Argument Writing, Teacher Guide, Grades 9-12 E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Geisteswissenschaft
- Sprache: Englisch
Argument Writing Paths to College and Career Jossey-Bass and Public Consulting Group, Inc. (PCG) are proud to bring the Paths to College and Career English Language Arts (ELA) curriculum and professional development resources for grades 6-12 to educators across the country. Originally developed for EngageNY and written with a focus on the shifts in instructional practice and student experiences the standards require, Paths to College and Career includes daily lesson plans, guiding questions, recommended texts, scaffolding strategies and other classroom resources. The Paths Writing Units, Argument Writing, Informative Writing, and Narrative Writing, complement the full instructional program and can also be used independently, providing in-depth writing instruction to support all students in grades 9-12 in meeting grade level standards. To emphasize the relationship between reading and writing, each Writing Unit includes accessible model texts that exemplify key elements of each text type, and source texts that provide a topic for the unit writing assignment. Individual lessons guide students through the writing process, providing instruction on grammar and conventions and highlighting collaboration and reflection as key elements of effective writing. Students' final essays are assessed using a checklist developed by the class over the course of the unit. The organization and distinctive content of the model and source texts in each unit afford teachers the flexibility to implement each unit independently of the others, and at any point during the curriculum. For example, a unit may be implemented to assess students' writing prior to implementation of the standard curriculum, to scaffold writing instruction leading into a writing assessment, or to support struggling writers by addressing gaps in skills as demonstrated in previous assessments. The Paths Writing Units provide teachers with invaluable opportunities to engage students as active participants in their own learning at every stage of the writing process, and to customize instruction to meet the varying needs of all students. ABOUT PUBLIC CONSULTING GROUP Public Consulting Group, works with schools, districts, and state education agencies to build their capacity for instructional and programmatic improvements. We provide curriculum development, coaching, professional development, and technical assistance services. Our work alongside educators and policy makers ensures effective implementation of both the Common Core State Standards and state-specific standards for college and career readiness. As the creators of the Paths ELA curriculum for grades 6-12, Public Consulting Group provides a professional learning program that ensures the success of the curriculum. The program includes: * Nationally recognized professional development from an organization that has been immersed in the new standards since their inception. * Blended learning experiences for teachers and leaders that enrich and extend the learning. * A train-the-trainer program that builds capacity and provides resources and individual support for embedded leaders and coaches.
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Veröffentlichungsjahr: 2016
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Contents
Cover
Title Page
Copyright
About Public Consulting Group
About the Paths to College and Career Writing Units?
Argument Writing
Unit Overview
Argument Model: “No Such Thing As a Free Lunch”
Argument Model: “Censoring Students, Censoring Society”
“Anti-Graffiti Crusade”
“Making Graffiti a ‘Gift’ to the Community: Park Program Teaches Teens How to Legally Participate in Graffiti Art”
“Cleaning Up Graffiti a Costly Battle in the Las Vegas Valley”
“From Graffiti to Galleries: Street vs. Public Art”
Lesson 1: Argument Model
Introduction
Standards
Assessment
Vocabulary
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Introduction to Annotation 10%
Activity 3: Reading and Discussion 40%
Activity 4: Components of Effective Argument Writing 25%
Activity 5: Group Assessment: Argument Writing Checklist 15%
Activity 6: Closing 5%
Homework
Argument Visual
Lesson 2: Argument Model
Introduction
Standards
Assessment
Vocabulary
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Reading and Discussion 30%
Activity 4: Components of Effective Argument Writing 20%
Activity 5: Group Assessment: Argument Writing Checklist 10%
Activity 6: Class Discussion of Argument Writing Checklist 15%
Activity 7: Closing 5%
Homework
Argument Writing Checklist Template
Model Argument Writing Checklist
Lesson 3: Argument Prompt Analysis
Introduction
Standards
Assessment
Vocabulary
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Analysis of the Prompt 25%
Activity 4: Prompt Analysis Exit Slip 10%
Activity 5: Reading and Discussion 35%
Activity 6: Closing 10%
Homework
Lesson 3 Prompt Analysis Exit Slip
Model Lesson 3 Prompt Analysis Exit Slip
Art or Vandalism Chart
Lesson 4: Reading Sources
Introduction
Standards
Assessment
Vocabulary
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Reading and Discussion 45%
Activity 4: Assessment: Art or Vandalism Chart 30%
Activity 5: Closing 5%
Homework
Lesson 5: Reading Sources
Introduction
Standards
Assessment
Vocabulary
