Label the Google Docs: 9th Grade Phase#/Day#

Day Texts, Misc Key points Activities Author

Stance
Prior knowledge: how
do we identify a good
argument.
Phase What do people do
Carrie
1:Day 1 when they try to argue?
Identify stance
take a stance
MAPS: Mode, Audience,
Purpose, and Situation
Evidence
Phase
Identify and collect
1: Day Carrie
evidence
2
MAPS
Stance/evidence/
Introduce warrant
Identify
Phase
What do the police
1: Day Ebony
need when they arrest
3
someone?
Cool note card activity
MAPS
Phase Teacher generated
Practice writing
1: Day stance and evidence, Ebony
warrants
4 students warrant.
Phase Putting it all together:
1: Day writing short paragraph Ebony
5 Curfew
See MME Curriculum:
Shakespearean
Tragedy 9.5
Re-teaching
Romeo and Juliet
stance/evidence
Frontline: Growing up
warrant
Digital (PBS)
Reading something as a
companion to Romeo &
Phase
Juliet--ID
2: Day Decisions were made Andrea
stance/evidence/warran
6 with long-term effects
t in the selection
and consequences
Highlight in different
colors stance, evidence,
and warrant in different
colors.
Theme (MME)
Decisions can have
long term effects.
Collecting evidence
To what extent should Guide evidence
Phase
teenagers be gathering: Romeo and
2: Day Andrea
responsible for their Juliet and personal
7
own decisions? experience
Teacher model

1
Phase A real teacher wrote
reinforce warrant;
2: Day this. What do you Andrea
Rubrics
8 think?
Compose: Highlight in
Phase
different colors their
2: Day Carrie
stance, evidence and
9
warrant
Phase
Peer Response/Revision
2: Day Andrea/Carrie
Activity
10

10TH GRADE

PHASE I

--how do we "kick it up a notch"?

--which texts? (The Crucible)
--focus on real-world writing: Traffic Ticket

PHASE II

MME - Level 10/8.06

Authentic Writing

What can an individual do to act rationally in the face of hysteria caused by a local incident or a national
or international disaster?

Persuasive Essay -- take a stand on a controversial issue

-- Decide which issues you care about

-- Select and define one issue
-- Try out a position statement
-- Set up a pro/con table
-- List arguments and counterargument
-- Debate both side of the issue with peers
-- Write a persuasive essay based on debate reflection
-- Publish essay as letter to __________________.

IDEAS for topics:

--9/11
--racial profiling

2
10TH GRADE -- ASSIGNMENTS

Day Texts, Misc Key points Activities Author

Phase
-- review of 9th grade
1:Day Carrie
-- stance/evidence/warrant
1
--write stance: TRAFFIC TICKET
Phase
--collect evidence for your
1: Day Carrie
stance
2
--write a warrant

Phase --introducing counterargument

1: Day & rebuttal Ebony
3 --write an effective
counterargument & rebuttal
--putting it all together
stance
Phase
evidence
1: Day Ebony
warrant
4
counterargument
rebuttal
Phase
--revision/peer editing
1: Day Ebony
--publishing
5
-- Decide which issues you care
Phase See MME about
2: Day Curriculum: Andrea
-- Select and define one issue
6 The Crucible (8.06)
-- Write a stance
-- Evidence
Phase
-- Set up a pro/con table
2: Day Andrea
-- List arguments and
7
counterargument
Phase -- Debate both side of the issue
2: Day with peers Andrea
8 -- Refine your argument
-- Write a persuasive essay
Phase
based on debate reflection
2: Day Carrie
9

-- Publish essay as letter to

Phase __________________.
2: Day Andrea/Carrie
10

3
11TH GRADE

Day Texts, Misc Key points Activities Author

--evaluate; examine the
Phase MME Curriculum:
text for Wiesel's argument Ebony
1:Day 1 Night (11.06), p. 63
in Night
Phase
--define the characteristics
1: Day Ebony
most critical for survival
2
Phase
--personal experiences re:
1: Day Ebony
survival
3
Phase
1: Day --writing Ebony
4
--reading their world
Phase (Carlin)
1: Day (to notice injustice; read Andrea
5 your world for the ways
that people survive)
Phase
-gathering ideas for your
2: Day Carrie
own writing
6
Phase --stance, evidence,
2: Day warrant, Carrie
7 counterargument, rebuttal
Phase
2: Day writing Carrie
8
Phase
peer response &
2: Day Andrea
discussion
9
Phase
2: Day publishing Andre
10

4
DAY: Phase 1: Day 1

FOCUS: Identifying and Taking a Stance

MATERIALS:
*“Agree” and “Disagree” signs
*PHASE 1 / DAY 1 / HANDOUT 1 (”Stance?”)

SCAFFOLDING DECISION: If students are not yet familiar with MAPS (Mode,
Audience, Purpose, Situation), please begin by introducing the information in
Appendix X.

CONNECTION: Whether or not we are aware, we have been constructing arguments

throughout our lives. Over the next two weeks, we will be learning and practicing
strategies to construct strong arguments. Today, writers, we will look at the first
step in writing an argument.

ACTIVE ENGAGEMENT: Writers, in our journals, we will respond to the following

question: “Think of a time when you had an argument with somebody. What were
you arguing about? What did you hope to accomplish?”
• After students write their responses, invite students to share their responses.

CHART: As students share their responses, teachers should chart each student’s
stance and label whether it is an explicit stance or is simply implied in the
argument. See PHASE 1 / DAY 1 / HANDOUT 1 / TEACHER for a sample.

