Andrew WeberSeniors 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 claim-evidence-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 Initiative2) Corporate Data Mining3) Ethics in Advertising4) GMOs in Food5) Government Surveillance6) Fat Tax/Healthy Food in SchoolsStudents 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 HandoutHandoutSWBAT:-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 claimsIn Computer Lab, students will read 3 articles from Room for DebateRoom for Debate-Jihadist Soldiers

-Fill out handout finding 3 claims every 3 sources-Print out handout

WEDNESDAY: Hillocks (Claim-Evidence Warrant) PresentationQueenie Mystery HandoutPresentation-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

Lesson Plan

THURSDAY: Mascot Warrant Creation Presentation

Lesson Plan

FRIDAY- MSU CLASS

Week of January 26th

MONDAY: Introduction to Logical FallaciesLesson Plan

TUESDAY: Logical Fallacies HandoutComputer Lab HandoutHandoutResearch any 4 logical fallacies online-Fill out handout

WEDNESDAY: Logical Fallacies HandoutLogical Fallacies in AdvertisementLesson Plan

THURSDAY: School Canceled

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

Week of February 2nd

MONDAY: CLASS CANCELED

TUESDAY: CLASS CANCELED

WEDNESDAY: Logical Fallacies QuizIntroduction to Panel Discussion ProjectProject Overview HandoutClass GroupsLesson Plan

THURSDAY: Panel Discussion Research In Computer LabHandoutStudents begin to do research in the Computer Lab-Focus: Research of news stories/personal stories

Friday: Panel Discussion Research in Computer LabNewsworthyNeed to have at least 3 stories by Monday

Week of February 9th

MONDAY: MLA Format WorkshopLesson Plan

TUESDAY: Bibliography Handout(In Computer Lab)Students need to create a bibliography page (MLA format)

WEDNESDAY: Work Day-Panel DiscussionRubricChecklistLesson Plan

THURSDAY: Prezi VideoQuestion Brainstorm HandoutWorkdayLesson 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 BeginNO SCHOOL

FRIDAY: NO SCHOOL

Week of February 23rd MONDAY: Presentations Begin1st Hour: GMOs4th Hour: Extra Credit5th Hour: Extra Credit7th Hour: Extra Credit

TUESDAY: Computer Lab (FAFSA Information)-Further Completion of Projects

WEDNESDAY: Presentations

1st Hour: Government Surveillance4th Hour: Government Surveillance5th Hour: Computer Lab7th: GMOs

THURSDAY: Presentations1st Hour: Free CC4th Hour: Ethics in Advertising 5th Hour: GMOs7th Hour: Fat Tax

FRIDAY: Presentations1st Hour: Fat Tax4th Hour: Free Community College5th Hour: Fat Tax 7th Hour: Government Surveillance

Week of March 1st

MONDAY: Presentations 1st Hour: Ethical Advertising4th Hour: Data Mining5th Hour: Ethical Advertising7th Hour: Data Mining

TUESDAY: Field Trip

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

THURSDAY:1st Hour: Data Mining4th Hour:Fat Tax5th Hour: Data Mining7th Hour: Ethical Advertising

FRIDAY:Group Reflection Handout 1st Hour: Party 4th Hour: Inside Man-Data Mining5th Hour:Free Community College7th Hour: Inside Man-Data Mining