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Reading and Discussion 50%
Activity 4: Assessment: Art or Vandalism Chart 25%
Activity 5: Closing 5%
Homework
Model Art or Vandalism Chart
Lesson 6: Planning: Prewriting
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 10%
Activity 3: Reviewing Statements of Purpose 15%
Activity 4: Prewrite 65%
Activity 5: Closing 5%
Homework
Lesson 7: Planning: Outlining
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Introduction to Standard Outline Structure 20%
Activity 4: Drafting an Outline and Teacher Conferences 70%
Activity 5: Closing 5%
Homework
Model Outline
Lesson 8: Drafting: Body Paragraphs
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Writing Instruction: Effective Body Paragraphs 30%
Activity 4: Drafting a Body Paragraph 45%
Activity 5: Closing 5%
Homework
Model Argument Writing Checklist
Lesson 9: Drafting: Introduction
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Writing Instruction: Effective Introductions 30%
Activity 4: Drafting an Introduction 45%
Activity 5: Closing 5%
Homework
Model Argument Writing Checklist
Lesson 10: Drafting: Conclusion
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 15%
Activity 3: Writing Instruction: Effective Conclusions 30%
Activity 4: Drafting a Conclusion 45%
Activity 5: Closing 5%
Homework
Model Argument
Model Argument Writing Checklist
Lesson A: Integrating Evidence from Sources
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction Options 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Integrating Evidence 5%
Activity 8: Closing 5%
Homework
Writing Instruction Option 1
Writing Instruction Option 2
Writing Instruction Option 3
Writing Instruction Option 4
Model Argument Writing Checklist
Revision Exit Slip:
Model Revision Exit Slip
Tips for Integrating Quotations
Tips for Punctuating Quotations
MLA In-Text Citation
Lesson B: Audience, Style, and Tone
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction Options 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Audience, Style, and Tone 5%
Activity 8: Closing 5%
Writing Instruction Option 1
Writing Instruction Option 2
Model Argument Writing Checklist
Model Revision Exit Slip
Lesson C: Working with Words
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction Options 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Working with Words 5%
Activity 8: Closing 5%
Homework
Writing Instruction Option 1
Writing Instruction Option 2
Model Argument Writing Checklist
Model Revision Exit Slip
Lesson D: Cohesion and Flow
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction Options 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Cohesion and Flow 5%
Activity 8: Closing 5%
Homework
Writing Instruction Option 1
Writing Instruction Option 2
Model Argument Writing Checklist
Model Revision Exit Slip
Transitions
Lesson E: Varying Sentence Length
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction Options 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Varying Sentence Length 5%
Activity 8: Closing 5%
Homework
Writing Instruction Option 1
Writing Instruction Option 2
Model Argument Writing Checklist
Model Revision Exit Slip
Semicolons and Colons
Lesson F: Ensuring Sentence Accuracy
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction: Commas, Fragments, and Run-ons 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Ensuring Sentence Accuracy 5%
Activity 8: Closing 5%
Homework
Commas
Model Argument Writing Checklist
Model Revision Exit Slip
Lesson G: Adding Variety and Interest
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Writing Instruction Options 30%
Activity 4: Argument Writing Checklist 5%
Activity 5: Individual Revision 30%
Activity 6: Revision Discussion 20%
Activity 7: Revision Exit Slip: Adding Variety and Interest 5%
Activity 8: Closing 5%
Homework
Writing Instruction Option 1
Writing Instruction Option 2
Model Argument Writing Checklist
Model Revision Exit Slip
Lesson 11: Peer Review
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 0%
Activity 3: Instruction for Multiple-Peer Review 20%
Activity 4: Multiple-Peer Review and Student-Teacher Conferences 60%
Activity 5: Lesson 11 Peer Review Exit Slip 10%
Activity 6: Closing 5%
Homework
Peer Review Tool
Model Peer Review Tool
Lesson 11 Peer Review Exit Slip
Model Lesson 11 Peer Review Exit Slip
Lesson 12: Editing
Introduction
Standards
Assessment
Lesson Agenda/Overview
Materials
Learning Sequence
Activity 1: Introduction of Lesson Agenda 5%
Activity 2: Homework Accountability 10%
Activity 3: Writing Instruction: Editing Symbols 45%
Activity 4: Writing Instruction: Works Cited Page 35%
Activity 5: Closing 5%
Homework
Common Editing Symbols
MLA Works Cited
Book
Article in a Periodical (Magazine/Journal)
Article in a Web Magazine
Entire Website
A Page on a Website
Model Works Cited Page
Works Cited
Lesson 13: Reflection Activity
Introduction
Standards
Materials
Learning Sequence
Activity 1: Homework Accountability 10%
Activity 2: Quick Write 50%
Activity 3: Plan for Improving Writing 40%
Short Response Rubric
Short Response Rubric
Short Response Checklist
Short Response Checklist
End User License Agreement
Guide
Cover
Table of Contents
Begin Reading
Chapter 1
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Teacher Guide
Paths to College and Career
Argument Writing
Cover design by Wiley
Copyright © 2016 by Public Consulting Group, Inc. All rights reserved.
