 minutes.
1. Students are asked to get in groups of
3-4 students and discuss what they wrote down if they feel comfortable.
During the 5 minutes, the teacher walks around over-hearing the groups.
2. Teacher regains student attention and
asks for 2-3 people to share what they have wrote.
ii. Slip or Trip? (Hillocks): Teacher passes out photo to
class (see attachment) and tells the class they are a part of an elite group asked
to investigate a crime scene.
1. After reading through story, teacher
facilitates class discussion on what could have happened and if Queeny
is lying. Fill out the first two rows on the back of the sheet choosing
evidence, explaining rules, and writing conclusions as a class.
2. The students then return to their groups
of 3-4 students to fill out the next two rows on the Slip or Trip sheet
together. The class then returns to discuss as a group what the different
groups wrote down.
c. Closing
i. Students are given the homework of finishing the last
two rows on the Slip or Trip sheet at home.
4. Assessment
a. The students will be assessed while they are in small group discussions
by the teacher walking around and observing who is participating and who is not.
b. Lesson understanding can be assessed by how each student does on
the last two rows of the Slip or Trip homework.
5. Accommodations
a. ELL students - The small group discussions will help the ELL students
grasp the lesson better. Also, the teaching style of modeling it to the class before they
have to do it on their own will also help these students.
Lesson Plan Day 2: Argument Essay Vocabulary

a. Learning key vocabulary for argument writing.
b. Using Trip or Slip? lesson to identify relationship between vocabulary.
(CCSS.ELA-LITERACY.WHST.9-10.1.A)
a. How can I write a claim, counterclaim, and understand argument essay
elements?
a. Beginning Class
i. Students pull out their Slip or Trip? worksheets and
teacher quickly marks who has completed the homework on time while doing
attendance.
ii. 2-3 students are asked to share what they wrote for the
last part of the worksheet.
i. Class discusses more evidence that the other
classmates have come up with. Quickly the day before work is reviewed. During
the review time, the students who have not finished the work have an opportunity
to finish for half-credit. The papers are turned in for assessment and grading at
the end of class.
ii. Teacher hands out a vocabulary sheet (see handouts for
Lesson Plan Day 2) without definitions. Teacher explains definitions to students
and they write them down on their worksheet.
iii. Using the Slip or Trip? exercise the vocabulary is
shown in context. With class discussion, and having the students figure out all
the answers without being told, make sure the students understand the
vocabulary in context.
1. Example: What was one conclusion
drawn from the last activity? (Queenie is lying about her husband falling
down the stairs) What is this an example of from our vocabulary? (Claim)
What is the evidence to this claim? (When people fall down the stairs
they drop what they are carrying)
c. Closing
i. Students are told they will be having a vocabulary quiz
where they will need to know the definitions and be able to give examples like we
did in class. The students will have one week to prepare.
ii. On the back of the Slip or Trip? homework they are
turning in, the students are asked to write down two of the vocabulary words that
are the most confusing to them.
9. Assessment
a. Lesson understanding can be assessed by how each student does on
the last two rows of the Slip or Trip? homework.
b. Also, depending on what vocabulary words the students wrote down on
the homework, the teacher can assess what needs to be covered more thoroughly in
class.
10. Accommodations
a. Behavioral issues - If there are any behavioral issues with a student they
will receive one verbal warning. The second time the student will be pulled aside privately
and talked to about the behavior and asked to change. The third time, the student will be
asked to go to the office or sit in the hallway to complete the worksheet by him or herself.
Lesson Plan Day 3: Argument Free Writing
a. Freewriting exercise with the purpose of finding a topic for the argument
essay (CCSS.ELA-LITERACY.WHST.9-10.10)
b. Make connections between the freewriting and the argument vocabulary.
a. How will free-writing give me confidence in my ability to create a claim
and identify the counterclaim?
b. What connections can I make between my writing skills and the
argument writing skills?
a. Beginning Class
i. When the class starts, all the students should be
prepared for the writing prompt with their notebooks and pens once the bell rings.
i. Free writing prompt:
1. For five minutes, list all the rules, laws,
policies, or practices that:
a. Upset you.
b. You think should be
changed.
2. Example: This could be as broad as
world hunger or as specific as the amount of time for lunch and recess.
ii. After the students have written down as many short
items they can think of, they are told to star three of their favorite ones. Then, the
students are given a few minutes to write three claims with the three items they
have starred. After they are done writing their three claims, they will turn and talk
with a partner and share their claims. Then, out of the three, they will choose
one. Quickly, the class will go around and share the one claim they chose. This is
food for thought for the whole class as a possible choices for their essay.
iii. Then, ask the students to write down three people who
would agree with their claim they have chosen. Then, have them write down
three people who would not agree with their claim. Ask them to write down how
they would be able to prove their claim right. What research would they do?
iv. Make connections between the people agreeing with
their claim being Support and the people disagreeing being the Counterclaim
they will need to find a Rebuttal for. The proof they are right is their Evidence.
Inspire the students to not only find evidence from the internet but to research on
their own. Do a survey, ask professionals, get creative.
c. Closing
i. Let the students know they will receive a vocabulary list
next class period and we will be going further into argument writing.
14. Assessment
a. See what the students write for their claims and make sure they are
understanding the connections between the vocabulary of argument writing and what
they already know. Use old information to make the new connections for the students.
Lesson Plan Day 4: Argument Free Writing

