English 3
Argument Writing – Power and Justice
Instructional Unit Resource for the
South Carolina College- and Career-Ready Standards for
English Language Arts
South Carolina Department of Education
Office of Standards and Learning
August 2016
English 3: Argument Writing:Power and Justice
Unit Rationale/Overview:
This unit integrates literary and informational text with argument writing and other media to help students construct their own argument paper with an infographic. Within the unit, students will be provided multiple opportunities to practice in-text citations, paraphrasing, and quoting sources.
In addition to the overarching project, students should read a variety of texts centering on the Power and Justice themes. To best meet the diverse needs and desires of students, teachers should use a literature workshop model in their classrooms. This practice allows for more student choice and supports the gradual release model. To aid teachers with using a workshop format, teacher resources are included.
By using a student-centered inquiry-based model of instruction, teachers will incorporate the gradual release model to better instill independence in their students and promote the Profile of the South Carolina Graduate (http://ed.sc.gov/scdoe/assets/File/newsroom/Profile-of-the-South-Carolina-Graduate.pdf). The Profile of the South Carolina Graduate addresses three areas of importance for all high school graduates: World Class Knowledge, World Class Skills, and Life and Career Characteristics. World Class Knowledge and some World Class Skills are typically taught in an educational setting, but Life and Career Characteristics are important as well. Commonly called soft skills, Life and Career Characteristics are just as important as the academic knowledge a student gains in school. Among these skills and characteristics are integrity, self-direction, global perspective, perseverance, work ethic, and interpersonal skills; without these skills, the students will not be able to achieve their fullest potential. This unit connects to the Profile of the South by encouraging students to work independently, as well as collaboratively in order to make progress.
Estimated time frame: four weeks
Standards and Indicators
Targeted implies that these standards are the focus of the unit.
Embedded implies that these standards will be naturally integrated throughout the units.
Targeted Standards/Indicators
Reading—Informational Text
E3.RI.5 / Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
E3.RI.5.1 / Cite significant textual evidence to support synthesis of explicit and inferred meaning and/or in areas the text leaves indeterminate; investigate multiple supported interpretations.
E3.RI.7 / Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
E3.RI.7.1 / Analyze how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.
E3.RI.11 / Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument.
E3.RI.11.1 / Evaluate the effectiveness of the author’s use of text features and structures to support a claim.
E3.RI.11.2 / Analyze and critique the reasoning in historical, scientific, technical, cultural, and influential argument writing.
Writing
E3.W.1 / Write arguments to support claims with clear reasons and relevant evidence.
E3.W.1.1 / Write arguments that:
a. introduce a clearly articulated and well-informed claim, establish the significance of the claim and differentiate between the claim and counterclaims
b. use relevant information from multiple print and multimedia sources
c. assess the credibility and accuracy of each source
d. create an organizational structure that logically sequences claim(s), counterclaims, reasons, warrants, and evidence
e. develop claim and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases
f. use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims
g. establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline
h. develop and strengthen writing as needed by planning, revising, editing, rewriting
i. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
j. avoid logical fallacies and demonstrate an understanding of objectivity and subjectivity
k. provide a concluding statement or section that follows from and supports the argument presented
l. include a call to action.
Communication
E3.C.2 / Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
E3.C2.3 / Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
E3.C3.2 / Construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.
Embedded Standards/Indicators
Reading—Informational Text
E3.RI.4 / Read with sufficient accuracy and fluency to support comprehension.
E3.RI.8 / Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
E3.RI.8.1 / Determine the figurative, connotative, or technical meanings of words and phrases; analyze how an author uses and refines words and phrases over the course of a text.
E3.RI.8.2 / Analyze and evaluate the effectiveness of the text features and structure an author uses to shape meaning and tone.
E3.RI.9 / Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
Writing
E3.W.4 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
E3.W.5 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
E3.W.6 / Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
Communication
E3.C.2 / Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible from sources.
E3.C.2.4 / Adapt speech to a variety of contexts and tasks, using standard English when indicated or appropriate.
Clarifying Notes and “I Can” Statements
Clarifying Notes
This unit is designed to thematically integrate a variety of texts, media, inquiry, and argument writing.
In addition to the overarching project, students should read a variety of texts centering on the Power and Justice themes. To best meet the diverse needs and desires of students, teachers should use a literature workshop model in their classrooms. This practice allows for more student choice and supports the gradual release model. Suggested resources are included. These resources will provide more information on how to organize a classroom workshop and how to incorporate blended learning. To learn more about creating and implementing the blended learning model, visit Edutopia (http://www.edutopia.org/blog/blended-learning-engagement-strategies-andrew-miller), ASCD (http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/The-Basics-of-Blended-Instruction.aspx), and TNPT (http://tntp.org/blog/post/what-blended-learning-really-means-for-teachers). Since multiple texts are suggested for this unit, links to analysis questions for each major work are included in the resources at the end of this unit. The Learning Target instructional strategies are suggestions and should not be considered prescriptive.
