Language Arts Tws Argumentative Writing

Teacher Work Sample
Language Arts
Andrea N. Caffall
Education 4320
Weber State University
Fall 2013
Teacher Work Sample
Language Arts
Unit Title: Make a Claim & Support It
Developed by: Andrea Caffall
Grade: 4th
Rationale: The ability to analyze and evaluate information, and take a stand is an important skill
that students will need throughout their academic careers and beyond. It will be very important
that students are able to develop an argument based on evidence that supports their claim. These
skills will help students to evaluate complex and multifaceted information, and assist them in
making decisions.
Standards Addressed:
Language Arts Standard-Literacy.W.4.1a. Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which related ideas are grouped to support the writers
purpose.
Language Arts Standard-Literacy.W.4.1b. Provide reasons that are supported by facts and
details.
Language Arts Standard ELA-Literacy.W.4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and audience.
Theater Arts Standard 1.2.a. Plan and record original dialogue for two characters in conflict.
Theater Arts Standard 2. Student will cooperate, imagine, and assume roles and interact in
classroom dramatizations.
Visual Arts Standard1.2.d.Clean area and put back art materials.
Unit Goal/Objectives: Students will chose one side of an argument and develop a written,
argumentative piece using evidence and inferences from the text. They will make a claim and
create a coherent organizational structure of writing that supports their claim, including an
introduction, body and conclusion.
Pre-Assessment: Students will be given the writing prompt: Fiction Rocks versus Non-Fiction
Rules. The students will make a claim and develop an argumentative piece using evidence from
personal experience with specific texts, and will include the benefits of these texts to support
their claim.
Summative Assessment: Students will compare and contrast two sides of an issue and write an
argumentative piece, making a claim for the opposite side. Students will use evidence and
inferences from the text to support their claim. The prompt will state the following: Imagine you
are either the current President or the new candidate running for office, make a claim either for
or against the population law from the point of view of one of the noted individuals.
2
Language Arts
Lesson: Day 1
Title: Why Should He Have to Hide?
Utah State Core Standard:
purpose.
details.
Objective: Students will be able to make a claim and use at least two pieces of t evidence from
the text to support the claim in their writing.
Textual Factors/Vocabulary: Evidence from the text, argument, claim, supporting details
Time: 45-65 minutes
Supplemental Materials:
Among the Hidden by Margaret Peterson Haddix

Writing paper for developing and writing argumentative piece
Graphic organizer for developing writing
Extensions for Advanced Adaptations for Students with

Formative Assessment
Students Specific Needs
Students will write an argumentative piece All students will be required Students will write their piece
on an issue in the first two chapters of to use at least two pieces of and, if necessary I will write
Among the Hidden. They will make a claim evidence to support their while he dictates to me.
and use evidence from the text to support claim. Each should include
their claim. Students will be graded based supporting details.
on a three point rubric.
3
Design of Instruction
Extensions for Adaptations for

