Andrew Weber

Seniors Argumentative Writing/Discussion Panels Unit Plan

January 19th-March 6th
Unit Objectives (SWBAT):
use the claim-evidence-warrant argumentative structure in their own writing to
clearly define their opinions
how to create a list of criteria to determine whether evidence can support their
claim
developing problem solving skills in relation with creating claims that expresses
solutions to the problem
evaluate the quality of evidence for support of their article
understand various types of logical fallacies and how to determine a false
argument
analyze various forms of media for logical fallacies and their overall effectiveness
work in groups to present an expert-level discussion of a certain topic
use technology to help report their findings
lead a discussion around their topic and assessing other group members
Unit Overview:
The final project in this group is to conduct panel discussions in a class-wide setting. In groups,
the students will present a knowledgeable account of a certain (controversial) topic (GMOs,
data mining, government surveillance) and lead an academic discussion around the topic.
Before this project, the students will develop argumentative skills based around Hillocks claimevidence-warrant structure in which students must develop a claim that is rooted around
evidence and warrants (or criteria) to support the evidence in relationship to the viewpoint of the
claim. Students will be studying various modalities to determine claims (commercials,
television, news articles) and debate the effectiveness of claims.
Logical fallacies will further the students understanding of argumentative claims. By analyzing
false or ineffective arguments, the students will use Hillocks structure to then create their own
argumentative writing based around various assignments in the classroom. Logical fallacies
also allows for more deep analysis of media literacy and audience persuasion.
We then transition to the panel discussion groups. Each class will break up into 6 groups based
on six topics:
1) Obamas Free Community College Initiative
2) Corporate Data Mining
3) Ethics in Advertising
4) GMOs in Food
5) Government Surveillance
6) Fat Tax/Healthy Food in Schools

Students will work in groups to organize research (evidence) on the topic and create their own
opinions (claims). Through group inquiry, each group will present their findings/opinions and to
lead to a discussion that generates furthering questioning and debate. They will also be using a
visual aid (Prezi) with their discussion.
Common Core Standards:
CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.
CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues,
building on others ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring to evidence from texts and
other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.1b Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions
that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or
issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize
comments, claims, and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required to deepen the
investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are appropriate to
purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence
and o add interests.

Week of January 19th

MONDAY: NO SCHOOL
TUESDAY:Room for Debate Claim
Identification Handout
Handout
SWBAT:
-examine how writers use claims to structure their
argumentative stance
-read different stances on a hotly debated topic (ISIS
recruitment)
-begin to use evidence to back up claims

WEDNESDAY: Hillocks (Claim-Evidence

Warrant) Presentation
Queenie Mystery Handout
Presentation

In Computer Lab, students will read 3

articles from Room for Debate
Room for Debate-Jihadist Soldiers
-Fill out handout finding 3 claims every 3
sources
-Print out handout

Lesson Plan

-develop an understanding of how to form claims as a

debatable statement
-determine what can be considered as suitable
evidence to back up a claim
-apply warrants to show how the evidence supports
the claim
-use the claim/evidence/warrant structure to develop a
stance on a short mystery story

THURSDAY: Mascot Warrant Creation

Presentation

Lesson Plan

FRIDAY- MSU CLASS

Week of January 26th
MONDAY: Introduction to Logical Fallacies

Lesson Plan

TUESDAY: Logical Fallacies Handout

Computer Lab Handout
Handout

Research any 4 logical fallacies online

-Fill out handout

WEDNESDAY: Logical Fallacies Handout

Logical Fallacies in Advertisement

Lesson Plan

THURSDAY: School Canceled

FRIDAY: MSU CLASS
Time Magazine Article (Search for Logical
Fallacies)
Time Article

Week of February 2nd

MONDAY: CLASS CANCELED
TUESDAY: CLASS CANCELED
WEDNESDAY: Logical Fallacies Quiz
Introduction to Panel Discussion Project
Project Overview Handout
Class Groups

Lesson Plan

THURSDAY: Panel Discussion Research In

Computer Lab
Handout

Students begin to do research in the

Computer Lab
-Focus: Research of news stories/personal
stories

Friday: Panel Discussion Research in

Computer Lab
Newsworthy

Need to have at least 3 stories by Monday

Week of February 9th

MONDAY: MLA Format Workshop

Lesson Plan

TUESDAY: Bibliography Handout

(In Computer Lab)

Students need to create a bibliography

page (MLA format)

WEDNESDAY: Work Day-Panel Discussion

Rubric
Checklist

Lesson Plan

THURSDAY: Prezi Video

Question Brainstorm Handout
Workday

Lesson Plan

FRIDAY: NO SCHOOL

Week of February 23rd

*Students will be in the Computer Lab
*Working in groups to complete the project
MONDAY: Work Day
TUESDAY: Work Day
WEDNESDAY: Work Day

THURSDAY: Presentations Begin

NO SCHOOL
FRIDAY: NO SCHOOL
Week of February 23rd
MONDAY: Presentations Begin

1st Hour: GMOs

4th Hour: Extra Credit
5th Hour: Extra Credit
7th Hour: Extra Credit

TUESDAY: Computer Lab (FAFSA

Information)
-Further Completion of Projects
WEDNESDAY: Presentations

1st Hour: Government Surveillance

4th Hour: Government Surveillance
5th Hour: Computer Lab
7th: GMOs

THURSDAY: Presentations

1st Hour: Free CC

4th Hour: Ethics in Advertising
5th Hour: GMOs
7th Hour: Fat Tax

FRIDAY: Presentations

1st Hour: Fat Tax

4th Hour: Free Community College
5th Hour: Fat Tax
7th Hour: Government Surveillance

Week of March 1st

MONDAY: Presentations

1st Hour: Ethical Advertising

4th Hour: Data Mining
5th Hour: Ethical Advertising
7th Hour: Data Mining

TUESDAY: Field Trip

WEDNESDAY: Computer Lab (Extended
Testing-Missing Students)
Web Article Search
THURSDAY:

1st Hour: Data Mining

4th Hour:Fat Tax
5th Hour: Data Mining

7th Hour: Ethical Advertising

FRIDAY:
Group Reflection Handout

1st Hour: Party

4th Hour: Inside Man-Data Mining
5th Hour:Free Community College
7th Hour: Inside Man-Data Mining