a. Review vocabulary and connections to text
b. Students will be given examples of different argument topics for their
paper
c. Students will practice free-writing for a specific task (CCSS.ELA-
16. Student Objective/Essential Questions:
a. How can free-writing help me be confident in my ability to write a claim
and identify a counterclaim?
b. What connections can I make with the vocabulary and writing skills?
a. Beginning Class
i. The class will begin by reviewing the vocabulary words
that were the most difficult for students to understand and giving textual
examples of the vocabulary.
i. Read articles that could lead to possible topics for the
students and let them know to be thinking of what they want to write for their
papers.
1. Read and discuss article about banned
books. Show students list of most banned books. Ask the students to
identify the claim, counterclaim, evidence, opinion, etc.
2. Read and discuss the article about
school uniforms in Grand Rapids schools. Ask the students to also
identify the claim, counterclaim, evidence, etc.
3. Have the students turn and talk with
their discussion groups about the two topics for 5 minutes and if they
agree or disagree with the claim presented.
ii. Free- writing: have the students write for the remainder
of class (10-15 minutes) about one of the two topics discussed in class. They can
either agree with the claim presented or disagree. Tell them to try and incorporate
evidence, opinion, counterclaim, and other argument writing topics discussed so
far.
c. Closing
i. Tell the students to begin thinking about what they would
like to write about for the argument essay and to review the vocabulary.
18. Assessment
a. During the turn and talk discussions, see which students are participated
and which are not. If there are some students not participating, encourage them to talk.
b. During the last 10-15 minutes of class while students are free-writing,
discretely walk around the classroom and assess which students are easily writing and
which are have troubles. See if any students who are not writing need help.
19. Accommodations
a. ELL students - The opportunity to turn and talk with their classmates
about the two articles will help them review the topics of what the articles were discussing
and may be easier to understand.
Lesson Plan Day 5: Understanding Claims and Warrants

a. Review vocabulary and connections to text and be able to better identify
claim CCSS.ELA-LITERACY.WHST.9-10.1.A
b. Students will be given more examples of different argument topics for
their paper
a. What is the difference between a claim, warrant, and defining in
argument writing?
b. Will I become comfortable with the vocabulary and connections to
writing?
a. Beginning Class
i. The class will begin by reviewing the debates discussed
in class yesterday and the claims made.
i. Since claims and warrants were one of the more difficult
concepts for the students to grasp, the class will practice writing claims and
warrants today
1. With the teacher being the facilitator, the
class will discuss together possible claims, warrants, what needs to be
defined to support the warrant, and the definition.
2. After practicing two in a class
discussion, the class will turn and talk in small groups of 3-4 students to
complete the next two examples.
3. The class will then work on the last two
on the paper by themselves and create their own claims with warrants
and definitions.
4. The class will then come back together
and discuss the different claims people wrote down on their worksheet.
ii. For the last part of class, we will briefly look at different
web resources for finding different topics. For the next day, the class will be
starting to choose their topic and looking at resources like these to find their
topic. For today, the websites will be projected on the smart board and discussed
briefly as an entire class.
1. About Education - 50 Argument Essay
Topics
2. New York Times - 200 Prompts for
Argument Essays
c. Closing
i. Students hand in worksheet done in class.
ii. Tell the students to continue thinking about what they
would like to write about for the argument essay and to review the vocabulary.
23. Assessment
a. During the turn and talk discussions, see which students are participated
and which are not. If there are some students not participating, encourage them to do so.
b. Assess how the students did writing claims and warrants in todays
activity. Check to see if there is progress with the students who struggled with the original
worksheet.
24. Accommodations
a. ELL students - The opportunity to turn and talk with their classmates
about the worksheet will help ELL student better understand topics being discussed in
class discussion.
Lesson Plan Day 6: Grammar Lesson and Free Writing
a. Grammar lesson on sentence and paragraph transitions (CCSS.ELA-
LITERACY.WHST.9-10.1.C)
b. Class will explore different writing topics using suggested webpages
c. Free-write on desired argument topic (CCSS.ELA-LITERACY.WHST.9-
10.10)
a. Will practicing freewriting help my ability to write a claim
b. What exactly are transition words and phrases?
a. Beginning Class
i. The class will begin by reviewing the debates discussed
in class yesterday and the claims being made.
i. Grammar lesson (10-15 minutes): Hand out transition
word worksheet and explain the definition of a transition word or phrase in
writing. Teacher explains how important transitions are in writing, they connect
sentences and paragraphs together to help the reader understand the writing.
ii. Put a sample argument essay on the screen and with
the class underline the transition words. Then underline the transition sentences
that connect two sentences or paragraphs.
iii. Group activity. Split the class into groups of 3-4 students
and let them pick 5 random sentences out of a hat/bag. They have 5 minutes to
connect the sentences with transition words on their handout and transition
sentences. After all groups are finished, they share their paragraph with the class
and for the ones who use the transitions correctly, they get a reward.
iv. Research (10-15 minutes): After mini-grammar lesson,
the students will grab their chromebooks and open up websites with argument
essay ideas:
1. About Education - 50 Argument Essay
Topics
2. New York Times - 200 Prompts for
Argument Essays
3. Controversial Debates - Debate.org
v. Student must choose one or two topics they would like to
freewrite on today. After they have chosen two (these do not have to be their
paper topics but could be), the students will freewrite on them for 10 minutes at
the end of class.
c. Closing
i. Tell the students to have a grasp on what they would like
to write about by next class. They will need to submit their topic by monday night.
28. Assessment
a. During the group activity, see which students are participating and which
are not. If there are some students not participating, encourage them to do so. Also, see
if they are grasping transitions and if they need more time having it explained to them.
29. Accommodations
a. ELL students - The group activity with their classmates about transitions
will help them better understand transitions. Also, the hand out will be helpful for those
just grasping the English language.
Lesson Plan Day 7: Essay Rubric and Essay Examples
a. Practice free-writing with Mad, Glad, Sad prompt (CCSS.ELA-
b. Go over rubric for argument essay
c. Go over sample essays with the students to see what is expected of
them
31. Student Objective/ Essential Questions:
a. What is expected of me for the upcoming essay assignment?
b. Will practicing more free writing make me more comfortable with it?
a. Beginning Class
i. Using the BEEP model, the students need to be seated
with their writers journals and pens out ready for their Monday writing prompt
before the beginning bell rings.
ii. Introduce writing prompt (written on board). Tell the
students it is important to be passionate about something in life. To find some
things they might be passionate about the writing prompt today will be What
makes you mad? What makes you happy? What makes you sad? The students
will be told to write for 10 minutes on these three questions.
i. After freewriting is complete, the students will break into
groups of 3-4 for about 5 minutes and share what they wrote if they feel
comfortable. After this, the class will come back together and 2-3 students can
share about what they wrote.
ii. This will transition into finding a topic for the argument
essay and how it is important to write about something that fires them up. Let
them know that they will need to submit their topic either verbally or by email by
the end of the day.
iii. Review the rubric and what is expected for the writing
project as well as when it is due (see handouts). Hand out a rubric for each
student to follow along. Answer any questions they may have about the rubric
and expectations.
iv. Review a sample essay that would receive an A with the
class using the projector and smart board. Point out claim, evidence,
counterclaim, etc.
c. Closing
i. Remind the students about the vocabulary quiz the next
day and to submit their topics by the end of the day.
ii. If any student fails to submit a topic, they will not be
penalized but will be given a topic and they may not be thrilled with what they are
assigned.
33. Assessment
a. During free-writing walk around and see what people are writing. Also,
during the group discussion walk around and overhear the conversations.
b. Talk with the students who have not submitted a topic yet, see if they
need any help deciding on a topic to write about.
34. Accommodations
a. ELL students - The time to free-write will help them practice using the
language and getting used to the written language. Also, the group discussions will help
strengthen their understanding of the English language.
Lesson Plan Day 8: Vocab Quiz, Sample Introduction, Writing Time

