Argument Essay, Day 8

Today is the final day for the 3rd quarter.

Note: Binders are due on today. No late binders will be accepted.

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 establish a strong claim.
• I can use credible sources.
• I can include relevant evidence for and against an argument.
• I can use transitions to clarify relationships.
• I can use a formal style.
• I can make a concluding statement.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

Note: Binders are due on today. No late binders will be accepted.

Task List:

1. Students will take a quiz over prepositions and prepositional phrases. 
2. Students will write their conclusion paragraph.
3. Students will participate in a revision activity for their essays.

Resources:

• Rubric
• Prepositional Phrase Practice 1
• Prepositional Phrase Practice 2

Argument Essay, Day 7

Note: Binders will be due on Friday, March 8, 2013. No late binders will be accepted.

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 establish a strong claim.
• I can use credible sources.
• I can include relevant evidence for and against an argument.
• I can use transitions to clarify relationships.
• I can use a formal style.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

Note: Binders will be due on Friday, March 8, 2013. No late binders will be accepted.

Task List:

1. Students will practice identifying prepositions and prepositional phrases in example sentences on the board. Note: Quiz will be tomorrow!
2. Students will write their third body paragraph (the counter-argument).
3. Students will participate in a revision activity for their counter-argument body paragraph.

Resources:

• Rubric

Argument Essay, Day 6

Note: All late work must be turned in today in order to assure credit on the 3rd quarter grade report!!!!

Note: Binders will be due on Friday, March 8, 2013. No late binders will be accepted.

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 establish a strong claim.
• I can use credible sources.
• I can include relevant evidence for and against an argument.
• I can use transitions to clarify relationships.
• I can use a formal style.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

Note: All late work must be turned in today in order to assure credit on the 3rd quarter grade report!!!!

Note: Binders will be due on Friday, March 8, 2013. No late binders will be accepted.

Task List:

1. Students will practice identifying prepositions and prepositional phrases in example sentences on the board.
2. Students will participate in a revision activity for their introduction paragraph.
3. Students will write their first and second body paragraphs.

Resources:

• Rubric

Argument Essay, Day 5

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 use a formal style.
• I can use effective hook and lead strategies in my writing.
• I can establish a strong claim.
• I can use credible sources.
• I can use revision and editing strategies to improve my writing.

IPI: Level 6
Bloom's: Level 6

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 prepositions and prepositional phrases in example sentences on the board.
2. Students will write their introduction paragraphs.
3. Students will participate in a revision activity for their introduction paragraph.

Resources:

• Rubric

Argument Essay, Day 3

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 take the participial phrase quiz.
2. Students will finish working on research for their argumentative essay.
3. Students will begin working on their graphic organizers.

Resources:

• Rubric

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.

Murder Arguments, 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 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. 
2. As a class we will review the definition of murder and the requirements for each of the types of murder charges.
3. Time permitting, we will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.

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

Argumentative Essay, Presentation Days

Students will be presenting their essays in class from Thursday, December 13th, through Tuesday, December 18th.

Objectives:

1. Students will be able to present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
2. Students will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
3. Students will be able to adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use formal language in a classroom setting.
• I can use active listening skills.
• I can use appropriate eye contact, volume, and pronunciation when speaking.
• I can present claims logically.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will present their argumentative essays to the class. Note: Students who do not present when it's their turn will have to wait until everyone else has presented and will be docked 5% of their overall grade.
2. If a class finishes early, we will do some in-class Christmas writing activities.

Resources:

• Class Calendar

Rubric:

• Argumentative Essay -Student Version

Argumentative Essay, Publishing Day 3

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can manage my time wisely.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write using formal style.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will finish typing the drafts of their argumentative essays, print a copy for themselves, and submit them to the dropbox in sharepoint. Note: 8th grade students will be watching the drama class Christmas play at 9:30; 2nd hour is still responsible for having their essays completed today!
2. Students who finished typing their essays yesterday will participate in a peer review activity. Once they have completed the peer review students will make any final revisions to their papers before submitting them to the dropbox and printing a copy for themselves.
3. 2nd quarter binder checks will be done in class today!
4. Students who have submitted their essays will either complete a holiday extra credit assignment or read their library books.

Resources:

• Class Calendar
• Christmas Extra Credit
• The REAL Night Before Christmas - Extra Credit Example
• Frosty the Snowman - Extra Credit Example

Rubric:

• Argumentative Essay -Student Version

Argumentative Essay, Publishing Day 2

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can manage my time wisely.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write using formal style.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will type the drafts of their argumentative essays.
2. 2nd quarter binder checks will be done in class today and Wednesday!
3. Students who finish typing their essays will participate in a peer review activity. Once they have completed the peer review students will make any final revisions to their papers before submitting them to the dropbox and printing a copy for themselves.
4. Students who have submitted their essays will either complete a holiday extra credit assignment or read their library books.

Resources:

• Class Calendar
• Christmas Extra Credit
• The REAL Night Before Christmas - Extra Credit Example
• Frosty the Snowman - Extra Credit Example

Rubric:

• Argumentative Essay -Student Version

Argument Essay, Publishing Day 1

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can manage my time wisely.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write using formal style.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will type the drafts of their argumentative essays.

• 2nd quarter binder checks will be done in class on Tuesday and Wednesday!

Resources:

• Class Calendar

Rubric:

• Argumentative Essay -Student Version

Argumentative Essay, Revision and Editing Day

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to 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 be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can write arguments.
• I can write an argumentative paper.
• I can use transitions in my writing.
• I can write formally.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 6
Bloom's: Level 6

Task List:

1. Students will identify examples of gerunds and gerund phrases on quiz.
2. Students will exchange papers with a classmate to complete a revision and editing activity. (Extra credit will be awarded to those students who come to class with a completed draft ready for today's assignment.)

Resources:

• Class Calendar

Rubric:

• Argumentative Essay -Student Version