Revised: 7/24/2014
Argument Writing: Individual Rights and Responsibilities
9 Instructional Days
Writing Standards: W.7.1, W.7.4, W.7.5, W.7.9
Language Standards: L.7.1, L.7.2, L.7.3, L.7.4, L.7.5
This argument writing unit asks students to reflect on the issues presented in the Informational Reading Unit in order to plan and craft an argument essay. Students will use persuasive techniques and present a clearly organized argument, supported with evidence gathered through the effective selection, organization, and analysis of relevant sources.
Emphasis will be given to the development of a claim supported with clear reasons and relevant evidence, appropriate attention to task, purpose, and audience, and the introduction of a counterclaim. Writing an argument essay will challenge students to develop strong persuasive techniques and disciplined planning, drafting, revision, and editing skills.
December 10, 2014 – January 5, 2015
January 6, 2015 – January 7, 2015

WRITING STANDARDS LANGUAGE STANDARDS
W.7.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.
W.7.4 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.7.5 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 7 on page
66.)
L.7.1
Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking. a.
Explain the function of phrases and clauses in general and their function in specific sentences. b.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d.
Use a comma to separate coordinate adjectives e.
Spell correctly
L.7.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
Embedded Standards: W.7.9, W.7.10, L.7.6, SL.7.1, SL.7.4, SL.7.6
Writing Rubric
NYS 4 Point Rubric Extended Response (This rubric is based on the NYS 6-8 4 Point Rubric, but revised specifically for argument writing.)
Writing Assessment
Writing Prompt: Choose 1 to apply to the Teaching Points (Teachers can choose one for all the classes, choose a different one for each class, or teachers could give students a choice.)
Should there be stronger gun control laws? (Students should use the anchor texts from the reading unit to cite evidence for
their argument.)
 Stronger Gun Control Laws Will Save Lives
 Guns Don’t Kill People
 Senate Blocks Drive for Gun Control

Should teens be able to buy violent video games?
 The Effects of Violent Video Games on Teens
 Should Kids be allowed to play?
Should students be paid for having good grades?
 Good Grades Pay Off Literally
 Should students be paid for good grades?
Should cell phones be allowed in middle school?
 Does paying for good grades cheapen education?
 Should cell phones be allowed in school?
 Children Should be Allowed to Use Mobiles in Class
Argument Writing Assessment Prompt:
In an argument essay, the writer states a claim and tries to convince the reader by giving supporting evidence for the claim from text.
Read the article, Should Kids Wear School Uniforms?
and think about whether you believe schools should or should not require students to wear uniforms. Write an argument essay trying to convince the reader to believe as you do. In your essay, be sure to include the following:
 Introduce your claim with a thesis statement (your position on the issue)
 Support your claim with clear reasons and relevant evidence
 Include a counterargument and elaborate your position
 Provide a compelling conclusion
 Use correct grammar usage, capitalization, punctuation and spelling
Mentor Texts
The Mentor Text is used as a think aloud to drive the direct instruction of the teaching points. After the think aloud, students apply the instruction to the chosen writing prompt from above.
WriteSource : Summer: 15 Days or 2 ½ Months?( 830L)
Teacher resource for persuasive writing using this article: Laura Robb – Practical Units for Teaching Middle School Writers
***The Laura Robb link above provides guidance for persuasive writing. Although it uses the above article as its text, teachers will find the guidance appropriate for any text.
Glencoe : Should Naturalized Citizens Be President?
By John Yinger & Matthew Spalding (Pg. 538; 1090L)
Big Ideas
 Writers convince the reader to believe in their claim by providing clear reasons and relevant evidence.
 Writers strengthen their claim by addressing the counterargument and stating evidence/reasons to prove the opposing claim is incorrect.
 Writers research their topic and pay attention to which sources to trust by considering the author’s expertise and personal motivation.
Essential Questions
How do writers develop well-structured argumentative essays that convince the reader of their claim?

 Anecdote
 Argue
 Bias
 Claim
 Convince
 Counterargument/Counter-claim
Vocabulary
 Credible
 Oppose
 Persuade
 Stance
 Thesis statement
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for
Understanding
Generating
Planning/
Drafting
2.1 Writers learn how to make compelling arguments by analyzing the structure and elements of an argument essay.
a. Writers brainstorm about the topic they choose by listing arguments that support and oppose the topic.
(Teacher/students choose a topic from the writing prompts listed above.)
2.2 Writers become knowledgeable about their topic by researching and exploring multiple perspectives and arguments about their topic.
Writers can ask, “Have I looked at the argument from all sides?”
a. Writers track their ideas and thinking related to their claim by taking careful and precise notes from their research.
Pros and Cons Graphic
Organizer
Quick Write:
 “What does the author want me to feel about this
 topic?”
“What images and stories does the author use to get me to feel this way?”
Parts of an Argument Essay
Great Transitions
Scaffolds & Supports color highlighters).
Roadmap the Mentor Text.
Work with a partner to identify the pros and cons in the
Mentor Text (using different
Graphic Organizer for
Anchor Charts
Analyzing Persuasive Essay
Writing
Turn & Talk: Stimulate brainstorming by asking students to read each other’s lists and raise questions.
Sentence Starters:
Instructional Resources & Tools
Use Mentor Text to analyze elements of a persuasive essay and discussing how the author makes the argument compelling and convincing
Parts of an Essay
Writing the Persuasive Essay
Checklist
Writing Argumentative Essays
So You think You Can Argue
Scholastic Argument Essay
Linked articles from writing prompts above.
LearnZillion Video:
Identify the Parts of an
Argumentative Essay
LearnZillion Video:
Plan an argumentative Essay
Using Evidence from the Text

Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for
Understanding
 “What do I know about the author’s expertise and personal motivation for writing this?”(credibility) claim
Students add arguments to their Pros/Cons graphic organizer that support their claim as well as possible arguments that could be used to oppose their
(counterargument).
Scaffolds & Supports
(for students sharing their work)
 The topic I have chosen for my persuasive essay is…
 I have chosen this topic because…
 The debatable issue I will focus on is…
 My target audience for this essay is…because…
 While some people argue…in fact…
Sentence Starters:
(for students listening to a partner’s work)
 One question I have about your topic is…
 One thing I would like to know about your position on the topic is…
2.3 Writers determine a strong, arguable claim/thesis statement for their topic by considering the two sides of a topic and asking,
 “What is MY stance, MY position, on all of this?”
 “Who am I trying to persuade?” (audience)
 “What are the issues and ideas that are most important to include?”
 “What sources can I include that are most credible?”
(Think about author’s expertise and personal motivation.
Students draft their thesis statement by combining their claim and supporting reasons.
QuickWrite:
Complete the following sentence starters in your journal:
 My stance on
________(topic) is…
 The two best pieces of evidence to support my position are…
Students highlight the most compelling evidence from their Pros and Cons Graphic
Organizer.
Mini-lesson on evaluating the credibility of sources.
Instructional Resources & Tools
Thesis Statement Graphic
Organizer
LearnZillion Video:
Introduce a Claim and
Acknowledge an Opposing
Claim
Tone and Audience Awareness
LearnZillion Video:
Revise Argumentative Writing to
Target a Specific Audience
Evaluating Sources

Standard/
Outcome
Planning/
Drafting
Teaching Points
(Lesson Objectives)
2.4 Writers position their arguments by presenting the strongest pieces of evidence in a clear and logical manner.
2.5 Writers strengthen their claim by refuting the opposing claim
(counterargument) using relevant evidence and elaboration.
2.6 Writers “hook” the reader with a compelling introduction by using an anecdote, surprising fact, or rhetorical question to grab the attention of the reader.
2.7 Writers craft a strong conclusion by asking, “How can I make sure readers will remember my opinion?”
Understanding
Students draft their argument to support their claim.
Checks for
Students add this side to their draft making sure that there is sufficient elaboration refuting the opposing claim.
Students write the hook for their essay.
Students write the conclusion to their essay.
Scaffolds & Supports
Teacher conferencing and observation of student writing.
Turn & Talk: Pick one or two cons from your graphic organizer. Discuss which one might be most convincing.
How can you argue against them? What other counterarguments might you consider?
Teacher conferencing and observation of student writing.
Mini-lesson on hooks:
Providing students with a variety of hooks to analyze.
Turn & Talk: Students discuss their introductory “hooks” with one another and articulate the effectiveness.
Instructional Resources & Tools
Guidelines for Completing a First
Draft of Your Persuasive Essay
Guide to Counterarguments
Writing a Counterargument and
Refutation
Counterargument Prezi
LearnZillion Video:
Strengthen Argumentative
Writing by Identifying an
Opposing Claim
LearnZillion Video:
Distinguish a Claim from an
Opposing Claim Using Evidence
Leads That Work for Persuasive
Essays
Hooks and Leads in Persuasive
Writing
LearnZillion Video: Strengthen a
Concluding Paragraph by
Reflecting on the Consequences of Inaction
LearnZillion Video: Write a
Conclusion Following from the
Argument Presented

Standard/
Outcome
Planning/
Drafting
Revising
Editing &
Publishing
Teaching Points
(Lesson Objectives)
Checks for
Understanding
Scaffolds & Supports Instructional Resources & Tools
2.8 Writers clarify areas that need more development by asking, “Is this what I mean to say?” “How can I be more convincing?”
a. Writers connect ideas and improve flow between sentences by using transition words.
Students reread their essays and label each part.
Questions for Guiding
Reader Response 1
Questions for Guiding
Reader Response 2
Reflection and Self-
Students reread their essays to identify places that jump from one idea to another and add transition words/phrases to connect ideas.
Evaluation Questions
2.9 Writers polish their writing by reviewing their text for errors in mechanics:
a. Writers reread their work to look for proper use of punctuation and capitalization.
Writers polish and recopy final drafts.
Students exchange essays and use the essay checklist to make sure that all parts are included and /or use the peer editing form to give feedback.
Students go back to their article and/or the mentor text and highlight/list transition words. Discuss how they are used to support the flow of the argument.
Mini-lessons on grammar usage, capitalization, punctuation, and spelling.
Peer editing with a proofreading guide.
Use spell check on a
Endings that Work for Persuasive
Essays
Scholastic Argument Essay
Checklist
Peer Editing
Scholastic Scope: Great
Transitions
Signal Words
LearnZillion Video: Use Words and Phrases to Create Cohesion
LearnZillion Video: Use Transition
Words in Argumentative Writing
LearnZillion Video: Revise an
Argumentative Essay for
Redundancy and Wordiness
LearnZillion Video: Revise
Argumentative Writing by
Reorganizing Evidence
LearnZillion Video: Revise
Argumentative Writing by
Clarifying
Resource for Proof Reading
Glencoe: Writing and Grammar
Workshop Transparencies
Proofreading Symbols

Standard/
Outcome
Teaching Points
(Lesson Objectives)
b. Writers reread their work to verify proper grammar usage.
c. Writers reread their work looking for appropriate spelling.
Monday
December 16
January 6
Checks for
Understanding
Scaffolds & Supports computer.
Tuesday
December 17
Wednesday
December 18
January 7
December 21-January 5
Holiday
January 8
Unit Assessment
Thursday
December 12
December 19
Instructional Resources & Tools
January 9
Unit Assessment
Friday
December 13
December 20