TEACHING POINT 1: Each of the arguments we described in our journals has a

stance. [Student’s name]’s stance was ______________. [Student’s name]’s stance
was ______________. Every argument begins with a stance. “Stance” is the main
point that the writer is trying to prove in his or her argument.

ACTIVE ENGAGEMENT: Now, writers, we will practice taking a stance. On this side
of the room, there is a sign that reads "Agree." On the other side of the room,
there is a sign that reads "Disagree." I am going to read a statement, and you
should stand somewhere between these two signs depending on whether you
agree or disagree with the statement.

Read the first item aloud and direct students to locate themselves somewhere
along the agreement continuum:

• Cell phones should be allowed in schools.

After students have situated themselves along the agree/disagree continuum, ask
5
a few students to explain their stances. This questioning will help prepare students
for tomorrow’s lesson:
I see, [student’s name], that you’re standing by the “agree” sign. Why have you
taken a stance that cell phones should be allowed in schools?

Read the second item aloud and direct students to locate themselves somewhere
along the agreement continuum:

• School dress codes should permit wearing hats and other head coverings.

After students have situated themselves along the agree/disagree continuum,

again, ask a few students to explain their stances:
I see, [student’s name], that you’re standing by the “disagree” sign. Why have you
taken a stance that hats and other head coverings should not be permitted in
schools?

Read the third item aloud and direct students to locate themselves somewhere
along the agreement continuum:

• Students should have to take math every year in order to graduate from high
school.

After students have situated themselves along the agree/disagree continuum,

again, ask a few students to explain their stances:
I see, [student’s name], that you’re standing between the “agree” sign and the
“disagree” sign. Why were you not able to take a strong stance on this topic?

TEACHING POINT 2: Now that we have practiced taking a stance, there is

something else we need to know about a stance. Before you sit down, look around
and notice where you and your classmates are standing. Different students are
standing at different places along the continuum – they took different stances.
This is part of what makes a good stance. A stance must be debatable because if
there is no debate, there is no need for an argument.

HANDOUT (PHASE 1 / DAY 1 / HANDOUT 2): Back in their seats, students will
determine whether each item on the handout “Stance?[Phase 1/Day 1/Handout 2]
qualifies as a stance. Now, writers, we are going to look at some statements and
determine whether each one is a stance that somebody could take in an argument.
The statements I read during the activity we just completed were stances because
each of us was able to choose whether we agreed or disagreed with it.

Let’s take a look at the first item on the handout together: “Cell phones should be
allowed in schools as long as the ringer is turned off.” Is this a stance? Remember,
in order for it to be a stance, there has to be the potential for disagreement. Wait
for students to respond to the question. This is a statement of opinion. It could be
the beginning of an argument. It is, therefore, a stance.

6
Now, writers, let’s look at the second item together: “Both teenagers and adults
use cell phones.” Is this a stance that somebody could take in an argument? Wait
for students to respond to the question. This is a statement of fact. Since there is
no room for disagreement, there is no potential argument. It is not a stance.

The remaining seven items on the handout will be completed in pairs. Consider
pairing students according to similar ability to maximize participation. We will now
complete the remaining items on the handout with our partners. Partners must
agree on an answer before writing it on the handout!

HANDOUT (PHASE 1 / DAY 1 / HANDOUT 2 / ANSWER KEY): When students have

completed the handout, review the correct answers with them.

REFLECTION: Now, writers, we will reflect in our journals. Please write a stance in
your journal; you may use the stance you generated in item #10 of the handout, or
you may choose to write a new one. Then, below, explain why you believe this
stance is strong.

TEACHER NOTE: The student-generated stances described and reflected upon in

students’ journals will be used in tomorrow’s lesson on evidence. In order to
gauge the students’ level of understanding and to ensure that they are prepared
for tomorrow’s lesson, consider collecting student journals to respond to and help
revise the students’ stances.

WRAP UP: Today, writers, we explored stance by first taking a stance on several
issues and then identifying stances. Now you are able to take and recognize a
stance. In the next lesson, we will learn to gather evidence to support a stance.

GRADEBOOK: For today, teachers may want to give a grade for participating in the
“Agree or Disagree” activity and for completing the “Stance?” handout. At this early
stage of the learning process, it is not recommended that students receive a grade
based on the correctness of their responses to the “Stance?” handout.

_________________________________________________________________________________
___________________

7
PHASE 1 / DAY 1 / HANDOUT 1 / TEACHER
CARRIE: you state in the directions that teachers should label whether the stance is explicit or
implicit...but then it doesn't go anywhere nor is it reflected in the sample chart. Could you flesh that
out a little more?

Student Journal (read Chart [written by the

aloud) teacher to isolate the
stance]

I told my mom that I was I should be allowed to go to

going to the movies with the movies with Ashley.
Ashley, and she told me that
I couldn’t because it sounded Or, make it more general:
like a date. I think this was
Parents should allow their
really stupid because
children to date.
everybody else gets to go to
the movies on the weekend.
We got in a big fight and I
got grounded.

I told my friend a really My friend was wrong to tell

important secret because I my secret to her boyfriend.
trusted her. She told her
boyfriend which was totally Or, make it more general:
wrong because it’s none of
Friends should keep secrets.
his business. Now everybody
is mad at me and it’s all her
fault.

I deserved an A on my essay.

8
DAY: Phase 1: Day 2

FOCUS: Identifying and Gathering Evidence

MATERIALS:
*Index cards
*Highlighters
*Copy of article from teenshealth.org: "Teens Health: Extracurricular Activities" (So hard to
find something that is copyright released… I used the same site you did, Andrea,
thinking it might be easier for teachers, but I might just write a simple argument
myself instead. We’ll see.)

