LDC Module Template
Euthanasia: Mercy or Murder?
Information Sheet for Argumentation Module
Module title:
Euthanasia: Mercy or Murder?
Module description
(overview):
This module begins immediately following the reading of John Steinbeck’s Of Mice and Men. At the close of the novel, the character George Linton
shoots his friend Lennie Small, believing this is the only way to spare Lennie future suffering. In this module, students will study the topic of
euthanasia, also known as mercy killing. They will search the novel for textual evidence supporting or condemning the practice. They will also read
selected nonfiction articles about the topic. They will then write an argumentative essay in which they argue whether euthanasia is ever justified
and whether George’s taking of Lennie’s life is justified.
Task 2: [Insert question] After reading __________ (literature or informational texts), write __________ (an essay or substitute) in which you
address the question and argue __________ (content). Support your position with evidence from the text(s). D1 Be sure to acknowledge
competing views. D8 Include __________. (Argumentation/Analysis)
Is euthanasia, also known as mercy killing, ever morally justified? After reading Of Mice and Men and selected informational texts, write an essay in
which you address the question and argue whether George is justified in shooting Lennie. Support your position with evidence from the texts. Be
sure to acknowledge competing views. Include parenthetical citations.
8
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
ELA
Pre-AP English Language Arts
Author(s):
Tammy McMillen
Contact
information:
mcmillent@greenbrierschools.org
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
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Section 1: What Task?
Teaching task:
Reading texts:
Background to
share with
students:
Extension
(optional):
TEACHING TASK
Is euthanasia, also known as mercy killing, ever morally justified? After reading Of Mice and Men and selected informational texts, write an essay in which
you address the question and argue whether George should is justified in shooting Lennie. Support your position with evidence from the texts. Be sure
to acknowledge competing views. Include parenthetical citations.
Of Mice and Men by John Steinbeck
Selected Images Relevant to Euthanasia (Political Cartoons, Posters, etc.)
“Euthanasia,” Britannica Encyclopedia Article
“Moses,” Britannica Encyclopedia Article
New King James Version Bible, Exodus 20:1-17 (The Ten Commandments), Matthew 5:21-16, Romans 13:1-10, and I John 3:15
“Jack Kevorkian,” Britannica Encyclopedia Article
“The Wallet” by Andrew McCuaig
In this unit, you will explore your thoughts about euthanasia, or mercy killing, a topic that was introduced to you in John Steinbeck’s Of Mice and Men.
You will search the novel for support or condemnation of the practice, read several nonfiction articles, and analyze various images. Finally, you will
write an argumentative essay in which you argue whether euthanasia is ever justified and whether George is justified in shooting Lennie.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
NUMBER
Common Core State Standards
RL.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2
CONTENT STANDARDS
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone,
including analogies or allusions to other texts.
RI.8.10
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
W.8.1
Write arguments to support claims with clear reasons and relevant evidence
W.8.1a
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
W.8.1b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
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Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
W.8.1c
W.8.1d
Establish and maintain a formal style.
W.8.1e
Provide a concluding statement or section that follows from and supports the argument presented.
W.8.4
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.)
W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 here.)
W.8.6
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.10
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 discipline-specific tasks, purposes, and
audiences.
L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.8.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
SL.8.4
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.
COMMON CORE STATE STANDARDS
NUMBER
ANCHOR STANDARDS FOR READING
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to
1
support conclusions drawn from the text.
2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific
4
word choices shape meaning or tone.
10
Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER
ANCHOR STANDARDS FOR WRITING
1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
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
10
range of tasks, purposes, and audience.
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
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Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
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Argumentation Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of
the prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of
the prompt.
Approaches Expectations
1.
5
2
Meets Expectations
2.
5
3
Addresses prompt
appropriately and establishes a
position, but focus is uneven.
D. Addresses additional
demands superficially.
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position. D: Addresses additional
demands sufficiently
Establishes a claim.
Establishes a credible claim.
Presents information from
reading materials relevant to
the purpose of the prompt
with minor lapses in accuracy
or completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations.
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position. D:
Addresses additional demands with
thoroughness and makes a connection
to claim.
Establishes and maintains a substantive
and credible claim or proposal.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading
materials to develop argument or
claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using
appropriate format with only minor
errors.
Workshop 3: Intro to Modules Participant Notebook | LDC
3.
5
Advanced
4
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt. Structure enhances
development of the reasoning and logic
of the argument.
Demonstrates and maintains a welldeveloped command of standard
English conventions and cohesion, with
few errors. Response includes language
and tone consistently appropriate to
the audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
5
Content
Understanding
Attempts to include
disciplinary content in
argument, but understanding
of content is weak; content is
irrelevant, inappropriate, or
inaccurate.
Briefly notes disciplinary
content relevant to the
prompt; shows basic or uneven
understanding of content;
minor errors in explanation.
Workshop 3: Intro to Modules Participant Notebook | LDC
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate indepth understanding.
6
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
Ability to select appropriate texts and understand necessary reading strategies needed for the task.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Claim
Ability to establish a claim and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an argumentation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
D1 Be sure to acknowledge competing views.
D8 Include parenthetical citations.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
INSTRUCTIONAL STRATEGIES, PRODUCT, AND PROMPT
Workshop 3: Intro to Modules Participant Notebook | LDC
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
8
Day 1
Task engagement
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.

