Final Everything

Angela Withee
Dr. Tenore
LAE 4360
15th, December, 2016
Phase 1: Planning to teach your unit and focus lessons
Unit Plan Rationale: Argumentative Essays
In the National Governors Association Center for Best Practices and the Council of Chief State
School Officers article College and Career Ready: Standards for Reading, Writing, and
Communication The importance of argumentative writing is explained as; the ability to frame
and defend an argument is particularly important to students readiness for college and careers
(24.) Thus, the ability to construct a strong argument will prepare students for success in the
future. For this reason, students in this advanced 6th grade Language Arts class are about to begin
a unit on how to identify and write argumentative and persuasive essays. Students often come
across varying opposing viewpoints in their readings, and will be expected to write and give their
own argumentative essays for the mandatory annual Tropicana Speech (Tropicana Public
Speaking Contest) that is given at the school. Students will use the rhetorical criticism
throughout this unit in order to interpret what the writer is trying to persuade the reader into
thinking. During this unit, students will learn about accountability in arguments, and how to
decide whether an argument is effective or non-effective which will enable them to focus on
pulling out evidence and clear reasoning. Being able to decide whether or not an argument is
effective is a crucial skill, and can be applied across the curriculum in order to justify the
authenticity and validity of texts. Students will be able to then apply this comprehension when
creating his/her Tropicana Speech. Students will learn about the key components to identifying,
and writing an argument and will be able to determine the conclusion that the statements in their
texts are trying to persuade the reader into having. During this unit, students will read essays that
pose an argument taken from Common Core example writing samples, and watch persuasive
speech examples. Students will be work together to find definitions on argument, claim, reason,
support and a counterargument. From there, students will do a close reading, and will make their
own determinations on what the claim, reasons, a counterargument, and support are as a gage of
understanding. In Educational Leaderships article Closing in on Close Reading, the
effectiveness of close reading is described as;
Directing student attention on the text itself empowers students to understand the central ideas
and key supporting details. It also enables students to reflect on the meanings of individual words
and sentences; the order in which sentences unfold; and the development of ideas over the course
of the text, which ultimately leads students to arrive at an understanding of the text as a whole
(37.)
Students will work together in groups to annotate these terms in various short essays with
highlighters. Students will be taught the definitions of the five effective forms of evidence (facts,
examples, statistics, antedates, and quotations) and will work together in class, and then
independently to pull out these forms in their readings. Throughout the weeks that follow,
students will then use what they have learned about what makes an effective essay to compose
their own argumentative/persuasive speeches. Ultimately, from this unit, students will be able to
apply what they have learned throughout all of their classes in order to analyze their readings for
effectiveness, to understand the message that the writer is trying to give and to create their own
effective argumentative speeches.

Unit Calendar Outline
Website used for interactive notebook: https://my.hrw.com/
Day 1.
LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on
others ideas and expressing their own clearly.
LAFS.68.WHST.4.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
SWBAT identify what an argument is.
SWBAT describe why do we argue in groups
SWBAT produce a poster board regarding arguments
Bell ringer why do we argue?
Today students will go over the question why do we argue which will introduce a unit on
writing argumentative essays. Students will begin this unit with a bell ringer on why do you
think that we argue? After this, they will begin an interactive smartboard notebook lesson on
what an argument is. The teacher will have students share, and will then define to them what an
argument is.
In groups today student will work with the question why do we argue?
Students will work together in groups of four to create a poster board

Two groups will write on 3 Issues/Topics that Inspire Arguments
Two groups will write on 3 Reasons that People Argue
Two groups will write 3 Ways arguments help people accomplish goals
After this activity, the teacher will go over students thought, and will go over the slide The
Power of Argument. The teacher will show students a PowerPoint on the effects that arguments
have. Ultimately, this lesson is aimed towards assessing students prior knowledge of what an
argument is, and to further explain this concept.
Day 2.
LAFS.68.WHST.4.10 Write routinely over extended time frames (time for reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
SWBAT identify key elements in an argument
SWBAT differentiate between claim and counterclaim
SWBAT demonstrate comprehension of elements that make up an argument
Bell ringer: What do all arguments have in common?
Today students will go over the elements that make up an argument. The bell-ringer
what do all arguments have in common? will prompt students to think about what they will be
discussing in class this day. The teacher will then write the students ideas on the board under
what I think. Students will watch a short video that highlights the elements of an argument,
and will then review these elements further with the interactive notebook while taking notes.
Students will then divide a piece of copy paper into sections of three (through folding) and will
work in groups of 4 to write down a claim, reason and counterclaim, for the three topics
given on the interactive notebooks argument machine slide. After this activity, students will be
asked the question again what do all arguments have in common? and the teacher will write
this on the board under what I now know which students will copy. Todays lesson will focus
on assessing students comprehension on what elements make up an argument.
Day 3.
LAFS.6.SL.1.1RI 1 Cite textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
SWBAT analyze an essay and identify the key elements of an argumentative essay
SWBAT practice his/her comprehension of key elements by using the smartboard to highlight
parts of an element in whole class activity
SWBAT express his/her opinion on the essay in his/her assigned group
Today students will first go over the essay Adopt a Puppy on the interactive smart board lesson
and will identify the elements of an argument. After this mini-lesson they will be asked to write a
claim, 1 reason, 1 piece of evidence and a counterclaim, on one of three topics provided
on the whiteboard as an exit ticket. Students will work independently to demonstrate his/her
comprehension of these elements by applying them in their own writing. This lesson provides the
teacher with a form of assessment on students understanding of the material.
Day 4.
LAFS.6.RI.3.8 Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.
SWBAT identify elements of a strong claim
SWBAT assess claims on whether or not they are effective
Today students will begin identifying the effectiveness of an argument. They will go over the
components of what makes a strong written argument. Today students will focus on these two
questions;
What makes a strong claim?
What makes a strong counterclaim?
The teacher will go over the interactive notebook lesson on these questions, and will then have
the students analyzing short writing passages on the notebook to determine the effectiveness of
the claim and counterclaim. The teacher will go over slides 11, and 13 on the notebook and
will have students identify the best claims/counterclaims. The teacher will then go over the
square pair activity that has students matching claim and support. Students will then go over
the tic tac toe game on the notebook that has students identifying whether or not the claims are
effective. This lesson assesses students on if they can identify the elements of a strong
claim/counterclaim.
Day 5.
LAFS.6.RI.3.7: Integrate information presented in different media or formats (e.g., visually,
Quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization,
And style are appropriate to task, purpose, and audience.
SWBAT identify whether the reasoning in a text is solid or faulty
SWBAT identify whether the reasons in a text are solid or faulty
SWBAT explain 2 types of fallacies
Students will go over;
What makes reasons in an argument strong?
And What makes evidence in an argument strong?
The teacher will go over the two slides regarding this in the interactive notebook, asking students
to answer the questions on slide 12 titled evaluate reasons and evidence and slide 16 titled
analyze reasoning The teacher will show a video putting all these effective elements together
titled how to write a great argument http://study.com/academy/lesson/how-to-write-a-great-
argument.html
The teacher will show a video explaining fallacies.
https://www.youtube.com/watch?v=LeesjYUqvUY
As an exit ticket, students will be asked to explain in complete sentences at least 2 of the 6
fallacies given today. Todays lesson will have students answering questions to assess their
comprehension of the elements of an argument, and fallacies.
Day 6.
SWBAT analyze the essay and identify the key components that make up an argument (claim,
reasons, evidence, and counterclaim) in groups
SWBAT infer whether the essay is effective/non-effective giving support on why/why not.
SWBAT express his/her opinion on the essay in his/her assigned group.
Today students will work together in groups to identify and highlight the key elements of an
argument in the essay Shut Down your Phone Week. Students will then have a Socratic
discussion on whether or not they believe the essay was effective or non-effective, and how to
make it more effective. Students will work review what makes an essay effective by going over a
Prezi presentation.
Day 7.
LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas.
SWBAT identify pathos, ethos, and logos
SWBAT differentiate between pathos, ethos, and logos
Today students will go over the persuasive techniques pathos, logos, and ethos. They will then
work together in groups to play a game that has them identifying between the three rhetorical
devices. Todays lesson will assess students comprehension on these persuasive techniques by
having them work together to identify them. Todays assessment will be in the form of an exit
ticket.
Day 8.
Using Ethos, Pathos, and Logos in Argumentative Writing
LAFS.6.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of a specific word choice on meaning
and tone.
SWBAT create a short persuasive ad that incorporates a form of ethos, pathos, and logos
SWBAT identify persuasive technique being used in the essay
Students will first review a handout on ethos, pathos, and logos. They will then work as a class to
identify each form in a short passage. Students will then work together in groups to create an
advertising pitch for a produce that uses ethos, pathos, and logos using a sheet of credential
examples provided to them. They will then sell their advertisement to the class, and will be
graded on the how effectively they use the three devices.
Day 9.
LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing basic bibliographic information for sources.
LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas
and expressing their own clearly.
SWBAT compare websites and analyze for the 5 ws

