Students learn how to write a claim and address a counterclaim. They read through Scholastic debate articles and learned how to support their claim with text evidence from reliable sources. Students wrote an argumentative paper on a topic of their choice arguing their own perspective.
argumentative, claim, CCSS, writing, graphic organizer, Scholastic
This learning module is designed to help students to write an argumentative paper in their writing course focusing on supporting their claims with relevant evidence. I have taught this as a unit once in my time as a general education instructor and have made changes based on prior students’ input and my own qualitative and quantitative observations. A few changes that have been made include, scaffolding the work more, breaking it up into smaller chunks, and making this feasible to be done with minimal outside of classwork needing to be done. The reasoning for minimizing the amount of homework students received was because my co-teacher and I found the gap between students increasing exponentially. At the start of a project, everyone was on the same page, but by day two we had students fall behind their peers. There were multiple factors to this, but many were out of our control. One thing we could control was homework. Therefore, in this module, you will see minimal homework, and most often it will be what is not finished in class and what students identify as feasible (Cooper, Lindsay, Nye, & Greathouse, 1998).
This writing module is geared towards seventh grade, using the English Language Arts Writing Grade 7 Common Core State Standards. Writing, and English Language Arts Standards are unique in that they build upon each other year after year. Students have been writing opinion pieces since they were in first grade and began using the word 'argumentative' in sixth grade. So, most of what we are doing is not new, but it is building students’ skills, confidence, and stamina. We will ask students to tap into their previous learning about argumentative papers to continue building those skills.
Some of the learning targets for this argumentative writing module include:
I can create a claim statement.
I am able to back up my claim with text evidence from the article.
I can cite my sources using MLA citations.
I can create a counterclaim.
I will use the list of transition words to move between paragraphs in my paper.
I can write a concluding paragraph that summarizes my entire paper.
I will be able to self-edit and reflect on my work using the rubric.
I will peer-edit my partner’s work providing written and oral feedback.
By the end of this module, you will have written an argumentative paper on a topic of your choice. Below is the rubric that will be used to evaluate your writing which will also be posted on our course page so you can regularly access the information.
The targeted learners for this module are seventh-grade students. These students will be able to be in the general education classroom setting, even if they have individualized reading and writing goals.
The curriculum standards come from the English Language Arts Writing Grade 7 Common Core State Standards and are listed below.
CCSS.ELA-LITERACY.W.7.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.1.A
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
CCSS.ELA-LITERACY.W.7.1.B
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-LITERACY.W.7.1.C
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E
Provide a concluding statement or section that follows from and supports the argument presented.
In addition to the writing standards, students will also be addressing this Reading: Informational Text Common Core Standard.
CCSS.ELA-LITERACY.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
The intended outcomes of this module for students include:
This module will take approximately 11-42-minute class periods, however, please consider making modifications to the timeline based on your students’ needs. Some materials that you will need include; an iPad, Debate Scholastic Articles, graphic organizer examples, transition word examples, rubric, self-edit sheet/format to follow, peer edit sheet/format to follow, and keyboards.
Learning Intention: To become familiar with argumentative writing and using facts to support your argument.
Before we begin the activity today please take a few minutes to honestly answer this survey. It will help me know what you already have mastered, still need to work on, and what needs to be introduced. The responses will not be used as a grade, so be honest!
Why do we have to do this unit? Not only is it required in our standards, but it's also a great skill to have! Who loves to be right? Prove you know what you're talking about and argue with your parents? In this unit, you're going to convince the teacher why you're right and your opposition is wrong. Being able to back up your opinion with evidence is going to help you in math, science, social studies, and beyond!
Let's start by moving through stations around the room reading different articles. Rotate who reads the article. When you get to the station follow these instructions:
1. Download the following articles onto your iPad.
2. Read the Scholastic Debate piece.
3. Think about what the author(s) use to try to convince you that their point is better. Circle the points they make directly on the article.