Quick Write Activity
As an introduction to argumentative writing, the teacher will
facilitate a Quick Write Activity in which students will respond
to the following prompt.

Student responses to Quick Write
Activity are logical. They identify
approach A as the most effective.
Imagine that you want your parents to buy you a new iPhone.
Read the following scenarios and write a paragraph explaining
which approach, A or B, would most likely convince your
parents to make the purchase. Be sure to tell WHY this
approach would be effective. Then write a second paragraph
explaining why the other approach would not be effective.
A: After completing your chores and meeting your curfew for
an entire month, you ask your parents for a new phone. You
explain that because it has much better reception than your
old phone, it will allow you to keep in constant contact with
them. You also explain that several apps are available to help
you with your homework and school projects and that with this
resource you will be able to bring your B average up to an A
average. You admit that the phone is very expensive, and then
you offer to give them your birthday money to help pay for the
phone. You also offer to do yard work for your neighbor to
help pay for the media package each month.
B: You tell your parents that all of your friends have iPhones
and that you want one too. You explain that you are
embarrassed for anyone to see your old flip phone and add
that this is the reason you never respond when they text or call
you. You point out that they both have good jobs and they
have plenty of money to buy you one; you then remind them
that it is their responsibility as parents to buy you the things
you want. You admit that you haven’t been completing your
chores, but you explain that you have been slacking because
you have been so unhappy. You explain that if you had a new
phone, you would be happy and—as a result—you would do
your chores in the future.
Workshop 3: Intro to Modules Participant Notebook | LDC
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
Think/Pair/Share
Students will share their responses to the Quick Write with a
partner and then with the whole class in a discussion led by
the teacher. Students should recognize that Strategy A is
more logical. The teen presents himself/herself as a
responsible student who is willing to work for the privilege of a
new phone. This discussion should lead logically to a
discussion of the terms presented in the following mini-lesson.

Mini-Lesson on Terms Relevant to Argumentative
Writing

Students participate in discussion.

Student notes are accurate.
Using an interactive SMART Board lesson, the teacher will
introduce students to selected terms—including claim,
counterclaim, rebuttal, rhetorical triangle, ethos, pathos, and
logos. Students will take Cornell-style notes.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Day 2
Task analysis

Ability to understand and
explain the task’s prompt
and rubric.
Attacking the Prompt Activity

Student paraphrases of the prompt
are accurate.

Students participate in the discussion
and formulate claims supported by
evidence from the real world and from
the novel Of Mice and Men.
After the teacher models the process using a sample prompt,
students will work in pairs to attack the prompt for this
module:
Is euthanasia, also known as mercy killing, ever
morally justified? After reading Of Mice and Men
and selected informational texts, write an essay in
which you address the question and argue
whether George should is justified in shooting
Lennie. Support your position with evidence from
the texts. Be sure to acknowledge competing
views. Include parenthetical citations.
Students will mark through extraneous words, circle verbs that
tell them to do something, and then rewrite the prompt in
their own words.
Task engagement
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.

Where Do You Stand? Activity
Students will first view a selection of images including posters
and political cartoons about euthanasia. Then students will be
asked a series of questions: Is the euthanasia of animals ever
justified? Is the euthanasia of humans ever justified? Is
George’s shooting of Lennie justified? After each question,
students will physically take a stand by walking to a specific
corner of the room. Students will work with others in the
group to clarify their claims and formulate arguments to
support their positions using evidence from the novel and from
the real world. Each group will select one spokesperson to
present its case to the class.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Day 2
Active reading
Ability to select appropriate
texts and understand
necessary reading strategies
needed for the task.
Understanding the reading
Ability to demonstrate
analysis of reading
Note taking
Ability to read purposefully
and select relevant
information; to summarize
and/or paraphrase
Bridging
Ability to begin linking
reading results to writing
task.