SWBAT predict whether or not a website is credible or not
SWBAT justify why they believe a website is credible or not using the 5 ws to support their
answers
The teacher will introduce the lesson with a video on identifying credible sources. The teacher
will have students assess various websites using their handouts as a reference and judge the
validity of each site as a class together.
Day 10.
Picking a Topic
LAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards.
SWBAT compose a list of ten ideas for an argumentative/persuasive speech
SWBAT judge effectiveness on partners claims
Students will go over a short video on brainstorming topics.
https://www.youtube.com/watch?v=yiexHnX0xZY
http://www.shmoop.com/essay-lab/argumentative/
Students will spend the rest of class brainstorming ideas for Tropicana Speech on a
persuasive/argumentative essay topic by creating a list of 5 possible ideas. They will be then told
to pinpoint one idea they want to write their speech on over the weekend.
Day 11.
SWBAT appraise each others grabbers for components of a good attention grabber
SWBAT outline their speech
The teacher will go over how to write a good attention grabber with the video
https://www.youtube.com/watch?v=Rnq17dyxyu4
Students will then work on their Speech Outline Planning Sheet handout that they will be
given. The remaining ten minutes of class students will work on TPS their grabbers with one
another. Students will be assessing each others grabbers, and looking for one of the
components that make up a good attention grabber.
Day 12.
LAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources
and refocusing the inquiry when appropriate.

SWBAT select evidence to support the reasons in their speech
SWBAT evaluate websites for credible evidence
The teacher will review how to find effective evidence. Students will go to the computer lab to
research and find evidence to support his/her speech on their Speech Outline Planning Sheet.
Students will turn this into the teacher for feedback.
Day 13.
types are defined in standards.)
LAFS.6.W.2.5 With some guidance and support from peers and adults, develop and
Strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
SWBAT write a rough draft that contains the elements of an effective argumentative essay
SWBAT comply the information outlined in their rough draft into complete sentences
Students will begin working on their rough drafts in class.
Todays lesson assesses students overall comprehension of the elements of argumentative
writing by having them compile everything theyve learned into a rough draft.
Day 14.
Students will work on his/her rough draft in class.
Todays lesson assesses students overall comprehension of the elements of argumentative
writing by having them compile everything theyve learned together.
Day 15.
Students will finish their rough drafts in class. Students will peer review their speeches. They
will provide three glow and three grow ideas to their partner. Students will then begin
working on their final drafts. They will be told to work on writing their final drafts over the
weekend. They will be instructed that theyll have half of Monday to work on it in class.
Day 16.
SWBAT assemble key points from their final drafts to put on to notecards
SWBAT create notecards containing bullet points
Students will finish writing their final drafts. The teacher will review what to put on their
notecards in a short lecture. Students will begin their notecards. Students will be assessed
informally with the teacher going around the classroom, and answering questions.
Day 17.

SWBAT analyze each others speeches and provide helpful feedback
SWBAT practice giving his/her speech
Students will finalize their notecards. Students will practice in pairs timing and giving their
speeches in class. The teacher will have the students rotate around by ringing a bell every five
minutes so that students become comfortable with giving his/her speech to more than one person.
Students are expected to provide feedback to each other during this activity.
Day 18.
SWBAT practice giving their speeches
SWBAT practice breathing exercise, tone and body language tips given in videos in the
PowerPoint.
Students will watch a PowerPoint on how to give a good speech in class. Students will then work
in pairs to time their speeches, and provide feedback to each other.
Day 19.
SWBAT analyze each others speeches and provide helpful feedback

SWBAT employ speech giving techniques (using body language, and tone) in their speeches
Students will present their Tropicana speeches in class. Students will present their Tropicana
speeches in class. Each student will be assigned a student to complete a grading rubric for.
Students will be assessed by the teacher, and their assigned grader student with a rubric.
Day 20.
SWBAT analyze each others speeches and provide feedback
SWBAT employ speech giving techniques (using body language, and tone) in their speeches
Students will present their Tropicana speeches in class. Each student will be assigned a student to
complete a grading rubric for. Students will be assessed by the teacher, and their assigned grader
student with a rubric.

Lesson Plan: Identifying Key Elements of an Argument, and Judging Effectiveness
Name: Angela Withee
Date:
Instructor: Angela Withee
Title of Lesson
*Lesson plan based on a 55-minute class
Purpose/rationale: In my 6th grade Advanced Language Arts class, students have begun a unit
on argumentative writing. Prior to this lesson, students have already gone over terms used in
argumentative writing. These terms are as following; claim, reasons, evidence, and counterclaim.
In these essays, students have practiced identifying the claim, reasons, evidence and
counterclaim given in various passages on an interactive notebook. Today, students will work
together in groups to further practice utilizing these terms and pulling out passages from the
student example essay titled Shut Down Your Screen Week which is taken from the text In
Common: Effective Writing for all Students Collection of All Argument/Opinion Samples, K-12. I
chose this writing sample because my lesson the day prior discussed the elements of effective
reasoning and evidence. This essay has a solid claim, counterclaim, and reasons, however the
evidence is based more on opinion than solid facts. For this reason, I wanted to have my students
determine that this essay is fairly effective, but lacks strong support. Working together in groups
they will each highlight the passages that display the terms they were taught (claim, reasons,
evidence, and counterclaim) in the essay given. They will then answer whether they believed the
essay was effective or not. Ultimately, this will help promote collaboration and communication
amongst the students, and will also enable them to practice identifying components of a good
argumentative essay, and overall effectiveness. This lesson is a part of a larger unit that will have
the students utilize their comprehension on what makes an effective argument. They will then
use this information to compose their own argument for Tropicana Speech.

