Argumentative Research Activity | 11th/English Language Arts

Step 1: Project Idea

Instructions:
Students will choose an issue present in the school that can be improved upon. The students will locate resources that support their assertion that the issue should be addressed as
well as their proposed solution to the problem. With their data, the students will construct a formal letter to the principal that presents their problem, argument, and research.
Finally, students will construct an introductory email to the principal explaining the letter and sending both components to him/her/them.

Driving How can we advocate for a solution to an issue currently present in the school?
Question

Learning  11.1 a: Gather and organize evidence to support a position.

Goals  11.1 b: Present evidence clearly and convincingly.
 11.1 c: Address counterclaims.
 11.1 e: Use language appropriate to audience and purpose.
 11.2 c: Evaluate sources including advertisements, editorials, blogs, websites, and other media for relationships between intent, factual content, and
opinion.
 11.6 a: Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.
 11.6 b: Produce arguments in writing that develop a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and produces
effective conclusions.
 11.6 c: Organize ideas in a sustained and logical manner.
 11.6 d: Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.
 11.6 e: Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.
 11.6 f: Revise writing for clarity of content, accuracy, and depth of information.
 11.6 g: use computer technology to plan, draft, revise, edit, and publish writing.
 11.7 f: Proofread and edit writing for intended audience and purpose.
 11.8 a: Use technology as a tool to research, organize, evaluate, and communicate information.
 11.8 b: Narrow a topic and develop a plan for research.
 11.8 c: Collect information to support a thesis.
 11.8 d: Critically evaluate quality, accuracy, and validity of information.
 11.8 e: Make sense of information gathered from diverse sources by identifying main and supporting ideas, conflicting information, point of view, or
bias.
 11.8 g: Cite sources for both quoted and paraphrased ideas using APA.

Project First, students will participate in a class brainstorming session where students create a list of problems currently in the school. After a list is created, the
Summary students will narrow down which problems are most important. The number of problems chosen is dependent on the amount of groups anticipated. Students
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 will then each choose their preferred topics by submitting a top pick and then two runner-up picks for instructor consideration.

Next, the instructor will divide the class into groups based on student choice and group size availability. In these groups, students will brainstorm solutions to
the problem they have been assigned. As a group, the students will research the problem, specifically looking for the effects of the problem (or, a reason the
problem should be corrected). Additionally, each student will be responsible for one solution as well as researching that solution. Once solutions have been
located, the students will get to work locating supporting evidence for their solution independently. However, the group should make sure that all of their
individual solutions specifically relate to the effects found as a group.

Once the research has been collected, students will begin crafting a short argumentative piece arguing for the effectiveness of their individual solutions to
address the group problem. This is not to pose each solution against each other, but rather to offer up a variety of well-researched solutions in order to address
one problem.

The final piece of the project is to construct a formal email as a group to send to the principal. The email should introduce the problem the students are
addressing, research discussing the problem, and each individual member’s paper.

Individual Products Team Products

Major
Product(s) Argumentative Essay Email to Principal
Craft a 2-3 page essay that argues for a solution to your group’s As a group, following the creation of each individual argumentative essay, craft a
problem. Include: formal email to the principal that:
 Two reliable sources related to your solution.  Introduces the group’s chosen problem.
 APA format for both the paper layout and citations, including  Includes evidence that demonstrates a need for a change.
double-spaced and “remove space after paragraph”.  Thesis statement(s) that indicate the proposed problems and the students
 12-point Times-New Roman font. who wrote about them.
 Thesis statement(s) that make clear your solution and  Utilizes professional, Edited American English.
reasoning/evidence.

Making it Groups will present ideas directly to the principal with their email. It would also be productive to have each group present their findings to the class in a low-
Public steaks discussion. Group members would present their problem and group research, and then individually their solutions.

Key Project Example essay: https://www.yesmagazine.org/issue/good-money/opinion/2018/12/20/why-rituals-are-good-for-your-health

Documents APA guide: https://libguides.radford.edu/APA7

Step 2: Project Path Overview

Instructions:
1. In the left-hand column, map out the major milestones that tell the “story” of your project across the four phases of the Project Path.
2. In the middle column, consider the questions students will be engaged in answering during each milestone– make sure that your Project Launch will spark these
questions for students.
3. Brainstorm learning experiences that will help students to answer each question and grow in relation to the project learning goals. You can note these
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 learning experiences in the right-hand column of this section, or jump to the Day-by-Day Calendar and record them there. Be sure to include the following:
● Scaffolds for all of your learners
● Intentional literacy supports
● Structured reflection
● Formative assessments
● Critique and revision processes

Project Launch
Milestone Anticipated Student Need to Know Learning Experiences
Question (Lessons, Activities, and Scaffolds)

 What are some things you

Brainstorming Relevant Problems consider to be a problem in the Lesson: As a class, the instructor will read aloud Ari Honarvar’s article
school? wherein Honarvar argues that rituals are vital for humans. Students will
 What are some solutions that independently note where and how Honarvar utilizes evidence to go along
could feasibly be implemented with her claims as well as the language used. The instructor and class will
that would ease these discuss the findings.
problems?
Activities:
 How can evidence be used to
support an argument or claim? 1. Following the reading, the instructor prompts the class to consider a
problem they see in the school and that they feel strongly about.
After a few minutes of consideration, students will be invited to
share their thoughts aloud as the instructor compiles the list on the
board.
2. The instructor will prompt the students to think to themselves about
potential solutions to some of these problems, encouraging note-
taking to ensure the retention of ideas.
3. Finally, the instructor will pass index cards out to students. Each
student will write their name, their top pick for a problem to work
on, and two alternative topic choices.

