Running head: ARGUMENT ESSAY: JITT LESSON 1

Argument Essay: JiTT Lesson

Crystal Weltikol

OTL504-1 Social, Ethical, and Legal Issues in 21st Century Learning

Colorado State University Global Campus

Michael Miller

September 10, 2017

Argument Essay: JiTT Lesson

Argument Essay: JiTT Lesson 2

Crystal Weltikol
JiTT Lesson
September 10, 2017

Standard Information:
Writing an Argument Essay (topic of the students choice)
Teacher: Mrs. Crystal Weltikol
Grade Level: Juniors/Seniors College Prep Writing

Lesson Description:

Students will brainstorm ideas for an argument essay. Students will then select their top
three picks and create outlines based on the top three. After this is done, students will
select their best topic and create an outline. Students will begin research in order to
support their argument while writing their essay.

Objectives:
- Students will brainstorm topics appropriate for Argument Essays
- Students will develop outlines to help focus points of essay
- Students will properly research main topic
- Students will understand proper MLA citations
- Students will demonstrate understanding of proper Argument paper
standards

Concepts and/or Key Words and Definitions:

1. MLA Works Cited and In-Text Citations
2. Argument essay requirements
3. Properly identifying credible online sources (CRAAP)

Students Background Knowledge:

This lesson should be a review on how to brainstorm and outline various topics. The
argument should also be a review, but focusing on main points determined by the essay
rubric and requirements for higher-leveled education.

Materials and Teaching Aids:

- Students should have a writing utensil
- Students should have their binders for notes
- Students will be working on classroom laptops when writing and researching
the Argument Essay
- Students should follow the CRAAP instructions, as well as the essay rubric

Classroom Management Suggestion:

- I will review the classroom policies and netiquette when researching and
using school laptops.
Argument Essay: JiTT Lesson 3

- I will orally assess what students know when it comes to discovering and
using credible sources
- I will review how to properly cite sources and information researched using
MLA format (following PURDUE OWL standards)
- I will have students follow C.R.A.A.P. for source credibility (posted in the
room)
o Currency: the timeliness of the information
When was the information published or posted?
Has the information been revised or updated?
Is the information current or out-of date for your topic?
Are the links functional?
o Relevance: the importance of the information for your needs
Does the information relate to your topic or answer your
question?
Who is the intended audience?
Is the information at an appropriate level (i.e. not too
elementary or advanced for your needs)?
Have you looked at a variety of sources before determining this
is one you will use?
Would you be comfortable using this source for a research
paper?
o Authority: the source of the information
Who is the author/publisher/source/sponsor?
Are the authors credentials or organizational affiliations given?
What are the authors credentials or organizational affiliations
given?
What are the authors qualifications to write on the topic?
Is there contact information, such as a publisher or e-mail
address?
Does the URL reveal anything about the author or source?
(ex: .com, .edu, .gov, .org, or .net)
o Accuracy: the reliability, truthfulness, and correctness of the content,
and
Where does the information come from?
Is the information supported by evidence?
Has the information been reviewed or refereed?
Can you verify any of the information in another source or from
personal knowledge?
Does the language or tone seem biased and free of emotion?
Are there spelling, grammar, or other typographical errors?
o Purpose: the reason the information exists
What is the purpose of the information? To inform? Teach? Sell?
Entertain? Persuade?
Do the authors/sponsors make their intentions or purpose
clear?
Argument Essay: JiTT Lesson 4

Is the information fact? Opinion? Propaganda?

Does the point of view appear objective and impartial?
Are there political, ideological, cultural, religious, institutional,
or personal biases?
o Scoring each category from 1-10 (1=worse, 10=best possible)
o 45-50 Excellent / 40-44 Good / 35-39 Average / 30-34 Borderline
Acceptable / Below 30 Unacceptable

Assessment:
- Students will be assessed in participation when brainstorming and creating
an outline for the potential topic choices for the Argument essay.
- Students will be orally assessed on what they know or dont know when it
comes to finding credible online sources.
- The final assessment will be the final Argument essay on a topic of the
students choice, and having various sources supporting their opinion
(following MLA format and C.R.A.A.P. guidelines).