Objectives:
SWBAT analyze the essay and identify the key components that make up an argument (claim,
reasons, evidence, and counterclaim) in groups

SWBAT infer whether the essay is effective/non-effective giving support on why/why not.
SWBAT express his/her opinion on the essay in his/her assigned group.
Materials: Shut Down Your Phone Week Essay

Teaching Strategy/Procedure/Activity:
1. I started out by first going over the components that make up an argumentative essay and
by giving them examples of each component by showing them a short video.
2. I then wrote on the board these directions; You will work in your groups to go over the
essay together, and will highlight each part that you find throughout. You will have your
own individual packet containing the essay, but you will all agree together on what you
are highlighting. Your group will share the word bank/direction sheet with the question
on essay effectiveness. All of your papers should be highlighted the same.
Claim: highlight the claim pink
Reasons: highlight reasons blue
Examples: highlight examples green
Counterclaim: highlight the counterclaim yellow
3. After you are done highlighting the essay go back and answer the question on your first
page. The question is is this essay effective or non-effective? Use evidence on why you
think yes/no. I then handed out each student in the classroom an essay packet that
contains the word bank/question sheet, the two page essay, and a set of highlighters to
share.
4. I read my students the essay out loud.
5. I instructed them to work in their groups to analyze the article, highlight terms, and then
answer the question is this essay effective/non-effective independently.
6. I then called on students to give their answers on where the claim, reasons, evidence, and
counterclaim were in the essay, and I facilitated discussion on whether they believed it
was effective/non-effective (After teaching this as a mini-lesson, I believe that the
students needed more instruction on judging effectiveness) I would then briefly go over
effectiveness more by showing a Prezi presentation, and facilitating discussion on
differentiating between strong evidence and faulty evidence.
Assessment:
Formal assessment: The handout was graded for completion grade, and to assess
students current comprehension on the elements of an argument and its effectiveness
Informal assessment: I went around the room, and facilitated discussion. I explained the
directions to groups that needed more assistance.
Accommodations/adaptations: For my lesson, the students didnt seem to need any

accommodations or adaptions (I taught this as one of my mini-lessons)
Attachments/Appendices:
Shut down your screen week (Appendices A)Prezi Presentation:
https://prezi.com/cuz9rt88p5on/supporting-details-facts-quotations-and-statistics/
Lesson Plan: Teaching Ethos, Pathos, and Logos
Name: Angela Withee
Date:
Title of Lesson
Purpose/rationale In my 6th grade Advanced Language Arts class, students have begun a unit
on argumentative writing: Prior to this lesson, students have already gone over terms used in
argumentative writing, and how to judge an essays effectiveness. Today students will go over
the rhetorical devices used in persuasive/argumentative essays. Students will collaborate with
each other in groups to identify these three devices. This lesson will enable students to write
more convincing, and appealing arguments. Todays lesson is a part of a larger unit geared
towards preparing students on how to write an effective Tropicana Speech that convinces the
audience. This lesson is a part of a larger unit that will have the students utilize their
comprehension of what makes an effective argument. This lesson is appropriate because it has
the students partaking in collaborative discussions, and building on each others ideas. This
lesson also has students first identifying rhetorical devices, and then answering an exit ticket that
assesses their understanding on the material. Students will learn the information given today in
order to compose their own argumentative speeches for Tropicana Speech.
LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
Objectives:
SWBAT identify pathos, ethos, and logos
SWBAT differentiate between pathos, ethos, and logos
Materials: https://www.youtube.com/watch?v=gf81d0YS58E
https://www.ixl.com/ela/grade-9/identify-appeals-to-ethos-pathos-and-logos-in-advertisements
Exit ticket (appendices b)
The teacher will begin todays lesson on rhetorical devices by showing a short video on how to
identify ethos, pathos, and logos. The teacher will briefly discuss each device by giving each
student a handout on the devices, and going over it with examples. The teacher will then break
students into groups of 4 and will hand them three sheets of paper; 1 titled Ethos, 1 titled
Pathos, and the third titled Logos. The teacher will have the students play a game identifying
which appeal an advertisement displayed to them is using. Students will be instructed to discuss
together in groups what they believe the correct answer is, and will then hold up the sheet they
agree on. They will be allowed to use their handout sheets as a guide during this activity. After
this activity, students will be given an exit ticket asking students to identify what rhetorical
device is being shown.
Summary/Closure:
Exit ticket heart, head, cred
Assessment:
Formal assessment: Students will demonstrate comprehension of rhetorical devices by
completing an exit on ethos, pathos, and logos
Exit ticket heart, head, cred (appendices b)
Lesson Plan: Utilizing Ethos, Logos, and Pathos in Argumentative Writing
Name: Angela Withee
Date:
Title of Lesson
Purpose/rationale: In my 6th grade Advanced Language Arts class, students have begun a unit
on argumentative writing. Todays lesson is a part of a larger unit geared towards preparing
students on how to write an effective Tropicana Speech that convinces the audience. This lesson
is a part of a larger unit that will have the students utilize their comprehension of what makes an
effective argument. Prior to this lesson, students have gone over the rhetorical devices; ethos,
pathos, and logos. Today in class, the teacher will first review what makes up these devices. The
teacher will then go over a short passage with the class as a whole together and will pull out
examples of these devices. Students will then work together as a group, and will create their own
advertisement pitches utilizing these three devices. Students will be allowed to make up these
examples, and will begin a lesson on how to identify credible sources for their speeches in
tomorrows lesson. This lesson will enable students to see how to use these devices in their own
writing, and will make them engage in critical thinking in order to work together as a group to
create these ads. This activity will enable students to be able to use these devices when they are
creating their persuasive essays for the Tropicana Speech.