Scaffold: Following the students’ note-taking during Honarvar’s article, the

class will have a brief discussion of findings to ensure all students have a
shared understanding of how evidence is used in writings that include
claims.

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 Build Knowledge and Develop & Critique
Milestone Anticipated Student Need to Know Learning Experiences
Question (Lessons, Activities, and Scaffolds)

 How can I determine if a source

is reliable or not? Lessons:
Collaborative Thinking and Research  Why is my assigned problem
Strategies 1. The instructor will have taken the student preferences into
important to be discussed?
consideration and divided the class into small groups based on the
 How can group members work students’ choice of problem. The students will get into their groups
together to determine the to briefly discuss their assigned problems. Each student should
importance of their problem? identify why they personally believe the problem is important and
 What are some potential share this with the group.
solutions to my assigned 2. The instructor will pull up an example of both a credible and a not
problem? credible source. Along with the class, the instructor will identify
 Is there a variety of ways a what makes the sources credible or not. The class will look for the
problem can be solved? use of evidence, use of persuasive tools, inclusion of biases,
 How can group members work potential author intention, etc.
together to ensure each solution
is adequate for solving the Activity:
problem?
1. Following the discussion of how to locate credible sources, the
groups will begin to conduct research on their problem. Students
will be instructed to use their laptops/tablets/computers to find
electronic sources through library databases or other approved
resources. Students will look for sources that detail the effects or
negative impacts of their problem. Students should work together to
locate sources and then evaluate sources together. The group will
have a set of collaborative guided notes that synthesize their
findings.
2. Following the group research, groups will conduct a discussion
wherein solutions are offered by each group member. Students are
encouraged to try to offer up more solutions than needed. Each
group member will then choose a solution to individually focus on.

Scaffold: Students will have the opportunity to go through sources together

rather than having to interpret the research alone.

 How can I ensure that my

solution is viewed as a good Lesson: Building off of the group activity done previously, students will
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 Individual Research option?
 What evidence should I seek to now utilize resources to locate evidence that aligns with or demonstrates the
sustain the effectiveness of my effectiveness of their solution. This can include studies or research articles.
solution?
Activity: Students will individually search for resources to utilize for their
solution. Students would be allowed to consult with their group members on
the effectiveness of evidence individually found, but each student is
expected to collect their own data. The instructor should be walking around,
asking questions of students, and offering assistance. Students should take
individual guided notes on their resources. Specifically, students should
identify two to three main points to address.

Scaffold: Students may rely on other students’ input on the usefulness of

sources to encourage peer instruction and instill confidence.

 How can I take my ideas and

Outlines and Drafting with APA express them in a written Lessons:
format?
1. Review of how to construct thesis statements along with a paper that
follows this thesis statement (main points and a body paragraph for
each).
2. Students will review how to create an outline.
3. The instructor will pull up earlier used examples to demonstrate
how research can fit into an outline/paper.
4. Review of how to utilize APA format for in-text citations and
reference pages.

Activities:

1. Students will utilize an outline chart to begin drafting their paper.

The chart will include a section for the introduction, thesis, each
body paragraph, and conclusion. Students will fill out this chart with
guidance from the instructor.
2. Students will utilize APA style guides to create their citations.
3. Students will begin writing their papers utilizing the outline.

Scaffold: A guided outline will be utilized to ensure each student has every
required part of the paper.

 How can I clarify what I have

written? Lesson: Students are reminded of revising and editing tips.

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 Revising, Proofreading, and Editing  What small errors in my writing
have I missed? Activity: Students will pair up with a student outside of their group for peer
review of papers. This is to ensure that students will not have their
familiarity with the subject obstructing their ability to point out confusing
information. Students will exchange papers and have their partner read
aloud the paper. Students will stop after each paragraph to discuss any
questions or concerns, either from the writer or the reader. Students should
ask questions about unclear information. If information is unclear, students
can collaboratively discuss how to rewrite sentences.

Scaffold: Students will be utilizing a kind of peer tutoring system to allow

for personal, constructive feedback. It also allows students to share ideas
rather than find rewriting solutions on their own.

Present Products (1 - 2 hours)

Milestone Anticipated Student Need to Know Learning Experiences
Question (Lessons, Activities, and Scaffolds)

 How can we summarize and

present our collective ideas in Lesson: The instructor utilizes a series of example emails to discuss formal
Formal Email to the Principal writing to the principal? email structure.
 How would a formal email be
Activity: Students return to the group notes from the collective research
constructed?
assignment to construct a short outline. The students will aim to emphasize
the importance of their problem, citing evidence collected. The students
will also introduce each solution as well as the individual student who
researched them. Groups will then attach their research essay to the email
and send it to the principal.

Scaffold: Students will work on the outline and email with their group to
eliminate individual pressure.

 How can I verbally convey my

group’s problem? Lesson: The instructor utilizes examples to discuss the characteristics of a
Class Presentation  How can I verbally convey my good presentation (projection, lack of filler words, clear speaking, etc.).
own research and problem?
Activity: Each group will present their work to the class. First, they will
introduce their problem and the research done that demonstrates the
importance of the problem. Then, each group member will introduce their

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 solution to the problem, elaborating with their evidence. Finally, the group
will reassert the importance of the problem and some of the possible
solutions they presented. Visual aids are not required, rather this
presentation should simply be sharing the information already found with
the rest of the class.

Scaffold: The groups will present rather than individuals presenting. This
allows for each student to do their own portion of the presentation rather
than preparing one entirely on their own. The casual nature of the
presentation also allows for a more relaxed and, hopefully, less stressful
experience.

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