Unit: Argument (Unit 1)
Lesson #: 1
Launch EATS Lesson Plan
Essential Question: (What question—from your Student Learning Map and based on your gradelevel standards—will direct and focus the learning in this lesson, as well as extend the learning from
the previous acquisition lessons?)
All LEQs in Unit 1 are listed below:
Concept 1: Elements of an Argument
1. How do authors use arguments to persuade a reader?
2. How do readers analyze multiple texts that provide conflicting information?
Concept 2: Composing an Argument
1. How do writers compose a strong argument?
Concept 3: Presenting an Argument
2. How do speakers present an argument in a coherent way?
Concept 4: Close Reading
3. How do I read closely?
Mini-Lesson: (What specific instruction, overview, review of learning from previous lessons,
directions, and/or review of a specific thinking strategy, etc. will students need in order to
accomplish the task successfully? What rubric will guide their preparation?)
Introduce the unit to students by displaying the student learning map* on the board. As students
copy down the UEQ and all 4 concepts onto their own copy*, go over the concepts that will
be covered.
Tell students to draw a KWL chart in their writer’s notebooks. Have them list everything they know
about argument (suggest that they think back to what they’ve learned in previous years or to
think about personal experiences). Have students share and add to the class KWL chart. Next
have students jot down things they want to learn, or strategies they want to learn how to
use. Share out and add to the class chart.
Ann Lewis (Laurel School District, Laurel, DE) and Aleta Thompson (Cape Henlopen School District, Lewes, DE). Adapted from
Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 2/10/16
1
Unit:
Lesson #:
Task: (What is the specific task students will need to accomplish? Will students work in groups or
individually on tasks? If working in groups, how will each individual be held accountable for his/her
contribution? Note: The teacher should conference with students at intervals throughout the process
of responding to the task. The task may be differentiated to address student interests, readiness,
learning profiles.)
“Would You Rather”
Ask the students if they would rather have a voice like Gilbert Gottfried or have a voice like
Elmo. Briefly play the clips* below to show/remind them what their voices sound like. Have
them write in their writer’s notebook first before sharing out.
http://www.youtube.com/watch?v=xSorefCdmQ0 (Gilbert Gottfried)
http://www.youtube.com/watch?v=6H53tr4xmBM (Elmo)
During the class discussion, emphasize the importance of presenting both sides. Introduce
the unit vocabulary (opposing viewpoint, counterargument, sound reasoning).
Unit Pre-test: Now tell students that they will be assigned another “Would You Rather”
question. Tell them to write quick reflections in their writer’s notebooks which reflect BOTH
sides. (See mentor texts*)
Assign one of the following to each group/section:
1. Would you rather be able to pause the world around you or to silence it?
2. Would you rather be able to fast forward life or to rewind it?
3. Would you rather live in a world without cell phones or a world without computers?
4. Would you rather spend a five-hour car ride with Bill Gates or Taylor Lautner/Kim
Kardashian (In this one, the reader fills in the blanks).
Share out. (collect this to use as a formative assessment)
Materials/Resources
Student Learning Map for Unit 1: Argument
Student Learning Template
Gilbert Gottfried’s voice <http://www.youtube.com/watch?v=xSorefCdmQ0>
Elmo’s voice <http://www.youtube.com/watch?v=6H53tr4xmBM>
KWL chart
Writer’s Notebooks
*materials
Ann Lewis (Laurel School District, Laurel, DE) and Aleta Thompson (Cape Henlopen School District, Lewes, DE). Adapted from
Learning-Focused Strategies. Thompson, M., Thompson, J. (2008) 2/10/16
2
Unit #__1____
Unit Name __Argument______________________
Unit: Argument (Unit 1)
Know
Irrelevant evidence
Sound reasoning
Grade ___8__
Lesson #: 1
Understand
Authors include specific
information in an
argument in order to
persuade the reader.
Do
CCSS
Delineate and evaluate an argument
RI 8
Determine author’s point of view or purpose, analyzing
an author’s response to conflicting evidence
RI 6
Analyze two or more texts with conflicting information
RI 9
Delineate a speaker’s argument
SL 3
Present claims and findings in a coherent manner
SL 4
Use grade appropriate words/phrases
L6
Write a piece expressing an argument
W 1, 4, 5, 7
Adapt speech to a variety of contexts/tasks
SL 6
Assess
Counterargument
Persuasive Techniques TBD
Ann Lewis (Laurel School District, Laurel, DE) and Aleta Thompson (Cape Henlopen School District, Lewes, DE). Adapted from Learning-Focused Strategies. Thompson, M., Thompson,
J. (2008) 2/10/16
Grade _8___Unit # __1___Argument __________
Unit:
Lesson #:
2013-14
Key Learning: Authors include specific information in an argument in order to persuade the reader.
UEQ: What specific information do authors include in an argument in order to persuade a reader?
Unit Duration: 8/28/13-10/9/13
Elements of an Argument
RI8, RI6, RI9
Composing an Argument
W1, W4, W5, W7, L6
Presenting an Argument
SL3, SL4, SL6
Close
Reading
RI8, RI6: How do authors use
arguments to persuade a
reader?
W1, W4, W5, W7, L6: How
do writers compose a strong
argument?
How do speakers present
an argument in a coherent
way?
How do I
read closely?
AP topics
(skill breakdown)
1. Identify traits of a
coherent presentation
Error Analysis
 Complete argument
OR
Constructing Support
 Strong/weak
argument because…
Use abstracting to
 create their own
presentations
 evaluate other
students’
presentations
Error Analysis
 Revising for content
 Editing for
conventions
2. Analyze a spoken
argument
Review
Possible ETs
1. Analyze the elements of an 1. Analyze the prompt
argument
2. Gather and organize
2. Analyze the author’s
information and support for
response to conflicting
your claim
evidence
3. Compose your argument
3. Evaluate the argument
Culminating Activity
Launch: Review basic elements of an argument
LEQ1
Assignment
Domain
Specific
Vocabulary
Irrelevant evidence
Sound reasoning
counterargument
Eye Contact
Adequate Volume
Clear pronunciation
*These are not new words,
but rather new criteria for
Ann Lewis (Laurel School District, Laurel, DE) and Aleta Thompson (Cape Henlopen School District, Lewes, DE). Adapted from Learning-Focused Strategies. Thompson, M., Thompson,
J. (2008) 2/10/16
Unit:
Argument
(Unit 1)
Lesson #: 1
Name:
_____________________________________
Unit 1: Argument
Unit Essential Question (UEQ):
LEQ
Answer
LEQ
Answer
LEQ
Answer
LEQ
Answer
Vocabulary
Ann Lewis (Laurel School District, Laurel, DE) and Aleta Thompson (Cape Henlopen School District, Lewes, DE). Adapted from Learning-Focused Strategies. Thompson, M., Thompson,
J. (2008) 2/10/16
Unit:
Lesson #:
Ann Lewis (Laurel School District, Laurel, DE) and Aleta Thompson (Cape Henlopen School District, Lewes, DE). Adapted from Learning-Focused Strategies. Thompson, M., Thompson,
J. (2008) 2/10/16