CONNECTION: Yesterday, writers, we learned that a stance is the basis for any
argument, and we practiced taking a stance on a variety of topics. Today, we are
going to identify and collect good evidence to support a stance.

TEACHING POINT 1: When the police believe that somebody is guilty of a crime,
what must they do to prove it? Allow students to answer, and prompt them if
necessary. The police must present evidence to support their stance that a person
is guilty. When we write an argument, we are like detectives. We now know that we
begin an argument by taking a stance on a topic. In order to convince our audience
to accept our stance, we need to offer evidence supporting the stance. Therefore,
once a writer has determined his or her stance, the writer must gather evidence to
support that stance.

ACTIVE ENGAGEMENT: Let’s read this sample argument aloud. Read the argument
aloud, or select students to read the argument aloud. Can somebody identify the
author’s stance? Allow students to answer, and prompt them if necessary. The
stance is “Getting involved in new activities with new people is a fun way to
challenge yourself.” Let’s highlight that in _______. Now let’s try to identify the
evidence the author provides to support his stance. Does anybody see a piece of
evidence the author provides? Please see PHASE 1 / DAY 2 / HANDOUT 1 /
ANSWER KEY to help prompt a student response. Now that we have found one
piece of evidence together, we will work with our partner to identify more evidence
that supports the stance that “Getting involved in new activities with new people is
a fun way to challenge yourself.” With your partner, please highlight as many
pieces of evidence as you can find. After students have had several minutes to
work, go over the document together, and make sure that all students recognize
the various pieces of evidence included in the argument.

ACTIVE ENGAGEMENT: Now that we know what evidence looks like, it’s time for us
to be detectives for our own writing. Let’s get out our journals and revisit the
stances that we wrote at the end of the day yesterday. Allow students time to find
9
their stance in their journal. If journals have not yet been returned to students, this
should be done now. Please look at your stance. Why do you believe your stance to
be true? Turn to your partner and explain why you believe your stance to be true.
Allow time for students to discuss with each other. While they are working, hand
each student four index cards. The answer to the question “Why?” should include
evidence. In front of you, you have some index cards. On our own, we are going to
begin recording some of the evidence we have identified, and then we are going to
try to brainstorm more evidence that could convince an audience to agree with our
stance. Fill up as many index cards as you can, writing one piece of evidence on
each index card.

TEACHER NOTE: These index cards will be used in tomorrow’s lesson. Consider
collecting them to ensure that they are not lost and to gauge students’ level of
understanding of quality evidence.

Carrie’s note: I temporarily took out the part about audience because, upon further
thought, this is another general writing lesson. Do we or do we not want to include
instruction on general writing practices? And if we do, how do we choose which
writing practices to include???
ANDREA'S RESPONSE: Check out what I did on Day 7 for audience..it is quite brief.

REFLECTION: Now that we have finished generating evidence, we will get out our
journals. Please respond to the following questions:
• Was it easy or difficult to gather evidence for your stance?
• Do you think your evidence will convince somebody to agree with your
stance? Why or why not?
• Which piece of your evidence do you think is the strongest? Why?

WRAP UP: Today, writers, we learned to support a stance with evidence. In the next
lesson, we will learn to connect our evidence to our stance using warrants.

GRADEBOOK: A grade can be given for identifying and highlighting evidence in the
argument on PHASE 1 / DAY 2 / HANDOUT 1. A grade can also be given for the
pieces of evidence identified on the index cards.

10
EDITING QUESTIONS:

− Is the opening teaching point about warrants clear and effective?

− What about the handout?
− Active engagement?
− Reflection?
− Pacing, pacing, pacing!

DAY: Phase 1 Day 3

FOCUS: Reviewing stance and evidence; introducing warrant

MATERIALS:

− Phase 1/Day 3/Handout #1, "Identifying Warrants"

− Three different colored highlighters

CONNECTION: For the past two days, we've been learning how to develop a stance and gather evidence for
an argument. Today, writers, we will learn how to persuade our audience further by making the connection
between stance and evidence. That connection is called a warrant.

TEACHING POINT: Before a suspect is arrested, the police must obtain what from a judge? (A warrant.)
What do you know about arrest warrants? (Allow a couple of minutes for the discussion.) Let's think about
how we arrive at an arrest warrant our judicial process.

− Stance – the investigation reveals that a suspect committed a particular crime.

− Evidence -- a list of evidence from the scene of the crime is prepared.

− Warrant -- the link between the stance (a suspect committed a crime) and the evidence
(all the details from the crime scene) is made specific by a judge.

It's the same with Argumentative Writing. When you are trying to persuade your audience that your position
is correct, it is not enough to present a stance and the evidence. You must be very clear about how the
evidence is connected your stance. Otherwise, you will not prove your case!

Today, we are going to practice writing warrants together. Let's look at three student responses to the
question, Should rap music be part of the high school curriculum in the state of Michigan? We will look
for stance, evidence, and warrant together.

11
ACTIVE ENGAGEMENT: Distribute Phase 1/Day 3/Handout #1 to students, and place colored highlighters
on tables. Once everyone is ready, give the following directions.

Read each of the responses to the question. Then use the ___ highlighter to identify the stance in each
response. (Once students have done so, allow a few minutes for discussion. You may wish to make an
overhead or LCD projection of Handout #1 to underline or highlight the stance as well.)

