SYRACUSE CITY SCHOOL DISTRICT Grade 10 Unit 02 Argument Writing

Revised: 4/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade 10 Unit 02 Argument Writing
Informational Writing
Writing Standards: W.10.1, W.10.4, W.10.5, W.10.6
Language Standards: L.10.1, L.10.2, L.10.3
Unit Overview
In this writing unit, students are required to brainstorm, plan, draft, edit, revise and publish an argumentative essay. Students
will be expected to produce an original piece of argument writing that demonstrates their ability to examine a current
social issue and present a clearly organized argument supported with evidence gathered through the effective selection,
organization, and analysis of relevant sources.
Emphasis should be on the methods writers employ to develop and strengthen their writing over time. This occurs through
ongoing revision of written work that addresses the effective use of details, claims, counter claims, reasoning, evidence,
and appropriate attention to task, purpose, and audience. Throughout this process, teachers will be providing explicit
instruction in craft, organization, development, and conventions. As students write, teachers should be conferring with
students, providing each student with feedback that will move them forward in their writing development.
Implementation Dates:
December 14-23, 2015
Page 1
WRITING STANDARDS
W.10.1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence. Explore and inquire into areas of interest to formulate an
argument.
W.10.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose
and audience.
W.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.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.
LANGUAGE STANDARDS
L.10.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific
meanings and add variety and interest to writing or
presentations.
L.10.2: Demonstrate a command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link
two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.10.3: 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.
Concept 1
Generating Ideas
Concept 2
Planning and Drafting
Concept 3
Revising
Outcome(s):
 Writers use a variety of
strategies to generate
ideas based on given
writing prompt
Outcome(s):
 Writers thoughtfully draft
a working document
that meets the
requirements of the
writing task
Outcome(s):
 Writers employ a variety
of strategies to skillfully
revise writing to ensure
diversity in word choice,
sentence structure, and
format to capture the
audience’s attention
Outcome (s):
 Writers review their
document for
grammatical and
mechanical mistakes
and publish final
product
Teaching Points:
2.2 & 2.3
Teaching Points:
2.4
Teaching Points:
2.5
Teaching Points:
2.6 & 2. 7
CCLS:
W.10.1& W.10.4
CCLS:
W.10.1, W.10.4 & W.10.5
CCLS:
W.10.1 & W.10.5
L.10.3
CCLS:
W.10.3 & W.10.6
L.10.1 & L.10.2
Page 2
Concept 4
Editing and Publishing
Writing Rubric
Link to standards-based rubric
Writing Assessment
Optional Pre-Assessment: People are either for or against war. Pick one side and argue for or against war. Be sure to:
 Write a coherent essay
 Follow the conventions of standard written English
 Include the following: a thesis, claims, counterclaims, reasons, and evidence.
Writing Prompt: Write an argumentative essay about a topic that has opposing viewpoints. Be sure to do the following:
 Write a coherent essay.
 Follow the conventions of standard written English
 Include the following: a thesis, claims, counterclaims, reasons, and evidence.
Possible Writing Topics:
1) Do curfews keep teens out of trouble?
2) High school graduates should take a year off before entering college.
3) Both parents should assume equal responsibility in raising a child.
4) All forms of government welfare should be abolished.
5) Financial incentives should be offered to high school students who perform well on standardized tests.
6) Law enforcement cameras are an effective way to monitor high crime areas.
7) Are actors and professional athletes paid too much?
8) People have become overly dependent on technology.
*Students are not limited to these options.
Language Lessons
For lessons and resources to teach language standards: click here
Big Ideas
We write to convey ideas.
We write to express opinions.
We write to argue a point.
Writing is a process.
Essential Questions
What are the habits of highly effective argument writers?
What writing structures/formats are useful for effective argument
writing?
Can I differentiate between argument and persuasive writing?
Page 3
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Thesis statement
Claims
Counterclaims
Alternate/opposing
Reasons
Evidence
Standard/
Outcome
Pre
Assessment
Vocabulary
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Objective
Rebuttal
Warrant
Qualifications
*Toulmin’s Basic Conception of
Arguments includes the above
elements.
