Unit Plan

Argumentative and Persuasive Writing

Grade 8
Time: 7 days
Jennifer Blatchley
Unit Plan- Argument and Persuasive Writing
Purpose:
The purpose of this unit is to teach 8th grade Language Arts students the value of
writing an effective argument to establish a means for persuading the audience to
their chosen point of view. They will persuade the principal of the school to adopt a
new policy on the use of cell phones in class. The goal of this unit is to allow
students opportunities to understand and use critical thinking skills as they use their
language to win the argument. As a result of this unit, the students will be able to
use varied and appropriate writing skills and vocabulary to produce an outcome that
supports their claims. The students will learn to win any argument by using ample
vocabulary to employ words with both connotative and denotative features in their
essays as well as using effective language strategies to design and develop their
arguments. This unit plan adheres to the following state and International Society
for Technology in Education standards:
Standards: Maryland College Readiness Writing Standard 1 for Grade 8.
www.corestandards.org/ELA-Literacy
CCSS.ELA- Literacy W.8.1 Write arguments to support claims with clear reasons
and relevant evidence.
CCSS.ELA-Literacy. W.8.1a. Introduce claims acknowledge and distinguish the
claims from alternate or opposing claims, and organize the reasons and evidence
logically.
CCES.ELA-Literacy W.8.1 b. Support claims with logical reasoning and relevant
evidence, using accurate, credible, sources and demonstrating an understanding of
the topic or text.
CCESS.ELA-Literacy W.8.1c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claims, counterclaims, reasons, and evidence.
CCSS.ELA-Literacy W. 8.1d Establish and maintain a formal style.
CCSS-ELA-Literacy. W.8.1e. Provide a concluding statement or section that
follows form and supports the argument presented.
Maryland Teacher Technology Standards- Maryland State Department of
Education
ISTE Standards
I. Information, Access, Evaluation Processing and Application
Access, evaluate, process and apply information efficiently and effectively.
II. Communication
Use technology effectively and appropriately to interact electronically
III. Legal, Social, and Ethical Issues

Demonstrate an understanding of the legal, social, and ethical issues related to

technology use.
V. Integrating Technology into the Curriculum and Instruction
Design, implement, and assess learning experiences that incorporates the use of
technology in curriculum-related instructional activity to support understanding,
inquiry, problem solving, communication, and/or collaboration.
International Society for Technology in Education Standards
1.
2.
3.
4.
5.

Facilitate and Inspire student learning and creativity

Design and Develop digital age learning experiences and assessments
Model digital age work and learning
Promote and model digital citizenship and responsibility
Engage in Professional Growth and Leadership

The following represent the specific unit plans cognitive and affective objectives:
Objectives:
Cognitive:
1. The student will be able to identify language appropriate for winning
an argument
2. The students will be able to create examples of arguments using
proper writing techniques
3. The students will focus attention to the power of words within essays
4. The students will identify and use connotative and denotative language
in their written arguments effectively
5. The students will adopt essay structure and argument structure for the
purpose of defending a position.
6. The students will present a well written defensible argument using oral
reporting
Affective:
1. The students will appreciate their confidence in the ability to win any
argument effectively and to state and defend a claim.
2. The students will appreciate how language is used to influence others
in viewing their claim as the correct opinion
3. The student will enjoy the ability to use multiple media services to
critically assess claims
4. The students will appreciate expanding their vocabularies in the use of
writing to influence others.
5. The students will enjoy being active participants in the argument
process to influence their superiors and peers
Materials List:
Toondo: www.toondo.com
Quizlet. www.quizlet.com

New York Times: Editorials

Supreme Court Documents
Student Rights and Responsibilities Handbooks (applicable to individual school)
You Tube.com video
Captain English
Writing Effective Leads Handout
Maps of Essay and Claim Structure teacher produced
Grading Rubrics 1-4 scale
Word Wall Charts and overhead teacher produced
Connotation/Denotation Handouts
Research Web Sites
Sample Web Sites for students to use:
1. www.usatoday.com
2. www.debate.org
3. www.schoolsecurity.org
4. www.pcshools535.org
5. www.nbcwashington.com
Statistic based web site resources: sample
1. www.theatlantic.com
2. www.usatoday.com
3. www.pewinternet.org (Pew Institute Research)
4. www.pbs.org
Fair Use Act documents: Supreme Court.Gov
Index cards, highlighters, Post It Notes,
Dictionaries
Computers
Report Response forms-teacher created
Day 1. Introduction
Motivator: The teacher will project a short YouTube video of an argument between a
mother and teenager about the teenagers argument for why she needs the newest,
latest cell phone. The teacher will ask the students to list in their writing journals
why they felt the teens position was well stated or not. The teacher will group the
students into groups of four to five. Each group will share their responses with each
other and with the class. The teacher will assign group roles to include: speaker,