“I Can” Statements
· I can analyze and evaluate the effectiveness of the text features and structure an author uses to shape meaning and tone. (E3.RI.11.1)
· I can write an argument to support claims with clear reasons and relevant evidence. (E3.W1.1)
· I can quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (E3.C.2.3)
· I can analyze the media’s allusions to themes and archetypes from historical and cultural traditions. (E3.RI.11.2)
· I can write arguments to support claims with clear reasons and relevant evidence. (E3.W.1)
· I can cite significant textual evidence. (E3.RI.5.1)
· I can investigate multiple supported interpretations. (E3.RI5.1)
· I can analyze how the use of different media modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in an argument or informative texts. (E3.RI.7.1)
Academic Vocabulary
Some students may need extra support with academic vocabulary. Teaching vocabulary in an instructional context is recommended rather than teaching in isolation. An appropriate time to deliver explicit instruction is during the modeling process.
argument
citation
paraphrase
rhetoric/ rhetorical devices
ethos
pathos
logos
infographic
Suggested Essential Questions
These are suggested essential questions that will help guide student inquiry.
· What is power?
· How is power gained, used, and justified?
· How can you make the distribution of power fair?
· Who has the power to make change?
· To what extent does power, or the lack of power, affect individuals?
· To what extent does power corrupt?
· Who has the power to determine equality?
· Should freedom and equality have limitations?
· Does freedom belong to everyone?
· What is the cost of freedom?
Prior Knowledge
Prior to this unit, students will need experience with:
· understanding and applying MLA guidelines
· finding, summarizing, and analyzing central ideas and themes
· determining meaning and making inferences
· identifying how authors use text structure to create tone
· identifying and analyzing point of view and cultural experience in a text
· analyzing how an author develops claims or ideas
· determining and evaluating an author’s purpose and his use of rhetoric to support his point of view
· assessing the validity of claims
· evaluating arguments
· analyzing documents of literary and historical significance
· identifying arguments, claims, analysis, and evidence
· identifying the logical order of an argument
· determining the strengths and weaknesses of claims and counterclaims
· choosing and organizing relevant, sufficient facts and details that enhance the writing
· applying strategies for active reading
· using precise language relevant to the topic
· writing in a style appropriate for the audience and purpose
· responding to suggestions from adults and peers to strengthen writing
· having exposure to extended time frames for writing, reflection, research, and revision
Subsequent Knowledge
In English 4, students will be expected to expand upon concepts and skills learned in English 3. Students will understand that:
· Authors write with different purposes.
· The author’s purpose influences the reader’s perspective.
· Reading new information may change one’s perspective
· Close reading allows one to analyze social, cultural, and historical values.
· People rely on a variety of sources to obtain information.
· Writing is a recursive, multistage process.
· Readers use strategies to construct meaning.
· Readers understand various purposes and perspectives of an argument.
· Texts come in a variety of forms.
· Writers use rhetorical strategies to persuade.
Potential Instructional Strategies
Instructional Strategy: Reading and analyzing information presented in an infographic.
Learning Targets: I can analyze and evaluate the effectiveness of the text features and structure an author uses to shape meaning and tone. (E3.RI.11.1)
Note:
Use the Evaluating Infographics Handout in the Appendix. The handout contains guiding questions and infographics.
1. Model: Choose one infographic from the handout and present the image to the class. Ask the following questions:
· What strategies or visuals did you feel were particularly effective in this infographic?
· How was the information displayed?
· How does the writer try to engage his audience, even an audience who may not care about or be interested in the topic?
· Does the information make an argument? How can you tell?
· What elements in this infographic did you find distracting? (if any)
· What elements in this infographic would you like to use in your own infographic?
· How do you prefer the information in an infographic to be organized?
2. Divide students into small groups and distribute the remaining infographics and questions.
3. Ask each group to choose one infographic and analyze it using the guiding questions. Groups should be ready to present findings to the class.
4. When groups are finished, ask students to present their analysis. If more than one group chose the same image, compare and contrast their analyses.
Instructional Strategy: Football Argument Writing
Learning Targets:
· I can write an argument to support claims with clear reasons and relevant evidence. (E3.W1.1)
· I can quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (E3.C.2.3)
Note:
Students will need access to the Internet to read these viewpoints.
1. Read the five (5) viewpoints regarding whether watching football is wrong. The viewpoints can be found at http://www.nytimes.com/roomfordebate/2016/02/05/is-it-wrong-to-watch-football/do-you-like-to-watch-football-then-watch-what-really-happens.
2. Go back to the viewpoints and answer the following questions for each.
o Does the author provide emotional appeals?
o Does the author specific facts or evidence?
o Is the author an authority on the subject?
o Does the author acknowledge the other side’s point of view?
3. Students will form their own opinions of whether or not watching football is wrong.
4. Using at least two (2) of the five (5) given viewpoints, students will argue for or against their selections. In their written argument, students should be reminded to include summaries, paraphrases, and/or quotations from the viewpoints selected.
5. Students will be assessed on their written argument using the Football Argument Rubric found in the Appendix.
Instructional Strategy: Analyzing Political Cartoons to Create Arguments
Learning Targets:
· I can analyze how media alludes to themes and archetypes from historical and cultural traditions. (E3.RI.11.2)
· I can write arguments to support claims with clear reasons and relevant evidence. (E3.W.1)
1. Teachers will need to introduce students to the techniques used by political cartoonists. A list of techniques may be found at http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/cag.html.
2. Teachers will display 1-2 political cartoons for the class to discuss. Teachers may access a variety of political cartoons at www.archives.gov/exhibits/running-for-office/.