Understanding Argument

Grade: 11th

Essential Questions:

 Overarching: How do authors use a variety of strategies to form a strong argument?

 Topical: What components are needed to formulate a strong Argumentative Essay?

By: Ashley Bason

May 14th, 2018
 Bason 2

Dear Readers,

Thank you for taking the time to review my Unit Plan. As you look through my unit plan, I hope
you will be able to notice the amount of time and effort I put into it in order to prove to myself
the work ethic I possess in my journey to becoming an effective teacher.

Through this assignment, I learned about the amount of effort that goes into creating a unit plan.
Choosing the topic for my unit plan proved to be the easiest part of the process for me. What
followed next were many revisions as I looked for texts and instructional activities that would be
both engaging and relevant. I learned that you may have exciting activities for your students, but
you should always ask yourself how are the activities relevant to the lesson. As a teacher, you
want to ensure that you are having your students complete tasks that relate to the learning targets
and Common Core Standards. By ensuring that activities align, the teacher is ensuring that
students are remaining focused and developing the skills that are deemed important by the state.

I use to believe that minimal effort had to be placed into curriculum planning due to the
resources available to teachers on the Internet. However, I quickly learned that that is not always
the case. As a teacher who knew the angle of their unit plan, I found it difficult to find other
curriculum guides that aligned completely with how I wanted to teach the lesson. I now realize
that as a teacher, many hours can go into planning an effective lesson that has been taught many
times. Depending on your students, you will find more text more effective than others. For
example, you will notice that I included OP-ED’s. As the years progress, the OP-ED’s used will
change in order to remain current with hot topics in society. My ideas about curriculum planning
have shifted to realizing the amount of effort and editing that comes along with creating good
curriculum. As you fully plan out your lesson, you may realize that some areas do not align.
Meaning, you will have to make corrections to parts in which you thought were already
complete. It is very helpful to have input from others in your subject area. I have bounced ideas
off of them and called one on occasions in order to ask if parts of my unit plan sounded engaging
or aligned with my learning targets.

This unit plan has both strengths and weaknesses. I believe the strengths this unit plan possesses
are the engaging instructional activities. Due to longer high school periods, I wanted to ensure
that students would be able to stay engaged throughout the class period. You will notice that
each period has both independent and group work components in order to allow for independent
critical thinking and working collaboratively. As for weaknesses, I believe that I could have had
a better variety of text. I used two texts from Martin Luther King, Jr. because these were the text
I found most effective in my learning when covering a similar unit in AP Language.

I hope that you will recognize the amount of effort I placed into this unit plan, and the abilities I
possess as a teacher candidate.

Sincerely.

Ashley Bason
 Bason 3

III. Unit Overview

Learning Targets:

Writing LT: Students will be able to (1) use reasoning to connect evidence back to claims and
anticipate and refute counterargumentsconnect evidence back to claims by using reasoning, and
(2) anticipate and refute counterarguments with counterclaims in order create organization and
logically advance their argument.

CCSS: ELA-LITERACY.W.11-12.1.A. Introduce precise, knowledgeable claim(s),

establish the significance if the claim(s), distinguish the claim(s) from alternate or
opposing claims, and create organization that logically sequences claim(s),
counterclaims, reasons, and evidence.

Rationale: When one wants to make an argument, it is important for them to be able to
establish a clear connection between their claim and the evidence they are using to
support the claim. When writing an Argumentative Essay, students need to be able to
advance their argument. In order to advance an argument, one has to be able to present
counterclaims and supporting evidence. However, the supporting evidence used needs to
be able to connect with the claim(s) to create organization and logically advance the
argument.

Grammar LT: Students will be able to use commas in order to create an organization that
logically connects ideas and introduces evidence in theircombines a direct quote with the name
of the speaker and additional speaker information, such as their profession, in writingthe writing
of their an Argumentative Essay.

CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Rationale: When making an argument, it is important to include direct quotes from

credible sources in order to make the argument stronger. However, it is not enough to
simply include a direct quote. The writer should include information about the speaker of
the direct quote so that the reader knows why the quote should be noted as a strong
addition to the argument. In order to combine direct quotes, the name of the speaker, and
additional speaker information, the writer must understand how to properly uses commas.
The use of commas allows for the reader to understand the information, and the paper to
have a logical organization.

