Unit 2, Week 4
Argument Writing
Lesson 1: How to quote and paraphrase
I DO:
As you begin your research it is important to remember to accurately paraphrase to avoid plagiarism. Write on the board: "What is PLAGIARISM?" Have students create a word web putting plagiarism in the center and have them share out what they know about it. After reviewing their responses show them the video “Avoiding Plagiarism using paraphrasing direct quotes narration”. Students should take notes while viewing the video and be prepared to discuss.
WE DO:
Practice - Use the articles from week 2. Copy and distribute amongst your students have the students work with a partner to practice paraphrasing quotes from the article. Circulate to assist students needing assistance. The goal is for them to use the articles that they’ll be using for their research.
Lesson 2: Argument Writing: First Drafts and Counterclaims/Rebuttals
Learning Objectives
Writing
· With some guidance and support from peers and adults, develop writing as needed by planning.
· Introduce claim(s) and organize the reasons and evidence clearly.
· Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Remind students of the culminating writing activity for this unit:
We’ve explored many articles with conflicting viewpoints in this unit. Consider one issue that you feel strongly about and develop an argument that supports your claim. Your task is to gather relevant information from multiple print and digital sources to support your claim.
Write an argument defending your position on the issue. Be sure to introduce your claim clearly, organize your evidence and reasons in order to demonstrate understanding of the text. Include relevant evidence from the credible sources you gather as well as text read in class, digital sources, quotes and group discussions. Cite bibliographic information to record your sources.
Have students think and do a quick write in response to the prompt. Ensure them that this is just to start generating ideas, and that they should not worry about format or conventions at this time. After a few minutes, have students share their quick writes with a partner and discuss. Encourage them to write down ideas their partners share.
Distribute a graphic organizer similar to the one used in Unit 1:
I DO:
As you begin your research it is important to remember to accurately paraphrase to avoid plagiarism. Write on the board: "What is PLAGIARISM?" Have students create a word web putting plagiarism in the center and have them share out what they know about it. After reviewing their responses show them the video “Avoiding Plagiarism using paraphrasing direct quotes narration”. Students should take notes while viewing the video and be prepared to discuss.
WE DO:
Practice - Use the articles from week 2. Copy and distribute amongst your students have the students work with a partner to practice paraphrasing quotes from the article. Circulate to assist students needing assistance. The goal is for them to use the articles that they’ll be using for their research.
Lesson 2: Argument Writing: First Drafts and Counterclaims/Rebuttals
Learning Objectives
Writing
· With some guidance and support from peers and adults, develop writing as needed by planning.
· Introduce claim(s) and organize the reasons and evidence clearly.
· Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Remind students of the culminating writing activity for this unit:
We’ve explored many articles with conflicting viewpoints in this unit. Consider one issue that you feel strongly about and develop an argument that supports your claim. Your task is to gather relevant information from multiple print and digital sources to support your claim.
Write an argument defending your position on the issue. Be sure to introduce your claim clearly, organize your evidence and reasons in order to demonstrate understanding of the text. Include relevant evidence from the credible sources you gather as well as text read in class, digital sources, quotes and group discussions. Cite bibliographic information to record your sources.
Have students think and do a quick write in response to the prompt. Ensure them that this is just to start generating ideas, and that they should not worry about format or conventions at this time. After a few minutes, have students share their quick writes with a partner and discuss. Encourage them to write down ideas their partners share.
Distribute a graphic organizer similar to the one used in Unit 1:
Have students begin filling out the graphic organizer in preparation for responding to the prompt. Circulate the room and support students as needed.
When students have completed the first three columns of the graphic organizer, you can re-introduce counterclaim and rebuttal by reminding students about how trial lawyers have to anticipate the other side’s argument (review from unit 1).
Have students talk in pairs about what counterclaims they might encounter against their claim(s). In pairs, students will brainstorm rebuttals to these counterclaims. Model and support students as needed. After having sufficient time to talk to others about counterclaims and rebuttals, students can fill out the fourth column of the graphic organizer.
Once the majority of your students have filled out the organizer, model how to transfer the contents of the organizer to a written piece. Begin by reviewing how to write an effective introduction. Students can then work independently to write the first draft of their argument papers, using their graphic organizers to guide them. Circulate the room to confer with and support students as needed.
When students have completed the first three columns of the graphic organizer, you can re-introduce counterclaim and rebuttal by reminding students about how trial lawyers have to anticipate the other side’s argument (review from unit 1).
Have students talk in pairs about what counterclaims they might encounter against their claim(s). In pairs, students will brainstorm rebuttals to these counterclaims. Model and support students as needed. After having sufficient time to talk to others about counterclaims and rebuttals, students can fill out the fourth column of the graphic organizer.
Once the majority of your students have filled out the organizer, model how to transfer the contents of the organizer to a written piece. Begin by reviewing how to write an effective introduction. Students can then work independently to write the first draft of their argument papers, using their graphic organizers to guide them. Circulate the room to confer with and support students as needed.