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ISBN: 978-1-119-22942-1
ABOUT PUBLIC CONSULTING GROUP
Public Consulting Group, Inc. (PCG) provides instructional and management services and technologies to schools, school districts, and state education agencies across the United States and internationally. We apply more than 30 years of management consulting expertise and extensive real-world experience as teachers and leaders to strengthen clients’ instructional practice and organizational leadership, enabling student success.
As educators engage with rigorous standards for college and career readiness, PCG partners with practitioners at all stages of implementation. We work with clients to build programs, practices, and processes that align with the standards. Our team of experts develops and delivers standards-based instructional resources, professional development, and technical assistance that meet the needs of all learners.
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About the Paths to College and Career Writing Units?
Paths Writing Units provide in-depth instruction on argument, informative, and narrative writing to support all students in grades 9–12 in meeting grade-level standards.
Paths Writing Units are founded on the understanding that students are more engaged and write more effectively when they write about a topic they know. The units therefore maintain the relationship between reading and writing established in the core Paths to College and Career modules. Each unit includes model texts with key elements of each text type, and source texts that provide a topic for the unit writing assignment. To allow students to focus most of their attention on writing, these model and source texts are accessible to students across grades 9–12. Students analyze craft and structure in the model texts before reading source texts for information or evidence to incorporate into their writing. An emphasis on comprehension of the source texts allows students to build knowledge that will serve as the foundation of their writing.
Student learning is assessed based on demonstrated planning, drafting, revising, and editing over the course of the unit. By the end of each unit, students will have produced a fully developed piece of writing. Students are assessed on the effectiveness of their final drafts, according to a standards-based checklist specific to the type of writing.
The Writing Units engage students as active participants in their learning at every stage of the writing process, and highlight collaboration and reflection as integral parts of that process.
Overview
Each Paths Writing Unit is dedicated to one type of writing: argument, informative, or narrative. Each unit includes approximately 20 lessons, all of which scaffold to a fully developed essay. Students first examine model and source texts, then unpack the unit writing prompt before engaging in the phases of the writing process, which include prewriting, planning, drafting, peer review, revising, and editing. Students also learn to tailor their writing to a specific audience.
Grammar and Conventions
In addition to these content- and process-driven lessons, each unit contains a set of Supplemental Skills lessons that focus on discrete language skills identified in the CCSS Language Standards for Grades 9–12. These lessons include direct instruction and activities for teaching grammar, conventions, and other aspects of writing pertinent to the unit's focal text type (for example, punctuating dialogue for use in narrative writing). Teachers may choose to implement all of the Supplemental Skills lessons or only those that address the needs of their students.
Writing Checklists
Over the course of each unit, the class collaboratively constructs a writing checklist specific to the type of writing practiced in the unit and based on students' learning in each lesson. This checklist, which is used to assess students' final essay, guides students throughout the writing process and ensures clarity of expectations. By engaging students in setting those expectations, the checklist also builds students' ownership of and investment in their writing.
Model and Source Texts
All model and source texts in each unit are accessible yet high-quality texts that serve as examples of effective writing. Direct instruction in the lessons includes examples pulled directly from the model and source texts, to provide students with examples in context and enhance the meaning and relevance of their learning. Model texts form the basis of students' inquiry into what constitutes an effective argument, informative, or narrative text. Model texts are “off-topic,” meaning that they are topically unrelated to the source texts or unit prompt. Students identify evidence for their writing in the “on-topic” source texts. The content of the model and source texts are unrelated from unit to unit.
This distinctive content and the three-unit organization affords teachers the flexibility to implement each unit independently of the others, and at any point during the Paths to College and Career curriculum. For example, a unit may be implemented to assess students' writing prior to implementation of the standard modules, to scaffold writing instruction leading into a module writing assessment, or to support struggling writers by addressing gaps in skills as demonstrated in module assessments.