The Author’s Position Note-Taking Activity
Following the Take a Stand Activity, the teacher will facilitate a
discussion of the author’s point of view. Most students will, at
this point, recognize that the author supports the practice of
euthanasia. (While reading the book, students previously
analyzed a passage characterizing Slim as an ethical character
with “god-like” eyes. He is a character whose “authority was
so great that his word was taken on any subject, be it politics
or love” (33). Since Slim supports mercy killing, readers can
infer that Steinbeck does.) Students will then be asked to
complete the following assignment:

Students select at least four
quotations that support
euthanasia. They set them up by
providing context and identifying
the speaker, they quote the text
exactly, and they add parenthetical
citations.
Re-read the passages describing the three incidents of
euthanasia in the book—the drowning of the puppies, the
shooting of Candy’s dog, and the shooting of Lennie. Then,
working with a partner, search the text for quotations that
support euthanasia. Set up the quotations by adding
explanatory words that provide context and identify the
speaker. Add parenthetical citations.
Before students begin, the teacher will model using quotations
from A Day No Pigs Would Die Robert Newton Peck.
EXAMPLE: When Papa tells Rob that he is dying, Rob asks
him if he has seen a doctor, Papa responds, “No need. All
things end, and so it goes” (Peck 121).
Academic integrity
Ability to use and credit
sources appropriately.
Workshop 3: Intro to Modules Participant Notebook | LDC
12
Day 3
Active reading
Ability to select appropriate
texts and understand
necessary reading strategies
needed for the task.
Essential vocabulary
Ability to identify and
master terms essential to
understanding a text.

Mini-lesson on Selecting Reliable Resources
Today, students will begin to read nonfiction articles. Before
doing so, they will learn to assess the reliability of the articles.

Student notes about the criteria for
selecting reliable sources are
complete and accurate.
Using an interactive SMART Board lesson, the teacher will
present information about assessing the reliability of internet
and print sources. Students will take notes on various criteria
used to assess credibility, including the following: accuracy,
authority, objectivity, currency, and coverage.
Academic integrity
Ability to use and credit
sources appropriately.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Day 3-5
Active reading

In the active reading activities below, students will
read selected nonfiction pieces to gain more
information about euthanasia and to solidify the
initial claims they made on Day 2.

Pair Reading and Note-Taking Activity
Ability to identify the central
point and main supporting
elements of a text.
Note taking
Ability to read purposefully
and select relevant
information; to summarize
and/or paraphrase
Bridging
Ability to begin linking
reading results to writing
task.
Students will work with partners to read the encyclopedia
article titled “Euthanasia” in tandem. They will take turns
reading the text aloud, one paragraph at a time. At the end of
each paragraph, students will stop, turn to their partners, and
discuss what they’ve just read. The reader will ask the listener
to do the following: 1) Summarize the paragraph. 2) Restate
the most important sentence. 3) Share personal reactions
about the information in the paragraph.

Graphic organizers should include
a variety of accurate notes which
summarize, paraphrase, and/or
quote relevant information from
the article.
After students have finished reading the article, they will share
highlights of their conversations in a whole-group discussion.
Using a graphic organizer, students will then take notes on
information that can be used to support or condemn the
practice of euthanasia. Their notes should be a combination
of summaries, paraphrases, and quotations.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Day 3-5
Active reading

Quotation Mingle Activity
Ability to identify the central
point and main supporting
elements of a text.
To engage students before they read “Jack Kevorkian,” an
encyclopedia article, the teacher will facilitate a “Quotation
Mingle Activity.”
Note taking
The teacher will select approximately six intriguing quotations
from the article, type them, and paste them onto colored index
cards. (Each student will need one card, so five copies of each
quotation should be created.)
Ability to read purposefully
and select relevant
information; to summarize
and/or paraphrase

Student predictions of the 5Ws and
H are logical and based on textual
evidence.