Teaching Points
(Lesson Objectives)
Writers will participate in pre
assessment writing prompt.
2.1 Writers will be familiar with
the components of
argument writing.
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Anchor Charts
Thesis statements (examples)
Claims vs. counterclaims (examples)
Reasons (examples)
Evidence (examples)
Writing Process Steps
Writing “Must Haves”
Toulmin’s Schematic of Argument
Checks for Understanding
Discussion
Solicit students’ answers to the
question, “What is an argument?”
Put answers on board. Answers
may range from “a fight” to “trying
to get someone to believe your
point of view” or other possibilities.
Define important terms for
argumentation (claim,
counterclaim, rebuttal, support,
refute, qualify).
Next, ask students to generate
independent examples of each
term and put them on the board
for discussion and reflection.
Review crucial terms and discuss
the progression of the unit from this
point, giving a preview of the use
of argument in the classroom.
Page 4
Scaffolds & Supports
Instructional Resources &
Tools
Provide essay topic prior to
assessment
Teachers may need to clarify
understanding and emphasize
the need for evidence – that
is, specific facts, not
hypothetical situations (e.g.,
“Let’s say you have a guy
who…”), not opinions, not
generalities (e.g., “Well,
people always…”). Without
solid evidence, an argument
lacks merit.
Rapid question-and-answer in
a “class Jeopardy” format to
review key terms might also
conclude the class.
Prepare the jeopardy
questions ahead of time to
support struggling students.
Enrichment: students create
higher level jeopardy questions
using Costa’s/Blooms
Toulmin, S. (1958). The Uses
of Argument. Cambridge
University Press
Hillocks, G. (2010).
Teaching Argument
Writing, Grades 6-12.
“Supporting Claims with
Relevant Evidence and
Clear Writing.
CCLS-Student Sample &
Annotations – Argument
Pg. 64
Standard/
Outcome
Generating /
Brainstorm
Teaching Points
(Lesson Objectives)
2.2 Writers generate
topics/ideas for argument
writing by using a variety of
strategies
Checks for Understanding
Completion of graphic
organizers/bubble maps for
brainstorming.
Scaffolds & Supports
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Student chosen topic aligns with
criteria set by prompt.
2.3 Writers brainstorm ideas
for their topics/ideas by
evaluating which
brainstormed topics meet the
criteria of an argument essay.
What is the difference between
argument and persuasion? (see
page 2 for t-chart)
*Also can be used as an
ANCHOR CHART *
Anchor Chart: click here
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2.4 Writers produce a working
document that meets the
Use the printed or interactive
Persuasion Chart to differentiate
Page 5
One on one support with
teacher/support staff
Exemplars of:
-thesis
-claims
-counterclaims
-reasons
-evidence
-completed coherent
work
Provide newspaper and
magazines for students
Topic chart: student
generated chart of
possible writing topics
Graphic organizers/
bubble maps
One on one support with
teacher/support staff
Exemplars of:
-thesis
-claims
-counterclaims
-reasons
-evidence
-completed coherent
work
Provide newspaper and
magazines for students
Topic chart: student
generated chart of
possible writing topics
Graphic organizers/
bubble maps
Provide printed persuasion
chart (to differentiate
Instructional Resources &
Tools
Writing Support: click here
Room for Debate:
click here
Constructing Arguments:
click here
Persuasion Map:
click here
Room for Debate:
click here
Constructing Arguments:
click here
Persuasion Map:
click here
Toulmin Graphic Organizer:
click here
Standard/
Outcome
Planning &
Drafting
Revising
Teaching Points
(Lesson Objectives)
criteria of the writing prompt
and incorporates the
following argument writing
elements by:
 Introducing a precise
claim & distinguishing the
claim from (implied)
alternate or opposing
claims.
 Creating an
organizational structure
that establishes clear
relationships among the
claim, counterclaim,
reasons & evidence.