Comment- Which author did you feel did the best job influencing you, the reader? Why was the author so influential with his/her argument? Read through other students’ comments and comment on one, explaining why you agree or disagree with their point. Start with @Name so the person knows your commenting on them!
Pedagogical Rationale: Begin the unit with a survey to assess what they know and don't know. Use this data to provide extra supports where needed, or jump ahead to foster growth in your students. Start the writing module by exposing students to examples of well done argumentative writing. While students should have had exposure to argumentative writing in sixth grade, this is not always the case, and often students need reminders. Showing students mentor texts, examples of excellent writing within the genre students are about to attempt themselves, is one of the best ways to improve students’ writing (Graham & Perin, 2007).
Teaching Suggestions: Before beginning, the stations involve students in a discussion about why they're doing this unit. Not only is it state-mandated, it's also useful to be able to back up their reasoning with relevant text evidence in order to get what they want in the future. Appeal to things they're interested in- money, puppy, cell phone, etc.
Consider different ways of grouping students. You can allow students to choose, homogenous or heterogeneous groups, depending on how discrepant students are in their reading skills and how much you trust them to make smart choices.
Either walk around the room checking in with groups, walk around with one particular group, or position yourself at one station and model reading for the group working with them. There are benefits to each way, it just depends if you want to interact with each group or provide continuous support for struggling students.
You can formatively assess students by having them submit their articles with circled text evidence, or looking through the discussion board at how students supported their answers. By doing this, you are checking to see if students are meeting the objective.
Standards Mapping
CCSS.ELA-LITERACY.RI.7.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Supplementary Resources: I have used additional and different texts in the past from Scholastic and from the web including the following:
https://school-uniforms.procon.org/
https://www.businessinsider.com/movie-theater-concession-prices-markups-popcorn-2015-4
Learning Intention: To become more confident with using facts to support your argument.
You are going to move to different sides of the room, one side for agree and the other for disagree, in response to some statements the instructor is going to make. Then, you will talk to one another as to why you are on that side, this is your claim and text evidence! You could be randomly selected to contribute to the whole group.
Listen as the following statements are being read aloud:
Comment- Comment on which statement brought up emotions for you today (this could be anger, excitement, upset, etc.) and why? Read through and comment on three of your peers’ thoughts. Start with @Name so the person knows your commenting on them!
Pedagogical Rationale: Read statements like, “women have the same opportunities as men, school uniforms should be mandated, plastic water bottles should be outlawed”. This may look a little bit like a debate, as students from either side tend to defend their position to those on the other side. Have students talk to one another as to why they are on that side. Randomly select students to share one of their responses for agreeing or disagreeing.
Teaching Suggestions: Use popsicle sticks when choosing students to participate and set aside the ones you have already selected. This way, you are not picking the kids that raise their hands, and you are not “picking” on students. Choose statements that will engage your students.
Remind students of being civil and respectful as their "opposition" speaks and shares their evidence to support their argument.
Standards Mapping
CCSS.ELA-LITERACY.W.7.1.B- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Supplementary Resources: Here are a few more prompts from The New York Times that you can reframe into a statement for the class.
https://www.nytimes.com/2017/03/01/learning/lesson-plans/401-prompts-for-argumentative-writing.html
Learning Intention: Your target for the day is to choose a topic and create a strong claim statement.
Choose a topic, any topic in the world! You can use one that we have already discussed in class, or an entirely new one. Make sure you can back up your thoughts with evidence!
Listen to the video about claims on this website (Study.com, 2019) to help you write out your claim. Additionally, take a look at the two images below that are examples of claims. You can follow that format to help you get started.
Comment- Share your claim and why you chose the topic. Read other students' posts and comment on 1-2, explaining why you agree or disagree with them. Start with @Name so the person knows your commenting on them!
Pedagogical Rationale: The claim statement is the essence of the argumentative paper your students will be writing. Making sure that their claim is written correctly will ensure that they can move on to the next step in the writing practice, and have the tools to write an effective argument.
Teaching Suggestions: Set up a table somewhere in your room and make that the “help” table. You can encourage students who you know do better with regular check-ins or are required to have check-ins per their IEP. Students can stop by for a brief period of time or set up shop there.