Objectives:
SWBAT analyze a short passage for examples of ethos, pathos, and logos
SWBAT identify persuasive technique being used in the passage
SWBAT create their own advertisement using these rhetorical devices
Materials:
http://examples.yourdictionary.com/examples-of-ethos-logos-and-pathos.html (examples
website)
Posterboard
Markers
Pencil
Teaching Strategy/Procedure/Activity: The teacher will first go over the PowerPoint finding
Ethos, Pathos, and Logos and will work with the class together to go over the passage and
identify these devices. The teacher will pull up an example site of the devices to show students
how to form their examples. Students will then apply what they have learned on these devices,
and will work in groups to create an advertisement pitch on an item assigned to them that
incorporates pathos, logos, and ethos. Each group will be assigned one these items randomly;
Nike shoes, IPhone, Coca Cola, McDonalds cheeseburger, Crayola crayons, and a Selfie stick.
The teacher will buy these ads from the students for a dollar amount ranging from $1-$10
based on the groups demonstration of understanding on what each device means. Students will
be allowed to create made up ethos, and logos, and will be taught how to identify credible
sources in tomorrows lesson. The objective for this lesson is to have students creating ads that
use all three examples, and assessing students abilities to demonstrate these devices in their
writing.
Assessment:
Informal assessment: the teacher will facilitate discussion on each groups posterboard,
and will monitor students in their groups to make sure that they are staying on task and
involved in conversation.
http://betterlesson.com/community/document/62576/lesson-epl-teacher Bell-ringer handout on
Ethos, Pathos, and Logos (appendices c)
Lesson Plan: Using Credible Sources
Name: Angela Withee
Date:
Purpose/rationale:
In my 6th grade Advanced Language Arts class, students have begun a unit on argumentative
writing. Todays lesson is a part of a larger unit geared towards preparing students on how to
write an effective Tropicana Speech that convinces the audience. This lesson is a part of a larger
unit that will have the students utilize their comprehension of what makes an effective argument.
Prior to this lesson, students have gone over the rhetorical devices; ethos, pathos, and logos.
Today in class, the teacher will address how to find credible sources in order to support evidence
in students upcoming speeches. Today students will go over how to analyze the authenticity and
validity of websites. Students will first watch the YouTube video Evaluating Websites using the
5 Ws with the teacher going over each W. The teacher will handout the information on this
video in a handout for the students to follow. The teacher will then spend the remainder of the
lesson going through various websites the teacher pulls up, and have the students evaluate each
site using the 5 Ws. This lesson will enable students to be able to find credible sources for their
upcoming Tropicana Speech.
LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing basic bibliographic information for sources.
Objectives:
SWBAT compare websites and analyze for the 5 ws
SWBAT predict whether or not a website is credible or not
SWBAT justify why they believe a website is credible or not using the 5 ws to support their
answers
Materials:
YouTube video https://www.youtube.com/watch?v=OPI7FVon29k
Handout (appendices d) http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf
Non-credible websites the teacher will use:
http://zapatopi.net/afdb/
http://www.weathergraphics.com/tim/fisher/
http://www.geoffmetcalf.com/bread.html
http://savetherennets.com/
Credible sites:
https://www.nutrition.gov/
http://www.census.gov/
http://www.nytimes.com/
http://www.ipl.org/div/kidspace/
Today students will begin class by watching a short video introducing how to find credible
sources on the internet. The teacher will then discuss the importance of using credible sources
(evidence) to support reasons in an argument. The teacher will handout the 5 ws worksheet that
addresses the who, what, when, where, and why of finding these sources, and will go through
various sites with the class. Ultimately, this lesson will enable students to be able to find credible
sources to support their upcoming Tropicana Speeches.
Assessment:
Informal assessment: The teacher will assess students by facilitating discussion on the various
sites that are pulled up, and facilitating discussion on why each site is credible or not.
5 ws handout (appendices d)
Lesson Plan: Brainstorming Argumentative/Persuasive Speech Topics, and TPS Claims
Name: Angela Withee
Date:
Purpose/rationale:
In my 6th grade Advanced Language Arts class, students have begun a unit on argumentative
writing. Todays lesson is a part of a larger unit geared towards preparing students on how to
write an effective Tropicana Speech that convinces the audience. Prior to this lesson, students
have gone over the elements that make up an argument, rhetorical devices used to persuade, and
how to identify credible sources. In todays lesson, students will begin the first stage of writing
their Tropicana Speeches- prewriting. The teacher will begin todays class by going over the
expectations for the Tropicana Speech. Students will begin prewriting their speeches today, and
will create a list of 5 possible persuasive topics to write their argumentative speeches on.
Students will narrow their lists down to 2 topics that they feel strongest about and will then share
their revised lists with one another while asking each other guided questions. After todays
lesson, students will begin outlining their persuasive speeches. Todays lesson has students
collaborating and communicating together to pinpoint possible topics.
Objectives:
SWBAT compose a list of ten ideas for an argumentative/persuasive speech
SWBAT judge partners 3 claims using guided questions
SWBAT judge partners 3 counterclaims using guided questions
Materials: Tropicana Speech packet (appendices e)

Prewriting handout (appendices f)
Handout derived from topics suggested on: http://oxforduniversitysummerschool.com/middle-
school-argumentative-topics-20-excellent-prompts/ (appendices g)
Markers
Whiteboard
In todays lesson, students will begin the pre-writing stage of their Tropicana Speeches. The
teacher will begin todays lesson by going over the expectations for their speech. The teacher
will then have students watch two short videos on selecting persuasive speech topics. The
teacher will then give the students a prewriting handout. Students will have 10 minutes to create
a list of 5 possible topics that interest them. They will be allowed to work independently or in
groups to brainstorm, and students will be given an example sheet of argumentative essay topics
to look at for inspiration. Students will then spend the last 15 minutes of class on limiting their
list to 2 possible topics, and will create a claim and counterclaim for these two topics.
Students will then TPS each others two claims by asking these questions written on the board;
1. Is the claim the main argument?
2. Does it define the papers direction, and state the point?
The teacher will ask students to share their 2 possible speech topic ideas, claims, and
counterclaims. The teacher will ask the students who are sharing what their partner said to the
two questions given above. The teacher will facilitate discussion on these topics, and will
provide feedback to the students. The teacher will tell the students to limit their list to 1 topic for
the following class. The students will begin writing their speech outlining speech for this chosen
topic in the following class.
Assessment:
Informal assessment: The teacher will monitor students as they are completing the
assignment, and will walk around answering questions and looking at students
persuasive speech ideas.
Attachments/Appendices: Tropicana Speech packet (appendices e)

Prewriting handout (appendices f)
Handout derived from topics suggested on: http://oxforduniversitysummerschool.com/middle-
school-argumentative-topics-20-excellent-prompts/ (appendices g)
Phase 2: Inquiry Preparing to Teach Your Unit
1. What types of information about the school and surrounding community

