Unit Title: Writing Super Argumentative Essays for English 3 (Grade 10)

Time: 15 School Days (Three Weeks)

AZ State Standards:

Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.
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Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audiences knowledge level and
concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the
argument presented. (9-10.W.1)
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 13 above. (9-10.W.4)
9-10.W.A.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. (Editing for conventions should
demonstrate command of Language standards 13 up to and including grades
910.) (9-10.W.5)
9-10.W.A.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology's
capacity to link to other information and to display information flexibly and
dynamically. (9-10.W.6)

Common Core Standards:

CCSS.ELA-LITERACY.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.
o

CCSS.ELA-LITERACY.W.9-10.1.A

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
o

CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the

strengths and limitations of both in a manner that anticipates the audience's knowledge level and
concerns.
o

CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.

CCSS.ELA-LITERACY.W.9-10.1.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.

CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument presented.

CCSS.ELA-LITERACY.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
o CCSS.ELA-LITERACY.W.9-10.9.A
Apply grades 9-10 Reading standards to literature (e.g., "Analyze how an
author draws on and transforms source material in a specific work [e.g.,
how Shakespeare treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare]").
o CCSS.ELA-LITERACY.W.9-10.9.B
Apply grades 9-10 Reading standards to literary nonfiction (e.g.,
"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.ELA-LITERACY.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.

Unit Rationale:
According to state and common core standards, students in the 9th and 10th grade will
be taught to develop a well-written argumentative essay. This unit addresses how to
form a claim (thesis), research to find facts that support the claim, develop effective

support paragraphs, address counter-claims (rebuttals), and end with a restatement of

thesis.
Furthermore, this unit will incorporate writing techniques that will be used in other forms
of writing including writing a thesis statement, research, and using transitional phrases.

Goals:
1. The student will be able to translate their opinion into a well-articulated, factbased argumentative essay.
a. Student will be able to determine what are appropriate scholarly sources
to support their claim
b. Student will be able to transfer facts found within scholarly sources into
valid support statements (fact-based research)
c. Student will be able to critique counter-claims while justifying their own
claim (rebuttal)
d. Student will demonstrate proficient knowledge of developing a wellorganized argumentative essay
i. Student will be able to develop an objective thesis statement
ii. Student will support the thesis statement with at least two factbased support paragraphs
iii. Student will incorporate a rebuttal acknowledging the audiences
potential counter-claims
iv. Student will develop a concluding paragraph that reiterates main
points made within the essay including the thesis statement
Unit Overview:
Day One

Lesson Title: Thesis is the Easy Part

o Goal: Student will develop an objective thesis statement
o AZ Standard: 9-10.W.1.a, d
o CCST: W9-10.1A precise claim
o Notes: Students will be asked to fill out a survey in which they choose their
favorite choice of three. Teacher will explain that having an opinion is
where you start when writing a thesis statement in an argumentative
essay. Lesson will continue w/ discussion such as where thesis belongs in
the essay and what all it should incorporate. Students will be told the topic
of their upcoming research paper: either Should College Athletes be Paid
or Should Parents be Held Responsible for Crimes their Child Commits.
Students will then create a thesis on this topic before researching.
Teacher will explain that the thesis can be altered later if we find that
research is inconclusive with our claim.

Day Two

Lesson Title: Squirrel!

o Goal: Students will develop an introductory paragraph that both grabs the
readers attention, as well as provokes thought.
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9
o Notes: Students will learn to use quotes, common adage, radical
statements, and other techniques to grab and hold the attention of their
audience. Lesson will begin with short video from the movie Up! To
demonstrate the type of attention grabber we are seeking.
https://www.youtube.com/watch?v=OxYYPziLdR4

Day Three

Lesson Title: Now That Theyre Listening

o Goal: Student will develop an objective thesis statement
o AZ Standard: 9-10.W.1.a, d
o CCST: W9-10.1A
o Notes: Students should all have solid attention grabbers and thesis
statements. This lesson will focus on the in-between sentences. How to go
from the attention grabber to the thesis.

