Unit Overview

Erin Espy

Language Arts II The Art of Argument

Spring 2013 Unit Title: The Art of Argument: Read Like a Detective, Write Like an Investigative Reporter Rationale: Students need to know how to present their point of view in an educated, persuasive, and well researched fashion. The ability to argue one's point gracefully yet passionately will greatly benefit students in future academic and job-related endeavors. As important as it is for students to present well-formed arguments on paper, it is equally important for students to become comfortable presenting those arguments orally. Again - the ability to speak fluently - with inflection and ease - in front of one's peers will prove to be an invaluable skillset, both academically and in the work-force. Summary: This unit can be divided into two main categories:

1. Writing an Argumentative Paper 2. Practicing Public Speaking Skills

For the first half of the unit students will focus on writing a well-organized, grammatically

correct argumentative essay. This half of the unit will be comprised mainly of direct instruction and presentation along with some cooperative learning and problem solving. The teacher will present and explain the format of an argumentative essay, provide a rubric for the expectations of the essay and provide feedback via rough drafts. Students will also have the opportunity to participate in peer review groups during the writing process.

For the last half of the unit, students will focus on honing their public speaking skills. This half of the unit will be comprised mainly of discussion, cooperative learning, and problem solving. The teacher will make a presentation and provide handouts on public speaking (the do's and don'ts, how to condense information, pacing one's speech etc.) and students will have a chance to practice their presentation in small groups.

Formative assessments will include 2 rough drafts, peer evaluations, and window notes. The summative will be comprised of both the final essay and the final presentation. The final presentation will be performed in a journalistic, 60-minutes format and video-taped. Parents, office staff, and other teachers will be encouraged to attend as an audience. Teaching Style: Predominately student oriented with opportunities for direct instruction and presentation. Essential Questions:

1. What are the unique characteristics of persuasive/argumentative writing? 2. Why is it important to find a ‘voice’ in our writing? 3. How can we prepare ourselves for success in public speaking?

Objectives: Reading: CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. Listening: CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Writing: CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Speaking: CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Materials and Resources: School:

Overhead Projector Computer Lab White Board

Teacher: PowerPoints for Direct Instruction and Presentation Lessons Graphic Organizers and other handouts

Students:

Class Notebook and Folder Home internet access preferred

Core Conecepts: Community Process Construction Occupation Conversation Connection Literacy Strategies: Example-Non Example Brainstorming Clustering Window Notes Peer Review

Assessments: Formative Assessments:

2 Rough Drafts Peer Review Sheets Window Notes

Summative Assessments: Final Argumentative Essay 5 minute class presentation

Lesson Plan 1 - initiating

Heading Language Arts II Erin Espy

Lesson: Introduction to the Argumentative Essay Unit: The Art of Argument Time Frame: 50 minutes

Rationale Later in this unit students will be asked to write and argumentative essay. This is an initiating lesson plan that will introduce students to the style of argumentative writing.

Objectives 1. Informally assess student’s prior knowledge of writing styles 2. Introduce the Argumentative Essay

3. Assess students understanding of class presentation using an extended practice activity

Instructional Framework

Initiating

Lesson Plan Format

Discussion Presentation

Grouping Individuals

Materials & Resources

School – Printer, Copy Machine, Overhead Projector Teacher – PowerPoint, Example / Non-Example Handouts Student – Pens or Pencils

Literacy Strategies

Example / Non-Example

Phase One:

10 minutes

Discussion:

Begin with a conversation about writing essays; ask students what “type” of essays they have written in the past. If the term ‘persuasive’ or ‘argumentative’ writing comes up, ask the students to define them. If the term does not come up, let them know we will be talking about a new type of writing today. Make sure to put emphasis on the differences between persuasive and argumentative writing. As the discussion comes to a close, remember to provide a concrete definition of the term ‘Argumentative Writing’ for students to write down.

