Teacher:

Date(s):

Lesson:

Yeraldine Rodriguez

Tuesday - 12/01/2015

SB 2.11 - Unpacking EA 2: Argumentative Writing

Essential Questions:
1. What role does advertising play in the lives of youth?
2. What makes an effective argument?
NVACS/ Standard(s):
W.7.10 - write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks,
purposes, and audiences.
SL.7.1a- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Language Objective (student-friendly):

I will identify the knowledge and skills needed to complete EA 2 successfully; examine the essential
components and organizational structure of a successful essay of argumentation.
Lesson Introduction/Warm-Up: Standard 1-New Learning is Connected to Prior Learning and Experience
Ask students what they think makes an effective argument. Briefly discuss and explain they will be writing an
argumentative essay for the next embedded assessment.
NEPF IS 1.1 - teacher activates all students initial understandings of new concepts and skills. Question
activates student understanding of argumentative skills.
Concept and Skill Development: Standard 2-Learning Tasks have High Cognitive Demand for Diverse
Learners

identify the instructions for the next embedded assessment

read and summarize scoring guide for the next embedded assessment
analyze effectiveness of a persuasive speech
collaborate in a writing group to establish norms and expectations
NEPF IS 2.2 - tasks place appropriate demands on each student. Students are conducting a variety of tasks,
indepenently and collaboratively - ensuring that tasks are appropriate for students of all levels.
Practice: Standard 3- Students Engage in Meaning-Making through Discourse and Other Strategies
High Level Questions-

What makes an effective argument?

What knowledge or skills will you need to successfully complete the embedded assessment?
1. Students will conduct a QHT activity, using three corners of the room (one for each letter) in order to assess
their knowledge of vocabulary words on page 86.
2. Students will independently read Unpacking EA 2, underlining the sentences that explain what they will have to
do.

3. With a partner, students will read each criteria of the scoring guide and summarize each criteria.
4. Independently, students will complete questions 1 and 2 on page 129. They will then share their responses with
their group.
5. Students will watch a video with a speech and take notes on why they think the speech is effective.
6. Have students go through the list of possible essay topics. Instruct them to choose a few that they will be
interested in exploring on their own for the EA. Inform students that our class topic will be school uniforms.
7. Independently, students will read the Writing Group norms and paraphrase the expectations.
8. Students will be placed in a small writing group of 3 students. They will share their paraphrases with each other.
NEPF IS 3.4 - teacher structures the classroom environment to enable collaboration, participation, and a positive
affective experience for all students.
Closure: Standard 4-Students Engage in Metacognitive Activity to Increase Understanding of and
Responsibility for Their Own Learning
Ticket out the Door: What will you have to do for the next embedded assessment? Why is it beneficial for you
to learn how to do this? How will you know that you have learned the skills necessary to complete the
embedded assessment?
NEPF IS 4.1 - teacher and all students understand what students are learning, why they are learning it, and how
they will know that they have learned it.
DOK 1: Recall: identify the instructions for the next embedded assessment
DOK 2: Concept/Skill: read and summarize scoring guide for the next embedded assessment
DOK 3: Strategic Thinking: analyze effectiveness of a persuasive speech
DOK 4: Extended Thinking: collaborate in a writing group to establish norms and expectations
Standard 5- Assessment is Integrated into Instruction
Assess that students have chosen a topic for which an arguable opinion can be developed. Assess their ability to
paraphrase the assignment.
NEPF IS 5.3 - teacher structures opportunities to generate evidence of learning during the lesson for all students.
Supplementary Materials:
poster and markers for class poster, note cards with vocabulary words
Potential Modifications to Lesson:
Check that students understand the purpose of the norms for writing groups. Create a classroom chart of norms
as a reminder for students as they begin working in writing groups.