Links outside this lesson:

This lesson should be a way for students to fully understand how to brainstorm topics
used for writing, outlining and organizing information for writing an essay, and
following a rubric and netiquette while researching and writing an essay.

Relevant Standards:
1. Empowered Learner: 1c, 1d
2. Digital Citizen: 2a, 2b, and 2d
3. Knowledge Constructor: 3a, 3b, 3c, and 3d
4. Computational Thinker: 5b, 5c

Netiquette Polices and Expectations (posted in the classroom)

Policy
1 Using the Districts electronic
networks is a privilege
2 No food or drinks, lotions or
combs near the computers.
3 Log on using your own login,
under the correct student
network.
4 Dont fool around with the
desktop, C drive, icons or
keyboard.
5 Make sure to listen to all
directions according to the
Effectiveness
Any violation during the use of the
Districts electronic networks may lead to
denial, revoking, or suspension of access.
Leave these items in the classroom or in the
designated area of the library.
Avoid the public network in order to access
the proper programs.
By not doing this, it is easier for the teacher
to explain instructions and for students to
follow them.
In order to use class time appropriately and
accomplish daily work in a timely manner.
Argument Essay: JiTT Lesson 5

assignment at hand.
6 Follow guided instructions on
proper websites to use for the
assignment (be sure to use
trusted websites)
7 No hacking or gaining
unauthorized access to files,
resources, inappropriate
websites or entities.
8 Wastefully using resources.
9 Avoid posting material authored
or created by another, without
his/her consent and posting
anonymous messages.
10 Properly log off all sites and
networks when using public
computers and networks.
Websites should be appropriate to the
assignment and trusted (avoid wikis) and
find an author/publication date. If a website
that is appropriate is blocked, please see a
teacher for access.
Only use files provided through the school
when on the computer. Avoid social media
pages, as well as other websites, such as
email, personal browsers (Amazon, etc.) or
gaming. Most websites listed above are
blocked by the school for a reason.
This includes file space, printing paper, and
colored ink.
All sites must be properly cited according to
the format required.
In order to protect personal information and
files when using public computers.

Brief Summary

There are a variety of sites available on the web for students to use when

researching. It can be extremely difficult for students to decide what a credible source

is, especially with the amount of time they spend on social media apps, etc. It is critical

to review ISTE standards, focusing especially on Digital Citizenship (2017). By having

classroom rules of netiquette posted in the classroom and reviewed when using school

computers (or computers in general) students can follow Digital Citizenship 1b:

students cultivate and manage their digital identity and reputation and are of the

permanence of their actions in the digital world (2017). Even though students arent

posting anything regarding this particular assignment, they can be aware of what sites

they are using or if they are saving any information to the cloud. Students can also be
Argument Essay: JiTT Lesson 6

safe when using school technology and only use its resources for school assignments

and follow the schools handbook regarding this interaction (Digital Citizenship: 2b &

2d, 2017). Students will also follow the CRAAP guidelines (Bluford Library, 2017),

reviewed before beginning research and posted in the classroom throughout the process

of writing the essay (or any essay). By following these guidelines, students will know

they are finding credible and reliable sources when supporting their opinion(s) while

writing. This will also help them when identifying what is needed for MLA format and

citations, in and out of the text (Purdue Owl Writing Lab, 2017).

References

BluFord Library. (2017). Evaluating web resources: CRAAP. SpringShare.

http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505.

Brame, C. (2017). Just-in-time teaching (JiTT). Creative commons Attribution.

https://cft.vanderbilt.edu/guides-sub-pages/just-in-time-teaching-jitt/.
Argument Essay: JiTT Lesson 7

Kea, C., Campbell-Whatley, G. and Richards, H. (2006) Becoming culturally responsive

educators: rethinking teacher education pedagogy. NCCREST.

https://www.champaignschools.org/sites/default/files/Teacher_Ed_Brief.pdf.

ISTE. (2017). ISTE standards for students. International Society for Technology in Education

(ISTE). http://www.iste.org/standards/standards/for-students.

Purdue Owl Writing Lab. (2017). MLA formatting and style guide. The Writing Lab &

The OWL at Purdue & Purdue University.

https://owl.english.purdue.edu/owl/resource/747/01/.