Unit-by-Unit Description
Argument Writing
Topic: Graffiti as Art or Vandalism
In Argument Writing, students learn to evaluate the efficacy of an argument and identify its key components, distinguishing between a central and supporting claim, articulating the role of the counterclaim, and understanding the relationship among claims, evidence, and reasoning. Students then engage in the writing process by making claims of their own, supported by evidence from the source texts. Beginning the writing process with supporting claims allows students to experiment with smaller, related claims before articulating an overarching central claim that binds together their already well-supported and well-reasoned body paragraphs. This nonlinear approach to writing also emphasizes writing as an iterative process with revision and editing, rather than a process with a clear beginning and end point.
Supplemental Skills lessons for Argument Writing include paraphrasing the text and integrating, punctuating, and citing quotations to avoid plagiarism; creating and maintaining a formal style and objective tone to establish credibility; implementing effective word choice to convey complex ideas; using transitional words and phrases to establish coherence; using colons, semicolons, and commas to improve clarity; and incorporating parallel structure and varied grammatical phrases for emphasis and style.
Model Argument Texts
“No Such Thing As a Free Lunch”
“Censoring Students, Censoring Society”
Source Texts
“Anti-Graffiti Crusade” by Charlotte Redden and Ken Switzer
“Making Graffiti a ‘Gift’ to the Community” by Whitney Pipkin
“Cleaning Up Graffiti a Costly Battle in the Las Vegas Valley” by Tom Ragan
“From Graffiti to Galleries: Street vs. Public Art” by Jareen Imam
Unit Argument Writing Prompt
To what extent should graffiti be considered art or vandalism? Write a multiparagraph argument to support your position, using evidence from the texts that you read.
Informative Writing
Topic: Impact of the Internet on Musicians' Income
In Informative Writing, students learn to evaluate informative texts for attention to task, purpose, and audience. After unpacking the prompt, students determine subtopics for each body paragraph based on their reading of the source texts, and identify the most significant and relevant evidence. Applying their understanding of task, purpose, and audience, students develop their body paragraphs before drafting an introduction. The process of working backward allows students to craft more effective introductions and conclusions that are grounded in already fully developed subtopics.
Supplemental Skills lessons for Informative Writing include paraphrasing the text and integrating, punctuating, and citing quotations to avoid plagiarism; creating and maintaining a formal style and objective tone to establish credibility; implementing effective word choice to convey complex ideas; using transitional words and phrases to establish coherence; using colons, semicolons, and commas to improve clarity; and incorporating parallel structure and varied grammatical phrases for emphasis and style.
Model Informational Texts
“Cave Painting”
“A Brief History of Photography”
Source Texts
“How Iron Maiden Actually Made Money from People Stealing the Band's Music” by Richard Feloni
“Grappling with the ‘Culture of Free’ in Napster's Aftermath” by Clyde Haberman
“How You Turn Music into Money in 2012” by Robinson Meyer
“With a Tap of Taylor Swift's Fingers, Apple Retreated” by Ben Sisario
“Ed Sheeran Talks Spotify Royalties” by Stuart Dredge
Unit Informative Writing Prompt
According to the articles provided, how has the Internet affected the ways in which musicians make money?
Narrative Writing
Topic: Lunar Landing
In Narrative Writing, students analyze fiction and nonfiction narrative models for organization, technique, and elements of a narrative. After reading several source texts on the topic of the lunar landing and practicing the use of sensory detail in written responses to images of the moon landing, students draft an introduction that orients the reader, establishes a point of view, and frames the organization of the rest of the narrative. Students then develop characters and events as they draft their body paragraphs, attending to narrative techniques such as pacing and dialogue, before crafting a conclusion that offers resolution or reflection on the experiences or events in the narrative. Before revising and editing the entire piece, students review their organization, considering how resequencing events might strengthen or alter their narratives. Reassessing organization after drafting the entire narrative ensures that students have first crafted a coherent whole that can be resequenced for stylistic purposes without leaving gaps or compromising completeness.
Supplemental Skills lessons for Narrative Writing include using telling details, sensory language, and varied syntax to create a vivid and dynamic narrative; using colons, semicolons, and commas to improve clarity; incorporating parallel structure and varied grammatical phrases to develop style; and punctuating dialogue to convey the experiences of characters.
Model Narrative Texts
“Return to July”
College Application Essay
Source Texts
“Apollo 11 Mission Overview” by Sarah Loff (NASA)
“They Remember Where They Were That Night” by Denny Gainer
“The Flight of Apollo 11” by Kenneth F. Weaver
Unit Narrative Writing Prompt
Based on the texts and photographs provided, write a narrative retelling the moment of the first lunar landing from one of the following perspectives: (a) Neil Armstrong, the first person on the moon; (b) Buzz Aldrin, the second person on the moon; (c) Michael Collins, the astronaut who remained in the spacecraft orbiting the moon; (d) a person in the control room in Houston, Texas; or (e) a person (a child, a teenager, a soldier, and so on.) watching the live television broadcast.