Instructional Activities (Before, During, and After) Advanced students with specific
Students needs
BEFORE:
Introduce the objective for the unit Have students Provide more time for
- We will be reading Among the Hidden and you will be site more pieces student to complete the
writing argumentative pieces about different issues in the of evidence to task. Have the student
text. support their dictate and I will
DURING: claim and transcribe if necessary.
Preview the book with students encourage them Continue to encourage
Have students listen while I read chapter 1 through the first to provide more the student.
three sentences of chapter 2. details.
Have students discuss with their neighbor what they think is
happening in the book while I pass out the books to each
student.
Ask students if they have a third child in their families, are
they a third child, do they have more than three children in
their families? What would you do, how would you feel if
you werent supposed to exist? If there was a law against
you?
Pause to check understanding periodically throughout the
reading.
Introduce writing topic
What do you think argumentative writing is?
- Write student responses on board
Introduce vocabulary
- Claim/opinion, evidence
What does a good argument include?
- Claim, evidence, an intro, body and conclusion with
clear transitions between ideas.
- Show an example of another students argumentative
writing:
Have you ever felt bad when you see your mom in the kitchen all day?
Help her out! Kids should have to do chores at home. They help kids turn
more responsible, and they let kids have more bonding time with
whichever parent is in the kitchen. (CCSS)
Have students identify the components
Introduce writing prompt to students
Pass out the graphic organizer for developing an argument
Students will need at least one paragraph in the argument
and must include at least two pieces of evidence to support
their claim.
Writing prompt from chapters 1-2 (FORMATIVE ASSESSMENT)
Imagine you are Lukes mother. Write a letter to Luke
4
describing why it is best for him to stay hidden and listen to
his parents when they tell him to hide.
Students may use the text and graphic organizer to help with
their writing.
AFTER
Review what we learned
HOMEWORK:
Assign reading chapters 3-10 and be prepared for a discussion
Source: Among the Hidden, CCSS
5
Language Arts
Lesson: Day 2
Title: Let us Keep the Pigs
purpose.
details.
Objective: Students will be able to evaluate one side of an issue and develop an argumentative
piece using at least two pieces of evidence from the text to support their claim.
Textual Factors/Vocabulary:
Time: 50-65 minutes

Writing paper
Graphic organizer for developing argument
Adaptations for Students

Formative Assessment Extensions for Advanced Students
with Specific Needs
Students will take the role of All students will be required to write at least Extra time will be given to
Lukes father and write an two paragraphs and include at least two pieces students with specific
argumentative letter explaining of evidence to support their claim. needs. If necessary, the
why it would be best to allow Students who finish early will be able to add student may dictate to me
their family to keep their pigs. to their writing by citing more textual and I will write.
Students will be graded on a evidence and details to support their claim.
three point rubric.
6

Instructional Activities (Before, During, and After) Advanced students with
Students specific needs
BEFORE: Have students Provide more time

Review previous days lesson site more for student to
Discuss what the students learned from chapters 11-18 pieces of complete the task.
evidence to Have the student
DURING: support their dictate and I will
Show an example of another students argumentative piece claim and transcribe if
and read it aloud pausing to emphasize the claim, evidence encourage necessary.
and transitions as well as introduction, body and conclusion. them to Continue to
Wildlife Refuge* Field Trip provide more encourage the
details. student.
Dear Mr. Smith and Mrs. Nieto,
We have a problem. The wildlife here in the city is very limited. There is
not a lot of opportunity to learn about conservation and wildlife preservation. If
we took a field trip to The Wildlife Refuge our problem would be solved. Trenton,
Diego and I would like to take our class for a great learning experience. In
addition, we will provide a study guide to students to identify the animals and
provide information about conservation of endangered wildlife.
If we went on a field trip, we will learn about the wildlife from around the
world and how rivers provide a natural habitat for them to live and breed. This
information would help us to understand the importance of science in our day to
day life. We would use math to make a budget and figure out a way to earn
money. These skills will be very useful again and again. We will learn how to
make a schedule with target dates. This will provide us with a plan that covers the
entire project from start to finish.
Now, you are asking why should I approve a trip to The Wildlife Refuge? The
project will provide an excellent learning opportunity, an awareness of wildlife,
and the importance of conservation. This project will be evaluated by its
successful planning and its ability to involve our class in wildlife conservation.
The trip will help us develop a plan of conservation that identifies what we can all
do to protect wildlife so they will still be around when we have children.
Sincerely,
Your student
(Source: adapted from choiceliteracy.com)
Writing prompt from chapters 3-10 (FORMATIVE ASSESSMENT)
Imagine you are Lukes father and you have just received the
letter from the government telling you that you must get rid
of your pigs. Write an argumentative letter to the
government detailing why the best solution would be to let
you keep your pigs.
Students may use the text and the graphic organizer to help
7
them with their writing.
AFTER:
Overview what is needed in a good argumentative piece
Discuss components
HOMEWORK:
Have students read chapters 11-18 and be prepared for
discussion
Source: Among the Hidden
8
Language Arts
Lesson: Day 3
Title: Stop the Population Law
purpose.
details.
Objective: Students will be able to evaluate a claim, using at least three pieces of evidence from
the text, will include supporting details, and will be able to develop a clear organizational
structure in their writing.
Textual Factors/Vocabulary: evidence, claim, transitional phrases
Time: 45-65 minutes