Next, use the ___ highlighter to identify the evidence in each response. (Once students have done so, allow a
few minutes for discussion. This may be an appropriate time to review kinds of evidence from Phase 1 Day
2, and to discuss the difference between the evidence in the response from Student #1 and Students #2-3.)

Finally, use the ___ highlighter to identify the warrant in each response. Remember a warrant clearly links
a writer's stance to the evidence in order to form a persuasive argument. (Be prepared to guide students
through this process.)

REFLECTION: Were you surprised that only one of the three responses had a warrant? Warranting your
arguments shows evidence of a sophisticated and logical argument. It is a very important skill. Let's learn
how to do this.

What are some of the words that signal the warrants that Student #3 is making? ("Since", "if", "it stands to
reason that") Circle them. What other words or phrases can you think of that might signal that a writer is
warranting their argument? What else do you notice about Student #3's warrants? What makes this
student's argument more persuasive than the other two?

WRAP UP:

Today, writers, we learned how to identify a warrant. Now you know why warranting your arguments is
essential in Argumentative Writing, how warranting makes your argument stand out in a crowd, and the
special words that may signal a warrant. In the next lesson, you will practice writing effective warrants.

12
GRADEBOOK: For today, teachers may want to give a grade for working through the Phase 1/Day
3/Handout #1, "Identifying Warrants".

13
Phase 1/Day 3/Overhead #1

Should rap music be part of the high school curriculum in the state of Michigan?

Student #1

Rap, otherwise known as the music associated with hip hop culture, should be part of the high school
English curriculum in Michigan. I know this because I've seen it work. I got the idea from my seventh grade
Language Arts teacher. She let us write our Shakespeare summary as a rap. I still remember my friend
tapping out a cool beat as I rapped these lines:

Homeboys and girls, we're gonna rap about Macbeth

And also about King Duncan's death
So listen up and listen good,
You know you oughta and you know you should
Hear the story of Macbeth.
The witches plotted Macbeth's downfall,
Knowin' that he was ambitious and all,
I can still remember what happens in Macbeth more than two years later, all thanks to rap! Therefore,
rap is important and should be taught in English class.

Student #2

Rap, otherwise known as the music associated with hip hop culture, should be part of the high school
English curriculum in Michigan. In a recent pop culture survey of students attending Michigan high schools,
rap was rated as one of the favorite kinds of music. Also, we know from experts such as Dierdre Paul that
rap is a form of contemporary (modern-day) poetry. Some teachers at my school let students write a rap
when we are studying poetry or having a fun time with creative writing. My friends and I all agree that rap is
something that we can relate to. Therefore, rap is important and should be taught in English class.

Student #3

Rap, otherwise known as the music associated with hip hop culture, should be part of the high school
English curriculum in Michigan. In a recent pop culture survey of students attending Michigan high schools,
rap was rated as one of the favorite kinds of music. Also, we know from experts such as Dierdre Paul that
rap is a form of contemporary (modern-day) poetry. Since kids like rap, and the experts say it is poetry,
teaching rap may lead to students becoming interested in other kinds of poetry. If we really want to keep
teenagers interested in school and not bored, then we should pay attention to ways that keep them in
engaged. It stands to reason that rap is one of those ways. Therefore, rap is important and should be taught in
English class.

14
DAY: Phase 1 Day 4

FOCUS: Writing effective warrants.

MATERIALS:

- Phase 1/Day 4/Handout #1, "Composing Warrants"

CONNECTION: Yesterday, writers, we highlighted warrants in a piece of writing. A warrant

makes the connection between stance and evidence. Today we will connect the stance we've
developed with the evidence we've gathered by adding a warrant.

TEACHING POINT: Distribute Phase 1/Day 4/Handout #1 to students. First, writers, read the
stance. Notice the first piece of evidence provided for the stance: " A few sentences or paragraphs
on a person's MySpace or Facebook website is not a dialogue in the same way that a face-to-face or
telephone conversation is." In order to complete the argument, the writer needs to make the
connection between the stance and evidence. This is the warrant: " On MySpace and Facebook,
people write exchanges on one another's pages that are often brief and superficial (i.e., "what u
doin", "get at me", "LOLZ!!!"). They do not contain the vocal nuances of a phone conversation, let
alone the body language cues that friends pick up on when face to face. At best, this reduces
supposed "friends" to the 21st century version of casual pen pals. At worst, people misinterpret
MySpace and Facebook exchanges, making them mean something that they do not. This is harmful
for those who wish to have meaningful friendships. " Notice that the warrant references the stance
and the evidence and shows how they are connected. It dicusses the connection between the few
sentences on a MySpace page and the stance that MySpace is not good for maintaining
friendships.

ACTIVE ENGAGEMENT: On your handout, read the next piece of evidence. Then, think of
ways in which that evidence can be connected to the stance. Allow students time to craft their
warrants, either alone or in pairs. Circulate around the room and assist students in writing the
warrants. Invite students to share their warrants and point out where students have composed
strong warrants.

REFLECTION: In your journals, responsd to the following questions: How was writing
warrants today for you? Did you find it easy to compose a warrant to connect the stance and
warrant or was it a challenge?

15
WRAP UP: Today, writers, we learned how to write a warrant. In the next lesson, you will put
together everything you have learned so far, and write a complete argument.

GRADEBOOK: For today, teachers may want to give a grade for working through the Phase
1/Day 4/Handout #1, "Composing Warrants".

16
Phase 1/Day 4/Handout #1

Composing Warrants

STANCE: Social networking websites like MySpace and Facebook are not good for maintaining
meaningful friendships.

EVIDENCE #1: A few sentences or paragraphs on a person's MySpace or Facebook website is not a
dialogue in the same way that a face-to-face or telephone conversation is.

