Unit Overview

Subject: English

Grade: 7

Topic: Argumentative Writing

Core Standards, objectives, indicators: W.1 Write arguments to support claims with clear reasons and
relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases,
and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Establish and maintain a formal style. Provide a concluding statement or section that follows form and
supports the argument presented.

Big Idea (Concept): Writers vary their writing for differing audiences and purposes.

Unit Objective: Students will write an argumentative essay. They will improve their skills, organize their
thoughts, make a claim, and defend that claim with evidence as well as reason why their position is the
clear choice over the alternative on the topic: “Is watching television helpful or harmful for teens?”

Essential Question(s): What are the purposes authors have for writing argumentative texts?

How does a reader determine the validity of an informational text?

What makes an argument valid?

Day Objective Assessment Lesson Outline

(Evidence)
1 Students will Students will pair Students will watch a video to show how an argument essay
learn that and share what works.
argumentative an argumentative http://video.about.com/homeworktips/How-to-Write-an-
writing is not essay is Argument-Essay.htm
the same as composed of and
having an what it is not. Students will read an article in groups and make a vocabulary
argument. self-collection of words related to argumentative writing.
Students will then share in a whole class discussion words
Students will important to an argumentative essay. Students will look for
learn the similarities and differences of an argumentative and persuasive
vocabulary essay. http://www.essaywritinghelp.com/argumentative.htm
related to
argumentative
writing.

Students will
have a
collection of
vocabulary
words and be
able to share
and discuss
them in the
class.
2 Students will Students will In their groups, students will complete a Venn diagram that
see how the have highlighted shows the similarities and differences of an argumentative
claims and the article. essay from a persuasive essay.
counterclaims Students would read a sample argumentative essay. They
are intertwined would highlight in blue the author's statements that promote
in an essay. his claim. They would color in pink those statements that are
opposing the claim. They would color in yellow, those
statements that refute the ideas of the contradicting opinions.
http://www.uen.org/core/languagearts/writing/downloads/Studen
tWritingSample7thArgument.pdf

3 Students will be Students will Students will read an article about children and television found
gathering have information at http://www.med.umich.edu/yourchild/topics/tv.htm. We
information for on their would then chart the information on a comparative text.
their own comparative text
essays. Then graphic organizer We would read an additional article from resources such
categorize the where students as:http://kidstvmovies.about.com/od/healthytvhabits/a/tvgoodfor
information categorize kids.htm
according to information read http://www.edweek.org/ew/articles/2009/03/04/23childtv.h28.ht
whether it as either being ml
supports their beneficial or http://edis.ifas.ufl.edu/fy1074
claim or not. harmful in http://cct.edc.org/sites/cct.edc.org/files/publications/PBS_tv-
separate school.pdf
Students will columns. http://www.livestrong.com/article/118554-advantages-children-
continue to watchtv/
compile http://www.raisesmartkid.com/all-ages/1-articles/13-the-good-
information on and-bad-effects-of-tv-on-your-kid.
their graphic
organizer.

4 Students will Students will From their notes, students will make an outline of how television
write their ideas have an outline is beneficial or harmful with a main idea and
from their and a draft several details for each paragraph.
outlines. essay.
Then, students will review their outline for ideas to delete,
combine into sentences, and number the order they want to put
their ideas in their paragraphs.

Students will cross out information they do not wanton their

outline, connect ideas they like, and number their ideas for the
order in their paragraph. Then, they will write their paragraphs.

5 Students can Students will pair Students have multiple paragraphs written that defend their
take the and share and point of view. They will be given a rubric to look for specific
information give advice to strengths and areas of development. They will evaluate
from their their peers on according to ideas,
outlines to write how they can organization, voice, word choice, sentence fluency,
organized improve their conventions, and presentation.
paragraphs. writing. Students will use their skills to analyze other students writing for
content and mechanics.
Students will be sharing ideas they have with their peers to see
if their papers make sense, have a good flow, and if they used
mechanics of writing.

Students will then review their own papers on suggested ideas

from their peers, revise and rewrite their work.

Summative Students will Finished product Students post their work on a classroom discussion board or
share their is graded. make a presentation.
Assessment finished product.