Common Core uses the word “claim”, but “thesis” was used in the past. Make sure to use claim, as this is the vocabulary of the Common Core State Standards through high school as well.
Standards Mapping: CCSS.ELA-LITERACY.W.7.1.A- Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
Supplementary Resources: If you have students who don’t know what topic to do, or say something like, “nothing sounds interesting”, then consider giving them this list of topics to help choose.
Learning Intention: To cite an article, support your reasoning with relevant text evidence, and identify the counterclaim.
Now that you have your claim, let’s back it up with evidence! We are going to practice doing this by reading an article together and supporting your opinion. As I read the article aloud, please listen, you can also follow along on your iPad, or look at the board as I highlight where I am reading. Below you will find the PDF of the article.
Based on the argument we read, does the author argue we should get rid of the penny or not? Think about this, which “side” is stronger? The author argues we should get rid of the penny, this is their claim!
We are now going to practice organizing our thoughts using the graphic organizer below, making sure to acknowledge the counterclaim.
Comment- Do you think the author of the scholastic article wrote an effective argument? Why or why not? Comment on 2 peers’ posts stating whether you agree or disagree with them and why.
Pedagogical Rationale: When graphic organizers are used in instruction as a follow up to reading, student learning outcomes improve (Hall & Strangman, 2008). Additionally, many students have graphic organizers written into their IEP accommodations. While other students don’t, this is a great learning opportunity for students to practice sorting out their thoughts so that when they move through their education, they are able to effectively and efficiently get their point across.
Teaching Suggestions: Use popsicle sticks when choosing students to participate and set aside the ones you have already selected. This way, you are not picking the kids that raise their hands, and you are not “picking” on students.
Put the finished example you did together in class up somewhere in the room or on your Learning Management System. By doing this, you can refer students to it as a mentor text.
Standards Mapping:
CCSS.ELA-LITERACY.RI.7.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.7.1.B- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Supplementary Resources: There are additional graphic organizers here.
Learning Intention: To create your own graphic organizer and support your reasoning with relevant text evidence.
Create your own graphic organizer on paper or on your iPad. Begin with stating your claim and moving on to the points you want to make in your argument. Check out the video below from The Learning Portal that shows a variety of graphic organizers and ways to use them!
Once you've created your graphic organizer and filled in your claim, look for articles that support your opinions, as well as articles that address the counterclaim. Read through them, pull text evidence, and be sure to cite. If you can't quite remember how to cite, look back at the lessons we've done in class and take a look here, at Purdue OWL.
Comment- Write a comment about which way you chose to organize your thoughts and explain why. Comment on 1-3 other students’ posts suggesting other things or asking questions for them to respond to.
Pedagogical Rationale: Similar to what was stated before, when graphic organizers are used in instruction as a follow up to reading, student learning outcomes improve (Hall & Strangman, 2008). This is an opportunity for students to create their own graphic organizer or find one that suits their needs as they won’t always have them given to them.
Teaching Suggestions: Provide graphic organizers for students to use if they would rather use a generic one. Or, you could provide graphic organizers just to the students with IEPs and those who are working on their executive functioning skills.
Standards Mapping:
CCSS.ELA-LITERACY.RI.7.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.7.1.B- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
Supplementary Resources: There are additional graphic organizers here. Consider including additional articles for students who are still working on their research skills. Articles can be found on NewsELA, Scholastic, CommonLit.
Learning Intention: To draft your argumentative paper for an extended period of time without stopping. Use transition words to move the reader through your paper.
Writer’s block is real! Watch the video below from FAST Screenplay about why we get it and how to overcome it!
Use your completed graphic organizer and begin your first draft. The expectation is that you are drafting for the entire 10 minutes without stopping. At the end of the 10 minutes, take a 2-minute break.
After your first break, refer to this list of transition words to create cohesion in your writing. You can use these words, or others that you know of, but don’t use the same one twice!