Graphic organizers should include
a variety of accurate notes which
summarize, paraphrase, and/or
quote relevant information from
the article.
The teacher will pass the cards out to the students, who will
then walk around the room and compare their quotations to
the ones on other students’ cards. When students have read
the quotations on all the different colored cards, they will then
be grouped into pairs. Each pair will then predict the content
of the article by identifying the 5Ws and the H. Students will
then share their predictions in a whole-group discussion.
Following the discussion, students will read the article
independently. Another whole-group discussion will follow in
which students will answer the following questions: Were your
predictions correct? Did the article change your views about
euthanasia? If so, in what way?
Using a graphic organizer, students will then take notes on
information that can be used to support or condemn the
practice of euthanasia. Their notes should be a combination
of summaries, paraphrases, and quotations.
Workshop 3: Intro to Modules Participant Notebook | LDC
15
Day 3-5
Active reading
Ability to identify the central
point and main supporting
elements of a text.
Note taking
Ability to read purposefully
and select relevant
information; to summarize
and/or paraphrase

Text Coding and Collaborative Annotation Activities

Students use a variety of text
codes; their numerous comments
show evidence of higher-level
thinking. Comments are relevant
to understanding the text and to
the morality of euthanasia.

Graphic organizers should include
a variety of accurate notes which
summarize, paraphrase, and/or
quote relevant information from
the article.
The teacher will begin the lesson by reviewing the text codes
which students have used before. Students will then work
independently to read, code, and annotate an encyclopedia
article titled “Moses.” Students will share their comments and
questions with partners and then with the whole group.
Following the discussion of this Biblical figure, students will then
read various Biblical passages--including Exodus 20:1-17 in
which the Ten Commandments are given to Moses, Matthew
5:21-16, Romans 13:1-10, and I John 3:15. (These passages
are included because the Biblical command not to murder is
one of the dominant arguments against euthanasia.)
In preparation for the class, the teacher will put copies of the
passages onto butcher paper. The purpose of this is to create
wide margins around the text in which students can write.
After the teacher reads the passages aloud, the students will
re-read them and write their comments—including their
reactions, questions, connections, etc. Students will use
different colored markers so that each student’s writing can be
identified.
After students finish their own annotations, they will read what
others have written and respond by answering questions,
agreeing or disagreeing, etc.
The teacher will circulate among the groups, and—using a
color different from the students’—the teacher will add
comments or questions to spark further written discussion
from the students.
When students have finished, they will hang their posters
around the room and participate in a gallery walk. To close
the activity, the teacher will lead a whole-group discussion in
which students will answer the following questions: Did the
passages change your views? If so, in what way? Did you find
any evidence that you can use to support your view or that you
believe might support the counterclaim?
Using a graphic organizer, students will then take notes on
information that can be used to support or condemn the
practice of euthanasia. Their notes should be a combination
of summaries, paraphrases, and quotations.
Workshop 3: Intro to Modules Participant Notebook | LDC
16
Day 6
Bridging
Ability to begin linking
reading results to the
writing task.
Planning
Ability to develop a line of
thought and text structure
appropriate to an
argumentation task.
At this point in the module, students will have finished
gathering the evidence needed to write their essays. Today’s
activity will allow students the opportunity to read and
analyze an exemplary argumentative essay written in
response to a similar prompt before they begin drafting their
own essays.

Bell Work
The teacher will project the following prompt: Is stealing
ever morally justified? After reading a short story
called “The Wallet,” write an essay in which you
address the question and argue whether Elaine is
justified in giving Troy’s money to the woman in
the car. Support your response with evidence
from the text. Be sure to acknowledge competing
views. Include parenthetical citations.
Students will be asked to compare and contrast this prompt to
the prompt for which they have been preparing to write. They
should notice that—with the exception of the underlined
portions—the prompts are identical.

Read Aloud
The teacher will read aloud the short story “The Wallet” by
Andrew McCuaig. As the teacher reads, students will highlight
words or passages that seem important.
Workshop 3: Intro to Modules Participant Notebook | LDC
17

Formulating Arguments Activity

Graphic organizers contain at least
two reasons and at least three
supporting quotations from the
text.

Sample essays are color-coded
correctly.

Student claims directly and
effectively respond to the prompt.
They address the questions of
whether euthanasia is ever
justifiable and whether George is
justified in shooting Lennie.
Students will number off 1, 2, 1, 2, etc. All #1s will be given a
graphic organizer with the following heading: Claim 1—
Elaine’s actions are justified; she does the right thing by giving
Troy’s money to the woman. All #2s will be given a graphic
organizer with the following heading: Claim 2—Elaine’s
actions are not justified; giving Troy’s money to the woman is
wrong.
Students will then be paired with students who have the same
number. They will be given 5-10 minutes to develop reasons
to support their claims and to identify supporting quotations
from the text.
Students will then be regrouped in pairs who have different
claims. Students will take turns presenting their arguments to
their partners.
To close the activity, the teacher will bring students together as
a whole group and poll them to determine their position on the
topic. Students will also share the supporting evidence they
used to support their claims.