Integrating the Writing Units with the Paths Curriculum
Folding the writing units into the Paths curriculum will require an adjustment to the annual curriculum map. The following is a table of possible options. These scenarios are not exhaustive, but offer teachers and districts models for remixing the curricular materials to best meet students' needs.
Scenario
Sequence of Modules
A
Module 1
Module 2
Module 3
Module 4
B
Writing Unit: Informative
Module 1 or 2
Writing Unit: Argument
Module 3
Module 4
C
Writing Unit: Narrative
Module 1
Module 2 or 3
Writing Unit: Argument
Module 4
D
Writing Unit: Argument
Module 1
Writing Unit: Informative
Module 2
Module 3 or 4
E
Writing Unit: Informative
Writing Unit: Argument
Module 1
Writing Unit: Narrative
Module 2
Optional: Module 3 or 4
Argument WritingUnit Overview
Texts
“No Such Thing As a Free Lunch” (argument model)
“Censoring Students, Censoring Society” (argument model)
“Anti-Graffiti Crusade” by Charlotte Redden and Ken Switzer
“Making Graffiti a ‘Gift’ to the Community” by Whitney Pipkin
“Cleaning Up Graffiti a Costly Battle in the Las Vegas Valley” by Tom Ragan
“From Graffiti to Galleries: Street vs. Public Art” by Jareen Imam
Number of Lessons in Unit
20 (includes 7 supplemental skills lessons)
Introduction
In this unit, students are introduced to the skills, practices, and routines of argument writing by working collaboratively with their peers to examine argument models, plan for their writing, and gather evidence. Students independently practice writing and revising and also engage in peer review to revise their work. Throughout the unit, the class will construct an Argument Writing Checklist, which students will use to guide their drafting, review, and finalization. By the end of the unit, students will have produced fully developed arguments.
Students begin the unit by reading two model argument texts, “No Such Thing As a Free Lunch” and “Censoring Students, Censoring Society,” exploring how each writer organizes and expresses his or her ideas. Using the models as examples, students learn the purpose of argument writing, the key components of an argument, and the importance of considering one's audience.
Students then analyze the prompt for this unit's argument writing assignment, which asks them to take a position on whether graffiti should be considered art or vandalism and to what extent. In order to build their knowledge on the argument topic and practice the skill of gathering evidence to support claims, students read and analyze four articles that discuss different perspectives on and responses to graffiti.
After gathering evidence and deciding on a central claim, students learn how to plan their arguments and begin drafting. Students draft their arguments in a nonlinear process, focusing first on developing the supporting claims, evidence, and reasoning in their body paragraphs before composing a clear, engaging introduction and powerful, logical conclusion.
To continue to strengthen their drafts, students engage in peer review and teacher conferences, incorporating constructive feedback into their revisions. Finally, students learn and apply the conventions of the editing process to finalize their arguments. To close the unit, students engage in a brief activity in which they reflect on the writing process, identifying strategies that helped them succeed as well as areas for improvement.
This unit contains a set of supplemental skills lessons, which provide direct instruction on discrete writing skills. Teachers can choose to implement all of these lessons or only those that address the needs of their students.
Student learning is assessed based on demonstrated planning, drafting, revising, and editing throughout the writing process. At the end of the unit, students are assessed on the effectiveness of their finalized drafts according to the class-generated Argument Writing Checklist.
Literacy Skills and Habits
Read closely for textual details.
Annotate texts to support comprehension and analysis.
Independently read and annotate text in preparation for evidence-based discussion.
Engage in productive evidence-based discussions about text.
Use vocabulary strategies to define unknown words.
Delineate arguments and explain relevant and sufficient evidence and valid reasoning.
Collect and organize evidence from texts to support claims made in writing.
Plan for writing.
Produce writing that is appropriate to task, purpose, and audience.
Introduce a precise central claim.
Develop claims and counterclaims fairly and thoroughly.
Clarify the relationships among claims, evidence, and reasoning.
Establish and maintain a formal style and objective tone.
Write an effective introduction to an argument.
Write an effective conclusion to an argument.
Independently revise writing.
Independently practice the writing process outside of class.
Engage in constructive peer review.
Use editing conventions to finalize writing.
Use a checklist for self-assessment and peer review of writing.
Standards for This Unit
Note: Bold text indicates targeted standards that will be assessed in the unit.