a. Vocabulary quiz to test students understanding of material taught so far
in the unit.
b. Model writing an introduction and claim for the students
c. Writing time for students to begin their argument essay.

a. Will this vocabulary quiz test my understanding of the terms?
b. How do I write an effective introduction and claim in my essay?

a. Beginning Class
i. Students will be given 5 minutes to review their
vocabulary and prepare for the quiz.
i. Quiz will be handed out and completed by students.
ii. After everyone has completed the quiz, the teacher will
model writing an introduction to an argument essay and a claim.
iii. While keeping the first introduction on the board, below
the teacher will write another introduction but this time with the class as a group
discussion.
iv. With the two sample introductions and claims on the
board, the remainder of class will be given to the students to start their argument
essay. The goal is to be completely done with the introduction by the end of the
class period.
c. Closing
i. Students put chromebooks away and for the students
who do not have their introduction completed, it will be homework for the next
class day.
38. Assessment
a. The quiz will be a good marker to see what terms the students need
more help with and which individuals may need extra help to understand.
b. During the work time at the end of the class period, the teacher can walk
around and see how people are doing writing their introductions and check to see if any
students need extra help.
39. Accommodations
a. ELL students - during the work time, if an ELL student is struggling to
begin the essay, the teacher should pair the student up with a strong student who has
completed the introduction already or will not have a problem completing their work while
helping another student. This scaffolding technique will help ELL student stick with the
pace of the class.
Lesson Plan Day 9: Research Evidence
a. Students will practice freewriting (CCSS.ELA-LITERACY.WHST.9-10.10)
b. Students will be given their prewriting worksheet
c. Students will begin research and completing pre-writing worksheet

a. How do I find evidence to support my claim?
b. How do I successfully prewrite my paper?

a. Beginning Class
i. Students will be given 10 minutes to freewrite about their
experience so far writing and learning about argument writing. Do they love it?
Hate it? Is it confusing to them? After the free writing, the students can take a
minute to turn and talk to the person next to them about their experience so far.
i. Hand out the argument organizer (Jim Burke - see
handouts) and explain to students they will need to finish filling this sheet out
before they can continue to write their paper.
ii. Teacher models searching for evidence online, finding a
reliable source, and filling out part of the argument organizer. Also, the teacher
models how to fill out the beginning part of the organizer (write claim, three
reasons to support the claim, and have at least 2 pieces of evidence for each
reason written in the evidence section).
iii. Students go grab chromebooks and are given the rest of
class time to research the topic they picked and find evidence to support their
claim. The will be filling out their argument organizer while they are researching.
iv. Teacher walks around and sees how each person is
doing finding evidence and checks to see if anyone needs help.
c. Closing
i. Students are assigned to finish writing their claim, three
reasons, and at least 2 pieces of evidence for homework if they did not complete
it in class.
43. Assessment
a. Teacher listens to students as they share how it is going so far with
learning argument writing and assess if the students are grasping what they are learning
or not.
b. While the students are working independently on finding evidence and
doing research, the teacher can walk around the class and make sure everyone is where
they need to be or if anyone needs extra help.
44. Accommodations
begin the research, the teacher should pair the student up with a strong student who has
pace of the class.
Lesson Plan Day 10: Research Evidence Continued

a. Students will continue to gather evidence for their research paper.
b. Students will become more comfortable finding evidence to support their
claim.

a. How will I complete the evidence portion of my argument organizer,
which includes finding 2-3 pieces of evidence for each reason supporting their claim?

a. Beginning Class
i. Students will pull out their argument organizer and the
teacher will mark who finished the homework of finding at least 2 pieces of
evidence.
i. Class will divide into groups of 3-4 students and discuss
the first two pieces of evidence they have found. This will be a time for the
students to give each other feedback on the strength of their claim, reasons, and
evidence.
ii. After the group feedback, the students will resume to
individual work and continue to research more evidence for the other two
reasons supporting their claim.
iii. The teacher needs to remind the students what an
academic source should look like and what to avoid. While the students are
working on gathering evidence, the teacher can float around and check if anyone
needs extra help.
c. Closing
i. Students who have not finished gathering all their
evidence need to do so for homework tonight. If the majority of the class needs
more time to research, this time can be extended.
48. Assessment
a. Teacher can see who did their homework of completing the 2-3 evidence
points for the first reason. This will help the teacher know who is falling behind and who
will need more help during the individual time.
b. During the individual time, teacher can assess who is having a difficult
time finding research and who needs extra help or more instruction. The students who
are further finding their research can help the students who are struggling to find
research.
49. Accommodations
begin the research, the teacher should pair the student up with a strong student who has
pace of the class.
Lesson Plan Day 11: Grammar, Free Writing, Counterclaim

a. Students will have a mini-lesson on adverbs and conjunctive adverbs.
b. Students will have an opportunity to freewrite. Students will continue to
research evidence for their argument essays.
a. How do I write effectively using adverbs and conjunctive adverbs? Which
of the two are fitting for academic writing?
b. How will I complete the evidence portion of my argument organizer,
which includes finding 2-3 pieces of evidence for each reason supporting their claim?