Continue to write for 10-minutes and take a break for 2-minutes. This may be difficult, but it will be worth it when you have your strong argumentative paper written out!
Comment- Write out a few transition words that you either learned today or want to make sure to use in your paper. Are there any words that you don’t want to use in your paper? Read through other comments and comment on transition words that you like. You can also add some information and/or ask a question.
Pedagogical Rationale: Building writing stamina is done through practice. Putting a length requirement on a project is inequitable, in my opinion. Students who are English Language Learners will have less written out in a 10-minute period compared to their native English-speaking peers.
The 10-minute increment was chosen because teenage brains have an attention span of 10 to 12 minutes (Vawter, 2009). Additionally, movement gets students temporarily away from the work at hand and helps the flow of oxygen to the brain.
Teaching Suggestions: The fear of writing the wrong thing or being wrong is an overwhelming feeling, especially for middle schoolers. Consider having a “help” table where you can work 1:1 with students who would benefit from more teacher time. Invite students to the table who have accommodations so that you can meet their needs.
Also, I have found that students have great verbal ideas, but can’t write them down fast enough. Type or write exactly what they say. This takes the frustration out of typing and students immediately feel successful as they already have four sentences written down in a matter of a few minutes!
Standards Mapping
CCSS.ELA-LITERACY.W.7.1.C- Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-LITERACY.W.7.1.D- Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.7.1.E- Provide a concluding statement or section that follows from and supports the argument presented.
Learning Intention: To self-check for grammar, spelling, mechanics, and reflect on learning.
Move through the self-reflection document while reading out loud through your argumentative paper. When you have read through your work and gone through the document take a look at the rubric below. Rate yourself using the rubric and explain why you think that you deserve that. Submit your draft when you’re ready for the next step, peer feedback!
Comment- What areas did you do well on and what areas need improvement? How do you plan to enhance your work? Comment on 1-3 other students’ posts suggesting other things or asking questions for them to respond to.
Pedagogical Rationale: Having students read their papers out loud helps them identify repeated words, incomplete sentences, run on sentences, etc. Making sure to have ending punctuation and capital letters may seem simple, but it is a frequent error in middle school writing. Helping students go through the revision, edit, and reflection process will enhance their writing and make their argument stronger.
Teaching Suggestions: I am using my district’s rubric, but you can substitute your own. Encourage students to be honest in their feedback to themselves. Emphasize that this is for them and doesn't count against them, you are looking for honest and thorough responses.
Standards Mapping
CCSS.ELA-LITERACY.W.7.1- Write arguments to support claims with clear reasons and relevant evidence.
Learning Intention: The intention is to provide positive as well as constructive feedback to your peers. Also, it is to make revisions and submit your argumentative piece.
Watch the quick video below by John Spencer from YouTube on how you’re going to give your partner feedback. Here’s a visual chart of what the video goes through. You can use this to refer back to as you move through your feedback.
After both of you have gone through the process, make changes based on the list of future revisions you made with your partner. At this point, it’s time to submit your work. Submit your paper through the online submission!
Wait, you're not quite done! Please retake the survey now that we're at the end of the unit. Again, please be honest so that your teacher can reflect on the module and how to better help you succeed.
Comment- What areas did your peer do well on? What do you remember from their paper? Comment on other students’ posts, noting any similarities and/or differences.
Pedagogical Rationale: Rather than read through the entire piece, students will paraphrase and work on highlighting their work. Earlier it was mentioned how teenagers have a limited attention span of 10 to 12 minutes; reading the entire paper can use a decent chunk of this time, it can be monotonous, and easy to tune out. However, if students are listening and taking very brief notes, they can refer back to them rather than solely relying on their memory.
Teaching Suggestions: Consider modeling this with a previous student’s paper or a different writing piece since this feedback isn’t solely for argumentative writing.
You will be assessing students' writing using the district rubric linked earlier. It is attached here, as well, for your convenience.
Standards Mapping
CCSS.ELA-LITERACY.W.7.1- Write arguments to support claims with clear reasons and relevant evidence.
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