 Identifying the strengths
and limitations of both
(claim & counterclaim) in
a manner that anticipates
the audience’s need for
information about the
book.
 Using words, phrases and
clauses to link the major
sections of the text,
creating cohesion, and
clarifying the relationships
between claim and
reasons, between reasons
and evidence, and
between claims and
(implied) counter claims
2.5 Writers ensure the purpose
of writing prompt is met by
revisiting their working
document by asking:
Checks for Understanding
between persuasion and
argument (see resource link).
Students will complete Toulmin
argument model with guided
support eventually leading to
independent completion.
1. What is the speaker’s claim?
What does s/he want you to
believe?
2. What reasons does s/he give for
his claim?
3. What facts, quotations,
evidence, or specific details does
s/he give to support those
reasons?
4. Is there a counterclaim? What is
it?
Scaffolds & Supports
between persuasion
argument) ahead of time for
students that require extra
practice and/or extended
time.
“I do…we do…
Provide Topics for DIN:
-students use persuasion chart
to determine if it is persuasion
or arguemnt
Provide a copy of Toulmin’s
Argument Model
“I do…We do…You do…”
Argument Essay Help:
click here
Instructional Resources &
Tools
Rhetoric:
click here
Room for Debate:
click here
Writing Instruction for
Struggling Adolescent
Readers: A gradual release
model By:
D. Fisher and N. Frey
(Journal of Adolescent
and Adult Literacy)
Adolescent Literacy
Turning Promise into
http://winchesterenglish.bl
ogspot.com/2009/03/argu
mentative-writing-skills.html
Socratic Seminars:
click here
Purdue Owl Resource:
click here
Argumentative Writing
Skills: click here
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Peer/Individual evaluation
for coherence.
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Page 6
Students can switch papers
and identify crucial elements
(claim, counterclaim, reasons,
and evidence) in each other’s
papers. Emphasize the
Writing Instruction for
Standard/
Outcome
Editing &
Publishing
Teaching Points
(Lesson Objectives)
 Is the thesis clear?
 Are the claims clear?
 Are there clear
counterclaims?
 Are reasons
included?
 Is there evidence?
 Overall, is the criteria
for the prompt met?
2.6 Writers edit their working
document by:
 Checking for an
established and
maintained formal
style and objective
tone.
 Checking for a
concluding section
that follows from and
supports the argument
presented.
 Checking for the
command of the
conventions of
standard written
English
*Also, see language standard
9.2 above.
2.7 Writers publish their final
product by demonstrating an
effective use of technology
Checks for Understanding
Scaffolds & Supports
importance of thinking of
themselves not just as writers,
but active strategists who
choose approaches and deal
with opposing ideas in writing.
Provide list of:
 Transition Words
 Pointing Words
 Repetition of Key Words
& Phrases
 Synonyms
 Idea Hooks
Peer/Individual Editing for:
 capitalization
 punctuation
 spelling
 various types of phrases to
convey meaning
 various types of clauses to
convey meaning
 Do conventions enhance
meaning and voice?
 Are sentences consistently
clear, direct and to the point?
 Is enthusiasm for topic
compelling/clear?
 Is the writer eager to share
piece aloud?
 Is it ready to be published?

Produce/publish final product
One on one support with
teacher/support staff
Editing checklist for:
-capitalization
-punctuation
-spelling
-various types of phrases
-various types of clauses
Instructional Resources &
Tools
Struggling Adolescent
Readers: A gradual release
model By: D. Fisher and N.
Frey (Journal of
Adolescent and Adult
Literacy)
Argument Writing: click
here
Argument Writing Revising
Skills: click here
6+1 Traits of Writing
(Scholastic) By: Ruth
Culham
A Writer’s Reference By:
Diana Hacker
Language & Style: click
here
Microsoft Word
Google Docs
Page 7
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Post-Assessment
Checks for Understanding
Students administered Post
Assessment and are graded on
Rubric.
Page 8
Scaffolds & Supports
Instructional Resources &
Tools
Blogspot.com