Writing Paper
Pros and cons graphic organizer

Students will use evidence from the text to All students will fill out the Extra time will be given to
assist them in filling out a graphic graphic organizer and use at students with specific needs.
organizer which will help them organize least three pieces of evidence If necessary, student will be able
their writing. They will use at least three from the text in their writing. to dictate to me while I write.
pieces of evidence from the text and Students who finish early will
include clear organization in their writing. add detail to their writing.
Students will be graded on a three point
rubric.
9

BEFORE:
Review previous days lesson Have students Provide more time
Discuss chapters 11-18 site more for student to
Introduce the writing topic of the day pieces of complete the task.
Discuss transition words evidence to Have the student
support their dictate and I will
DURING: claim and transcribe if
Pass out pros and cons graphic organizer to students encourage necessary.
They will fill this out to assist them in developing their them to Continue to
argument. provide more encourage the
details. student.
It will help students to look at both the positives and
negatives of an issue.
Writing prompt from chapters 11-18 (FORMATIVE

ASSESSMENT)
Jen tries to convince Luke that all the shadow children
should get together for a rally and try to convince the
government that the population law is not only wrong, but
unnecessary as well. Luke thinks it is best to remain hidden.
Imagine you are Jen. Write an argumentative letter to the
government describing why it would be best to eliminate the
population law.
AFTER:
Review the components of an argumentative writing piece.
Have students keep their pros and cons paper in their folder,
it will help them when developing ideas for the presidential
debate.
HOMEWORK:
Assign chapter 19 through the end of the book.
Have students finish the book and be prepared to discuss it
10
Language Arts
Lesson: Day 4
Title: Let Us Use Hydroponics to Grow Our Food
purpose.
details.
Visual Arts Standard1.2.d.Clean area and put back art materials.
Objective: Students will be able to evaluate a claim and use at least three pieces of textual
evidence to support the claim and will be able to develop a clear organizational structure in their
writing.
Textual Factors/Vocabulary: evidence, transition phrases, introduction, body, conclusion
Time: 65 minutes

Writing Paper
Presidential Candidate Puppets:
- Paper tubes - Construction paper -Googly eyes
- Crayons or markers - Glue - Yarn for puppet mouth
Adaptations for
Formative Assessment Extensions for Advanced Students Students with Specific
Needs
Students will create a puppet for All students will be required to create a puppet Provide student extra
the debate. They will also write for the debate. time to complete his
an argumentative letter on an All students will be required to write an work. If necessary, have
issue and will include at least two argumentative letter including two pieces of student dictate his ideas
pieces of evidence from the text evidence. and I will write for him.
to support the claim. Students Students who finish early will be able to add
will be graded on a three point details to their writing.
rubric.
11

Instructional Activities (Before, During, and After) Advanced students with specific
Students needs
BEFORE: Have students Provide more time for

Review previous days lesson site more student to complete
What did we learn? pieces of the task. Have the
Discuss chapter 19 through the end of the book evidence to student dictate and I
Have students tell me what the components of argumentative support their will transcribe if
writing are as well as describing transition phrases. claim and necessary.
Introduce new writing topic encourage Continue to encourage
Let students know once they have completed their writing them to the student.
they will make a puppet for the debate tomorrow. provide more
details.
DURING:
Writing prompt from chapters 19 through end of book
(FORMATIVE ASSESSMENT
Lukes father just found out he cannot grow his food using
hydroponics. Write a letter to the President describing why it
would be the best option to let him keep his equipment and
continue growing his crops using hydroponics.
We will be having a presidential debate tomorrow

