Grade 9-10 Quarter Unit 4 PLAN
Enduring
Understandings
Unit 4: Argument Writing
Unit Description: Students will write an argument speech to support a claim using informational
texts.
Length: 5 weeks
A writer creates an argument to support a clear claim using valid and relevant textual evidence.
Readers construct meaning through analysis of the point of view, purpose, and central ideas being
communicated by an author within an informational text.
Essential
Questions
Common Core
Standards
-
How do we best achieve freedom?
Are you truly free?
Reading: Informational
CCSS.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
CCSS.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
CCSS.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.
CCSS.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious
reasoning.
CCSS.RI.9-10.10: By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text
complexity band independently and proficiently.
Writing: Argumentative
CCSS.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
CCSS.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
CCSS.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.
CCSS.W.9-10.7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject
under investigation.
CCSS.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research
question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
CCSS.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.
CCSS.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Speaking and Listening
CCSS.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on
others' ideas and expressing their own clearly and persuasively.
CCSS.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.
CCSS.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal
English when indicated or appropriate.
Cognitive Skills
Content
Assessments
(D) Diagnostic
(F) Formative
(S) Summative
✓
Texts/Resources
Language
Conventions of Standard English
9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking
CCSS.L.9-10.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
CCSS.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
CCSS.L.9-10.6: Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
- Make claims cited with text evidence in oral and written responses
- Write arguments to support clear claims with valid reasoning and strong evidence from multiple
sources
- Delineate and evaluate arguments and rhetorical strategies in an informational text
- Assess reasoning and evidence
- Identify false statements and fallacious reasoning
- Read various speeches concerning freedom
- Identify and analyze concepts of freedom in the US
- Compare concepts to world views of freedom
- Write an argument essay claiming the best way freedom is to be achieved
- Use multiple sources
- Edit and revise argument writing appropriately
- Present oral argument
(D) – Diagnostic Assessment: (Week 1)
(F) – Close Readings with CEA (Claim, Evidence, Analysis) paragraphs (Week 2-3)
(F) – First Draft of Argument Essay (Week 4)
(F) – Argument Essay Peer Review (Week 4)
(S/F) - Grade 10 Argument Assessment (MLK/Malcolm X Speeches) - Week 5)
(S/F) – Reflection of Assessment (Week 5)
Short Texts
- From (1958) Martin Luther King”s Stride Toward Freedom
- From John F. Kennedy Inaugural Address 1961
- From Nelson Mandela An Ideal for Which I Am Prepared to Die 1964
- From Emmeline Pankhurt’s Freedom or Death 1913
- From Nikita Khrushchev The Cult of the Individual 1956
Video
- Stride Toward Freedom https://www.youtube.com/watch?v=z8juTYx03mo
- JFK”s Inaugural Address www.youtube.com/watch?v=BLmiOEk59n8
- An Ideal for Which I Am Prepared to Die www.youtube.com/watch?v=-Su6d6X8rn4
- Freedom or Death www.youtube.com/watch?v=lkw4y5rBkkg
- The Cult of the Individual www.youtube.com/watch?v=UQAqkhb82js
Learning
Activities
Week 1
1. Students will complete a reading/writing diagnostic assessment. (RI1, RI2, RI6, RI10, W1, W4,
2.
3.
W10, L2)
Students will acquire and use rhetorical strategy vocabulary. (L6)
Students will read to determine a central idea and analyze how it is shaped by specific details.
(RI2, SL1)
Week 2
1. Students will analyze central ideas through close readings. (RI1-2, L4, L6)
2. Students will make inferences supported by properly cited textual evidence in CEA paragraphs.
3.
4.
(RI1, W1, W4, W9, L1)
Students will identify rhetorical strategies and their roles throughout the text. (RI6, RI8, L4, L6)
Students will discuss and evaluate central ideas and inferences. (L1,SL 1, SL3, SL6)
Week 3
1. Students will analyze central ideas and evaluate the use of rhetorical strategies through close
2.
3.
4.
readings. (RI1-2, RI6, L4, L6)
Students will evaluate argument-writing samples to determine clear claims with strong textual
support. (RI1, RI2, RI8, SL3).
Students will develop claims that analyze a central idea. (W1)
Students will discuss and evaluate central ideas, claims, and inferences. (RI8, L1,SL 1, SL3,
SL6)
Week 4
1. Students will analyze the development of central ideas and rhetorical strategies through close
2.
3.
4.
readings. (RI1-2, RI6, SL1, L4, L6)
Students will gather and evaluate information from multiple sources to support claims. (RI1,
RI6, RI8, W6-9, SL3)
Students will draw evidence to support analysis. (RI1-2, W4, W9)
Students will write first draft of the argument essay. (W1, W4, W6, W7, W9, L1-3, L4, L6).
Week 5
1. Student will edit and revise drafts of the argument essay. (RI6, RI8, W5-6, W9, SL1, SL3, L2)
2. Students will publish and present final argument essay (W4-6, SL1, SL3, SL6)
3. Students will complete the Reading component of the summative/formative assessment. (RI12, RI6, RI8)
4. Students will complete the Writing component of the summative/formative assessment. (W1,
W4, W9)
5. Students will write a reflection that discusses their performance on the assessment. (W4, W10,
L1, L3, L6)
Standards:
Reading Informational: 1, 2,6,8,10
Writing: 1, 4, 8, 9,
Language: 1, 2, 3, 4, 6
Literary Texts: From Malcolm X’s Speech at the Founding Rally of the Organization of Afro-American
Unity 1964
Description of Tasks:
Task 1: Students will read excerpts from a speech by Malcolm X and answer PARCC-like questions that
focus on central ideas and rhetorical strategies.
Task 2: Students will write an argument evaluating whether or not Malcolm X has a valid means to achieve
freedom. Claim will be supported with at least 2 pieces of textual evidence.
Directions for Administering Assessment:
1. Two 50 minute period assessment to complete Task 1 and Task 2 (Week 5)
Students with Special Needs:
●
Provide additional time to complete each step in the writing process (prewrite, etc.)
Student Directions:
Task 1: Students will read excerpts from a speech by Malcolm X and answer PARCC-like questions that
focus on central ideas and rhetorical strategies.
Task 2: In your essay, make a claim evaluating whether or not Malcolm X provides a valid means to
achieve freedom. Support your response with at least 2 pieces of textual evidence.