Exemplary Essay
The teacher will share an exemplary essay written in response
to the prompt about stealing. Students will color code
important parts of the essay—including the claim, topic
sentences in body paragraphs, textual evidence, counterclaim,
rebuttal, and restated thesis. Students will keep these to serve
as models for their own writing.
Day 7
Claim
Ability to establish a claim
and consolidate information
relevant to task.

Writing Claims
Using an interactive SMART Board Lesson, the teacher will
teach a mini-lesson on writing effective claims/thesis
statements. The teacher will model several claims based on
other topics.
Students will work independently to write their own claims and
then meet in small groups to evaluate them.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Day 7
2. Planning

Ability to develop a line of
thought and text structure
appropriate to an
argumentation task.
Completing Graphic Organizers
The teacher will model the correct use of a graphic organizer
to plan an argumentative essay. Special attention will be give
to the counterclaim and rebuttal, which are new concepts for
eighth-grade students. The teacher will use an example
created in response to the prompt about stealing used with the
short story “The Wallet” in the previous day’s lesson.

Graphic organizers include
claims/thesis statements, topic
sentences, ideas for supporting details,
and reworded thesis statements.

Drafts are complete; ideas are
clearly expressed.
Students will then work independently to complete their
graphic organizers.
Day 8
3. Development
Ability to construct an initial
draft with an emerging line
of thought and structure.
L2 Ability to analyze
competing arguments.

Drafting
Students will write the first drafts of their argumentative
essays, complete with introductory paragraph, body
paragraphs, and conclusions. They will include supporting
evidence from the text and adhere to MLA style for
parenthetical citations.
L3 Ability to make
clarifying connections
and/or provide examples.
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Day 9-10
Revision
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.

Self-Reflection Activity

Self-reflection checklists are
completed.

Criteria identified in selecting
strongest paper in each group is
valid.

Feedback forms reveal adequate
improvement.

Essay fits the “Meets Expectations”
category in the rubric for the
teaching task.
The teacher will facilitate an activity in which students will use
a teacher-created checklist to evaluate their own essays and to
color-code their claim, topic sentences, supporting evidence,
counterclaims, rebuttals, reworded-thesis statements, etc.

Read-Around-Group Activity
Students will be placed into groups of four, each with at least
one very strong writer. Students will sit in a circle formation
and pass their papers to the left. They will be given three to
four minutes to read the paper silently. When time is up,
students will again pass their papers to the left. They will
continue the process until they have read all papers in the
group. Students will then select the strongest paper in the
group and identify the criteria that make it the strongest.
Groups will share their findings with the class. NO comments
should be made aloud about individual student papers that are
weak. However, the teacher should solicit general comments
about improvements that some students need to make.

Revising
Students will then make needed revisions to their papers.
Day 1112
Editing
Day 13
Completion

Ability to proofread and
format a piece to make it
more effective.
Paper Rater Activity
Students will type their papers and submit them to a free,
online site called “PaperRater,”found at http://paperrater.com/.
Students will print a feedback form provided by the website,
which includes the following domains: spelling, grammar, word
choice, style, transitional phrases, and vocabulary words. They
will then make suggested corrections and resubmit their essay.
Students may repeat the process as many times as needed.
Following the final submission, students will print a second
feedback form.

Ability to submit final piece
that meets expectations.
Students will submit the final drafts of their essays to the
teacher.
MATERIALS, REFERENCES, AND SUPPORTS
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20
FOR TEACHERS
Many of the active reading activities are adapted from Texts and Lessons for
Content-Area Reading by Harvey “Smokey” Daniels and Nancy Steineke.
Workshop 3: Intro to Modules Participant Notebook | LDC
FOR STUDENTS
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Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
Workshop 3: Intro to Modules Participant Notebook | LDC
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Teacher Work Section
Here are added thoughts about teaching this module.
Workshop 3: Intro to Modules Participant Notebook | LDC
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Appendix
The attached materials support teaching this module.
Workshop 3: Intro to Modules Participant Notebook | LDC
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