(about 15 minutes)
Have students create their candidate using paper towel roll,
paper for head and clothes and googly eyes.
(Directions for puppet head attached)
AFTER:
Review components of an argumentative piece
Remind students what each candidate for office is wanting
HOMEWORK:
Tomorrow we will be doing our debate.
Tonight think about the pros and cons of each side because
tomorrow you will work with a partner to develop your list
for the debate.
Remind students to look at both sides carefully because on
the posttest they will need to develop an argument from the
opposing view.
12
Language Arts
Lesson: Day 5
Title: Presidential Debates
details.
Theater Arts Standard 1.2.a. Plan and record original dialogue for two characters in conflict.
Theater Arts Standard 2. Student will cooperate, imagine, and assume roles and interact in
classroom dramatizations.
Objective: Students will compare and contrast both sides of an issue, using both inferences and
evidence from the text, and will cooperate when planning and acting out roles.
Textual Factors/Vocabulary: debate, debate etiquette, rules for debate
Time: 40-65 minutes

Pros and cons using evidence graphic organizer
YouTube childrens debate video Show students video clip from:
- http://www.noisyclassroom.com/primary/video/kids-can-make-a-difference-to-the-
environment-debate-1.html
- http://www.youtube.com/watch?v=GTRMthzDjIQ

Students will cooperate with a partner to All students will be required Provide student extra time to
compare and contrast both sides of an issue to cite at least five pieces of finish his list. If necessary, have
and compile a list of pros and cons using textual evidence that supports student dictate his ideas and I
evidence from the text to support the claims. both sides of the issue. will write for him.
They will then present these ideas in a Students who finish early will
debate with peers who have taken the be able to add more ideas to
opposing view. Students will be graded their list.
according to their participation during the
debate.
13

BEFORE:
Review and discuss previous days lesson Have students Provide more time
What did we learn about argumentative writing? site more for student to
What should an argumentative piece include? pieces of complete the task.
Discuss the importance of using transition words to help with evidence to Have the student
organization and clarity support their dictate and I will
Brief discussion about the pros and cons of the population claim and transcribe if
law. encourage necessary.
Have students get into their groups to develop their pros and them to Continue to
cons for their side of the topic. (15 minutes) provide more encourage the
DURING: details. student.
Writing prompt for debate
It is the presidential election year and there is a new candidate
running for office. The presidential debates are scheduled for
two weeks from today. Develop your argument describing
why the country should or should not keep the population
law.
Each group will be assigned to a role. Develop your argument
from that point of view.
Pay close attention to both sides because you will develop an
argument for the other side tomorrow on the posttest.
Give each student a pros and cons graphic organizer and divide
them into groups of two.
They will use this to evaluate the benefits and problems with
their side of the argument. This will help them to develop
their argument for the debate.
Combine two groups- one from each side for debate- students will
use their pros and cons organizer to assist them in the debate
EXPLAIN DEBATE RULES & ETIQUITTE
FLIP A COIN TO SEE WHICH TEAM WILL GO
FIRST
Combine two groups one from each side of the argument,
and have them take turns arguing their side of the issue. The
first person will state their claim and one reason and then the
first person on the other side will respond to the claim and
use one reason. This will continue until each person on both
sides has had an opportunity to participate in the activity.
They may use their puppets during the debate
14
Assessments
Pre-Assessment
Students will be given the writing prompt: Fiction Rocks versus Non-Fiction Rules. The
students will make a claim and develop an argumentative piece using evidence from personal experience
with specific texts, and will include the benefits of these texts to support their claim. Students will be
evaluated according to the argumentative writing rubric.
Rubric for evaluating argumentative writing
Criteria Mastered Developing Needs rigorous