a. Beginning Class
i. 5 minute short grammar lesson on adverbs and
conjunctive adverbs for the students. Make sure they know adverbs are good
when creative writing but not always helpful when academic writing. However,
conjunctive adverbs can be helpful for academic writing and include many of the
transitions taught the week before. (.Adverb Prezi Lesson)
i. The students will be given 10 minutes to free write on
any subject while using at least five adverbs and at least 5 conjunctive adverbs.
ii. After free writing, 1-2 students who want to can share
what they wrote about and the adverbs and conjunctive adverbs they used.
iii. The students will then grab their chromebooks and
continue finding evidence to support their claim. The goal is for all the students to
find all their evidence by the end of the class time.
c. Closing
i. Collect the journals at the end of the class to see who
has been doing the writing prompts for the last two weeks. Remind the students
that the teacher will not be looking at the content but will just make sure they
have been doing the writing in class. There should be 6 so far in this unit.
ii. If students still need to find evidence, they will have to do
over the weekend as homework. The claim, reasons, and evidence portion of the
argument organizer should be completed by next class.
53. Assessment
a. Teacher will assess the notebooks to see how the students are writing
and if they are doing all the prompts during class. Also, this is a good opportunity to see if
writing skills are improving with the constant practice of writing.
b. During the individual time, teacher can assess who is having a difficult
research.
54. Accommodations
a. ELL students - Continue to use the scaffolding technique by pairing the
ELL student with a high performing student. Also, the grammar lesson is more simple in
this lesson plan making it a good refresher for most students but also a helpful lesson for
ELL students possibly learning it for the first time.
Lesson Plan Day 12: Counterclaim and Rebuttal

a. Free writing with the purpose of better understanding counterclaims and
rebuttals
b. Lesson on how to write a strong counterclaim and rebuttal in the lesson
c. Individual work time to write essays
a. How do I effectively write a counterclaim and rebuttal in my essay?
b. Beginning Class
i. Using the BEEP model, students should be sitting down
with their writers journals ready to write. (Make sure to hand them back out
before class starts).The writing prompt will be: Write about an argument you have
been in or overheard. What was the perspective of the other person? What were
they saying? Why did you disagree with their point of view?
c. Instructional Sequence
i. After the freewriting for about 10 minutes the students
will turn and talk to their neighbor about what they wrote. Then, 2-3 students can
share with the class what they wrote.
ii. Then, the teacher will explain to the class what a
counterclaim and rebuttal are. After this short lesson, take examples from what
people wrote down during the free writing and explain what the counterclaim or
other side of the argument was.
1. Counterclaim: A claim that negates or
disagrees with the thesis/claim.
2. Rebuttal: Evidence that negates or
disagrees with the counterclaim.
a. (Purdue OWL)
iii. Then, state the claims mentioned in the earlier lessons
and have the students say what the counterclaim and rebuttal would be.
1. Trip or Slip? - Counterclaim: Queenie
states her husband fell down the stairs and hit her head.Rebuttal: Based
on the evidence of her husband still holding the glass, he most likely did
not fall down the steps drunk and Queenie is lying
2. Banned Books: Counterclaim: Parents
and teachers have the responsibility to make sure students are reading
appropriate texts and have the right to ban books. Rebuttal: Students
have the right to have freedom to read what they choose and should not
be limited to what they can and cant read.
iv. Teacher will show students where they need to write
their counterclaim and rebuttal on their argument organizer. Then, the students
will have work time for the remainder of class to find a counterclaim and more
evidence to support their rebuttal.
57. Assessment
a. During the individual time, teacher can assess who is having a difficult
time finding research and who needs extra help or more instruction.
58. Accommodations
ELL student with a high performing student.
Lesson Plan Day 13:Counterclaims and Rebuttals

a. Model writing a sample counterclaim paragraph with effective rebuttal.
b. Class time for students to write their counterclaim and rebuttal
paragraph.

a. How do I use counterclaims and rebuttals in my argument essay?
b. How will I complete my argument organizers?

a. Beginning Class
i. Review: Ask the students what they remember about
counterclaims and rebuttals from last class period. Have 2-3 students give
examples.
i. Model how to write a counterclaim and rebuttal
paragraph in their paper. See example of essay in handouts. Write this in front of
the class using projector and incorporate the students help so they begin to
understand how to construct a good paragraph. Make sure to use conjunctive
adverbs or transitions to make the essay more clear.
ii. Students will have the rest of the day to work on their
argument essays. They should complete their prewriting (argument organizer)
and have the goal to complete at least their introduction and counterclaim
paragraphs.
iii. While students are working, the teacher can walk around
and make sure students are staying on task and understanding the material so
far.
c. Closing
i. Students are told at the end of the week, they will be
sharing their rough draft of their paper with the teacher for a quiz grade. They will
have more time to work on the essay this week.
62. Assessment
research.
63. Accommodations
ELL student with a high performing student.
Lesson Plan Day 14: Body Paragraphs
a. Free-writing with Sorry, Not Sorry exercise.
b. Model writing a sample body paragraph to the class.
c. Have students work on body of their essay, remind them rough draft is
due Fri.

a. How can I practice free writing with a purpose?
b. How do I write a body paragraph in an argument essay and an in-text
citation?
c. Beginning Class
i. All students should be prepared with their journals and
pens, waiting for a writing prompt when class begins. First, the teacher will pass
out a copy of the poem,This is Just To Say by William Williams and read it out
loud to the students. Then, discuss the poems humor and meaning. After this,
listen to a couple remakes of the poem (Insert Link Here). Have the students
complete their own versions of the poem as many as they can think of within the
10 minutes writing prompt.
d. Instructional Sequence
i. After the writing prompt, some student can share what
they wrote with the class. After this, the teacher will pull up her sample copy of an
argument essay that the class had worked on earlier. There should be a
counterclaim paragraph and an introductory paragraph already completed. With
the class, create a body paragraph using evidence, warrants, and transitions to
support the claim. This process should help the students better understand what
is expected of them. After the paragraph is completed, use the rubric to see what
score the essay would get and what elements it has to get a good grade.
ii. Class will then have individual work time with their
chromebooks to work on the body of their essay. Remind the class they are not
limited to three body paragraphs but should at least have three. The more
evidence and warrants they have in their paper the stronger their argument will
be. Their job is to convince their reader to believe what they are arguing for.
e. Conclusion
i. Students should put away their chromebooks and be
reminded that they will need to turn in a rough draft by next class. They will have
only two more classes to work on the paper and they should be done with
everything but the conclusion by Friday. If they are behind, they need to work on
it as homework.
66. Assessment
time writing their paper and who needs extra help or more instruction.
67. Accommodations
a. ELL students - during individual time, make sure to give ELL students
extra attention because writing out their papers may be more difficult.
Lesson Plan Day 15: Writing Conclusions