Warrant #1: On MySpace and Facebook, people write exchanges on one another's pages that are
often brief and superficial (i.e., "what u doin", "get at me", "LOLZ!!!"). They do not contain the vocal
nuances of a phone conversation, let alone the body language cues that friends pick up on when face to
face. At best, this reduces supposed "friends" to the 21st century version of casual pen pals. At worst,
people misinterpret MySpace and Facebook exchanges, making them mean something that they do
not. This is harmful for those who wish to have meaningful friendships.

EVIDENCE #2: Many people on MySpace and Facebook add as their "friends" casual acquaintances,
people they have only met online, and even "frenemies"!

Warrant #2:

EVIDENCE #3: "Friends" on MySpace and Facebook often pretend to be something they are not.

Warrant #3:

On a separate sheet of paper, combine the stance, evidence and warrant into a
paragraph to create a complete argument!

17
DAY: Phase 1 Day 5

FOCUS: Putting it all together: writing a short argumentative paragraph.

MATERIALS:

− Phase 1/Day 5/Overhead #1, "Composing Warrants"

CONNECTION: During our last lesson, we learned how to write our own warrants. I provided the stance and
evidence, and from that, you wrote the warrants. Today, you will write your own stance, evidence, and
warrant in a cohesive argumentative paragraph.

TEACHING POINT: Remember, for the past week we have been learning about the parts of an effective
argument. Let's review a bit now.

− What is a stance? Give me an example of a good stance.

− What is evidence? Give me example of evidence for the stance we've just talked about.

− What is a warrant? Think about a warrant for the stance and evidence...

Very good! Today, we are going to practice writing a paragraph that includes an effective stance, evidence,
and a warrant. Let's look at the following prompt.

ACTIVE ENGAGEMENT: Place Phase 1/Day 5/Overhead #1 on the overhead or LCD projector, make copies
for students, or write the prompt on the board.

− Prewriting: As a whole class, in small groups, or independently, the teacher and students read
the prompt, determine stances, and generate evidence and warrants.

− Composing: Independently or in pairs, students write the entire paragraph.

− Revision: Students share their paragraphs with their group, or with the entire class.

− Editing: Students revisit their paragraphs, proofread them, and edit according to the feedback.

18
 − Publishing: Students submit their paragraphs for credit. (An additional phase may include
posting some or all of the paragraphs around the classroom.)

REFLECTION:

What have you learned about argumentative writing?

WRAP UP:

Today, writers, we ____________.

GRADEBOOK: For today, teachers should give a grade for completed paragraphs.

19
Phase 1/Day 5/Overhead #1

Putting it All Together: An Argumentative Paragraph

CURFEW

Many communities have implemented curfews for teenagers. They

rationalize them by pointing to automobile accident statistics, student
truancy rates, and ____________. However, many teenagers disagree with
such restrictions.

Should teenagers be subjected to a curfew? Why or why not?

20
Editing questions:

• Answer key
• Teacher talk for highlighting activity

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DAY: Phase 2: Day 6

FOCUS: Revisiting stance evidence and warrant: Romeo and Juliet

MATERIALS:
• Copy of article from kidshealth.org "Teens Health: Protecting Your Online Identity and Reputation"
• URL OF ARTICLE: http://www.kidshealth.org/teen/safety/safebasics/online_id.html
• Highlighters (three different colors)
• Copy of Shakespeare's The Tragedy of Romeo and Juliet

21
 • Phase 2/Day 6/Handout #1: "Article Title: Stance, Evidence and Warrant"

NOTE: Today's lesson assumes that students are familiar with the general story of Shakespeare's
Romeo and Juliet, specifically the idea that the actions and decisions made by the characters had dire
consequences later in play. More specifically, Romeo's decision to defend Mercutio (and, indeed,
Mercutio's decision to begin a fight with Tybalt) consequently led to Juliet's drastic decision to fake
her death, which led to Romeo's suicide and Juliet's suicide in response to Romeo's suicide.

SCAFFOLDING DECISION: Students may benefit from further study of stance, evidence and warrant. For more
strategies, please see the Argumentative Writing Units of Study: Phase 1:Days 1-4.

CONNECTION: Thinking back to our discussion of argument last week, we learned how to gather evidence and
compose a warrant. We put all of these skills together to craft a logical argument. Over the next few days, we will be
gathering evidence from both the text you have been reading, Shakespeare's Romeo and Juliet, and an article that we
will read today about protecting your online identity and reputation. Over the next few days, we will work towards
developing an argument that brings evidence from these two texts. As a beginning, today we will revisit stance
evidence and warrant and highlight where they appear in an article.

TEACHING POINT 1: In Argumentative Writing, we've learned that we begin our argument by taking a stance on
a topic. Once we've determined our stance, we develops evidence to support the stance. Finally, we warrant our
evidence by explaining how the evidence supports our stance. Today, we will examine a piece of argumentative
writing and highlight where the author states his or her stance, provides evidence and warrant his or her evidence.
You have been given three different colored highlighters. We will read the article three times.
• Read the article aloud to students. In order to create good pacing and high interest, it is best if the teacher
reads the article aloud.
• As I read this article aloud, read along with me and highlight every time you see an example of the author's
stance. I will read slowly and pause after every paragraph.
• Stop after reading to allow students to gather their thoughts.
• Now, writers, turn to your neighbor and share which sentences you highlighted. After students share with
their neighbors, have pairs report out to the class which examples they found of the author's stance. If students
have held up an cxample that can be best described as evidence or warrant, take a moment to clarify the
differences between stance, evidence and warrant.
• For the second reading, we will focus on highlighting examples of evidence. Choose a new highlighter color to
identify the evidence. It is not necessary to find every piece of evidence. After teacher reads the article for the
second time, stop and discuss. Have students turn and talk about what they highlighted as evidence. Once
students have shared with a partner, invite pairs to share the examples of evidence they found in the article.
• For the final reading, we will find places where the author warrants the evidence. Choose a third highlighter
color to identify the warrants. After the teacher reads the article for the third time, have students again turn
and talk to their neighbor about what examples they highlighted as warrant. Once students have shared with a
partner, invite pairs to share the examples of warrant they found in the article.