Source:
http://homeworktips.about.com/od/paperassignments/a/introsenten
ce.htm

Day Four
Lesson Title: Super Supports

o Goal: Student will be able to develop support statements to support their

claim
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9
o Notes: Students will be given a choice between 3 superheroes. Theyll
choose their favorite. The class will then be split into groups where
students can collaborate to come to common supports for their claim.
Each group will then be lead through Kagan structures method Jot
Thoughts to teach students to categorize supports.
o All worksheets and info part of Lesson Two (Assignment 3)
Day Five
Lesson Title: Fact Finding
o Goal: Student will be able to use multiple sources (online, print, etc) to find
facts that support their claim.
o AZ Standard: 9-10.W.6
o CCST: W9-10.7/8/9
o Notes: Teacher will hand out 3 articles about school uniforms. Students
will scour through the articles searching for facts that support their claims.
Teacher will begin lesson going over facts v. opinion.
Article One has pros and cons: http://www.greatschools.org/find-aschool/defining-your-ideal/121-school-uniforms.gs?page=all
Article Two has mostly cons:
http://www.edweek.org/ew/articles/2005/01/12/18uniform.h24.html
Article Three has mostly pros: http://www.greatschools.org/find-aschool/defining-your-ideal/121-school-uniforms.gs
Day 6
Lesson Title: Searching the Web for Sources
o Goal: Student will be able to use multiple sources (online, print, etc) to find
facts that support their claim.
o AZ Standard: 9-10.W.6
o CCST: W9-10.7/8/9
o Notes: Teacher will reserve the tech center, library, or media center. The
teacher will demonstrate tips for searching the web on smart board as
students take notes. Teacher will also record his lesson this first year and
break up each tip to be published on his website for future lessons. Tips to
be learned are:
How to set the search period so that only recent articles appear
How to use Google Scholar
How to use quotation marks to search for specific phrases

How to create a bookmark folder and subfolders for organizing

sources
How to convert online articles into a Google Doc and share it with
their teacher
How to highlight on Google Doc
How to search a webpage for specific words using Find function

Day 7
Lesson Title: Students Turn to Find Sources
o Goal: Student will be find no less than 3 scholarly sources via the internet
to support their thesis
o AZ Standard: 9-10.W.6
o CCST: W9-10.7/8/9
o Notes: Teacher will survey the room assisting where necessary and
making sure all students are on task and on appropriate websites
Day 8
Lesson Title: Evaluate Your Sources
o Goal: Student will be able to identify supports for their thesis. Students will
be asked to electronically highlight relevant information that supports their
thesis in google doc green. Any info that might support the opposition the
students will highlight yellow.
o AZ Standard: 9-10.W.6
o CCST: W9-10.7/8/9
o Notes: Teacher will survey the room assisting where necessary and
making sure all students are on task and on appropriate websites
Day 9
Lesson Title: Writing Great Support Paragraphs Part 1
o Goal: Student will be able to understand how to use information found
within sources to create strong supports and rebuttal paragraphs.
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9
o Notes: Teacher will demonstrate what how to begin a paragraph with a
claim and support it with facts. Teacher will discuss where to place
rebuttal paragraph, leaving it as authors choice so long as it is logical.
When students show a clear understanding, teacher will allow students to
begin working on developing their own support paragraphs
Day 10

Lesson Title: Writing Great Support Paragraphs Part 2

o Goal: Student will develop effective body (support) paragraphs that
support their claim.
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9
o Notes: Teacher will survey the classroom assisting where necessary. For
students who may be uncomfortable discussing their work in front of
teacher, teacher will leave notes on their working google doc.
Day 11
Lesson Title: Finish with a Victory!
o Goal: Student will be able to develop a conclusion paragraph that leaves
their audience strongly considering their thesis.
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9
o Notes: Teacher will explain that the final paragraph needs to feel like a
game winning shot --- leave the opposition dumbfounded and supporters
in celebration. Watch game winning shot compilation:
https://www.youtube.com/watch?v=QowBDzhgxUQ Students will then
work on developing their own conclusion paragraph
Day 12
Lesson Title: Giving Credit Where Credit is Due
o Goal: Student will be able to develop an MLA works cited page for all
sources within their paper. Also, student will be able to internally cite all
information included within their paper.
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9
o Notes: Teacher will use an example paper to show where citations belong.
Teacher will show students how to use Purdue OWL and MLA citation
generators online for works cited page via smart board.

Day 13
Lesson Title: Peer Editing Part 1
o Goal: Students will understand the crucial elements of peer editing
o AZ Standard: 9-10.W.1
o CCST: W9-10.7/8/9

o Notes: Teacher will begin by teaching how to peer edit. What types of
things help the writer and what types are too personal or unnecessary.
Teacher will hand out worksheet from George Mason University for peer
reviews to help guide students through review process
http://ctfe.gmu.edu/teaching/collaborative-learning/example-peerreview-of-a-research-paper/
Day 14
Lesson Title: Peer Editing Part 1
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Goal: Students will understand the crucial elements of peer editing

AZ Standard: 9-10.W.1
CCST: W9-10.7/8/9
Notes: Teacher will begin by teaching how to peer edit. What types of
things help the writer and what types are too personal or unnecessary.
Teacher will hand out worksheet from George Mason University for peer
reviews to help guide students through review process

http://ctfe.gmu.edu/teaching/collaborative-learning/example-peer-review-of-a-researchpaper/

Day 15
Lesson Title: Finish It Up

Goal: Student will have final research/argumentative essay complete with a

minimum of three scholarly sources, an introduction, three body paragraphs, a
conclusion, and a works cited page