Digital Literacy LT: Students will be able to utilize digital media, such as Screencast-O-
Matic.com, YouTube, PowerPoint, or Prezi , and visual aids in order to create a Public Service
Announcement.
 Bason 4

CCSS.RL11-12.5
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 to add interest.

Rationale: Within a classroom, there is diversity among students’ intellectual abilities.

Some students are “better” at writing paper, while others have a more visually artistic
side. By allowing for students to utilize technology, the teacher will be able to assess
students in a presentation mode that may be more comfortable for their learning style.
 Bason 5

Texts
LT # & Key Title, Author, & Genre Year Other Distinguishing
Word(s) Genre Characteristics1
LT1; Biblical “Letter From Letter 1963 Many biblical references,
References; Birmingham Jail” establishes a connection
Understanding (Dr. Martin Luther with his audience in a
Audience King, Jr.) unique way, room for
discussion about how to
use references within an
argumentative piece
LT1; Evidence; “I Have a Dream” Speech 1963 Use of historical
Understanding Speech (Dr. Martin references in order to
Audience; Luther King, Jr.) advance argument;
Imagery repetition of key phrases;
different punctuation
uses; multiple passages
with complex metaphors
LT1; LT2 “Twitter is sick. OP-ED 2018 Use of less formal
Claims; The prognosis is language; interesting
Counterclaims; grim.” (Christine introduction; asking
Persuading; Emba) reader rhetorical
Speaker questions; statistics
Information (evidence)
LT1: Evidence “Types of Evidence Informational n/a Explicitly explains four
in Persuasive/ Handout different types of
Argument Papers” evidence with examples;
easy to understand; can
be utilized as a quick fact
checking sheet while
writing paper
LT3: Imagery; “Nature Image n/a Image with minimal
visual aid; Conservancy” words and phrases;
Exploring (Kevin Kallaugher) students must draw their
Argument own conclusions based
off of image; message
about saving the
environment, but
contains many layers

1
How is this text different from the others in terms of genre (realistic fiction, dystopia, fantasy, etc.), form (chapter
books, poetry, short stories, plays, etc.), media, setting (location, time), or featuring authors and protagonists who
are culturally diverse (different from other texts in terms of race, class, age, language, body size, sexual orientation,
gender expression, or disability)?
 Bason 6

Essential Questions (EQs) & Rationale

 Overarching: How do authors use a variety of strategies to form a strong argument?
 Topical: What components are needed to formulate a strong argumentative essay?
 Rationale: Students will need to think about the different strategies used to formulate
strong arguments as they begin to explore various arguments and create their own. As
we start to think about our specific unit topic, students will need to think about
strategies that are used to write arguments in an essay format.
 Bason 7

IV. Assessment

Assessment Plan
LT Assessments
Include percentage of overall grade in unit (or “NG” if not graded),
assessment type – (in)formal, formative/summative – and brief
description.
Writing LT: Students
will be able to use
 (10%) Argument Analysis Paper: Students will be able to
reasoning to connect
analyze MLK’s “I Have a Dream Speech,” in order to create
evidence back to
an essay in which they analysis how he constructed his
claims and anticipate
argument. (Formative)
and refute
 Summative Assessment (see below)
counterargumentsconn
ect evidence back to
claims by using
reasoning, and
anticipate and refute
counterarguments with
counterclaims in order
create organization
and logically advance
their argument.
Grammar LT:
Students will be able
 (NG) Exit Slip: Student will be able to demonstrate their
to use commas in
understanding of comma placement by completing an Exit
order to create an
Slip. (Informal)
organization that
o Directions: Using the blank space below, revise the
logically connects
following sentence, which may be found in an
ideas and introduces
Argumentative Essay. Be sure to include
evidence in
punctuation. Finally, in one to two sentences
theircombines a direct
explain your comma placements.write a sentence
quote with the name
that may be found in an Argumentative Essay. Be
of the speaker and
sure to include proper punctuation. Finally, in one
additional speaker
to two sentences, explain your comma placements.
information, such as
their profession, in
writingthe writing of
their an
Argumentative Essay.
Digital Literacy LT:
Students will be able
 (10%) Creation of MLK Screencast: Students will be able
to utilize digital
to demonstrate their understanding of the screencast software
media, such as
by creating an MLK Screencast. (formal; formative
Screencast-O-
 Bason 8

Matic.com, YouTube, assignment)

PowerPoint, or Prezi , o Students will create a screencast using excerpts from
and visual aids in their Argument Analysis Paper.
order to create a  (40%) Summative Assessment: Students will be able to turn
Public Service their Argumentative Essay into a PSA in order to persuade the
Announcement. in class to agree with their position on a controversial topic.
which they persuade
the class to agree with
their position on a
controversial issue.