CHART: Using Phase 2/Day 6/ Handout # 1, chart where the students have identified stance, evidence and warrant.

REFLECTION:After the discussion, have students answer the questions at the bottom of the handout: "In what ways
do decisions made online today have long-term consequences?" "Do you think this article might change a teenager's
online behavior? If so, what evidence was most persuasive? If not, what evidence was not persuasive?" Ask students
to share their responses.

WRAP UP: Today, writers, we examined stance, evidence and warrant in a persuasive article. Now you know how
to recognize each part of an argument in a persuasive piece. The purpose of the article was to persuade teenagers to
take responsibility for their decisions online. In the next lesson, we will take a stance on the following question: "To
what extent should teenagers be responsible for their own decisions?" and use evidence from the article, our own
personal lives and from the play, Romeo and Juliet.

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GRADEBOOK: For today, teachers may want to give a grade for participating in the turn and talk and for answering
the reflection question.

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Phase 2/Day 6/Handout #1

"Teens Health: Protecting Your Online Identity and Reputation"

DIRECTIONS: Chart examples of stance, evidence and warrant that you see in the article.

STANCE EVIDENCE WARRANT

REFLECTION QUESTIONS:

1. In what ways do decisions made online today have long-term consequences?

2. Do you think this article might change a teenager's online behavior?

If so, what evidence was most persuasive?

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If not, what evidence was not persuasive?

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ANSWER KEY/Phase 2/Day 6/Handout #1

Examples of STANCE, EVIDENCE, and WARRANT from the article "Teens Health: Protecting Your Online Identity
and Reputation"

STANCE EVIDENCE WARRANT

Nothing is temporary and there
are no "take-backs"

Teenagers need to be aware of

It's a breeze for others to copy
what they are putting online, not
save and forward your
just for worrying about predators,
information
but also for the future.

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DAY: Phase 2: Day 7

FOCUS: Developing a stance: Decisions can have long term effects*

*This theme is from the Michigan Merit Curriculum: Model Unit 9.5: Shakespearean Tragedy/Drama

MATERIALS:
• Copy of Shakespeare's The Tragedy of Romeo and Juliet.
• Index Cards
• Class set of Phase 2/Day 7/Handout 1: "Decisions, Decisions, Decisions"
• Transparency of Phase 2/Day 7/Handout 1: "Decisions, Decisions, Decisions"

CONNECTION: Yesterday, we read an article that discussed the ways in which decisions made on the web
today have long-term effects. As we read, we found examples of stance, evidence and warrant in the Teen
Health article. Today, we will establish an audience for our persuasive writing, take a stance on the topic
"To what extent are teenagers responsible for their own actions?" and then we will pull from our common
text, Romeo and Juliet, and our own personal experiences to discover evidence that supports our stance.

TEACHING POINT 1: Hand out Phase 2/Day 7/ Handout 1: "Decisions, Decisions, Decisions" In
persuasive writing, the audience is persuaded by the evidence provided to support a stance. One of the
easiest ways to decide on a stance is to first identify your audience. Choose one person who you are
planning on persuading to your point of view. This person might be a classmate, me, your grandmother,
whomever. Once you have established your audience, answer the question by taking a stance on the
questions.
ACTIVE ENGAGEMENT: Remember, writers, a stance is a statement that reflects your debatable
statement about a particular topic. On your index card, take a stance on the following question, "To what
extent are teenagers responsible for their own actions?"
• Give students individual time to determine stance
• Allow students to turn-and-talk their stance with a neighbor.
• I would like to invite you to share your stance.

CHART: As students share stances, chart the stances. Here is a time to discuss what's working and not
working in the stances.

ACTIVE ENGAGEMENT: Now that we've discussed our stances, we begin to gather evidence. In your
chart, chart evidence that might support your stance.

• Students complete the chart with evidence to support stances.

• SCAFFOLDING DECISION: If students are having trouble with gathering evidence from the text,
this activity can be done collaboratively. Students often benefit from finding evidence that supports
stances other than their own.

REFLECTION: Writers, on your hand out you will see two different sentence starters. At this point in your
writing process, finish the sentence which best describes where you find yourself at this point in the writing
process:
• I feel confident that my evidence is persuasive to my chosen audience because....
• I am concerned that my evidence will not be persuasive to my chosen audience because...

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Note: Tomorrow's lesson incorporates a teacher model. It is not necessary to use the teacher model
provided in these units. We invite you to compose your own response to the prompt. We have
found it very valuable to model our own personal writing in our classrooms. The students take
more from it when they recognize that you, their teacher, has taken a risk in sharing your own
composition in the same way you've asked them to share their compositions. However, if
composing your own teacher response to the prompt is not feasible, a sample teacher response has
been provided. For more information, please see 9th grade: Phase 2: Day 8

WRAP UP: Today we took a stance on a question and cataloged evidence to support our stance.
Tomorrow, we will warrant our evidence, examine a rubric and grade a teacher's response to the prompt.

