Agument Essay, Day 4

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify prepositions and prepositional phrases in a sentence.
• I can write a thesis statement.
• I can record and organize relevant information.

IPI: Level 4
Bloom's: Level 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Task List:

1. Students will take notes on prepositions and prepositional phrases.
2. Students will begin working on their graphic organizers.

Resources:

• Rubric
• Graphic Organizer Handout

Argument Essay, Day 2

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Note: All late work must be turned in by Wednesday, March 6th, in order to assure credit on the 3rd quarter grade report.

Task List:

1. Students will practice identifying participial phrases from example sentences on the board. Note: Participial quiz will be on Friday.
2. Students will turn in their two thesis statements before choosing one topic to pursue.
3. Students will conduct research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Argument Essay, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify participial phrases on a teacher provided worksheet.
2. Students will choose two topics from the list below and write a thesis statement for each one.
3. Students will then choose one of the two topics they wrote a thesis statement for to research and write their argumentative essay about.
4. Students will begin working on research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Murder Arguments, Day 4

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will practice unscrambling sentences with participial phrases from example sentences on the board. 
2. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

Murder Arguments, Day 3

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will take notes on participials and participial phrases and practice identifying them from example sentences on the board. 
2. As a class we will review an example case and decide what charges, if any, to brng against the suspect.
3. In small groups, students will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
4. Students will write a thesis statement and supporting arguments based on their group discussion of the case.

Murder Arguments, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. Note: Quiz will be on Tuesday!
2. We will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement based on the class discussion of the case.
4. We will watch a video on ethos, pathos, and logos to introduce the concept to students.
5. Students will complete a worksheet and a question trail on ethos, pathos, and logos.

Argumentative Essay Structure Review, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can define claims.
• I can define argument. 
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify the appositive phrase in examples sentences on the board. 
2. As a class we will review the required elements of a thesis statement in addition to the characteristics of a good thesis statement.
3. The students will work in small groups to revise several example thesis statements.

Argumentative Essay Structure Review, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can define claims.
• I can define argument. 
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will take notes on appositives and identify the appositive phrase in examples sentences on the board. 
2. As a class we will read through the example essay "Making the Case for Gum in School"and discussion the elements of an argumentative essay (hook, thesis, supporting arguments, counter-argument,  transitions, and a conclusion) and whether or not the example contains those elements.
3. Students will take notes over the characteristics of a good thesis statement.

Resources:

• Characteristics of a Good Thesis Statement