CCS Standards: Reading—Informational Text
RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCS Standards: Writing
W.9-10.1.a, b, c,
d,
e
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.9.b
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply
grades 9–10 Reading standards
to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCS Standards: Speaking & Listening
SL.9-10.1.c, d
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 9–10 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCS Standards: Language
L.9-10.1.a, b
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use parallel structure.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.9-10.2.a-c
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
Use a colon to introduce a list or quotation.
Spell correctly.
L.9-10.3.a
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Write and edit work so that it conforms to the guidelines in a style manual (e.g.,
MLA Handbook,
Turabian's
Manual for Writers
) appropriate for the discipline and writing type.
Unit Assessments
Ongoing Assessment
Standards Assessed
RI.9-10.1, W.9-10.1.a, b, c, e, W.9-10.4, W.9-10.5, W.9-10.8, W.9-10.9.b, SL.9-10.1.c, d, L.9-10.1.a, b, L.9-10.2.a-c, L.9-10.3.a
Description of Assessment
Student learning is assessed based on demonstrated planning, drafting, revising, and editing throughout the writing process. At the end of the unit, students are assessed on the effectiveness of their finalized drafts according to the class-generated Argument Writing Checklist.
Culminating Assessment
Standards Assessed
W.9-10.1.a, b, c, e, W.9-10.4, W.9-10.5, L.9-10.1.a, b, L.9-10.2.a-c, L.9-10.3.a
Description of Assessment
Students write a formal, multiparagraph argument in response to the following prompt:
To what extent should graffiti be considered art or vandalism? Write a multiparagraph argument to support your position, using evidence from the texts that you read.
Unit-at-a-Glance Calendar
Lesson
Text
Learning Outcomes/Goals
1
“No Such Thing As a Free Lunch” (argument model)
In this first lesson, students are introduced to argument writing. The lesson begins with introductions to the writing process and to annotation. Then pairs or small student groups examine an argument model, discussing what they notice about the way the writer organizes the argument. The teacher then provides direct instruction on the components of effective argument writing, using the model as an example. Student learning is assessed via participation in a pair or small-group activity in which students brainstorm items for the class's Argument Writing Checklist.
2
“Censoring Students, Censoring Society” (argument model)
In this lesson, students examine a second argument model and continue discussing what makes an argument effective, focusing in particular on purpose and audience. Student learning is assessed via participation in a pair or small-group activity in which students brainstorm items for the class's Argument Writing Checklist.
3
“Anti-Graffiti Crusade” by Charlotte Redden and Ken Switzer
In this lesson, students analyze this unit's argument writing prompt to determine the writing task. Students also discuss how the purpose and audience influence their understanding of the task. Student learning is assessed via completion of the Lesson 3 Prompt Analysis Exit Slip, in which students explain in their own words what the prompt requires of them. Students then transition to reading and analyzing the article “Anti-Graffiti Crusade” by Charlotte Redden and Ken Switzer.
4
“Making Graffiti a ‘Gift’ to the Community” by Whitney Pipkin
In this lesson, students continue to gather evidence for their arguments by reading and analyzing the article “Making Graffiti a ‘Gift’ to the Community” by Whitney Pipkin, which describes a program that introduces teens to legal graffiti as a way to learn and practice artistic skills. Students answer questions about the article before working in pairs or small groups to chart the information in the article related to considering graffiti as art or vandalism, in preparation for responding to the unit's argument writing prompt. Student learning is assessed via the textual evidence reflected on the Art or Vandalism Chart or a student-created organizing tool.
5
“From Graffiti to Galleries: Street vs. Public Art” by Jareen Imam
In this lesson, students read the article “From Graffiti to Galleries: Street vs. Public Art” by Jareen Imam. In this article, the author describes the relationship between graffiti and the art world. Building on skills developed in previous lessons, students work in pairs or small groups to read and analyze the article. Students then work together to chart the information in the article related to considering graffiti as art or vandalism, in preparation for responding to the unit's argument writing prompt. Student learning is assessed via the textual evidence reflected on the Art or Vandalism Chart or a student-created organizing tool.
6
None
In this lesson, students review the task, purpose, and audience for their argument and then participate in a prewriting activity to articulate their thoughts about the topic, their central and supporting claims, and their evidence before they organize their ideas in an outline in the following lesson. Student learning is assessed via participation in a prewriting activity responding to this unit's argument prompt.
7
None
In this lesson, students review the format of a standard outline and draft their own outlines for their individual argument papers. Students who need additional support with articulating or organizing their ideas in their outlines will have an opportunity to meet with the teacher in one-on-one conferences. Student learning is self-assessed via annotations to their outlines, corresponding to the applicable items on the model outline structure.