recorder, word/fact collector, and argument captain. The teacher will instruct the
students that today they will be participating in arguments. The students will be
asked to think about a time they had to defend a position for a reason with their
parents, friends, teachers, or siblings. Each student will write their topic on chart
paper. Each group will be given 15 minutes to discuss their positions with their
classmates. The teacher will give specific instructions for jobs for each group
member. For example, the recorder/word collector is responsible for writing down
key phrases they hear from the students that relate to their positions within their
chosen discussed argument. After the time is allotted, the teacher will ask the
students to think of why they felt their argument was effective. Did it provide results
they wanted? The teacher will write down key words on the board of each groups
findings. The teacher will ask students to give reasons why they felt their arguments
did or did not win over their audience. The class will share.
Part 2.
The teacher will tell students that by using what they learn in this unit, they will win
any argument.
The teacher will demonstrate to the students today that the language they choose
is more powerful than they can imagine and they will learn the tricks of the trade
through our unit on language and argument essay writing.
The teacher will allow students time to read a variety of winning arguments from
various sources including The New York Times editorial pages. As the students read,
the teacher will instruct them to use their highlighters to highlight key words or
phrases that convince them of the position. The remainder of the class will be on
this activity. For homework, the students are to go home and make a list of words
that stand out the most in their minds from todays activities. They will bring these
to class tomorrow for class review.
Day 2. Language
Motivator:
The teacher will present a large poster on the board with two opposing open faces.
The top of the poster will have the statement: Cell Phones Should Be Allowed in
School. Face number one is for the argument. Face number two is opposed to the
argument. The teacher will ask the students to take out their list of words from
homework. In groups, the students will share their words and decide together which
of their words sound most effective for the appropriate side of the poster. The
teacher will provide each student with sticky notes. The teacher will ask the
students to choose the best phrase and words such as adjectives and declarative
words on the poster. The students will write their for and oppose words on them and
come to the board and place them on the poster. The faces on the poster will have a
face off. For example, the students may place the words purchase and must have
on the poster. They may select the word responsibility or necessary and safety. The
teacher will discuss ways to use words effectively. The teacher will announce that
the students will construct their own argument essays for the school principal on
why Cell Phones should be allowed in school. The school is actively considering
revising the current policy issue for the following year.
Part 2.

Mini lesson on audience:

The teacher will ask students to consider these arguments to be taken seriously as
the school is considering revising the policy on cell phone use in class. The teacher
will ask the students to work in groups on pros and cons based on what they think
the principal will say on the issue. They will be told that the audience must hear
concise, appropriate, and research based legitimate arguments. The teacher will ask
the students to form questions based on their current knowledge of the policy found
in their Student Rights and Responsibilities Handbooks. The students will participate
in a mini lesson on audience by considering in their opponents (principal) claims
and responses. Students will highlight current sections on the school law. For
homework, the students are to read their handbooks related to this policy and
highlight key words that relate to the assignment.
Day 3. Constructing an Argument: Leads and language
Motivator:
As the students enter the class, they will watch a YouTube video of a silent movie
depicting scenes of actions that lead to thoughts about word choice. The movie will
show a word and then a picture associated with the word. This highlights the
concept of connotative versus denotative words. They will have 5 minutes to write
their findings in their journals. The teacher will ask the students to offer ideas about
good leads for the argument on cell phone use. The teacher will pass out the
handout on writing effective leads. The teacher will have a block map of essay
structure on the board. The map will have two types of building blocks. It will have
one for claim structure and one for essay structure. The map will include the
following for claim structure: Claim, counterclaim, reasons, and evidence. The
essay structure map will include a visual on the following: Introduction/lead, Body/
reasons, statistics, evidence, Conclusion/use vivid emotional and fact based ending.
The teacher will handout grading rubrics. The rubrics will include a 1-4 scale. 1 is
least effective and 4 is most effective covering all of the assignments written
requirements. The teacher will review with the students the handout for effective
leads. The teacher will cite examples on the board and ask students to respond to
each lead. They must answer why the claim stated is or is not effective. The
students will notice specific vocabulary and word phrases that are effective in
written leads. For homework, the students must bring in a draft of their leads and
their introduction of the topic within the essay format.
Day 4: Connotation and Denotation
Motivator:
The teacher will have a group of words on the overhead screen. These include the
following:
Invest/speculate
Inexpensive/cheap
Purchase/buy
Clever/shrewd
Politicians/statesmen

