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Aunit
Aunit
Aunit
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence
for each while pointing out the strengths and limitations of both in a manner that anticipates the
audience's knowledge level, concerns, values, and possible biases.
CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
Calendar
Week One
Objective(s):
Standard(s):
Activities:
Monday
-To develop
an
introductor
y
understand
ing of
argument
writing
Tuesday
-To identify
the various
component
s of
Toulmins
model for
argument
Wednesday
-To develop
a working
knowledge
of Toulmins
warrant,
data, and
backing
Thursday
-To develop
a working
knowledge
of Toulmins
qualifier,
rebuttal,
and claim
Friday
-To develop
an
understand
ing of
Aristotles
three
rhetorical
appeals
CCSS.ELALITERACY.W
.11-12.1
CCSS.ELALITERACY.W
.11-12.1.A
CCSS.ELALITERACY.W.
11-12.1.A
CCSS.ELALITERACY.W.
11-12.1.A
CCSS.ELALITERACY.W
.11-12.1.B
Anticipator
y Set:
Argument
Examples
-MiniLesson:
Argument
Theory
(cont.)
-What
makes
these
arguments
effective?
(collaborati
ve)
-MiniLesson:
Toulmins
Model
introductio
n
-Guided
Practice:
Inquiry
based
instruction
over
warrants,
data, and
backing
(collaborativ
e)
-Guided
Practice:
Inquiry
based
instruction
over
qualifier,
rebuttal,
and claim
(collaborati
ve)
-MiniLesson:
Introductio
n to
Aristotles
rhetorical
appeals
(ethos,
pathos,
logos)
-Minilesson:
Introductio
n of
Argument
Theory
Independe
nt Pracitce:
Breaking
down the
component
s of
Toulmins
-ASSIGN:
Argument
writing piece
Independent
Practice:
create
warrants,
Independen
t Practice:
add
qualifier,
rebuttal,
and claim
to work
from
-Guided
Practice:
Identifying
ethos,
pathos,
and logos
in
advertisem
ent
(collaborati
-Exit Slips
model
(collaborati
ve)
-Exit Slips
data, and
backing in
response to
argumentati
ve prompt
previous
day
-Exit Slips
-Exit Slips
ve)
Independe
nt Practice:
add
Aristotles
rhetorical
appeals to
argument
piece
-Critical
Incident
Questionna
ire
Week Two
Objective(s):
Monday
-To develop
a working
knowledge
of
Aristotles
three
rhetorical
appeals
Tuesday
-To analyze
the tone in
an
argument
-To utilize
an effective
tone in an
argument
Standard(s):
CCSS.ELALITERACY.W
.11-12.1.B
CCSS.ELALITERACY.W
.11-12.1.D
Activities:
-Review
Critical
Incident
Questionna
ire
-Guided
Practice:
Inquiry
based
instruction
over tone
in
argument
(collaborati
ve)
Independe
nt Practice:
Continue
adding
Aristotles
rhetorical
appeals to
argument
-Minilesson: the
impact of
tone in
Wednesday
-To analyze
an
arguments
effectivenes
s from a
holistic
perspective
Thursday
-To identify
and
address
specific
weaknesses
in an
argument
-To join a
community
of writers
CCSS.ELALITERACY.W.
11-12.1.D
-To write an
effective
argument
CCSS.ELALITERACY.W.
11-12.1
-Mini-lesson:
Analyzing
the
effectivenes
s of an
argument
from a
holistic
perspective
-Guided
Practice:
Identifying
and
addressing
weaknesses
in
argument
-Guided
Practice:
Argument
writing
workshop
Independen
t Practice:
Make final
revisions to
argument
Friday
-To reflect
upon the
writing
process
-To reflect
upon
instruction
CCSS.ELALITERACY.W
.11-12.1
-Guided
Practice:
Reflections
on the
process of
writing an
argument
-Guided
Practice:
Reflections
on the
instruction
al support
provided
piece
argument
-Exit Slips
Independe
nt Practice:
Revise
argument
writing to
account for
tone
-Exit Slips
(collaborativ
e)
writing
piece
-Exit Slips
-DUE:
Argument
writing
piece
-Exit Slips
during the
mini-unit
(what
worked,
what didnt
work, how
instruction
could be
improved,
etc.
-Critical
Incident
Questionna
ire
Personal Reflection
I am confident that the mini-unit I have designed over argument writing is effective in its
ability to equip students with the tools and experience they need to proficiently write effective
arguments. Even though I was unable to teach my unit to an actual class, I believe that it is a
solid starting point for future instruction. Within the unit, I have given students the opportunity
to collaborate and reflect. Furthermore, my own inquiry is carried out during this unit through
the use of exit slips, critical incident questionnaires, student feedback, and examples of student
writing. Once I am able to teach this unit, more detail will be added and adjustments will be
made to ensure that it bests supports students and their work. Additionally, a research
component can be added to this unit to identify how the instruction of argument writing can be
improved, and how practice with argument affects students writing ability as a whole.