might be valuable and relevant to you and your students while teaching
this ELA unit?
I believe that having an in depth knowledge of a schools demographic information,
community surroundings, and its improvement plan, is essential when deciding on what
information is needed to support students overall learning in the classroom. I think that this
enables the teacher to have a culturally responsive pedagogy in regards to the students that
he/she is teaching. By knowing the students community, the teacher can further understand the
background of their student. Cultural responsive pedagogy is defined in Huffington Posts web
article What is Culturally Responsive Pedagogy? as;
student-centered approach to teaching in which the students' unique cultural strengths
are identified and nurtured to promote student achievement and a sense of well-being
about the student's cultural place in the world.
For this reason, I think that its important for the teacher to know the demographics of
who they are teaching, the community they are teaching in, and the areas that the school is
working on fixing (improvement plan) in order to support their students learning. The teacher
needs to know the everyday life experiences of the student in order to build a solid
student/teacher relationship. I think that students can utilize what they learn about the students
home environment in lessons to create a link between their school and home. Questions that will
guide my inquiry on the school I am teaching at, where it is, and where my students live are;
1. What grade does this school have?
2. What is the surrounding area it is in? For example, is it in the suburbs or city?
3. What is the average SES of this community?
I think that by knowing this, I will further be able to understand my students backgrounds, and
to create lesson plans that support these backgrounds. Ultimately, I believe that a supportive
multicultural teacher should recognize this/her students different voices, and engage with each
student to participate in class activities and discussion. I know that my own cultural might differ
from that of my students, and through researching these questions I might be able to have a better
grasp on who my students are.
What I found out:
Prior to going to my assigned school (Montford Middle School) I googled the schools
official website to get a feel for the students, and faculty within this school. From this website, I
was able to find a copy of the schools improvement plan. From this, I found out that Montford
Middle School was rated as an A school during the years, 2013-2014, 2012-2013, 2011- 2012,
and 2010- 2011. Montford Middle School is not a title 1 school. This school is composed of
1,046 students. Of these students; 75% of these students are white, and 25% of these students
belong to a minority race. This school is composed of 21.6% of students who are on free/reduced
lunch, and this school has a 20.1 student/teacher ratio (School Improvement plan, 4.) I then
looked at a home selling site and was able to see that the majority of listings neighboring this
school were in the high 150s-low 300s range (Zillow, 2016.)
I believe that this information will further help me enact responsive ELA instruction
during my unit because it shows the demographics of the students that I am teaching. This school
does not meet the qualifications for title 1, a program that;

Provides financial assistance to local educational agencies (LEAs) and schools with high
numbers or high percentages of children from low-income families to help ensure that all
children meet challenging state academic standards (U.S. Department of Education, 2016).
Also, the majority of this school pays for full priced lunch, with only 21.6% paying free
or reduced. From all of the statistics gathered above, Im able to draw to the conclusion that the
majority of my school is from a middle SES (socioeconomic status.) On the American
Psychological Associations website, students with higher SES are described in relation to their
lower SES counterparts as being more likely to be proficient in reading. I researched this further
and was able to find that in a nationwide study of American kindergarten children, 36 percent of
parents in the lowest-income quintile read to their children on a daily basis, compared with 62
percent of parents from the highest-income quintile (Coley, 2002.) The childs initial reading
competence is said to be related with the home literacy environment. A reason given for this was
that often parents belonging to a lower SES may not be able to afford resources such as books,
computers, and tutors, or have as much additional free time (Orr, 2003.) Montford Middle
School received an A rating for the last four years in a row. School ratings are based using a
point system on achievement and progress. Drawing parallelisms between these two ideas, I
think that a fair statement to make is that the majority of students at Montford Middle School are
higher achieving due to their middle range SES.
For this reason, my focus in my ELA classroom is to treat all of my students equally
while holding high expectations, but also aiming to help students from lower SES achieve these
same expectations. Ill try to help students from a lower SES by providing in class resources for
them to assess. For example, if I were to assign a research based project I would make sure to
incorporate time in class to research information on the school computers. I would provide them
with a list of outside resources that they could utilize outside of class (nearby library hours,
school technology rentals.) I would also try to always have spare materials, such as pencils and
paper, for these students to use. In my class I will also try to promote a multiethnic curriculum.
For example, teaching my historical lessons from varying cultural viewpoints rather than just the
white ideology norm, and teaching awareness and respect of all cultures. I think that this will
enable me to teach my majority AND minority students.
2. What types of information about the students and their relationships with each
other and their teacher might be valuable and relevant to you for teaching and
learning in the ELA unit you planned?
Questions I had;
1. Were there any classroom bullying incidents this year?
2. What is the classroom management philosophy of my CT?
3. How does the teacher respond to bad behavior in the classroom?
I think that its important to know these questions in order to get a sense of the
community of the classroom, and the expectations for students within it. In the book Classroom
Management That Works, the necessity of efficient classroom management is explained by
saying;
Effective teaching and learning cannot take place in a poorly managed classroom. If
students are disorderly and disrespectful, and no apparent rules and procedures guide behavior,
chaos becomes the norm. In these situations, both teachers and students suffer (Marzano, 2003.)
For this reason, I believe that the relationship my teacher has with my students is
influenced by the way she implements rules in her classroom. For this reason, I think that
knowing my teachers classroom management philosophy and how she addresses bad behavior is
essential in understanding the relationships she has with her students. From knowing how my
teacher responds to behavioral problems, and the success she has with her interventions, I think
that Ill be able to better instate effective classroom management techniques when addressing
these students myself. I also think that it is important to know whether there is a bullying
problem amongst students in order to feel out what type of learning community these students
have developed with one another.
What did you find out?
When I was completing my Classroom Management Philosophy interview with my CT I
was able to address all of these questions. I was also able to see whether or not this philosophy
worked while I was completing my observation hours. My CT told me that her classroom
management philosophy was to give a clear list of expectations and standards at the beginning of
the school year, and implement this plan by having students write in the behavior book to
journal good or bad behaviors in their own words. I went through her behavioral book, and saw
students mostly document how they had been talking in class. I saw a few good behavior
incidents on students helping each other with assignments, and giving each other pencils. She
also told me that she hasnt seen any bullying in her classroom, and that there is a zero bullying
policy in her room.
Furthermore, my CT doesnt believe in a quiet classroom and often allows her students
to group work with one another, and share their ideas. My teacher told me that she believes in
allowing students to work with each other so that they can help each other see varying opinions.
This social constructivism way of teaching allows for student collaboration in the classroom. I
think that because of my teachers management philosophy, she has established a sense of
community within her classroom, and has made her students feel comfortable within in. On my
teachers walls she has posters on display with messages revolved around how we should treat
each other with respect, and value each others ideas. I could see these messages and my
teachers expectations being internalized, I saw the students respond to my CTs questions in
class with enthusiasm, and by going off and adding to each others ideas. I think that this
information was relevant to me because it affected how my own instruction was received by the
students. If my teacher hadnt developed a sense of community and respect for her and each
other in the classroom, I believe that it would have been hard to go in just expecting this respect
from the students. I dont think my students would have felt comfortable engaging in debate
conversations if they didnt already feel comfortable with my teacher, and the way that they were
being taught. Its important to create a nurturing and promotive teacher/student relationship.
4. What types of information about your students as ELA learners are relevant to you
in preparation for teaching this unit?
Write the questions that will guide your inquiry about your students as ELA learners.
1. Are there any students with IEPs and 504s in the classroom?
2. Are there any ELL students in the classroom?
3. Are these students on grade level? Below? Above? What is their ZPD?
4. What prior knowledge do they have?
I think that these questions are important to know because they provide insight on the
students in the classroom. All of these questions influence how the teacher will create instruction
in the classroom. For example, students with IEPS, 504S, or who are ELL, may require special
accommodations in the teachers lessons. I think that it is also important to know what level the
students are on in regards to the class prior to making lessons. If my students are below grade
level I would need to know this in order to create lessons still within their Zone of Proximal
Development. For example, creating advanced lessons for students who are below grade level
could result in the students not being able to do any of the work at all, and feeling frustrated and
inadequate. For this reason, I think that it is also important to know students ZPD, and their
prior knowledge (if any) of what is being addressed in class in order to properly scaffold lessons.
I believe that I will be able to use the answers to these questions in order to have a more
powerful learning experience in the classroom. By knowing my students backgrounds, I will be
able to better understand how to cater to these individual backgrounds, and create lessons that
support their learning capabilities.
What did you find out?
Immediately after being assigned, I found out that my students are above grade level and in
advanced English Language Arts. My CT then provided me with a binder filled with her
students IEPS and 504s. From this, I was able to see that she had a few students with ADHD,
and a variety of 504s. The nature of most of these 504s were related to the student having an
allergy of some sort, an inhaler, or a broken appendage at sometime during the year. The only
504s my CT had to create a modification for were for the students who had vision problems, and
had to be seated closer to the whiteboard in order to see. As for the students with ADHD, my CT
sometimes allows these students additional time on in class assignments. During the FSA
practice testing my teacher asked students who had an IEP to raise their hand, and instructed
them that they would have extra time allotted to them. I quickly noticed during my observation
hours that my CT usually only requires modifications for one particular student with ADHD.
This student often refuses to participate in class, and acts confused with his work. My teacher
tries to help this student out by modifying his assignments sometimes. For example, my teacher
allowed him to skip writing his final draft of his Tropicana Speech because he was behind, and
instead edit his rough draft, and then work on his notecards. My teacher also gives him extra
time on assignments when he requires it.