a. Class will begin with teacher modeling how to write a conclusion
b. Class will have individual work time to write their essays

a. How do I write an effective argument essay in its entirety?
b. Can I completely finish my body paragraphs and start on my conclusion
on my essay?
c. Beginning Class
i. Teacher begins discussion with the sample essay on the
board. Teacher explains what an effective conclusion includes (rap up the essay,
reworded claim, and wow statement for a powerful ending).
i. Teacher should write an effective conclusion with the
help of the students in front of the class. After the conclusion is written, the
teacher will discuss with the class whether or not it matches the requirements of
the rubric.
ii. Class will have time to individually work on their essays
with their chromebooks. Their goal is to be almost completely done with their
body paragraphs and working on their conclusion.
iii. Teacher should be floating around to make sure students
are staying on task and also understanding the material. This is a great
opportunity to have individual time with the students and help them with their
essays while everyone is working. By the end of class, make sure to have visited
every student to make sure everyone is keeping up with the standards and
expectations of the unit thus far.
1. If there is an issue across the board (ie.
only stating evidence and not explaining it with warrants) then stop the
class and reteach this point.
2. Ask who has questions and explain
again until students fully understand.
e. Conclusion
i. Remind the students that they will be sharing their
essays as a rough draft with the teacher next class. They need to be completely
done with their rough draft by next class period. If they do not think they will be
able to do that, then they need to work on their paper as homework.
70. Assessment
a. While the students are working individually on their papers, this is a good
time to walk around to each student and assess how they are doing with the material and
if they need any extra help.
71. Accommodations
a. ELL students - during individual time, make sure to give ELL students
extra attention because writing out their papers may be more difficult. If there is a high-
performing student who is finished with the rough draft, they can also help the ELL
students who may be struggling.
Lesson Plan Day 16: MLA Citations

a. Grammar-lesson: Teach students how to use in-text citations for their
evidence in argument writing.
b. Lesson on how to make a work cited page.
c. Class work time on work cited page and finishing up rough draft.
d. Submission of rough draft to teacher by the end of the class.
a. How do I correctly use in-text citations and how do I make a work cited
page?
b. Students complete their rough draft and submit it for feedback from the
teacher.
c. Beginning Class
i. Students will be told there is no free-writing for today
because they need the extra time to finish the rough draft of their essay.
i. Grammar-lesson: teach the students how to use in-text
citations by pulling up the essay model that has been worked on all week. Walk
the students through how to mark in text citations for books and for websites.
Walk through citing 1-2 pieces of evidence in the essay. Then, ask the students
to do the next one with your help. Finally, have a couple examples to test the
students ability. (See Handouts)
ii. After in-text citations, create a new page and show the
students how to make a work cited page. Show them how the page should be
formatted. Then show the students the citation machine website where they can
enter in the information of the source and put the citation on the work cited page.
(CITATION MACHINE)
iii. The students should take out their chromebooks and
continue to work on their essay. They should also create their in-text citations and
their reference page on their essay. While the students are working, if they have
any questions the teacher can float around and help the students as they need it.
e. Conclusion
i. The last 5 minutes of class, the students need to share
what they have completed so far for feedback. If the students have not finished,
they need to do so by next class. However, they will not get feedback on what
they have not finished. Remind the students they will be revising next week.
74. Assessment
a. Assess how the students are doing by giving each student individual
feedback on their rough drafts. Make sure if students are having difficulty with an area of
grammar or mechanics to not overwhelm the student with corrections but instead reteach
the grammar lesson in class and help the student understand in a proactive way.
b. Assess how the students are doing while they are working individually.
This is a great opportunity to be proactive with teaching the students grammar mechanics
and writing skills.
75. Accommodations
a. ELL students - Use scaffolding technique and also give the ELL students
extra attention during the individual work time.
Lesson Plan Day 17: Peer Review

a. Practice freewriting with a purpose.
b. Peer-review essays.

a. How will freewriting help my comprehension skills?
b. What feedback will I give to my classmates on their essays and what
feedback will I receive?
c. Beginning Class
i. The class will begin sitting down with their journals and
pens ready for the writing prompt. The prompt is written on the board and says,
What is the biggest obstacle you have had to face? The students will write on
this prompt for 10 minutes. This prompt is a question they will see in job
applications and college applications, it will help them to be able to think about
what they have had to overcome in life.
i. After the writing prompt the students will go into their
assigned response groups of 3-4 students. The teacher needs to clarify what
helpful feedback is versus unhelpful feedback. Students should point out the
strong arguments and evidence and point out where the writer can be more clear
or more descriptive.
ii. All the students should have their chromebooks out and
share their paper with their response group. The group should spend about 15-20
minutes on each paper. Remind them we will be peer-reviewing next class as
well so they should get through at least half their group today.
iii. While the students are doing their peer reviews, the
teacher should spend time with each group giving feedback on both the papers
and the group dynamics. Also, halfway through the time, remind the students
what person they should be on.
e. Conclusion
i. Have the students put their books away and for
tomorrow's class to sit in their discussion groups again and
78. Assessment
a. While the students are in groups, assess how they are doing with the
peer reviews. If they are getting the feedback they need for their essay and taking the
feedback into consideration, they should be on track. However, if they are not receiving
the feedback they need, step in and help.
79. Accommodations
a. ELL students - Make sure the ELL students are in a discussion group
with a high performing student. Also, if there are bilingual students who speak the same
language as the ELL student try to make sure they are in the same group to help each
other more.
Lesson Plan Day 18: Peer Review Continued

a. Finish all peer reviews.
b. If there is time, begin revising and editing paper.