*The above Assessment Plan calculates to a total of 65% of the unit grade. The remainder 35%
will be divided among the “Homework” and “Classwork” grades.

Homework Grades:
 Homework Assignment (5%): Students will create two outlines: (1) MLK Argument
Analysis Paper, and (2) MLK Screencast-O-Matic.
 Homework Assignment (10%): Students will bring in a completed rough draft of (1)
their MLK Argument Analysis Paper, and (2) PSA in order for their classmates to be able
to help them with revisions.

Classwork Grades (Participation is calculated in the Classwork grade):

 Peer Review Day (20% ~ 10% per rough draft): Students will assist their classmates
with the revision of their MLK Argument Analysis Paper and PSA assignment.
(Participation)
 Free Write (5%): Students will write about whether or not they agree with the author’s
argument in their chosen OP-ED.

Grade Breakdown (100%):
 Homework (15%)
 Classwork (Participation included) (25%)
 Argument Analysis Paper (10%)
 Creation of MLK Screencast (10%)
 Summative Assessment (40%)
 Bason 9

Summative Assessment Assignment Sheet Handout & Rationale

Public Service Announcement:

In this unit, we have discussed how to formulate a coherent argument. We have discussed the
difference between claims and counterclaims. Claims are arguable statements, and counterclaims
as well as supporting evidence helps build the author’s credibility and advance the argument. We
have also examined how to employ figurative language (metaphors, similes, personification, etc.)
and utilize digital media and visual aids in order to appeal to our audiences’ various senses.

As we conclude our lesson, you will have the opportunity to utilize the skills learned and create a
Public Service Announcement.

You will choose one controversial topic from the OP-ED section of “The Baltimore Sun,” or
another online newspaper website, and create a Public Service Announcement (PSA) in which
you argue for or against the presented issue. You have three options on how you may present
your PSA:

1. Speech in front of the class

2. PSA Commercial (2-3 minutes in length)
3. Presentation using a visual aid (PowerPoint, Prezi, poster board, etc.)

All presentations should be between 3-5 minutes. There will be a penalty if your presentation
is under three (3) minutes. You will be graded on provided materials: hard copy of speech (1 ½
page minimum), uploaded media file, or submitted visual aid.

Schedule:

Below is a tentative schedule for the in-class components of the project.

Day One: Project Introduction; In-Class Workshop

 Will have access to laptop cart and classroom art supplies.

Day Two: In-Class Workshop

 Will have access to laptop cart and classroom art supplies. Please bring any other needed
supplies.

Day Three: Peer Review Day

Day Four & Five: Presentations

 Bason 10

V. Unit Calendar

Unit Calendar for Exploring Effective Argument Unit

Week One

Day 1 Day 2 Day 3

Monday (90 minutes) Tuesday ( 90 minutes) Thursday (90 minutes)
LTs: Writing LTs: Writing LTs: Writing

Focus: Establishing Argument Focus: Evidence in Focus: MLK Analysis Paper;

Argumentative Essays Understanding Historical and
Biblical References;
Understanding Audience
Instructional Activities: Instructional Activities: Instructional Activities:

1. (10mins): Warm-up: Craft 1. (15-20mins): Warm-up: 1. (2-3mins): Warm-up:

an argument about
“homework.” Your
argument should be at
least 1-2 sentences and
contain your position.
2. (12-15mins) Group Work:
Students will gather in
their pre-assigned groups
in order to read the MLK
speech aloud. Students
will be instructed to take
notes on what they notice
as each student reads.
They will be reminded to
pay close attention to any
aspect of the speech in
which they believe helps
MLK build his argument.
2. (20-25mins) Teacher-
3. (20-23mins) Independent
Work: After listening to
the speech read aloud,
students will return to
their seats and reread
MLK’s speech while
completing the
accompanied worksheet.
The worksheet will ask
As students enter the
classroom, they will be
instructed to write on
the board one piece of
evidence that either
supports or does not
support the prompt:
“Homework is essential
for student learning.”
As a part of the warm- 2. (10mins) Teacher-Led:
up period, the teacher
will pinpoint specific
sentences on the board
and discuss whether or
not it could be
considered a strong
piece of evidence.
3. (15-20mins)
led Lecture: The
teacher will use the
“Types of Evidence in
Persuasive/Argument
Papers” handout in
order to lecture about
the different types of
evidence that may be
used in Argumentative
As students are
walking into class,
have them read over
the Argument Analysis
assignment sheet.
Students should write
down any questions
that may arise.
The teacher will
review each section of
the assignment sheet in
order to ensure that
students are
knowledgeable about
their assigned task.
Independent Work:
Students will read
MLK’s “Letter from
Birmingham Jail” and
highlight any biblical
or historical references
they notice.
Afterwards, students
will answer the
question: How do the

students to do the
following: (1) explain
MLK’s argument in 2-3
sentences, (2) list 2-3
pieces of evidence MLK
adds to his speech, (3) do
you believe this speech is
an appropriate example of
a well written argument?
Why or why not? Include
textual evidence.
4. (10-12mins) Think, Pair,
Share: Students will
return to the pre-assigned
groups in order to discuss
their notes from the oral
reading and their answers
to the worksheet.
5. (18-20mins) Whole-Class
Discussion: The teacher
will display a copy of
MLK’s speech using the
white board, and discuss
either the notes or answers
to the worksheet. The
discussion will be student-
led and focused on their
interpretations after
reading the speech.
Bason 11
Essay. references you noted
help MLK’s
3. (20mins) Group Work: argument?
Using the four types of
evidence discussed in 4. (25-30mins) Teacher-
the lecture (facts, Led Lecture: The
statistics, quotes, and teacher will discuss the
examples), Students use of references in
will annotate the MLK Argumentative Essays
speech (from and how they correlate
yesterday’s class) and to understanding your
label each type of audience through the
evidence found. use of a PowerPoint.
The teacher will
4. (20mins) Whole-Class display a copy of the
Discussion: Each group text on the screen in
will discuss one order to refer back to
example they found for the MLK text when
each type of evidence. discussing references.
5. (5mins): The teacher 5. (10-12mins)
will collect the Independent Work:
annotated speech in Students will write
order to examine notes about who they
students’ understanding believe the audience
of implementing textual was for MLK’s “I
evidence. Have a Dream”
speech. They should
include a 2-3 sentences
explanation.
6. (5mins) Think, Pair,
Share: In their pre-
assigned groups,
students will discuss
the notes they wrote
concerning MLK’s
audience.
7. (10mins) Independent
Work: Students will
begin to work on the
outline for the MLK
Argument Analysis
paper
 Bason 12

HW: (none) HW: (none) HW: Create outline for MLK

Argument Analysis Paper
(due next class)

Week Two

Day 1 Day 2 Day 3

Monday (90 minutes) Tuesday ( 90 minutes) Thursday (90 minutes)
LTs: Writing LTs: Writing & Grammar LTs: Digtal

Focus: Understanding Focus: Comma Usage; Rough Focus: Introduction to the

Imagery Draft revisions Screencast-O-Matic software.

Shorten Period: Assembly on

how to choose classes for
next school year
Instructional Activities: Instructional Activities: Instructional Activities:

1. (10mins) Warm-up: 1. (50mins ~ See 1. (10mins) Students will

Discuss the imagery
that can be found in
MLK’s “I Have a
Dream” Speech. 2. (30mins) Group Work:
2. (12-15mins): Teacher-
led Lecture: The
teacher will discuss
the importance of
imagery in
argumentative writing.
3. (25-30mins): Group
Work: Students will
Grammar Lesson on
Commas)
Students will get in
their pre-assigned Peer
Review groups. During
the peer review session,
students will be
reviewing their
partner’s paper by
completing a
worksheet. The
worksheet will ask for
watch the Demo Video
for how to create a
Screencast-O-Matic.
2. (10mins) Independent
Work: Students will
prepare the outline for
their Screencast-O-
Matic. The outline
should include what is
discussed in their
Argument Analysis
paper.
 Bason 13