I worked one-on-one with this assignment when he was writing out his rough draft, and was
surprised to see him show interest on his speech. Usually this student doesnt participate,
however he liked the topic he was writing about (dolphins) and actively worked on it throughout
the class. From this, I was able to see that my student does require a lot of additional help, and
prompting when hes writing. However, I also saw him engaged in what he was doing for once. I
think that due to this students ADHD he has a hard time staying focused when it comes to
school work. This lesson showed me that an effective way to get across to this student would be
to differentiate instruction, and to try to let the student have a say in what he is writing (when
possible).
Part 3: Enacting Responsive Instruction during the Focus Lessons
In my classroom I taught three mini-lessons on varying topics.
My first lesson that I taught was on identifying elements in argumentative writing.
My notes on my first lesson are as following;
I did my first mini lesson yesterday and I had my students read an argumentative essay
(theyre currently studying arguments in class) and highlight the claim, counterclaim, reasons,
and evidence in groups with highlighters. I was nervous about my lesson at first, but it went
really well and the students were excited to share their findings after they were finished. I heard
comments throughout the day from students on how they really liked the lesson and had fun
because they loved highlighting. I think that by incorporating something as simple as coloring
devices in my lesson helped me keep the students engaged in what they were being taught. I had
my students
My second lesson;
Again, I still think that grammar worksheets are an ineffective way to teach grammar
because they lack engagement. For my mini lesson last week (we didnt turn in a reflection last
week) I took the grammar worksheet that the students were supposed to cover on verb phrases
and I turned it into an activity. I went over a PowerPoint and then had my students open
envelopes and circle helping verbs and action verbs in groups together. I didnt like how before
the students were just asked to work through the worksheet themselves and were then given
answers. I think that testing the students after the material was covered, and allowing them to
work in groups was a better way to cover the material. The students seemed to the kinesthetic
action of opening the envelopes and using markers to circle verbs. They were also able to
collaborate and work with one another to get an answer they could all agree on.
Appendices A)
Name _____________
Date ______________
Period ____________
Directions: In your group go through the essay and highlight the; claim, reasons, evidence,
and counterclaim
Then answer the question is this essay effective or non-effective and why you think
why/why not?
Word Bank
Claim: The speakers position on the issue or problem.
Reasons: Statements made to explain an action or belief
Evidence: Includes specific facts, statistics, and examples made to address opposing viewpoints
Counterclaim: an opposing claim that goes against what the claim being made is
1.) Is this essay effective or non-effective?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Question: Should we Shut down our Screens? and not use computers at school for one
week?
Students response:
Dear Teachers, Parents, and School Board,
The children in my class have been talking about the proposal that
some of you have made which is whether or not our school should
participate in the national Shut Down Your Screen week. I dont think
that if we did that, it would have a positive effect on the children in our
school. There are a few reasons that we might want to participate but I
weighed it out and I dont think that we should participate. These are the
reasons.
One reason that I dont think that our school should participate in
the national Shut Down Your Screen week is that when we can use
computers, we can get assignments done faster during the school day so
that we can move on to other things. For example, when you are given a
task to type, if you write it by hand, it will take a much longer time then if
we just decided to type it. If we are given an assignment that we have to do
research on, we can usually get a lot more useful information from the
internet then even from a book sometimes. Also, we will be able to move
on to our next subject much faster because our research or typing will be
finished.
Another reason that I dont think we should shut down our screens
for a week is because the Internet is the most reliable source for
information. In the article Is Google Making Us Stupid it said the
internet has the worlds best images, writing and ideas. That means that it
will have better, more honest and reliable information than even a book.
The internet lets us expand our range of thinking and see things in a
different way from possibly someone elses perspective. The internets
information lets us think better and faster. Some people say that the internet
is not helping us learn and not making us brilliant but I dont believe that is
the case. Im only eleven years old and I have already learned things off the
internet like how solar power works and how animals like dolphins survive
so that is obviously a myth. Google and the internet gives us ready and free
access to information on just about anything.
The last reason that I think that we shouldnt participate is because
overall, calling, emailing, texting, or video chatting is more efficient. It takes
less time and we are in the twenty-first century. We live in a time when it is a
very normal thing to call or text someone instead of writing to them or just
going to visit them. It might seem overwhelming and people might say that it
is making us stupid but I find it fun and interesting to explore. I dont think
that I could go a week without music or TV! I couldnt do it! I know for
certain people this might not be the route that they want to take and that is fine but this
world is only going to get more tech-like, it really is.
As you can see, these are the reasons that I believe that we
shouldnt participate in the Shut Down Your Screen week.
Your friend
_________.
(Appendices b)
Name:
Date:
Class Period:
Directions: Identify what rhetorical device is being described in each question.
1.) Heart: an appeal to emotion, imagination, sympathy

a. Ethos
b. Pathos
c. Logos
2.) Head: logic, reason, rationality

a. Ethos
b. Pathos
c. Logos
3.) Cred: credibility, authority, reliability

a. Ethos
b. Pathos
c. Logos
(Appendices c)
Finding Ethos, Pathos, and Logos

Persuasive writers use both ___facts______ and ___opinions___ to make their points.
The _main____ __idea___, however, must always be an opinion___.
Main idea: Smoking is a bad thing.

Ethos: Showing that the AUTHOR or someone with credentials is
someone worth trusting.
Example: Ive been a smoker for four years, and I ended up very sick.
Pathos: Trying to make the AUDIENCE feel strong EMOTIONS.

Example: Just imagine your poor old grandmother sitting alone in her
room coughing and hacking after a cigarette.
Logos: The facts or evidence that supports an authors point.