Phase Two:

20 minutes

Presentation:

Using a PowerPoint, make a presentation on Argumentative Writing. The Power Point will cover all of the aspects of this type of essay including common characteristics, how to identify it, the reason for using this type of writing, ‘good’ and

‘bad’ examples of argumentative writing, and so on.

Phase Three:

20 minutes

Individual Extended Practice:

1. Each student will be given a different example of professional writing. Each student’s example will be unique. One student might get a news article from this morning’s paper; another might get a sports editorial or a political feature from a magazine.

2. The students will be asked to read their writing sample thoroughly and completely and then answer the following questions:

-Was this an example of argumentative writing? - If this was an example of argumentative writing, would you consider it a ‘good’ example or a ‘bad’ example and why? - If this is not an example of argumentative writing, what type of writing would you classify this as?

Formative Assessment

Extended Practice Handout from Phase 3 – To be turned in before class ends or the beginning of next class.

Homework Assignment

Students will be told that they will soon be asked to write their own Argumentative Essay. They will be informed that it will need to be something they feel strongly about: their homework is to begin thinking of what their topic for the paper might be.

Lesson Plan 2 - Constructing

Heading Language Arts II Erin Espy

Lesson: Researching the facts Unit: The Art of Argument Time Frame: 50 minutes

Rationale At this point in the unit, students have brainstormed their essay topics, they have completed a clustering strategy to expand their topic, and they have completed a window note strategy to help guide the research process. Now it is time to put all of these strategies to work. Students will work individually in the computer lab to research information to support their argument and use this information to begin writing their first draft. It is vital that students develop and support the content of their paper. The content, the hard facts supporting the argument, are the first vital steps to entertaining a strong, infallible argument.

Objectives 1. Help students find a warrant and evidence for their claim. 2. Assist students in using varied research methods in the library

and computer lab. 3. Assess students understanding of class presentation using an

extended practice activity

Instructional Framework

Constructing

Lesson Plan Format

Student Directed – Problem Solving, Cooperative Learnin

Grouping Individuals

Materials & Resources

School – Computer Lab Student – A claim for their argument, Window Notes

Literacy Strategies

Window Notes Exit Slip

Phase One:

5 minutes

Introduction:

Students will meet in the computer lab. The teacher will explain the expectations for this class period. Students should spend time on the internet or in the library researching a warrant and evidence to support their claim. They should save their research in a notebook or on a word document so that it can be easily accessed when they begin writing their first draft. Remind students to use their window notes to help guide their

research. Lastly, remind them to save their sources.

Phase Two:

35 minutes

Problem Solving:

Students are encouraged to work independently in their research process. The teacher should be available for questions and use the time to catch up with students who may be struggling with the unit or who have had an extended absence. This phase is student centered in everyone, the level of help the teacher provides will be up to the students.

Phase Three:

5 minutes

Exit Slip:

Student will be asked to stop their research 5 minutes before class ends. Each student will be given an exit slip to respond to before leaving. The exit slip will ask students to reflect on their research process with these prompts:

-Was your first research day successful, why or why not? - If you could change one thing about this class period what would you have changed? - What did you find most difficult about your research? - What did you find the easiest?

Formative Assessment

Remind students that the window notes will be turned in for a grade. They are due on Feb. 21st.

Homework Assignment

The first draft is due in a week. Students are encouraged to work on their research and 1st draft at home, but will be given ample time in class as well.

Lesson Plan 3 - Constructing

Heading Language Arts II Erin Espy

Lesson: Practice Presentations Unit: The Art of Argument Time Frame: 50 minutes

Rationale Students have written an argumentative essay and are preparing a public presentation of the argument. The five minute presentations will be made in a 60-minutes style format in front of the class. Department heads, teachers, an parents have been invited to attend. Students have been given information, tips, and tricks in the art of public speaking. In order to prepare for the big day, students are going to divide into groups and practice their presentation. Students will take turns speaking and receive feedback from their peers. In order to best prepare students for success in public speaking, they need to practice. This lesson will be a test pilot for their presentations. Students will have the chance to see which jokes work and which don’t, which parts were a little dull and which parts were inspiring, and tweak their presentations accordingly.