instruction
Uses evidence from the Student uses at least two Student uses only one Student does not include
text to support their pieces of evidence from the piece of evidence from the any evidence to support
argument text to support their claim. text to support their claim. their claim.
Writing and organizational Writing and There is no organizational

structure is clear or mostly organizational structure is structure to the writing or
clear. Student uses somewhat clear. Student the writing is not at all
Clarity of writing and
vocabulary to assist with includes some vocabulary clear. Student does not
organization
transitions between ideas. to assist with transitions use vocabulary to assist
between ideas. with transitions between
ideas.
Rubric for evaluating debate
Criteria Yes No
Uses evidence from the Student uses evidence from the Student does not include any evidence from the text
text to support their text to support their claim to support their argument OR does not participate.
argument
Summative Assessment
Students will write from the opposite view they were assigned during the debate. They may use
their pros and cons graphic organizer and any other notes they take after listening to the debates to assist
them in developing their argument. Student writing will be evaluated according to the argumentative
writing rubric.
15
How to Make a Puppet Head with Mouth
A sheet of paper can be folded to make what resembles a bird's head with a large mouth that can
be opened and closed.
1. Fold an 8 1/2 by eleven inch sheet of paper in half by

bringing the top and bottom edges together and
creasing. Then fold each half in half to make the shape
shown in the sketch.
2. Then fold each of the 4 corners as shown
4. Then fold the sides up.
5. Measure to find the center of the long edge. Tear or

cut there to make a slit about 1/2 inch long in the edges
of both layers. Fold the edges outward by creasing
where the dotted line indicates.
16
6. Pull the shape apart at the slits.
7. Finally bring the pointed parts of the structure

together to make a beak. Hold with the thumb and
index finger at the places marked with arrows. Squeeze
and open to make the mouth open and close.
Source:
http://www.makegizmos.com/things%20to%20make/how%20to%20make%20a%20pup
pet.htm
17

Language Arts Tws Argumentative Writing

Uploaded by

Copyright:

Available Formats

You might also like

Language Arts Tws Argumentative Writing

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Language Arts Tws Argumentative Writing

Uploaded by

Copyright:

Available Formats

Teacher Work Sample

Weber State University

Developed by: Andrea Caffall

Title: Why Should He Have to Hide?

Utah State Core Standard:

Time: 45-65 minutes

Among the Hidden by Margaret Peterson Haddix

Extensions for Advanced Adaptations for Students with

Extensions for Adaptations for

Title: Let us Keep the Pigs

Utah State Core Standard:

Time: 50-65 minutes

Among the Hidden by Margaret Peterson Haddix

Adaptations for Students

Extensions for Adaptations for

BEFORE: Have students Provide more time

Title: Stop the Population Law

Utah State Core Standard:

Textual Factors/Vocabulary: evidence, claim, transitional phrases

Time: 45-65 minutes

Among the Hidden by Margaret Peterson Haddix

Extensions for Advanced Adaptations for Students with

Extensions for Adaptations for

Writing prompt from chapters 11-18 (FORMATIVE

Title: Let Us Use Hydroponics to Grow Our Food

Utah State Core Standard:

Textual Factors/Vocabulary: evidence, transition phrases, introduction, body, conclusion

Among the Hidden by Margaret Peterson Haddix

Extensions for Adaptations for

BEFORE: Have students Provide more time for

We will be having a presidential debate tomorrow

Title: Presidential Debates

Utah State Core Standard:

Time: 40-65 minutes

Among the Hidden by Margaret Peterson Haddix

Extensions for Advanced Adaptations for Students with

Extensions for Adaptations for

Rubric for evaluating argumentative writing

Criteria Mastered Developing Needs rigorous

Writing and organizational Writing and There is no organizational

Rubric for evaluating debate

1. Fold an 8 1/2 by eleven inch sheet of paper in half by

2. Then fold each of the 4 corners as shown

4. Then fold the sides up.

5. Measure to find the center of the long edge. Tear or

7. Finally bring the pointed parts of the structure

You might also like