a. What feedback will I give to my classmates on their essays and what
feedback will I receive? .
b. Beginning Class
i. The class will begin by immediately sitting in their
discussion groups with their chromebooks ready to continue where they stopped
the day before.
c. Instructional Sequence
i. The teacher needs to clarify again what helpful feedback
is versus unhelpful feedback. Students should point out the strong arguments
and evidence and point out where the writer can be more clear or more
descriptive.
ii. All the students should have their chromebooks out and
share their paper with their response group if they have not already done so. The
group should spend about 15-20 minutes on each paper. Remind the students
this is the last day and they need to get through all the essays by the end of
class. If students end early, they can begin to edit and revise their essay using
the feedback they choose.
iii. While the students are doing their peer reviews, the
teacher should spend time with each group giving feedback on both the papers
and the group dynamics. Also, halfway through the time, remind the students
what person they should be on.
d. Conclusion
i. Have the students put their books away and to continue
to edit and revise their papers at home.
82. Assessment
a. While the students are in groups, assess how they are doing with the
peer reviews. If they are getting the feedback they need for their essay and taking the
feedback into consideration, they should be on track. However, if they are not receiving
the feedback they need, step in and help.
83. Accommodations
a. ELL students - Make sure the ELL students are in a discussion group
with a high performing student. Also, if there are bilingual students who speak the same
language as the ELL student try to make sure they are in the same group to help each
other more.
Lesson Plan Day 19: Teacher Feedback

a. Students will practice free writing.
b. Students will receive their feedback from the teacher on their rough
drafts.
c. Teacher will give anonymous strong examples that the other students
should model with their final drafts.
85. Student Objectives/ Essential Questions

a. What do I need to change for my final draft to be complete?
b. What are the strengths I notice in the example essays and how can I
model those strengths in my writing?
c. Beginning Class
i. After removing the names of the students off the two
essays, choose the two essay that were the strongest submitted. Pass out copies
of the essays for students to read along and also project them onto the screen.
i. With the class, go through the two essays in their
entirety. Point out what makes the essay so strong, the writing skills, the
evidence, clear claim, counterclaim, rebuttal, etc. Show the students that with a
little more work these essays will fit all the criteria on the rubric. See if the
students have any questions about the two essays?
ii. After going through the two essays, give the students
individual work time to finish their papers. Remind the students that the papers
will be due by the end off the next class period. If there are any students who
need extra help during this time, this is a great time to float around and check.
Some students might finish early, they can either help the other students still
working or they can work on something else.
e. Conclusion
i. Have the students put away their chromebooks and
remind them the essay is due at the end of next class period.
86. Assessment
a. Since the teacher has already received the rough drafts, he/she should
know who is ahead and who is behind. During the individual time, make sure to give extra
attention to the students who were falling behind.
Lesson Plan Day 20: Work Day

a. This day is purely a work day for all the students to complete their essays
and turn them in.
88. Student Objectives/ Essential Questions

a. What do I need to change for my final draft to be complete?
b. How much do I need to do to complete the essay by the end of class and
turn it in?
c. Beginning Class
i. Remind the students the final draft of their essays is due
by the end of class period. If they are behind, they need to really take advantage
of this time and focus on what they need to accomplish.
i. Students will work on their essays and complete
whatever they need to complete. Remind the students to finish their work cited
page as well and the importance to cite their evidence correctly (warn against
plagiarism).
ii. The students who finish before the end of class, tell
them to check their grammar one last time.
iii. When the students finish, have them turn in their
argument organizer into the assignment bin. Then, have them share their paper
with the teacher. Once the students are completed with the essay, they can either
free-write or work on other homework.
e. Conclusion
i. Have the students put away their chromebooks and if
they were unable to finish the essay they need to talk with the teacher to come
up with an alternative plan for late work.
89. Assessment
a. Assess how the students are doing when grading the papers. See what
areas students struggle with and what are their strengths. See what needs to be taught
differently or in more depth for the next paper.
b. If the majority of class is unfinished with the paper be willing to move the
due date.
Lesson Plan Day 1 Handout: (Hillocks - Teaching Argument Writing)
At five-feet-six and a hundred and ten pounds, Queenie Volupides was a sight to
behold and to clasp. When she tore out of the house after a tiff with her husband, Arthur,
she went to the country club where there was a party going on.
She left the club shortly before one in the morning and invited a few friends to
follow her home and have one more drink. They got to the Volupides house about ten
minutes after Queenie, who met them at the door and said, Something terrible
happened. Arthur slipped and fell on the stairs. He was coming down for another drink -
he still had the glass in his hand and I think hes dead. Oh, my Gosh - what shall I do?
The autopsy conducted later concluded that Arthur had died from a wound on the
head and confirmed that hed been drunk.
Directions: Write down evidence that Queenie might be lying about her husband falling
down the stairs. Then write down the rule or what normally happens to prove your
evidence correct. Finally, write down your conclusion or claim in regards to the
evidence.
Evidence Rule Conclusion
Lesson Plan Day 2 Handout:
Argument Writing Vocabulary (On Screen):
1. claim - (n.) a statement that is presented as fact; the central argument
2. counterclaim - (n.) a statement opposing the writers original claim
3. evidence - (n.) facts, details, statistics or examples that help the reader or
listener form judgements
4. inference - (n.) the reasoning involved in making a logical judgement based on

evidence
5. opinion - (n.) a persons own belief or viewpoint
6. persuasion - (n.) to influence a point of view by means of reasoning
7. position - (n.) the opinion or side taken on a question
8. reasons/warrants - (n.) statements that explain an action, decision, or belief
9. rebuttal - (n.) the disproving of the validity of the counterclaim

10. transitions - (n.) words or phrases used to show how ideas are connected
Mrs. Lynn Holmes - Godwin Heights Public School
Argument Writing Vocabulary (Student Copy):
1. claim - (n.)
2. counterclaim - (n.)
3. evidence - (n.)
4. inference - (n.)
5. opinion - (n.)
6. persuasion - (n.)
7. position - (n.)
8. reasons/warrants - (n.)
9. rebuttal - (n.)
10. transitions - (n.)