Objectives 4. Offer a format for students to practice their public speaking skills

5. Assist students in how to provide others with constructive, useful feedback

Instructional Framework

Constructing

Lesson Plan Format

Cooperative Learning

Grouping Small Groups

Materials & Resources

School – Classroom with pod seating or movable desks, copy machine Teacher – Peer Review Handouts Student – Presentation notes or props

Literacy Strategies

Peer Review Circles

Phase One:

5 minutes

Introduction:

1. Explain the format and objective of a peer review circle. 2. Handout two peer review sheets to each student.

3. Divide students into groups of 3.

Phase Two:

40 minutes

Peer Review Circles:

Once in their groups, students will take turns making their arguments. While one student is presenting, the other two students should keep track of time and take notes on the presenter. At the end of each presentation, the other two students should take time to fill out a peer review on the presenter, then take another few minutes providing verbal feedback. This should repeat until each person has had an opportunity to present their argument and receive feedback.

Phase Three:

5 minutes

Collect Peer Reviews and Move Desks:

Students will collect their peer reviews from their group members then move desks back to original order if need be.

Homework Assignment

Students should take what they have learned today and revise their presentation if needed. First round of presentations are due on Monday.

Peer Review – Public Speaking Your Name:_________________ Speakers Name:______________

1. What is the presenter’s claim?

2. Was there an effective opener?

3. What would you say is the presenter’s greatest strength?

4. What could the speaker change to make the presentation even more powerful?

5. Describe the speaker’s voice. Is it confident, full of energy, soft-spoken?

6. Did the speaker display any verbal pauses (Um… Well….Hmmm…) or nervous

gestures (ringing hands, tapping foot)?

7. What was the best part about the presentation? Was there a really propelling piece of evidence; was there a point when the speaker showed more excitement?

8. Circle any of the terms that apply to how the speaker made you feel:

Inspired Happy Interested Foggy Antsy

Angry Confused Informed Bored Annoyed

Content Relaxed Jumbled Irritated Calm

Disordered At-ease Comfortable

9. Additional Comments:

Lesson Plan 4 - Utilizing

Heading Language Arts II Erin Espy Lesson:

Unit: The Art of Argument Time Frame: 50 minutes

Rationale The second draft is due at the beginning of class. The class period will be spent as a teacher-less peer review. It is important that students learn how to give and receive feedback in a positive yet constructive manner. This is an important skill-set that can be utilized immediately in other classes and extra-curricular activities but more importantly it is an invaluable skill-set to have in college and in the work-force. Ideally, the feedback students receive today will help them revise and hone the style and voice of their essay.

Objectives 6. Guide students in how to give appropriate feedback to others 7. Support student’s independence in reflecting on and assessing

their style and voice.

Instructional Framework

Utilizing

Lesson Plan Format

Cooperative Learning

Grouping Small Groups

Materials & Resources

Teacher – Peer Review handouts Student – Printed copy of their rough draft, pens or pencils

Literacy Strategies

Peer Review

Phase One:

10 minutes

Discussion:

1. Guide students in a quick refresher discussion on what constitutes a ‘good’ peer review. It is important that students understand that in this peer review we are concentrating on style and voice. Grammatical corrections and format issues should not be the center focus. Instead, we need to focus on the effect the writing has on us; how does the writing make us feel?

2. Pass out peer review sheets and divide students into their groups (3-4 students).

Phase Two:

35 minutes

Peer Review:

Students will read each other’s essays. Although a carousal style review has been suggested by the teacher, groups can guide the review however they see fit. This should be a self-directed, “teacherless” peer review. The only stipulation is that a peer review sheet on every member of the group must be filled out and handed in before class ends.