analyze “Nature students to see if their

Conservancy” by partner discussed
Kevin Kallaugher and specific elements (i.e.
discuss what is the how was the argument
argument the established, what was
illustrator is trying to the use of evidence and
portray. They will be historical references,
reminded that their was there imagery).
notes will be collected They will also look for
at the end of the proper commas usage.
period.
3. (10mins): Independent
4. (15mins): Group Work: Students will
Sharing: Each group examine the notes from
will discuss their notes their partner, and use
they took about the the remainder of the
image. class time to make
corrections.
5. (20mins): Teacher-
Led Discussion: The
teacher will mention
aspects of the image,
that are important to
the argument, which
students may have
missed. The teacher
will explain that the
same skills used to
analyze the image can
be used when
analyzing text for
imagery.
 Bason 14

HW: Complete a rough draft HW: Bring in the final copy of HW: Bring in completed
for your Argument Analysis your Argument Analysis paper outline for Screencast-O-
paper by next class. next class. Matic assignment next class

Week Three

Day 1 Day 2 Day 3

Monday (90 minutes) Tuesday ( 90 minutes) Thursday (90 minutes)
LTs: Writing, Grammar, & LTs: Writing LTs: Writing & Grammar
Digital
Focus: MLK’s “I Have a Focus: OP-ED’s and how Focus: Choosing OP-ED
Dream” Speech Screencast- writers build their argument Shorten Period: Students
O-Matic within an opinionated article. have to register for classes
during their English period

Instructional Activities: Instructional Activities:
1. (60mins): Independent 1. (10-12mins): Warm-up:
Work: Students will Students will read:
work on completing “Twitter is sick. The
their Screencast-O- prognosis is grim” by
Matic assignment. Christine Emba. After
reading the article,
2. (10-12mins): Group students will explain the
Work: Students will author’s argument in 2-3
show their pre- sentences.
assigned partners what
they have so far for 2. (5mins) Teacher-Led:
their Screencast-O- The teacher will remind
Matic. Students may students about the
take this time to ask following techniques of
classmates for to give writing an argument they
advice on where they have discussed (evidence,
currently are in their audience, references,
project. imagery, etc.) before
assigning them their task
3. (10mins) Independent for the day.
Work: Students will
return to work 3. (15mins) Group Work:
independently and Students will dissect the
may choose to OP-ED and look for
incorporate examples of that
corrections provided correspond with what
by partner. they have learned thus far
about argument.
4. (8mins): Review with
students the 4. (30mins) Teacher-led
expectations for Lecture: The teacher will
completing the discuss the importance
project, and how they and difference of claims
should submit it. and counterclaims. She
will have students
examine various types of
evidence and its effect on
the piece.
5. (10-12mins) Independent
Work: Students will
reread the OP-ED from
warm-up and underline
claims the author is
Bason 15
Instructional Activities:
1. (10-12mins)
Teacher-Led: The
teacher will show
students how to
locate the OP-ED
section on popular
websites such as:
The Baltimore Sun,
The New York Times,
and The Washington
Post.
2. (12-15mins)
Independent Work:
Students will use the
provided devices to
search popular
newspaper websites
for an OP-ED piece
that intrigues them.
3. (20mins)
Independent Work:
Students will spend
the allotted time free
writing about
whether or not they
agree with the
author’s argument in
their chosen OP-ED.
4. (6-10mins) Group
Sharing: Students
will gather in their
pre-assigned groups
to discuss their
chosen OP-ED and
why they either
agree or disagree
with the author’s
argument.
5. (3mins) Teacher-
led: Teacher will
 Bason 16

making and highlight remind students that

counterarguments they should bring art
present. supplies to class on
Monday.
6. (15-16mins) Whole-Class
Discussion: The teacher
will facilitate a class
discussion in which
students’ talk about what
they underlined and
highlighted, and its effect
on the OP-ED. (The first
2-3 minutes will be
students gathering their
thoughts).
 Bason 17

HW: Students will need to HW: (none) HW: Bring art supplies to next
email Ms. Bason their class
finished Screencast by
11:59pm on Thursday.

