Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teacher’s instructional pacing and delivery.

STUDENT OUTCOMES/SUGGESTED INSTRUCTIONAL ACTIVITIES

Instruction

Lesson opener: If students need a review, the teacher can show “How to Write A Good Argument Essay”
The teacher may also choose to have students watch “The Argument Sketch” from Monty Python’s Flying Circus as a comedic example of an argument. While watching, they take notes on the arguing that they see. Debrief by evaluating the argument participants for their effectiveness in creating a sound argument, and discussing how contradiction is not a valid argument technique. To have an effective argument, two sides of a position must be presented equally—though only one side is endorsed
The teacher should lead students through an examination of an example/model of an argument essay. Complete the analysis using Resource 1. Differentiate this process based on students’ needs: read aloud, chunk text, model identifying claims and evidence, etc. David Zinczenko’s “Don’t Blame the Eater” is a model essay.
Students read the prompt for their argument essay:
1. Read the following quote from writer Jamaica Kincaid. “No word can hurt you... No idea can hurt you. Not being able to express an idea or a word will hurt you much more. As much as a bullet.” Write an essay agreeing or disagreeing with this statement. Support your argument with evidence from the texts studied in this unit.
Students identify the claim in Kincaid’s statement. Considering the needs of the students, discuss in pairs, or as a whole group.
Students complete the pre-writing activity, Resource 1. Consider having students use think-pair-share at different points in the process to clarify claims and generate counter-claims. For example, students who disagree could work together to develop their counter-claims and rebuttal.
Students draft a complete essay, and participate in peer and teacher writing conferences. In the drafting process, model and analyze a claim paragraph that effectively connects evidence to the claim, as well as a counter-claim paragraph that provides effective rebuttal for a clear counter-claim. Student should use the Peer Editing for Argument sheet, Resource 2.
Students revise and edit their essays for publication.
Closure: Students share the significance of their arguments and/or the call-to-action from their essays.

CCSS STANDARDS ALIGNMENT

Writing
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Speaking and Listening
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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Last Updated 3/17/2020 1:13 PM

Day 24-25 – SEED 4

Lesson Calendar

Lesson Seed 4 – Day 24-25