Mrs. Lynn Holmes - Godwin Heights Public School
Lesson Plan Day 3:
Argument against banning books: Click Here for Source
Freedom to Read Under Fire as

Attempts to Ban Books Continue
Posted: 09/22/2013 10:40 am EDT Updated: 11/22/2013 5:12 am EST
What would you do if you went to the library to check out a book, only to find it wasn't there?
Not because it was already checked out, but because someone else disapproved of its content
and had it removed from library shelves?
Not likely to happen? Think again.
Despite the perception that censorship no longer occurs in the United States, attempts to ban
books frequently take place in our schools and libraries. A challenge is a formal, written
complaint requesting a book be removed from library shelves or banned from the school
curriculum.
According to the American Library Association's (ALA) Office for Intellectual Freedom (OIF),
there were 464 reported attempts to remove or restrict materials from schools and libraries in
2012 and more than 17,700 attempts since 1990, when the ALA began to record book challenges.
Just recently Alabama State Senator Bill Holtzclaw (R-Madison) called for a ban on the novel
"The Bluest Eye," stating that the book should be removed from libraries and the 11th Grade
Common Core reading list because he believes the book is "highly objectionable" and has "no
value or purpose." "The Bluest Eye" is Pulitzer Prize-winning author Toni Morrison's first novel
and is often included in honors and Advanced Placement English classes. If successful, such an
action will deny educators and students the right and the freedom to choose books and literature
that contain diverse ideas drawn from across the social and political spectrum.
While not every book is intended for every reader, each of us has the right to choose for
ourselves what to read, listen to or view. It is thanks to the commitment of librarians, teachers,
parents and students that most challenges are unsuccessful and national awareness campaigns
such as Banned Books Week, Sept. 22 - 28, which stresses the importance of preventing
censorship and ensuring everyone's freedom to read any book, no matter how unorthodox or
unpopular.
We must keep in mind that even if the motivation to ban or challenge a book is well intentioned,
the outcome is detrimental. Censorship denies our freedom as individuals to choose and think
for ourselves. Young people especially deserve our trust. Reading literature that challenges them
and encourages them to think about others and their own place in the world does no harm and
can only spur them to become better students and better persons.
Danger does not arise from viewpoints other than our own; the danger lies in allowing others to
decide for us and our communities which reading materials are appropriate!
2013 Banned Books
Out of 307 challenges as reported by the Office for Intellectual Freedom
1. Captain Underpants (series), by Dav Pilkey

2. Reasons: Offensive language, unsuited for age group, violence
3. The Bluest Eye, by Toni Morrison
4. Reasons: Offensive language, sexually explicit, unsuited to age group, violence
5. The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie
6. Reasons: Drugs/alcohol/smoking, offensive language, racism, sexually explicit, unsuited to age
group
7. Fifty Shades of Grey, by E.L. James
8. Reasons: Nudity, offensive language, religious viewpoint, sexually explicit, unsuited to age group
9. The Hunger Games, by Suzanne Collins
10. Reasons: Religious viewpoint, unsuited to age group
11. A Bad Boy Can Be Good for A Girl, by Tanya Lee Stone
12. Reasons: Drugs/alcohol/smoking, nudity, offensive language, sexually explicit
13. Looking for Alaska, by John Green
14. Reasons: Drugs/alcohol/smoking, sexually explicit, unsuited to age group
15. The Perks of Being a Wallflower, by Stephen Chbosky
16. Reasons: drugs/alcohol/smoking, homosexuality, sexually explicit, unsuited to age group
17. Bless Me Ultima, by Rudolfo Anaya
18. Reasons: Occult/Satanism, offensive language, religious viewpoint, sexually explicit
19. Bone (series), by Jeff Smith
20. Reasons: Political viewpoint, racism, violence (Click Here for Source)
Grand Rapids School Uniforms Required Required Fall 2014/15 for Elementary, K-8, and Middle Schools
As part of the Transformation Plan, over three years, the district is phasing in a new school dress code requiring all
students to wear school uniforms.
When will my child's school require school uniforms?
All Elementary and K8 Schools for the 2013-2014 School Year.

All Middle Schools for the 2014-2015 School Year.
All High Schools/Alternative Schools for the 2015-2016 School Year.
Note: Most center-based special education programs are exempt, however KEC Oakleigh K-8 and the
elementary Oral Deaf and Physically Impaired Programs at Ken-O-Sha will have uniforms.
Why is GRPS requiring uniforms?
The proven benefits of school uniforms include:
Increased focus on teaching and learning

Reduced distraction, peer pressure, and behavioral issues
Cost savings to parents/families
Strengthened school pride
Improved school safety
What are the requirements?
Tops: Collared shirts, vests, sweaters.
Navy blue
Light blue
White
Black
Red
Orange (additional option for southeast side schools)
Bottoms: Pants, shorts, dresses, and skirts. Denim, sweatpants, and leggings are not permitted to be worn as pants.
Navy blue/ Black/ Khaki/ Tan
Lesson Plan Day 4 Handout:
Argument Writing: Defining Warrants

Directions: The objective of this worksheet is to practice writing definitions for the warrants we use in
writing. Fill in the tables according to the titles of the columns. Note:
Warrant: Explaining how your evidence supports your claim or an opinion that connects your evidence to
your claim.
Defining: Reasoning supporting and explaining the warrant.
Class Discussion:
Claim Warrant What must be Definition
defined?
Pirates of the Johnny Depp is -What is the He has an accent,

1 Caribbean was a a good actor definition of body language, and
well-created film. supporting the good acting? tone that is unique
films success. -How does to his character and
good acting is a believable
support the pirate to the
film? audience.
Group Discussion:
defined?
Individual Reflection:
defined?
Lesson Plan Day 5 Hand Out: (UofW Writing Center)
Addition:
furthermore moreover too also in the second
place
moreover too again in addition even more
next further last, lastly finally besides
and, or, nor first second secondly
Time:
while immediately never after later
earlier always when soon whenever
meanwhile sometimes in the meantime during afterwards
now, until now next following once then

at length simultaneously so far this time subsequently
Place:
here there nearby beyond wherever
opposite to adjacent to neighboring on above below
Exemplification or Illustration:
to illustrate to demonstrate specifically
as an illustration for example for instance
Comparison:
in the same way by the same token similarly
in like manner likewise in similar fashion
Contrast:
yet and yet nevertheless nonetheless after all
but however in contrast otherwise though
Clarification:
that is to say in other words to explain
to clarify to rephrase it to put it another way
Cause:
because since on account of for that reason
Effect:
therefore consequently accordingly
thus hence as a result

Purpose:
in order that so that to that end, to this for this purpose

end
Qualification:
almost nearly probably although
always, never frequently perhaps maybe
Intensification:
indeed to repeat by all means of course doubtedly
undoubtedly yes, no certainly in fact surely
Summary
to summarize in sum in brief
to sum up in short in summary