8
None
In this lesson, students work in pairs or small groups to identify elements of effective body paragraphs in the source texts. Students then draft their own body paragraph to introduce a claim with sufficient evidence and valid reasoning that support the central claim of their argument. Student learning is self-assessed via annotations to their drafts, corresponding to the applicable items on the Argument Writing Checklist.
9
None
In this lesson, students learn to craft an introduction that establishes the topic and central claim of their argument. Students participate in pair or group discussions to examine effective introductions from the source texts. Then students work individually to draft their argument introductions. Student learning is self-assessed via annotations to their drafts, corresponding to the applicable items on the Argument Writing Checklist.
10
None
In this lesson, students learn to craft a concluding paragraph that follows from and further supports their argument. Students participate in pair or group discussions to examine effective conclusions from the source texts. Then students work individually to draft their argument conclusions. Student learning is self-assessed via annotations to their drafts, corresponding to the applicable items on the Argument Writing Checklist.
A
None
In this lesson, the teacher provides direct instruction on how to paraphrase text from a source, effectively integrate quotations, punctuate integrated quotations, or include proper in-text citations to avoid plagiarism. Students revise their own arguments for well-integrated evidence or proper citations before transitioning to a peer discussion of revisions. Student learning is assessed via the completion of the Revision Exit Slip: Integrating Evidence.
B
None
In this lesson, the teacher provides direct instruction on how to address the audience's knowledge level and concerns or how to identify and use formal style and objective tone. Students revise their own arguments considering audience or style and tone, before transitioning to a peer discussion of revisions. Student learning is assessed via the completion of the Revision Exit Slip: Audience, Style, and Tone.
C
None
In this lesson, the teacher provides direct instruction on how to implement effective word choice or work with dictionaries and thesauruses to help develop their arguments. Student learning is assessed via the completion of the Revision Exit Slip: Working with Words.
D
None
In this lesson, the teacher provides direct instruction on identifying and using transitional words and phrases or varied syntax. Students revise their own arguments for transitional words and phrases or varied syntax before transitioning to a peer discussion of revisions. Student learning is assessed via the completion of the Revision Exit Slip: Cohesion and Flow.
E
None
In this lesson, the teacher provides direct instruction on how to combine sentences using semicolons and colons or how to split sentences. Students revise their own arguments, combining sentences with semicolons and colons or splitting sentences. Student learning is assessed via the completion of the Revision Exit Slip: Varying Sentence Length.
F
None
In this lesson, the teacher provides direct instruction on how to effectively use commas. Instruction also includes work with repairing run-on sentences and sentence fragments. Students focus on revising their own arguments for commas, run-ons, and fragments; they then transition to a peer discussion of revisions. Student learning is assessed via the completion of the Revision Exit Slip: Ensuring Sentence Accuracy.
G
None
In this lesson, students learn how to effectively incorporate parallel structure or varied phrases into their writing. Students revise their own argument before participating in a peer discussion of their individual revisions. Student learning is assessed via the completion of the Revision Exit Slip: Adding Variety and Interest.
11
None
In this lesson, students participate in a peer-review activity during which they offer constructive feedback to their classmates about their arguments. Students use the Argument Writing Checklist to guide feedback and revisions. Students may also meet in one-on-one teacher conferences to receive feedback on their drafts. Student learning is assessed via completion of the Lesson 11 Peer Review Exit Slip.
12
None
In this lesson, students review common editing symbols and then edit their drafts individually. Students then review the proper formatting for a Works Cited page in a class discussion in order to finalize their arguments. Student learning is assessed via changes made during the editing process.
13
None
In this brief activity, students reflect on the writing process, identifying strategies that helped them succeed as well as areas for improvement.
Preparation, Materials, and Resources
Preparation
Read and annotate the argument models (see “Texts” at the beginning of this overview).
Read and annotate source articles (see “Texts” at the beginning of this overview).
Review the Short Response Rubric and Checklist.
Review all unit standards.