GRADE BOOK: Students can be assigned points for participating, filling out the index cards and
responding to the reflection. NOTE: Before teaching tomorrow's lesson, read student responses to the
reflection. A scaffolding decision may need to be made if students are not confident with their evidence.

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Phase 2/Day 7/Handout 1

Decisions, Decisions, Decisions

CREATE THIS TO FUNCTION AS INDEX CARDS

Note to teachers: have students either cut and paste these onto index cards or just use index cards?

Directions: First, answer the question by taking a stance on the question:

My Audience:

Question: To what extent are teenagers responsible for their own actions?
Front of Index Card

Stance:
Back of Index Card

Now that you have written your stance, begin to gather evidence that supports the
stance. Think of evidence that comes from your own personal experiences (perhaps
even thinking about experiences you've had on-line as the article discussed
yesterday). Then, gather examples from the ways teenagers take responsibility, or
don't take responsibility, from Romeo and Juliet that prove your stance.

Write each piece of evidence on its own index card. Aim for 2-3 pieces of evidence from your own
life that prove your stance and 2-3 pieces of evidence from Romeo and Juliet. Think of times when
decisions were made and whether or not the teenager making that decision should be held
responsible for that decision.

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Index Card Example #1

Evidence from Personal

Experience:

Index Card Example #2

Evidence from Personal Experience:

Index Card Example #3

Evidence from Personal Experience:

Repeat the same process to find examples of decisions from the play, Romeo and
Juliet.

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Index Card Example #1

Evidence from Romeo and Juliet:

Index Card Example #2

Evidence from Romeo and Juliet:

Index Card Example #3

Evidence from Romeo and Juliet:

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REFLECTION:

Complete the following sentences:

1) I feel confident that my evidence is persuasive to my chosen audience because :

2) I am concerned that my evidence will not be persuasive to my chosen audience because:

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DAY: Phase 2: Day 8

FOCUS: Writing warrants and understanding the rubric

MATERIALS:
• Students should bring index cards of stance and evidence from Phase 2:Day 7's lesson
• Copy of Argumentative Writing Rubric
• Copy of TEACHER RESPONSE TO PROMPT
• Highlighters, red pens (for 'marking up' teacher response)

Note: This lesson incorporates a teacher model. It is not necessary to use the teacher model
provided in these units. We invite you to compose your own response to the prompt. We have
found it very valuable to model our own personal writing in our classrooms. The students take
more from it when they recognize that you, their teacher, has taken a risk in sharing your own
composition in the same way you've asked them to share their compositions. However, if
composing your own teacher response to the prompt is not feasible, a sample teacher response has
been provided.

Scaffolding Decsion: After reading student responses to the 9th grade/Phase 2/Day 8 reflection,
you may want to revisit writing evidence. Taking time to conference with students at this point in
the writing process with establish a good foundation for the composing phase of the writing
process.

CONNECTION: Yesterday, writers, we established an audience and took a stance on the question "To what
extent are teenagers responsible for their own actions?" Then, to support the stance, we gathered evidence
on index cards from our personal experiences and from the play, Romeo and Juliet. Today we will go one
step further and warrant the evidence. Finally, we will examine the rubric and grade a composition written
in response to the prompt.

TEACHING POINT: In order to warrant evidence, have to explain how the evidence we've provided
supports our stance by making a connection from the stance to the evidence. This connection is the warrant.

ACTIVE ENGAGEMENT: Returning to the index cards we developed yesterday, take another look at your
audience, your stance and your evidence. On your desk, place the "Stance" Index card at the very top of your
desk. Then, in a horizontal line, lay out all your evidence cards in a row.
• Take a minute an re-read all your pieces of evidence. Do you want to change anything at this point?
• Next, notice any similarities between your Romeo and Juliet group of evidence and your personal
experience evidence. It is a good idea to group the similar evidence together before we warrant.
Sometimes, the same warrant might be used for different pieces of evidence.
• Finally, write a sentence or two that shows your audience the connection between the stance you took
and the evidence you provide.
• Give students time to compose their warrants. Circulate around the room to assist students.

TEACHING POINT: Now that we've considered the audience, taken a stance, gathered evidence, and
connected the stance and the evidence through the warrant, we are almost ready to compose. Before we do,
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let's take a look at a teacher's response to the question "To what extent are teenagers responsible for their
own actions?"

ACTIVE ENGAGEMENT: Hand out a copy of the teacher model and a copy of the rubric to the students.
• ADD BRIEF RUBRIC ANALYSIS LANGUAGE HERE
• ADD LANGUAGE FOR EVALUATING TEACHER MODEL HERE
• Students highlight stance, evidence and warrant in the teacher model
• Students evaluate and justify their score==same format for feedback as they Day 10 (peer
feedback day).

REFLECTION: Now that we've read a teacher's response to the prompt and provided the teacher feedback,
take one more look at your stance, evidence, and warrant. Thinking back to the audience you identified in
Day 7, do you think they would be persuaded by the stance, evidence, and warrant you have written? How
might your stance, evidence, and warrant be improved?

WRAP UP: Today, writers, we established warrants in our argument and then examined a teacher's
argument on the same question. Tomorrow, we will put everything together to compose a polished piece of
persuasive writing.

GRADEBOOK: Students can be assigned points for participating, filling out the index cards, offering
feedback on the teacher model, and responding to the reflection.