Lesson Plan Day 6 Handout (Rubric):
Argument Essay Rubric
Mrs. Watson 9th Grade
Exceeds Meets Expectations Almost Meets Below Score

Expectations Expectations Expectations (1)
(4) (3) (2)
Intro/ claim Claim is clearly stated Claim is clearly stated in the Claim is stated however lacks Claim is not clearly
in the introduction and introduction. The clarity. Introduction is vague stated at all.
well-written. introduction is interesting and too short to capture Introduction is not
Introduction is and able to capture the readers attention. clear and is
interesting and readers attention. confusing for reader
captures the readers to understand.
attention.
Body The essay is clearly The essay is well organized The essay is not well The essay is not well
organized by paragraph and uses transitions. The organized and is confusing at organized, is
with transitions. The paper supports the claim some points. The claim is confusing and poorly
paper completely and is overall well- somewhat supported but there written. There is not
supports the claim and developed. needs to be much more. nearly enough
is well-developed. information to
support the claim.
Evidence, The essay includes The essay includes sufficient The essay includes evidence The essay includes
Warrants, sufficient evidence and evidence and warrants to and warrants but needs more evidence but does
Counter- warrants to support the support the claim but could to support the claim thoroughly. not give sufficient
claim. The paper use more. The paper The paper includes a warrants to explain
claim,
includes a clearly includes a counterclaim and counterclaim but is missing a the evidence. The
Rebuttal stated counterclaim and rebuttal but could use more clearly stated rebuttal. essay is missing a
well-developed rebuttal. detail. counterclaim and
rebuttal
Conclusion Conclusion is clearly Conclusion is for the most Conclusion is stated and Conclusion is
stated and wraps up part clearly stated and wraps somewhat wraps up essay. Is unclear and
the essay smoothly. up the essay smoothly. either missing a reworded insufficiently wraps
Includes a reworded Includes a reworded claim claim or a compelling new up the essay.
claim and ends with a and ends with a somewhat thought at the end. Missing the
compelling new compelling new thought. rewording claim and
thought. compelling new
thought.
Prewriting Prewriting is complete Prewriting is complete. Prewriting is mostly complete. Prewriting was no
and thorough. complete.
Grammar/ Has less than 2 writing Has less than 3 writing Has less than 4 writing Has more than 5
Mechanics convention errors, convention errors, correct in- convention errors, minimal writing convention
correct in text citation text citation and work cited errors with in-text citation, errors, multiple
and work cited page, page, uses some transition minimal errors with work cited errors or missing
uses transition words phrases to link sentences, pages, uses some transition citations, minimal to
and phrases to link and uses transition phrases to link sentences, no transitions used
sentences and sentences to link uses some transition in essay.
paragraphs. paragraphs. sentences to link paragraphs.
Handout for Lesson Plan Day 7:

Vocabulary Quiz
9th Grade English
Claim:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Counterclaim:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Evidence:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Opinion:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Reasons or Warrants:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Rebuttal:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Transitions:
Definition: ____________________________________________________________
______________________________________________________________________
Example: _____________________________________________________________
______________________________________________________________________
Extra Credit:
What is your claim for your argument essay?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Handout Lesson Plan Day 8:

Handout for Lesson Plan Day 13:
This Is Just To Say
William Carlos Williams, 1883 - 1963
I have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
and so cold

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Creative Writing Unit Plan

Subject: 9th Grade Language Arts

Day 16 - Free Write - Peer review day.

Lesson Plan Day 1: Murder Mystery Day

Lesson Plan Day 2: Argument Essay Vocabulary

Lesson Plan Day 4: Argument Free Writing

Lesson Plan Day 5: Understanding Claims and Warrants

35. Overview (Class time: 45 minutes)

36. Student Objectives/ Essential Questions:

37. Instructional Sequence

41. Student Objectives/ Essential Questions:

42. Instructional Sequence

Lesson Plan Day 10: Research Evidence Continued

45. Overview (Class time: 45 minutes)

46. Student Objectives/ Essential Questions:

47. Instructional Sequence

Lesson Plan Day 11: Grammar, Free Writing, Counterclaim

52. Instructional Sequence

Lesson Plan Day 12: Counterclaim and Rebuttal

Lesson Plan Day 13:Counterclaims and Rebuttals

59. Overview (Class time: 45 minutes)

60. Student Objectives/ Essential Questions:

61. Instructional Sequence

65. Student Objectives/ Essential Questions:

Lesson Plan Day 15: Writing Conclusions

68. Overview (Class time: 45 minutes)

69. Student Objectives/ Essential Questions:

Lesson Plan Day 16: MLA Citations

72. Overview (Class time: 45 minutes)

Lesson Plan Day 17: Peer Review

76. Overview (Class time: 45 minutes)

77. Student Objectives/ Essential Questions:

Lesson Plan Day 18: Peer Review Continued

80. Overview (Class time: 45 minutes)

81. Student Objectives/ Essential Questions:

Lesson Plan Day 19: Teacher Feedback

84. Overview (Class time: 45 minutes)

85. Student Objectives/ Essential Questions

87. Overview (Class time: 45 minutes)

88. Student Objectives/ Essential Questions

Argument Writing Vocabulary (On Screen):

1. claim - (n.) a statement that is presented as fact; the central argument

2. counterclaim - (n.) a statement opposing the writers original claim

4. inference - (n.) the reasoning involved in making a logical judgement based on

5. opinion - (n.) a persons own belief or viewpoint

6. persuasion - (n.) to influence a point of view by means of reasoning

7. position - (n.) the opinion or side taken on a question

8. reasons/warrants - (n.) statements that explain an action, decision, or belief

9. rebuttal - (n.) the disproving of the validity of the counterclaim

Mrs. Lynn Holmes - Godwin Heights Public School

Argument Writing Vocabulary (Student Copy):

10. transitions - (n.)

Freedom to Read Under Fire as

Not likely to happen? Think again.

2013 Banned Books

Out of 307 challenges as reported by the Office for Intellectual Freedom

1. Captain Underpants (series), by Dav Pilkey

When will my child's school require school uniforms?

All Elementary and K8 Schools for the 2013-2014 School Year.

Why is GRPS requiring uniforms?

The proven benefits of school uniforms include:

Increased focus on teaching and learning

What are the requirements?