1

SpringBoard Writing Workshop: Argumentative Essay Activity 4

Argumentative Essay
Activity 4 Part 1
Teacher: Chasity Klein
Class: C
ores 1 - 5

Date: 2/28/15

Purpose
To independently write an argumentative essay incorporating key elements learned
(claim, reason, counterclaim, rebuttal, grammatical moods).

Objective
Write arguments to support claims with clear reasons and relevant evidence
Produce clear and coherent writing in which the development, organization
and style are appropriate to task, purpose, and audience
With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have
been addressed.
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking,
reading or listening.
Engage effectively in a range of collaborative discussion (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others ideas and expressing their own clearly.

Common Core Standards

8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one. in groups,
and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others ideas and expressing their own clearly.
d. Acknowledge new information expressed by others, and. when warranted. qualify or
justify their own views in light of the evidence presented.

GLOs
Community Contributor: The understanding that it is essential for human beings to
work together
Complex Thinker: The ability to demonstrate critical thinking and problem solving skills

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 4

Hawaii State Teacher Standards

Standard 4 Content Knowledge (a): The teacher effectively uses multiple

representations and explanations that capture key ideas in the discipline, guide
learners through learning progressions and promote each learners achievement of
content standards.
Standard 5 Application of Content (e): The teacher develops learners
communication skills in disciplinary and interdisciplinary contexts by creating
meaningful opportunities to employ a variety of forms of communication that
address varied audiences and purposes.
Standard 8 Planning for Instruction (i): The teacher develops appropriate sequencing
of learning experiences and provides multiple ways to demonstrate knowledge and skill.

Assessment:
A class competition in which groups will be competing to be the first to chose their essay
topic.

Group Participation

Advanced

Proficient

Novice

Every group member

was engaged in the
group activity and
participated in
answering review
questions.

Some members in group

engaged in the group
activity and participated
in answering review
questions.

Group members rarely

engaged in the activity.
Group members did not
attempt to answer
review questions.

Materials
Teacher Materials
Dry erase board or chalkboard
Dry erase marker or chalk
A rolling die
List of review questions
Student Materials
RC reading book
SpringBoard Writing Workshop handout
Writing tools (pen, pencil)
Notebook or loose leaf paper

Procedures:
Before class
o on eraser board write class itinerary and class extended work.
Cores 1-5 Feb 28, 2015
1. Book Check RC + H/O

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 4

2. RC Log update
3. Extended Class Work
RC reading + log
Reflection on Activity 3
Do research on selected topic
Bring in 4 sources (2 for and 2 against)
4. Turn in Activity 3 work
5. Start Activity 4
Brainstorm
Numbered Heads Together game
Topic selection
Students will enter classroom in an orderly fashion
Teacher will take attendance
Teacher will do a book check
Teacher will have students update RC logs
Teacher will go over extended class work and class itinerary
Have students identify parts of final draft. For those partners who are not in
possession of the final, turn in individual works.
During the collection of essays, teacher is to pass out new rubric for specific
students.
Begin lesson

Into
(2 min)
Get students attention. Teacher will give an overview of Activity 4, independent
argumentative essay.
1. Take time to praise students on their good work. They have been writing
intensively these past few weeks. (1 min)
2. Introduce Independent Argumentative writing, let students know they will
be allowed to select their own topic for or against. However, it will be limited
to 2 people per topic (one for and one against), meaning that no one will be
writing the same essay. (1 min)
3. Have students take out a piece of paper and pen to do a brainstorm, have
students aim to list at least 10 topics theyd like to write about, in case their
first choice gets taken. Give them 5 minutes. (6 min)

Through
(36 min total)

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 4

Numbered Heads Together

(36 min)
1. Introduce Numbered Heads Together game. Go over rules and
procedures of the game.
a. Groups assign each member a number 1 - 4
b. Move desks and chairs
c. Teacher will pose a question to class. Answer must be a
definition and an example (provide example: what is TLQC?
transition, lead in, quote, citation: In addition, you should
never be ashamed of who you are, as Queen of Arendale
proclaimed, here I stand and here Ill stay...let it go (Buck
and Lee, Frozen)
d. Students will be given 10 seconds to think individually and
10 seconds to discuss in groups to make sure everyone
understands
e. Bell will ring to indicate end of time, first ring will be end of
individual time and beginning of group discussion 2nd bell
will be end of discussion. students must remain quiet.
f. Teacher will roll die and call out number.
g. The students with that number will quickly walk to the
board (NO RUNNING) and write the definition.
h. First to finish writing will shout out group number and
raise hand, teacher will call and give opportunity to give
verbal example.
i. First to answer both correctly gets point.
j. At end of game group with highest number of points gets to
select topics first.
2. Have groups assign numbers.
3. Have class stack chairs and move desk to the side to create safe
environment for game.
4. Have groups huddle in their groups, standing. Check if everyone is
ready by asking Are you ready to begin?
5. Begin Game
a. What is a counterclaim?
b. What do grammatical moods create? For the example name
me 2 grammatical moods.
c. What is a claim?
d. What is an imperative mood?
e. What is a rebuttal?
f. What must be included in a conclusion of an argumentative
essay?
g. What is a gerund?

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 4

h. What is a complex sentence?

i. What is the difference between reason and evidence?
6. Name group with highest points. If any ties, randomly select a
group number to have students junken poe.
7. Have students inform you of their topic, write it down, remind
students that they cannot select same topic unless they are doing
the inverse of their stance.

Wrap up
1. Have students move tables and chairs back (all cores but core 1)
2. Remind students of their homework.
3. Thank them for their participation and their work.

Extension Activity
Homework Assignment
Do RC reading and Log
Type up first draft and bring it in Monday
Bring in outline and close read sources Monday

Adaptations
Core 2
student 1:
Check that student understands, ask student what each
grammatical mood is when visiting groups.

Core 5
student 1:
Check that student is participating and heard directions.
student 2:
List of class itinerary will be located on board for student to
copy down and follow.

Modifications
These students will be given a different rubric and a small handout on persuasive
language. They will be graded on the 9th grade version of the SpringBoard Writing
Workshop of the rubric for the same activity. I have already spoke to the student
individually to let them know that they have been excelling in all their writing activities so
I will be grading them on a separate rubric with asks for more from them. I have
informed them it is a high school level rubric.
Core 1 3 students
Core 4 5 students

Chasity
Klein

SpringBoard Writing Workshop: Argumentative Essay Activity 4

Core 5 1 student

Chasity
Klein