Phase Three:

5 minutes

Collect Peer Review Sheets:

Students should take the last five minutes of class to move desks back to original order, straighten up the room, and turn in their peer reviews. The teacher will photo-copy the reviews and provide copies to students on the following day.

Summative Assessment

Peer Review Sheets

Homework Assignment

Students should begin working on their final draft. They should take the feedback they have gained concerning their style and voice and make changes accordingly. Later in the week we will have a grammar lesson and students will be asked to make final grammatical and mechanical corrections.

Summative Analytic Rubric - Essay

Class: Language Arts II

Teacher: Ms. Espy

Assignment: Argumentative Essay

Student Name: _________________

CATEGORY

20 - Above

Standards

15 - Meets

Standards

10- Approaching

Standards

5 - Below

Standards Score

Position

Statement

The position

statement

provides a clear,

strong statement

of the author\'s

position on the

topic.

The position

statement

provides a clear

statement of the

author\'s position

on the topic.

A position statement is

present, but does not

make the author\'s

position clear.

There is no

position

statement.

Elements of

Argumentative

Writing

All elements -

claim, evidence,

warrant, backing,

and rebuttal - are

clearly evident.

One of the

elements is

missing.

Two to three elements

are missing.

Three or more

elements are

missing.

Transitions A variety of

thoughtful

transitions are

used. They

clearly show how

ideas are

connected

Transitions show

how ideas are

connected, but

there is little

variety

Some transitions work

well, but some

connections between

ideas are fuzzy.

The transitions

between ideas are

unclear OR

nonexistent.

Sources All sources used

for quotes,

statistics and facts

are credible and

cited correctly.

All sources used

for quotes,

statistics and facts

are credible and

most are cited

correctly.

Most sources used for

quotes, statistics and

facts are credible and

cited correctly.

Many sources are

suspect (not

credible)

AND/OR are not

cited correctly.

Grammar &

Spelling

Author makes no

errors in grammar

or spelling that

distract the reader

from the content.

Author makes 1-2

errors in grammar

or spelling that

distract the reader

from the content.

Author makes 3-4 errors

in grammar or spelling

that distract the reader

from the content.

Author makes

more than 4 errors

in grammar or

spelling that

distract the reader

from the content.

Total Points:

Summative Analytic Rubric– Presentation

Class: Language Arts II

Teacher: Ms. Espy

Assignment: Public Speaking

Student Name: __________________

CATEGORY 20 15 10 5

Speaks Clearly Speaks clearly

and distinctly all

(100-95%) the

time, and

mispronounces

no words.

Speaks clearly

and distinctly all

(100-95%) the

time, but

mispronounces

one word.

Speaks clearly

and distinctly

most ( 94-85%)

of the time.

Mispronounces

no more than one

word.

Often mumbles

or cannot be

understood OR

mispronounces

more than one

word.

Comprehension Student is able to

accurately

answer almost all

questions posed

by classmates

about the topic.

Student is able to

accurately

answer most

questions posed

by classmates

about the topic.

Student is able to

accurately

answer a few

questions posed

by classmates

about the topic.

Student is unable

to accurately

answer questions

posed by

classmates about

the topic.

Preparedness Student is

completely

prepared and has

obviously

rehearsed.

Student seems

pretty prepared

but might have

needed a couple

more rehearsals.

The student is

somewhat

prepared, but it is

clear that

rehearsal was

lacking.

Student does not

seem at all

prepared to

present.

Stays on Topic Stays on topic all

(100%) of the

time.

Stays on topic

most (99-90%)

of the time.

Stays on topic

some (89%-75%)

of the time.

It was hard to tell

what the topic

was.

Time-Limit Presentation is 5-

6 minutes long.

Presentation is 4

minutes long.

Presentation is 3

minutes long.

Presentation is

less than 3

minutes OR

more than 6

minutes.

Total Points:

**** PowerPoint on subject/verb agreement attached separately