Example: Smokers are 65% more likely to have lung cancer than
people who do not smoke.
Directions: Read the advertisement below. Then fill out the form underneath to show how
the author uses ethos, pathos, and logos to persuade the audience.
Theres nothing in the world more important than having comfortable shoes.
Unfortunately, for the past five years, I could never find any shoes that fit me! I went
through whole weeks just waiting to get off my legs and rest my aching feet. Then I tried Dr.
Knolls new foot-fitting walking slippers. In no time at all, I could practically do jumping
jacks! These soft, comfortable slippers keep your feet warm and happy while you dance
through your new, wonderful life. 9 out of 10 customers declare that theyd never go back to
normal shoes! So buy Dr. Knolls foot-fitting slippers today!
Any Logos? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________
Any pathos? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________
Any ethos? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________
(Appendices d)
THE 5W'S OF WEB SITE EVALUATION

WHO?
Who wrote the pages and are they an expert?
Is a biography of the author included?
How can I find out more about the author?
WHAT?
What does the author say is the purpose of the site?
What else might the author have in mind for the site?
What makes the site easy to use?
What information is included and does this information differ from other
sites?
WHEN?
When was the site created?
When was the site last updated?
WHERE?
Where does the information come from?
Where can I look to find out more about the sponsor of the site?
WHY?
Why is this information useful for my purpose?
Why should I use this information?
Why is this page better than another?
(Appendices e)
Name: __________________________ Period: _________
Language Arts Classroom Speeches:
Tropicana Public Speaking Program

Speech Unit Packet: Students should read this packet and follow the directions
to plan, research a topic, write a rough draft, write a final draft, make notecards to
use for speech, practice speech, and give Tropicana Speech.
General Information:
Must be original and student written, not parent-written.
Must be a different topic each year. (You cannot simply improve a speech you gave in
elementary school.)
May be from your personal experiences, interests and original thoughts and/or material
from reference book, articles, internet, or other media.
Should not have offensive language or material.
Must be between 2 3 minutes.
Must have three parts:
INTRODUCTION - grab the audiences attention
BODY - three main sections
CONCLUSION wind it up
Must be:
PERSUASIVE gain support, convince
Must be given with notes on note cards; must not use the complete written speech.
May use the note cards to jog memory; must not read directly word for word from cards.
Must not memorize in a stilted manner.
Must not have visual aids (no costumes, accessories, posters, props, hats, caps, etc)
Must research for information and credit sources when direct quotes are used in the
speech.
Classroom Winners will practice and give speech for school contest in media center
December 6th.
If you participated in the 4-H Tropicana Public Speaking Program before, then fill in:
Grade 4 School _________________________Speech Topic ______________________
Grade 5 School _________________________Speech Topic ______________________
Speech Notes Part One
Select your topic. Use the topics list.

Plan your speech.
Next, write your speech.
Writing your speech is similar to writing an essay.
REMEMBER:
SOMETHING WRITTEN TO BE SAID
IS DIFFERENT FROM
SOMETHING WRITTEN TO BE READ!
You must write in a clear, natural way so that your speech moves smoothly from one point to the
next; however, remember a speech is written to be heard rather than read. It must, therefore,
sound good! It must be written using vivid, concrete words which create a clear, colorful picture
for the audience. It must be written with words that glide rather than plod along. It must be
arranged in three parts. As you write your speech, make sure these partitions are very clearly
designed for the audience.
I. Introduction
Be casual and friendly.
To get their attention arouse curiosity of the audience.
Show how the topic is of interest to the audience.
Make clear what your speech is going to be about.
Get your audience to want to hear more about your topic.
Begin with a GRABBER! Use one of these ideas to begin your introduction:
*Ask an interesting question.
*Give a surprising fact.
*Make a striking statement.
*Tell a story.
*Refer to a recent incident.
*Offer a challenge.
*Use a quote.
*Use a poem.
*Use a joke.
*Use a headline.
Do not begin, Hello, my name is
Do not begin, My speech topic is ..
Do not begin with your speech title, unless it is your grabber.
Do not begin, Good morning or good afternoon or, good evening.
Do not begin, Mr. Chairman, Chairwoman, Honored Guests, Ladies and
Gentlemen, Students, etc.
Simply begin with your GRABBER.
Create a favorable atmosphere for the body of the speech.
PARTITION THE TOPIC INTO THREE MAIN POINTS.
II. Body
The body is the longest part of your speech (3 well developed paragraphs).
Focus on the three main points to be covered.
Arrange your information in the best possible order:
*order of importance
*chronological order
*comparison
*cause and effect
A logical order will make it easy for the audience to follow your speech.
Develop the three main points in detail.
*explanations
*examples
*descriptions
*reasoning
*evidence
*facts to back arguments
Students must research topic and provide text cited evidence in their speech.
Select a lead sentence for each paragraph. Each following sentence should relate
directly to the basic thought of that paragraph.
Use transitional words.
Be clear so the audience can follow along easily and enjoy your speech.
Cover the topic in an easy natural way.
Make your ideas personal.
Use words and sentences that will sound good to your audience.
Be convincing. Show your audience that what you have to say is important to
them.
III. Conclusion
This is the final touch and your last chance to impress your audience.
Dont introduce a new point!
You might tell them the audience exactly what you want them to do or believe
about your topic.
You might tell them why you feel your topic is important or why it may be
important in the future.
You may invite them to get involved or learn more or try it sometime.
You might briefly summarize or review your main points.
You might restate the purpose.
You might use a quote or verse of a poem that cleverly expresses the point.
You might question or challenge.
Dont say, Thank you or The end or I hope you enjoyed my speech.
Dont talk about stopping; just stop.
Close with the idea the audience should remember the longest.
Plan your conclusion so that you will finish forcefully and leave the listeners
thinking about what you have said.
A good ending might leave the audience laughing or smiling.
A positive ending will help you to succeed.
Speech Notes Part Two

