Digital Unit Plan Template

Unit Title: Argumentative Writing Unit Name: Maureen White

Content Area: English Literature Grade Level: 10
CA Content Standard(s)/Common Core Standard(s):
California Content Standards:
CCSS.ELA-LITERACY.WHST.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 the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.1.B Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and
concerns.
CCSS.ELA-LITERACY.WHST.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.WHST.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.WHST.9-10.1.E Provide a concluding statement or section that follows from or supports the argument presented

Big Ideas/Unit Goals:

- Why is it necessary to debate topics?

- How do you know what is credible and that isn’t?
- “The time is always right to do what it is right” Martin Luther King, Jr. – having a stance and advocating for what you believe
- Modes of Persuasions: How and when does our logic and emotions become tools in being persuaded?

Unit Summary:

This unit is designed to help students learn to organize and prepare an argument properly. Assessments will include verbal debates and written
argumentative papers. Students will develop an understanding for the argumentative writing format and proper citing. We will be exploring persuasive
tools such as ethos, logos, and pathos. Students will also participate in a court case where a crime will be put on trial and students will have to defend/argue
the case.

Assessment Plan:
Entry-Level: Formative: Summative:
• Brainstorm: What makes an • Quickwrite: From the lesson plan/guided • Essay of reflection of courtroom activity
argumentative essay different than any notes, students will turn in a • Formal argumentative essay on student's
other paper? What are elements of an quickwrite/very informal argument of choice of topic from procon.org
argumentative essay? whether Batman is a Superhero or not.
• Musical Chairs Activity • Persuasion Map Modes of Persuasion
• Survery on Modes of Persuasion
• Exit slip: justified or not?
• Graphic organizer
• Journal/Blog
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
(Assessments):
Students will learn about Quickwrite - Students will Guided notes, Batman debate.
the argumentative writing take the answers to their
format. guided notes and turn it Musical Chairs: Students will debate both sides of light topics (apple versus droid) to assess how
into an informal polite, respectful and proper during verbal debates.
argumentative essay.
Putting into practice what
they have just learned,
also allowing them to keep
their guided notes
handout. Assessment will
emphasize on how well
the student understands
argumentative format.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:

Students will learn about
the Modes of Persuasion,
different ways they are
used and will analyze
examples.
Students will turn in their Webercise, may be done with a partner.
very last activity from the
Modes of Persuasion Classrom survey, maybe hand out pens/pencils for prizes.
webercise lesson. It consists
of a Persuasion Map that
asses student’s
understanding the modes
they have just explored.

Lesson 3 (Graphic Organizer)
Student Learning Objective:
Using surverymonkey, a
short survey will be given to
each individual student to
check that they truly
understand the Modes of
Persuasion before diving
deeper into argumentative
writing.
Acceptable Evidence: Lesson Activities:

Students will read George
Orwell’s ‘Shooting an
Elephant’ and decide
whether or not they find
the officer guilty based on
textual evidence.
Students will turn in an exit This is be in line with the ‘roles of a courtroom’ lecture. Students will fill out an organizer to make
slip with their opinion as to sure they understand.
whether or not the officer
was right to shoot the Start a sign-up petition for which role they would like to obtain for activity.
elephant and 2 reasons
why. This is to assess level
of understand for the short
story in other to move
forward with courtroom
activity.

Unit Resources:

George Orwell, ‘Shooting an Elephant’ http://www.orwell.ru/library/articles/elephant/english/e_eleph

Everything presented here was original work by myself, Maureen White

Useful Websites:

George Orwell, ‘Shooting an Elephant’ http://www.orwell.ru/library/articles/elephant/english/e_eleph

Modes of Persuasion: presented by Owl: https://owl.excelsior.edu/rhetorical-styles/argumentative-essay/argumentative-essay-modes-of-persuasion/