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DAY: Phase 2: Day 9

FOCUS: Composing an Argument

MATERIALS:
*Highlighters (three different colors) – we need to choose highlighter colors so we
are consistent throughout
*PHASE 2 / DAY 9 / HANDOUT 1 (Composing My Argument)
*PHASE 2 / DAY 9 / HANDOUT 2 (A Brief Analysis of My Argument)
*Index cards from previous two days???

CONNECTION: This week we have been considering to what extent teenagers

should be responsible for their own decisions. You have taken a stance, identified
evidence to support that stance, and warranted the evidence. You have also
determined criteria for evaluating an argument. Today, writers, you will put all this
together to compose your own argument for your selected audience.

TEACHING POINT: Now, writers, we will build a complete argument based on the
stance, evidence, and warrants that we have already written. I’m not sure exactly
what the “teaching point” is for today. Students will probably need help tying
together their stance, evidence, and warrants, but I’m not sure how to do this as a
whole-class lesson. Am I correct in my assumption that we do not want to
explicitly teach students to make fluid transitions, form unified paragraphs,
effectively introduce their topic, etc.? Like I mentioned before, we could go on
forever teaching these general writing skills.

ACTIVE ENGAGEMENT: It is now time, writers, for us to construct our arguments.

Before we begin writing, I’d like us to do two things. First, we will set our rubric on
our desk next to our paper; this way it is easily accessible if we need to review the
criteria of a good argument. Second, we will write our intended audience at the top
of our paper; this will serve as a reminder that in order to maximize the
effectiveness of our argument, the evidence, warrants, and writing style should
attempt to convince a particular audience.

HANDOUT (PHASE 2 / DAY 9 / HANDOUT 1): This handout can help guide you as
you compose your argument. It is not intended to restrict your writing, but you
may find it helpful.

INDEPENDENT WRITING: Now we are ready to begin writing. Get out your index
cards from yesterday to help you as you compose. Our argument will be in
response to the following prompt: To what extent should teenagers be responsible
for their own decisions?
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NOTE: Students may need more than one class day to compose their arguments.
Two days may be devoted to this lesson, or students could be asked to complete
much of their writing at home.

HANDOUT (PHASE 2 / DAY 9 / HANDOUT 2): Now, writers, we have a completed

rough drafts of our arguments. Next, we will take a critical look at our own
arguments in the same way that we looked at the argument about In order to
ensure that our compositions contain the basic components of an argument, we
will highlight our stance in _________, our evidence in __________, and our warrants
in _________. Please use the handout to guide you.

Give students time to read and consider the components of their arguments.

REFLECTION: Writers, in your journals, please respond to the following prompt:

What challenges did you face in composing your argument? Was it easy or difficult
to complete the highlighting activity? Take a few moments to share responses.

WRAP UP: Today, writers, we composed an argument and reflected on our own
writing by highlighting our stance, evidence, and warrants. Tomorrow, we will work
with partners to respond to others’ writing and to receive feedback on our own
writing.

GRADEBOOK: For today, teachers may want to give a grade for a completed rough
draft and for identifying and highlighting stance, evidence, and warrant.

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PHASE 2 / DAY 9 / HANDOUT 1

Composing My Argument

Directions: Everybody’s argument will look different, and there is not one correct format for an
argument. Feel free to organize your stance, evidence, and warrants in a way that makes sense to you.
However, if you are struggling to compose your argument, the following tips can help you get started.

Introduction
There are many different ways to write an introduction to an argument, but the following suggestions
will help make your introduction effective:
• Clearly state your stance. The stance is the most important part of an introduction. A good
writer introduces the audience to his or her stance early in a composition so that the reader
understands the purpose of the writing from the beginning.
• Explain or clarify your stance for your audience. If your audience doesn’t understand the
details of you stance, your point could get lost.
• Explain why your topic and your stance are important for your audience to consider. If
your audience thinks your topic is irrelevant, you will have a difficult time convincing them of
your stance.

Body
Your evidence and warrants comprise the majority of your body, so most of your work here is already
done! It’s now time to put your evidence and warrants into paragraph form keeping in mind the tips
below. Please note that there is no correct number of body paragraphs – you need to decide the best
way to organize your evidence.
• Warrant every piece of evidence. Your audience needs you, the writer, to make the
connection between the evidence and the stance; otherwise, a good piece of evidence might not
be understood.
• Give each piece of evidence the time it deserves. Your reader needs time to digest each
piece of evidence before being introduced to a new piece of evidence. If you don’t effectively
introduce, explain, and warrant a piece of evidence, your reader might not recognize its
importance.

Conclusion
There are many different ways to conclude a paper, and you shouldn’t feel as if you need to write a
traditional conclusion paragraph. Tie together any loose ends the way you see fit, but be sure to do the
following somewhere near the end of your paper:
• Restate your stance. It helps strengthen your argument if you remind your reader of your
main point before he or she puts down the paper.

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PHASE 2 / DAY 9 / HANDOUT 2

A Brief Analysis of My Argument

Directions: After you have completed the rough draft of your argument,
follow the instructions below:

• Highlight your stance in _________________.

• Your stance is the foundation of your argument. If you cannot find
your stance, try adding a sentence that explicitly states the main
point of your argument. Your audience needs to know exactly what
you are trying to prove.

• Highlight your evidence in ________________.

• Make sure you have plenty of strong evidence! If you do not see
evidence in your argument, or if you see very little evidence in your
argument, then you will not be able to convince an audience that
your stance is worthwhile. Try brainstorming or researching further
evidence to add to your argument.

• Highlight your warrants in ______________.

• Make sure you have a warrant for each piece of evidence you cite. If
a piece of evidence is missing its warrant, you will need to revise
your argument to include it.

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