*Day 1: opening activity: sky.

informal debate this or that, reading school suspensions don’t

work (group b?)
Day 2: opening activity: sky. Informal debate this or that, reading school suspensions don’t work
(group b?)

*Day 3: opening activity: sky. Intro to persuasive words & phrases: how to write arguments in
these formats. http://www.readingrockets.org/content/pdfs/persuasivewordsphrases.pdf;

Day 4: opening activity: is the sky as blank as a blank? Debate edition, why or why not.
persuasion map planning to write argumentative thesis. Explain that this is what we are looking
for. Begin brainstorming topics they want to argue for or against.

Day 5: 3-5 paragraph format: crafting your opening paragraph

Day 6: 3-5 paragraph format: crafting your opening paragraph
Day 7: 3-5 paragraph format: crafting your opening paragraph

*Day 8: opening: blank should/shouldn’t happen because… 3-5 paragraph format: making your
arguments line up with the opening paragraph, writing
Day 9: opening: blank should/shouldn’t happen because… writing
Day 10: opening: blank should/shouldn’t happen because… writing
Day 11: opening: blank should/shouldn’t happen because… writing
Day 12: opening: blank should/shouldn’t happen because…Philosophical Chairs, writing

*Day 13 lesson on revising and editing. revise/edit

Day 14 write/revise/edit
Day 15 write/revise/edit
Day 16 one-on-one revise/edit
Day 17 one-on-one revise/edit
 ARGUMENTATIVE WRITING: DAY 1

Objectives: Students will be able to distinguish valid arguments through informal

debate/gameplay and encounter model arguments through the mentor text.

Opening Activity: Take a few seconds to greet students and ask about their mood.

a. Figurative Speech: What does the sky look like today? (5 mins)
b. This or That: Informal Debate (Which is a better option, to have dog paws for hands or
bird claws for feet?) (10 mins)

Transition: Explain what the text is (model essay for them to emulate) and ask students to read
it for the remainder of the class.

Main Activity: Students will read School Suspensions Don't Work by David Bulley for the Boston
Globe (Reading for GROUP B: ?) . Encourage students to read with any and all strategies that
allow them to fully absorb the content of the text. Ask them to notice how arguments are formed
and how arguments are placed in order within the essay. (30 mins)

GROUP B:

Transition: explain that today you will talk about arguments versus exposition. Introduce Allen
Argument and Mrs. Exposition. On the board, give a sample statement from each character and
ask students to notice the difference between the two.

Activity 1: Ask students to pick a side—chocolate ice cream or vanilla? Summer or winter?
Explain the importance of picking a side because in persuasive essays you need to have a clear
stance. Ask each student to think of a clear persuasive reason as to why they picked their side.
Reasons such as “because I like it” and similar reasons are not counted.

Main Activity: Have students open a document and name it Persuasive Writing 1. Give them a
statement: “All students should be in bed by 8PM on weeknights.”

In the document students will write three to four statements as to why they agree or disagree.

Ending: As students exit, ask them one by one if they agree with the essay or not. Ask them to
provide a clear argument (because I think so/because it’s boring and similar examples are not
counted) to support their stance.

Group B: Ask them if they understand the difference between argument and exposition. Ask
them to re-explain to you the difference.
 ARGUMENTATIVE WRITING: DAY 2

Objectives: Students will be able to distinguish valid arguments through informal

debate/gameplay and encounter model arguments through the mentor text.

Opening Activity: Take a few seconds to greet students and ask about their mood.

a. Figurative Speech: What does the sky look like today? (5 mins)
b. This or That: Informal Debate (Which is a better option, to never be able to use your
phone or to have your phones permanently fused to your hands?) (10 mins)

Transition: Explain what the text is (model essay for them to emulate) and ask students to read
it for the remainder of the class.

Main Activity: Students will read School Suspensions Don't Work by David Bulley for the Boston
Globe (Reading for GROUP B: ?) . Encourage students to read with any and all strategies that
allow them to fully absorb the content of the text. Ask them to notice how arguments are formed
and how arguments are placed in order within the essay. (30 mins)

IF STUDENTS ARE DONE: Prepare a roundtable discussion: Card Debating. Ask students
whether or not they agree with the piece they read and ask them to prepare at least one valid
argument that follows real-world logic. If students disagree, encourage rebuttals by the use of
cards. Students have a specific number of comment (support)/rebuttal (argument) cards each
and they must cash them in to be able to say something.

Ending: As students exit, ask them one by one if they agree with the essay or not. Ask them to
provide a clear argument (because I think so/because it’s boring and similar examples are not
counted) to support their stance.
 ARGUMENTATIVE WRITING: DAY 3

Objectives: Students will be able to distinguish valid arguments through informal

debate/gameplay and encounter model arguments through the mentor text.

Opening Activity: Take a few seconds to greet students and ask about their mood.

c. Figurative Speech: What does the sky look like today? (5 mins)
d. This or That: Informal Debate (10 mins)