Materials/Resources
Copies of argument models (see “Texts” at the beginning of this overview)
Copies of source articles (see “Texts” at the beginning of this overview)
Chart paper
Writing utensils including pencils, pens, markers, and highlighters
Methods for collecting student work: student notebooks, folders, and so on
Access to technology (if possible): interactive whiteboard, document camera, and LCD projector
Copies of handouts and tools for each student: see the Materials list in individual lesson plans
Copies of the Short Response Rubric and Checklist
Lesson TextsArgument Model: “No Such Thing As a Free Lunch”
Is the money saved from a “buy one, get one free” or “5 for $25” sale worth one thousand human lives? Getting this year's pair of flip flops for only $2.50 may sound like a great deal until the full cost of those sandals is taken into account. Tragedies like the garment factory that collapsed in Bangladesh in 2013 remind consumers that the inexpensive products available to them in abundance are not as cheap as they may seem. Because bargain-priced goods are made far away from those who buy them, most consumers do not think twice about their two-for-one deals. However, purchasing cheap products contributes directly to human misery in the developing world, and this buying practice needs to change. More than businesses or governments, consumers bear the most responsibility for ensuring that goods are ethically produced.
Consumers bear the burden of responsibility for ending exploitation because they are the cause of unethical production in the first place. Although consumers may consider quality or how a product was made when purchasing items, they are extremely concerned about price. Historically, consumers' desire for low-priced goods supported the slave system: “[S]lave labor was valuable because it produced cheap sugar that everyone wanted to buy” (Aronson and Budhos 78). Today, thousands of factory workers in poor countries like Bangladesh die from the poor working conditions that result from consumers' desire for cheap products. In the clothing industry, consumers' desire for “fast fashion,” or cheap clothes that do not last long, “fuel[s] an unsustainable demand for dirt cheap labor available in extremely poor nations” (Odell). Cheap labor is what makes cheap goods possible. Because consumers want to buy inexpensive goods, companies “continue to look for ways to race to the bottom on prices, and sadly this involves cutting corners on health and safety” (McMullen), which negatively affects the workers who make bargain products. Because consumers benefit from the low prices of unethically made goods, consumers are responsible for ensuring that their benefit does not harm others.
Despite the clear connection between consumers' actions and the exploitation of workers, some argue that businesses and governments are most responsible for ensuring ethical production. According to the United Nations, “it falls jointly to states and mass corporate businesses to ‘protect, respect and remedy’ human rights” (McMullen). Governments do have a responsibility to ensure ethical production, since governments create the rules under which companies operate. The United States, for example, can push for “labor standards in trade agreements” (Kristof) with developing countries in order to improve working conditions. Nevertheless, consumers must acknowledge the role they play in encouraging unethical production. Although sugar producers—not consumers—chose to use slave labor during the 18th and 19th centuries, producers made this choice because European consumers wanted a sweetener that was cheaper than the local honey, and slave labor made this possible (Aronson and Budhos). Clearly, the responsibility ultimately rests with consumers to push governments and businesses to change the rules by refusing to purchase products produced by exploited workers.
Since consumer demand for cheap goods drives their production, consumers have the power to make demands on businesses and governments. Because of this power, consumers have the most responsibility to ensure that goods are ethically produced. Businesses may make the final decisions on how their goods are produced, “[b]ut ultimately, the industry won't be more transparent about its manufacturing processes as a whole unless consumers demand it” (Odell). If consumers demand that goods must be ethically produced, then businesses will have to make changes or they will risk losing customers and possibly be forced to close. A proposed agreement in Bangladesh has the potential to significantly improve working conditions in clothing factories, “but it needs a critical mass of brand support to be implemented” (McMullen). Businesses need pressure in order to enact change, and consumers need knowledge in order to exert pressure. Because these brands' survival is based on consumers continuing to buy their products, consumers have the responsibility to use their power and demand that the brands they buy from sign on to agreements like this one. Businesses need pressure from consumers in order to change their behavior, which puts the responsibility on consumers to demand change in order to ensure that goods are ethically produced.
Consumers, especially those in developed countries, have become used to spending very little money to buy the things they need and want. While these consumers might benefit from bargain deals, workers are being exploited in terrible conditions to make these deals possible. Although governments can require improved practices and businesses can make decisions that benefit workers, consumers must be the ones to apply the pressure necessary to ensure that the products they buy are ethically produced.
Works Cited
Aronson, Marc, and Budhos, Marina.
Sugar Changed the World: A Story of Magic, Spice, Slavery, Freedom and Science
. New York: Clarion Books, 2010. Print.
Kristof, Nicholas. “Where Sweatshops Are a Dream.”
The New York Times
. The New York Times Company, 14 Jan. 2009. Web. 27 July 2015.
McMullen, Anna. “Bangladesh Factory Collapse: Who Really Pays for Our Cheap Clothes?” CNN. Time Warner, 26 Apr. 2013. Web. 27 July 2015.
Odell, Amy. “How Your Addiction to Fast Fashion Kills.”
Buzzfeed
. Buzzfeed Inc., 02 May 2013. Web. 27 July 2015.
