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Stage 1 Desired Results

ESTABLISHED GOALS Students will formulate an opinion and learn to support it by participating in kinesthetic activities that require them to share thoughts with like-minded students and face off against opponents. Transfer Students will be able to independently use their learning to
Students will formulate an opinion and learn to support it by participating in kinesthetic activities that require them to share thoughts with like-minded students and face off against opponents.

Meaning UNDERSTANDINGS ESSENTIAL Students will understand that QUESTIONS 1. Debates and arguments Why is audience are persuasive. important for persuasive 2. Point of view impacts a writing? persuasive piece. How can an alternative 11.12 W.1 - Write arguments to 3. Understanding the or opposite point of view support claims in an analysis of substantive topics or texts, using audience is crucial. affect persuasive writing? valid reasoning and relevant and 4. Successful persuasive What tools can writers sufficient evidence. pieces should evoke emotion use to familiarize their a. Introduce precise, and agreement from the audience with their knowledgeable claim(s), establish audience. the significance of the claim(s), subject/argument? distinguish the claim(s) from Acquisition alternate or opposing claims, and Students will know Students will be skilled create an organization that at Students will know how to logically sequences claim(s), counterclaims, reasons, and formulate a persuasive piece Forming an opinion and evidence. of writing, including evidence supporting it with evidence. b. Develop claim(s) and to support the writers Anticipating an counterclaims fairly and purpose as well as how to alternative and opposing thoroughly, supplying the most address the opposing side of relevant evidence for each while argument and preparing pointing out the strengths and the argument. Students will facts and statistics limitations of both in a manner that understand key terms such as: accordingly. anticipates the audiences Persuasive Translating oral knowledge level, concerns, values, Outline brainstorming and debates and possible biases. c. Use words, phrases, and clauses Brainstorming into organized and logical as well as varied syntax to link the pieces of persuasive Thesis major sections of the text, create writing. Introduction cohesion, and clarify the Body relationships between claim(s) and reasons, between reasons and Conclusion evidence. and between claim(s) and Refute counterclaims. Rebuttal d. Establish and maintain a formal
style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

11.12 S.L. 1 - Initiate and


participate effectively in a range of collaborative discussions (one-onone. in groups, and teacher-led) with diverse partners on grades 11 12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared. having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decisionmaking. set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

11.12 S.L.3 - Evaluate a


speakers point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
11.12 S.L.4 - Present information,

findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence PERFORMANCE TASK(S): Students write their paragraph or essay with a main idea, supporting points, arguments refuting their opponent and a conclusion that restates their main idea and explains the bottom line or why the issue is important. OTHER EVIDENCE: Students will create individual lists of valid points supporting their argument in groups and face off in a debate where they address opposing views and refute with solid argument and evidence.

Stage 3 Learning Plan


Summary of Key Learning Events and Instruction Materials needed: Pen and paper Anticipatory set: Raise your hand if you usually win an argument. Today well see how well you do when you face off against an opponent. Procedure: After the anticipatory set, ask students to draw a line with two arrows at either end. Label one end no and the other end yes. Next, ask them to make an X representing where they stand on a controversial statement. Example: Students should not be allowed to have cell phones in school. If they agree, they draw an x on the yes end of the continuum; if they disagree, they draw an x on the no end; if they are undecided they draw an X somewhere in the middle. Next, the teacher asks students to write down three reasons why they marked the x at the yes or no end. Students then are directed to two corners of the room where they will share

ideas and add to their list of supporting points. One corner is for those who marked an X on or near the yes on their continuum; the other is for those who marked the no end. Those who were somewhere in the middle of the continuum will visit both corners to hear two sides of the issue. Eventually, they must take a stand and record supporting points for their position. Students meet in their corners, read from their lists of supporting points, and strengthen their arguments. When students finish writing their lists, they return to their seats. The teacher explains that a strong persuasive piece of writing will address opposing arguments. This is when students face off to refute each other. Two to four volunteers for the yes side line up facing two to four volunteers for the no side. A student offers a point in support of his position, while the opposing student in line refutes the point and then offers a supporting reason for his side. This goes back and forth for awhile and new volunteers can be invited to come up and face off in front of the class. Anyone who speaks must have the point they are making written down on their list before addressing the class. (This will support brainstorming and outlining procedures. Make sure to verbally identify this for class to promote comprehension.) Motivation will be food prize (popcorn candy?) for the top 4 according to points awarded via legitimate arguments with valid points. (Logical and Emotional can they identify which is which?) Teacher will keep the chart and be the assessor. (Im the judge). Next, students write their paragraph or essay with a main idea, supporting points, arguments refuting their opponent and a conclusion that restates their main idea and explains the bottom line or why the issue is important. Assessment: Students are graded on a 1-4 rubric. The top 4 score indicates that students have included a main idea, supporting points, an argument that refutes their opponent and a conclusion. The paragraph/essay is logically organized.

Hawaii Content & Performance Standards (HCPS III)


Strand Writing Standard 5: Writing: RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose Topic Benchmark LA.11.5.1 Sample Performance Assessment (SPA) Rubric Advanced Proficient Partially Proficient Novice Meaning Develop ideas and details in writing to address a specific purpose and audience The student: Identifies the dominant characteristics of the audience and anticipates their needs, questions, objections, prior knowledge, and background when choosing details and ideas to include in writing.

Develop insightful ideas and creative details in writing to clearly address a specific purpose and audience Topic Benchmark LA.11.5.2 Sample Performance Assessment (SPA)

Develop ideas and details in Develop trivial ideas and writing to address a specific superficial details in writing purpose and audience to address a specific purpose and audience

Develop vague ideas or irrelevant details in writing that do not address a specific purpose and audience

Design Organize writing so that it conveys a clear perspective on the topic, maintains a consistent focus, and addresses the needs of the audience The student: Considers the audience (e.g., their familiarity with topic, possible objections to content) when planning, gathering information, drafting, and revising writing (e.g., deciding the major points and the order in which to present them, assuring that all sentences are directly connected to these points). Proficient Organize writing so that it conveys a clear perspective on the topic, maintains a consistent focus, and addresses the needs of the audience Partially Proficient Use an organizational structure that only partially conveys a perspective on the topic, maintains a focus, or helps in addressing the needs of the audience Novice Use a poor or ineffective organizational structure that does not convey a clear perspective on the topic, maintain a focus, or help to address the needs of the audience

Rubric Advanced Insightfully organize writing so that it conveys a clear and innovative perspective on the topic, maintains a consistent focus, and addresses the specific needs of the audience

Some ideas for debatable topics: Social media has negatively impacted social skills. All students should have to complete an internship to graduate high school. It is accurate to judge a person by their friends. Christmas is the best holiday. The SEC is the most difficult division in college football. Georgia should switch to year-round school. According to research, the younger a person is, the easier it is for him/her to learn a foreign language. Therefore, foreign language should be taught before high school. In Europe, the legal driving age is 18. America should change the drivers license age limit to 18. Physical education credits should not be required for high school graduation. In consideration of all the school shootings, all schools should have metal detectors installed.

MOTIVATION CHART Keep track of points students score individually by posing logical and (accurately) emotional arguments. Top five students get popcorn.

-This will encourage all students to participate to gain more points and keep the focus on valid arguments, not just who wants to talk.

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