Practice Your Speech
After your speech has been planned and written, the next step is to learn it. This
may not be as difficult as you might imagine because you already have a good idea of the
content. Concentrate on the main ideas, not specific words. Then if you forget a word or
phrase, you can choose another way to express the same thought. You want your
speech to sound like conversations, not like a recitation!
First, practice your speech in parts, then put it all together and rehearse it just the
way you will give it.
Practice giving your speech so that you need only to look at your note cards now
and then to make sure you are covering the main points you wanted to cover. If you have
access to a tape recorder or camcorder, record your speech and play it back. Listen for
spots where improvement can be made.
At first you may feel more at ease practicing in privacy. Later you will want
someone to listen as you practice. Your family is a good audience.
Presentation Tips
When you are called on to speak, walk to the speakers stand. Pause for a
moment and look at your audience. Take a deep breath and exhale slowly. Begin
your speech.
You may feel a little nervous at first, but soon you will relax and enjoy sharing
your ideas.
Hold your cards in your hands or put them on the speakers stand.
Only occasionally look down at your cards. Do not present a read type of
delivery. Do not present a stilted or over memorized speech. Remember to be
casual and conversational.
Speak naturally; you must seem relaxed and at ease.
Convey to the audience a sense of wanting to communicate.
Make the audience feel that the subject is important.
Have comfortable posture. Stand straight, but not stiff and unnatural.
Keep your feet fairly close together. Do not rock, weave, or twist.
Speak clearly and loud enough for everyone to hear. Your voice will be a bit
louder than you usually speak in conversation, but try to sound conversational.
Remember to speak a little more slowly than usual!
Pronounce your words correctly.
Vary your voice tone and volume. Some ideas and words in you speech are more
important than others. To emphasize them, pause before and after saying them.
Go up and down the scale. Dont talk in monotone. Talking in the same tone of
voice will put the audience to sleep, especially if they have already heard several
speeches.
Use good eye contact. Look directly into the eyes of members of the audience.
Look at people in various parts of the audience and talk to them as you would in
normal conversation.
Your face should reflect the mood of your speech.
Use gestures when appropriate to add interest and emphasize your message.
Avoid meaningless face and hand gestures. They should be used only when they
clarify or point out the importance of a point. A gesture is appropriate if it is one
you would make during an ordinary conversation with a group or friends. As a
rule you dont count on your fingers. This gesture is overworked and not very
effective.
Dress neatly and comfortably. If you feel good, youll be more confident, and
this can influence your presentation.
If you make a mistake, stop, take a breath, and then continue. Dont apologize.
Stay within the time limit of 2 to 3 minutes
Speech Outline Planning Sheet
Name: __________________________________ Period: ________ Date: ____________
Topic: __________________________________ Type: __________________________
Title: __________________________________
Introduction
Grabber: __________________________________________________________________
__________________________________________________________________
Claim:
______________________________________________________________
Main Points for thesis/controlling idea:
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Body
*Be sure to include text cited evidence.
Main Point 1: _________________________________________________________________
Detail ____________________________________________________________
Detail ____________________________________________________________
Detail ____________________________________________________________
Main Point 2: _________________________________________________________________
Detail ____________________________________________________________
Detail ____________________________________________________________
Detail ____________________________________________________________
Main Point 3: _________________________________________________________________

Detail ____________________________________________________________
Detail ____________________________________________________________
Detail ____________________________________________________________
Counterclaim:
__________________________________________________________________
__________________________________________________________________
Conclusion
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Note cards for Speech
Do not copy your speech word for word.

SPEECH NOTE CARDS
1. You need five 4 X 6 index cards (or one card per speech paragraph).
2. Use mostly single words or short phrases, not sentences.
3. Sentences may be used for:

Introduction
Quotes
Jokes
Poems
Important or difficult parts
Conclusion
4. Number the cards to keep them in order as you give your speech.
5. Do not put notes on the back of the cards.
6. Put your name on the back of each card.

How will I be Graded?
Topic 10 points (Classwork/Homework)
Outline 20 points (Classwork Homework)
Rough Draft 25 points (Classwork/ Homework)
Final Draft 25 points (Classwork/ Homework)
Notecards 20 points (Classwork/ Homework)
100 points- Classwork/ Homework
Final Speech 50 points (Assessment)

Presentation 50 points (Assessment)
(Appendices f)
Name:
Date:
Period:
5 Possible Persuasive Speech Ideas
Directions: Write down 5 possible argumentative/persuasive speech topics.
1. ________________________________________________________
2. ________________________________________________________
3. ________________________________________________________
4. ________________________________________________________
5. ________________________________________________________
Directions: Chose and circle the 2 speech ideas from the list above that
interest you the most. Write a claim and counterclaim for each of these ideas.
1. Claim: ________________________________________________________
2. Counterclaim:___________________________________________________
1. Claim: ________________________________________________________
2. Counterclaim:___________________________________________________
(Appendices g)
Argumentative Essay Topics to Think About
1. Should sports be coed?

2. Should schools sell fast food?
3. Should students wear school uniforms?
4. Should there be harsher punishments for bullying?
5. Is it fair to ban preteenagers and teenagers from the mall without adult supervision?
6. Should there be less homework?
7. When are you old enough to stay home alone?
8. Should middle school students still have a bed time?
9. Does summer school benefit the student?
10. How would you change the school lunch menu?
11. Should school sports be mandatory?
12. Do kids watch too much television?
13. Should kids have chores?
14. Should you have to wear your seat belt on the bus?
15. Should students who play sports still have to take Gym class?
16. Should children be more concerned with what they eat so that they dont have health
problems when they get older?
17. Should you get a larger allowance?
18. Should school be year round with more breaks to improve education?
19. Do violent games and television shows make kids violent?
20. Should your school have a school newspaper?

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Angela Withee

15th, December, 2016

Phase 1: Planning to teach your unit and focus lessons

Unit Plan Rationale: Argumentative Essays

understanding. In Educational Leaderships article Closing in on Close Reading, the

effectiveness of close reading is described as;

effective argumentative speeches.

Website used for interactive notebook: https://my.hrw.com/

LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

others ideas and expressing their own clearly.

specific tasks, purposes, and audiences.

SWBAT identify what an argument is.

SWBAT describe why do we argue in groups

SWBAT produce a poster board regarding arguments

Bell ringer why do we argue?

Students will work together in groups of four to create a poster board

Two groups will write on 3 Reasons that People Argue

argument is, and to further explain this concept.

LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

others ideas and expressing their own clearly.

specific tasks, purposes, and audiences.

SWBAT identify key elements in an argument

SWBAT differentiate between claim and counterclaim

SWBAT demonstrate comprehension of elements that make up an argument

Bell ringer: What do all arguments have in common?

on assessing students comprehension on what elements make up an argument.

well as inferences drawn from the text.

LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

others ideas and expressing their own clearly.

parts of an element in whole class activity

SWBAT express his/her opinion on the essay in his/her assigned group

teacher with a form of assessment on students understanding of the material.

LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

others ideas and expressing their own clearly.

SWBAT identify elements of a strong claim

SWBAT assess claims on whether or not they are effective

What makes a strong claim?

What makes a strong counterclaim?

LAFS.6.RI.3.7: Integrate information presented in different media or formats (e.g., visually,

Quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

And style are appropriate to task, purpose, and audience.

SWBAT identify whether the reasoning in a text is solid or faulty

SWBAT identify whether the reasons in a text are solid or faulty

SWBAT explain 2 types of fallacies

Students will go over;

What makes reasons in an argument strong?

And What makes evidence in an argument strong?

titled how to write a great argument http://study.com/academy/lesson/how-to-write-a-great-

comprehension of the elements of an argument, and fallacies.

LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

others ideas and expressing their own clearly.

reasons, evidence, and counterclaim) in groups

SWBAT express his/her opinion on the essay in his/her assigned group.

figurative, connotative, and technical meanings.

overall structure of a text and contributes to the development of the ideas.

LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in

others ideas and expressing their own clearly.

SWBAT identify pathos, ethos, and logos

SWBAT differentiate between pathos, ethos, and logos

Using Ethos, Pathos, and Logos in Argumentative Writing

others ideas and expressing their own clearly.

overall structure of a text and contributes to the development of the ideas.