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Argumentative Essay: Activity 2 Part 1

This document outlines an activity to help students learn the structure of an argumentative essay. It includes: 1) An introduction that establishes the purpose is to increase student comfort with argumentative essays and ensure they understand the key elements - claim, counterclaim, and evidence. 2) A planned lesson with steps like brainstorming topics, drafting a thesis statement, and discussing how to order a claim, counterclaim, and evidence. 3) Suggestions for adaptations and extensions, like having students research the topic for homework to bring in more evidence.

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66 views

Argumentative Essay: Activity 2 Part 1

This document outlines an activity to help students learn the structure of an argumentative essay. It includes: 1) An introduction that establishes the purpose is to increase student comfort with argumentative essays and ensure they understand the key elements - claim, counterclaim, and evidence. 2) A planned lesson with steps like brainstorming topics, drafting a thesis statement, and discussing how to order a claim, counterclaim, and evidence. 3) Suggestions for adaptations and extensions, like having students research the topic for homework to bring in more evidence.

Uploaded by

api-284832005
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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SpringBoard Writing Workshop: Argumentative Essay Activity 2

Argumentative Essay
Activity 2 Part 1
Teacher: Chasity Klein
Class: C
ores 1 - 5

Date: 2/06/15

Purpose
increase student comfortability with the format of an argumentative essay. To ensure
students understand the structure and key elements of an argumentative essay (claim,
counterclaim, evidence).

Objective
Establish a claim consisting of a clear thesis or position
Use formal language that is appropriate for your purpose and audience
Identify and address potential audience concerns and or questions

Common Core Standards


8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one. in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others ideas and expressing their own clearly.
d. Acknowledge new information expressed by others, and. when warranted. qualify or
justify their own views in light of the evidence presented.

GLOs
Community Contributor: The understanding that it is essential for human beings to
work together
Complex Thinker: The ability to demonstrate critical thinking and problem solving skills

Hawaii State Teacher Standards


Standard 3 Learning Environment (o): The teacher values the role of learners in

promoting each others learning and recognizes the importance of peer


relationships in establishing a climate of learning.
Standard 6 Assessment (b): The teacher designs assessments that match learning
objectives with assessment methods and minimizes sources of bias that can distort
assessment results.
Standard 7 Planning for Instruction (c): The teacher develops appropriate sequencing
of learning experiences and provides multiple ways to demonstrate knowledge and skill.

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 2

Assessment:
All assessments during the lesson are formative, a summative assessment will be the
individual argumentative essay in Activity 3 of the workshop.
Although formative, assessments will be graded to motivate students to complete work.
Novice (0 pts)

Partially proficient
(1pts)

Proficient (2pts)

Advanced (3pts)

Group
Participation

No ideas suggested
for class-generated
essay.

One idea suggested


for class-generated
essay.

Two ideas
suggested for
class-generated
essay.

Three ideas
suggested for
class-generated
essay.

Group thesis
statement.

No thesis
statement given

Thesis statement
incomplete, does
not give a clear for
against stance.

Thesis statement is
complete, gives
clear stance but
not in the form of a
complex sentence.

Thesis statement is
complete, gives a
clear stance and is
in complex
sentence form.

Counterclaim
understanding
(listing an
opposing view
point, reason for
opposing view
point, and how
student will
address it)

Student did not


answer any of the
questions.

Student was able


to list an opposing
view but could not
state a valid reason
for opposing view
or how they will
plan to address it.

Student was able


to list an opposing
view point and
state a valid reason
for the opposing
view but did not
provide an answer
as to how they plan
to address it.

Student was able


to list an opposing
view point, state a
valid reason for the
opposing view, and
state how they
plan to address it.

Materials
Teacher Materials
Computer hooked up to projector
Dry erase board or chalkboard
Dry erase marker or chalk
Chart paper
Colored Markers
Student Materials
SpringBoard
Writing tools (pen, pencil)
Notebook or loose leaf paper

Procedures:
Before class
o On eraser board write class itinerary
o on eraser board write: writing prompt - With your class, create an
essay that argues an issue, Dependent Markers: after, although,
as, as if, because, before, even if, even though, if, in order to, since
though, unless, until, whatever, when, whenever, whether, while
Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 2

o On eraser board write role duties: recorder - will write, speaker will speak on behalf of group aloud, presenter - will hold chart
paper up for other groups to view, team lead - will make sure all
members of group are included and involved in group work and
discussion.
o place one chart paper (with group number written on it) and a
colored marker on each group table.
Students will enter classroom teacher will ask that they clear their desk all
but their SpringBoard Workshop packet and a pen or pencil
Have students decide group roles recorder, speaker, presenter, team lead.
Have recorder take out a piece of paper and a pen.
Recorder will write core number and all students present in their group on
paper and chart paper.

Into
(2 min)
Get students attention. Teacher will briefly review last lesson and introduction into
Writing Workshop Activity 2.
1. Brief Review and Overview of Activity 2 (1 min)
2. Have student open books and open to page 18. (1 min)
a. Our writing prompt is written on the board. [read prompt]
b. Select a student to read aloud writing prompt on board and please
read our learning target ____ starting from be sure
c. Clarify that class will be working on their comfortability of writing an
argumentative essay, understanding the structure and key elements.

Through
(35 min total)

Prewriting
1. Lead class in a prewriting brainstorming session. (8 min)
a. Provide examples of issues: Graffiti can never be
considered art or People on facebook should not be held
accountable for what they post.
b. Give groups 1 minute to discuss and 3 minutes for recorder
to jot down ideas on separate sheet of paper. Remind
students ideas are to be appropriate for class.
c. Give students time warning at 1 minute left.
d. Students share answers.

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 2

2. Guide the topic selection to one that can be easily navigated by


class (5 min)
3. Once topic is selected (5 min)
a. Talk about opposing viewpoints, have students individually
answer question 4 in their packet (disagree with claim)
i. select a student a group speaker to read aloud.
ii. Give students 1 minute to discuss with your group
members if needed and 3 minutes to write
individual answers.
4. Read aloud prewriting question 5. Stop after reading SAMPLE. (1
min)
5. Remind students of complex sentence (5 min)
a. Review complex sentences
b. Demonstrate how a complex sentence works.
6. Have students answer question 5, individually. (2 min)
7. In writing groups, have students share ideas and viewpoints with
one another and draft a thesis to be shared with class (8 min)
a. Teacher will go around and check on group progress
b. Teacher will provide help to any student or group that may
be struggling.
8. Have groups share thesis then lead class in a discussion of the
merits of the different thesis statements that were written by
small groups.
a. Teacher will select the strongest thesis statement to be
used in the class-constructed essay.
b. Post the claim in the room and ask students to copy it onto
their pages. (8 min)
9. Question 7, in groups have students discuss the order to present
their claim, counterclaim, and evidence providing support of their
opinion. (3 min)
a. Provide students with multiple options of ordering.

Extension Activity
Homework Assignment
Students will go home and research topic
Next class students are two bring two pieces of evidence to support
topic.

Adaptations
Core 2
student 1:

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 2

Check for understanding of lesson by asking questions, Do you


have to take a stance in a claim? What does the thesis statement
have to structured as? What does counterclaim mean?
Redirect to task if student becomes distracted

Core 5
student 1:
Check that student is participating and heard directions.
student 2:
List of class itinerary will be located on board for student to
copy down and follow.

Chasity
Klein

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