ARGUMENTATIVE WRITING UNIT

Day 10, Tuesday, 3/21/17, 50 minutes

Teacher: Miriam Gueck

Subject Area: U.S. Literature Grade Level: 11 School: Fort Collins High School
Unit Title: Argumentative Writing Unit
Lesson Title: Writing Workshop #1

Standards:
1.2.a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas
and expressing their own clearly and persuasively. (CCSS: SL.11-12.1)
2.2.a. Use Key Ideas and Details to:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS:
RI.11-12.1)
2.2.a.v. Predict the impact an informational text will have on an audience and justify the prediction
2.3.d. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (CCSS: L.11-12.6)
3.2.a. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence. (CCSS: W.11-12.1)
3.2.b. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
(CCSS: W.11-12.2)
3.3.a. Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. (CCSS: L.11-12.1)
4.1.a. Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS:
W.11-12.7)
4.1.c. Evaluate and revise research questions for precision and clarity
4.1.d. Evaluate quality, accuracy, and completeness of information and the bias, credibility and reliability
of the sources
4.1.e. Document sources of quotations, paraphrases, and other information, using a style sheet, such as
that of the Modern Language Association (MLA) or the American Psychological Association (APA)
4.1.f. Draw evidence from literary or informational texts to support analysis, reflection, and research.
(CCSS: W.11-12.9)
4.3.a. Analyze the purpose, question at issue, information, points of view, implications and consequences,
inferences, assumptions, and concepts inherent in thinking
4.3.b. Assess strengths and weaknesses of thinking and thinking of others by using criteria including
relevance, clarity, accuracy, fairness, significance, depth, breadth, logic, and precision
4.3.d. Evaluate the reasoning of self and others for quality, strong-sense thinking

Learning Target:
StudentswillPeer EditapartnersArgumentativeEssay,anddiscussevery
suggestion/revision/change

Success Criteria:
StudentswillPeer EditapartnersArgumentativeEssay,utilizingthePeerEditdocument
ARGUMENTATIVE WRITING UNIT
Day 10, Tuesday, 3/21/17, 50 minutes

Studentswilldiscusseverysuggestion/revision/changewiththeirpartner

Materials Needed (include page numbers, supplies, resources):

Peer Edit documents
Students 3-page drafts of Argumentative Essays

Anticipatory Set (optional):

I will hand students a Peer Edit document as they walk in the door.

We reviewed the Peer Edit document yesterday. Today, if there are students who werent present
yesterday, Ill group them together and take time to make sure theyre set to go after I get everyone else
going whos already good to go.
(5 min)

Procedure (step by step through the lesson activities):

I will take attendance when the Writing Workshop has already begun so students can have the maximum
amount of time possible. I will offer support and check on students. During discussion time, when students
are talking to their partners about the suggestions/revisions they made, I will check Peer Edit documents for
completion and check off names on my prepared class list; these are graded.
(43 min)

Closure (optional):
ARGUMENTATIVE WRITING UNIT
Day 10, Tuesday, 3/21/17, 50 minutes

(2 min)