Week Four

Day 1 Day 2 Day 3

Monday (90 minutes)
LTs: Writing, Grammar, &
Digital
Focus: Introduction of
Summative Assessment:
Public Service
Announcement; In-class
Public Service Announcement
Workshop
Instructional Activities:
Tuesday ( 90 minutes)
LTs: Writing, Grammar, &
Digital
Focus: In-class Public Service
Announcement Workshop
Instructional Activities:
Thursday (90 minutes)
LTs: Writing, Grammar, &
Digital
Focus: Peer Review
Workshop
Instructional Activities:

1. (10mins): Warm-up: 1. (90mins): Students 1. (10mins) Warm-up:

Students will read
through the PSA
assignment project
sheet.
2. (10mins): Teacher-
Led: Teacher will
review project sheet
with students in
order to ensure that
they understand
expectations.
3. (60mins):
Independent Work:
Students will spend
the remainder of the
period working on
their PSA project.
4. (10mins): Students
will sign-up for a
presentation slot
using the distributed
handout. On the
will use the entire
period in order to
complete their PSA
project. The teacher
will roam around the
classroom in order to
ensure students are
staying on task.
Students will be 2. (45mins): Group
reminded that by next
class they should
have a full rough
draft to review with
their partner.
3. (20-25mins)
Students will complete
a worksheet in which
they explain their PSA
assignment and
pinpoint what areas
they still need
assistance with.
Work: Students will
work in their pre-
assigned groups in
order to review and
make suggestions
about classmates’
projects.
Independent Work:
Students will use this
allotted time in order
to incorporate
suggestions from the
peer review workshop.
 Bason 18

handout students 4. (5mins): Teacher-led:

will need to write Teacher will review
the name of their what must be turned in
article as well. prior to next class, and
ask if students have
any questions.

5. (5mins): Students will

clean-up their work
areas and ensure all
devices are placed
back into their
appropriate locations.

HW: Bring needed supplies to HW: Bring a completed draft
work on PSA in class of project to class tomorrow; if
visual aid includes gluing,
pasting, etc. of items then you
may just bring in items and
layout how your presentation
should look
HW: Email all required
material to Ms. Bason by
11:59pm. If your PSA is a
poster board or file that cannot
be attached, you must email a
picture of your completed
project to Ms. Bason by
11:59pm on Sunday.
 Bason 19

Week Five

Day 1 Day 2 Day 3

Monday (90 minutes)
LTs: Writing, Grammar, &
Digital
Focus: Public Service
Announcement Presentation
Tuesday ( 90 minutes)
LTs: Writing, Grammar, &
Digital
Focus: Public Service
Announcement Presentation
Thursday (90 minutes)
LTs:
Focus: Start of Spring Break

Instructional Activities: Instructional Activities: Instructional Activities:

1. (90mins): 1. 1. (90mins):
Presentations:
During the
presentations,
students will be
taking notes about
the effectiveness of
each PSA
announcement. At
the end of each
presentation,
students will write
“yes” if they were
persuaded, and “no”
if they were not
persuaded.
Presentations: During
the presentations,
students will be
taking notes about the
effectiveness of each
PSA announcement.
At the end of each
presentation, students
will write “yes” if
they were persuaded,
and “no” if they were
not persuaded.
 Bason 20

HW: (none) HW: (none) HW: (none)

 Bason 21

VI. Resources and Acknowledgments

Works Cited

Emba, Christine. “Twitter is sick. The prognosis is grim.” The Washington Post, 2 Mar. 2018,

https://www.washingtonpost.com/opinions/twitter-is-sick-the-prognosis-is-

grim/2018/03/02/a79eeb76-1e54-11e8-9de1-

147dd2df3829_story.html?noredirect=on&utm_term=.fac3d3b85c79

“I Have A Dream…” Archives.gov, n.d., https://www.archives.gov/files/press/

exhibits/dream-speech.pdf

Kallaugher, Kevin. “Nature Conservancy.” KAL, n.d., http://www.kaltoons.com/portfolio/

“Letters from Birmingham Jail [King, Jr.].” African Studies Center—University of Pennsylvania,

n.d. https://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html

“Types of Evidence in Persuasive/Argument Papers.” Communications Student Support Center,

n.d.,https://valenciacollege.edu/wp/cssc/documents/TypesofEvidencein

PersuasiveFINAL.pdf

Special Thanks:

I would like to thank my SCED 357 professor and classmates for helping me with the

brainstorming and editing of this unit plan.