Sharks/ruthless
Sneaky/sly
The teacher will continue by showing Captain English: You Tube Video. The teacher
will ask the students to respond in their journals to share the emotional meanings of
these words. The teacher will assign pair groups to take two word pairs and list the
connotative and denotative meanings. Dictionaries will be provided. The teacher will
give the students 15 minutes to complete this task. The teacher will have the
definitions of connotative and denotative on the board. The students will share their
findings. The teacher will answer questions and have a discussion while having
students record one example for each pair on the overhead.
Part 2.
Mini lesson: Practice
The teacher will tell the students that word choice are the most effective way to win
an argument. Selecting words carefully while making a factual and emotional appeal
for their topic is the best way to hook the audience. The teacher will pass out the
handout Connotation and Denotation: Saying What You Mean. After this brief mini
lesson, the students will complete the tasks on the handout. This handout gives
students examples of how to properly use connotative meanings of words in a
variety of settings and it allows for practice. They may complete the handout in
pairs. The teacher will review individual leads from the homework. The teacher will
guide the students in writing effective leads. The teacher will give the students 15
minutes to make revisions quietly.
Mini Lesson: Transition words
Once students have revised their leads in their first drafts, the teacher will place a
list of effective use for transition words on the board. As we begin the discussion of
the body of the argumentative cell phone use essay, the teacher will point out that
effective transition words are essential to making the position clear to the audience.
As students begin thinking of the body of their essays, they will want to consider
using transitions. The teacher will provide the students with a handout on types of
transitions in paragraphs including the following: Chronological, Cause-Effect,
Example, Addition, and Opposition. Examples of words will appear under each
heading. The teacher will ask the students to keep these handy for tomorrows
class. Before going into transitions too much, the teacher will allow the students to
complete research on the topic for the remainder of the class period. The students
may use computers individually by going to the computer lab. The teacher will give
the students a list of appropriate websites to view. The teacher will instruct the
students to take notes on statistical findings that support their claims as well as
personal anecdotal stories. As part of the draft process, students will be required to
complete this task for homework and bring in a rough draft of their essay body to
include the list of requirements stated earlier. This requirement will follow the rubric
handout for essays.
Day 5: Language and Using Argument Research
Motivator:

The teacher will read an example of a conclusion to a similar Supreme Court

document of the Fair Use Act. The teacher will ask the students to verbally describe
how effective the ending was on the argument. The teacher will hand out sample
conclusions from arguments related to the cell phone use topic. Students will vote
on the best one and give examples of their reasons. The teacher will begin the
review of the mini lesson on using transition words. The teacher will ask students to
highlight the most effective transition words in the sample arguments provided.
Mini lesson: Effective Endings to Arguments
The teacher will review samples of effective endings with students. These include:
strategies for calling the reader to action, making a logical prediction, pose a
thought provoking question, end with an emotional or vivid story. The teacher will
take questions and provide handouts for review in pairs.
The teacher will monitor groups as they prepare for their drafts. Students can use
the related research and statistics found on the previous days website. The
students can work quietly in pairs to complete their tasks. They may use extra
computer time if they need to. This will be the activity for the majority of this class
period. They may take this home to complete for homework. The teacher will expect
a final product the following day.
Day 6: Polishing
Motivator: Speech preparation
The teacher will hand each student a color coded index card as they walk into class.
The will be instructed to hold on to their card until the teacher gives further
directions. The students will be asked to sit quietly to watch a short video of
effective oral speeches. The students will be asked to take a vote on which type of
presentation they prefer. The following are their choices: a group video of reading
the five best essays to the principal to be viewed by the entire school or an
individual day of essay reading to the principal upon the school stage. The teacher
will instruct the students to write their choice on their cards. They will not put their
names on them. Based on the results, this is how their arguments will be presented
to the principal. The teacher will provide specific parameters for both options. For
example, if the students choose to do a video, they must use school sanctioned
equipment and make use of appropriate professional dress and actions within the
video. The length of the video will be monitored. The video must be polished and
edited for superior quality.
Activity:
Complete all written final drafts of essays.
Day 7: Oral speech and Final drafts- Assessment
Mini lesson on effective oral speeches
Including elements of speech making and use of voice

Motivator: Results of the vote from the previous day. If the students choose to
perform speeches of the five most effective essays, they must vote by secret ballot
for those essays. The students will be given a rubric to judge the essays for
convincability and quality of writing. This includes effective use of language,
connotative and denotative word choice, appropriate length, transition words and
most effective conclusions.
Activity:
The teacher will edit all argument essays individually with each student. The
student will spend the remainder of class polishing their arguments.
Concluding the Lesson: The students will be offered group time to complete the
following:
Review rubrics
Review major strategies for use of language
Review Structure of Arguments
Review and re-write portions of their final essays
A date will be scheduled with the principal to present the arguments in the form
they have chosen. The students who are not participating in the actual reading of
the arguments will be required to listen and make notes of questions and or
responses to the arguments made by the principal and staff. They will be required
to give a formal response to the questions at a later date.

Annotations:
You Tube.com. Cell Phone Use. 2014. Captain English Connotation and Denotation.
2014. Silent pictures video. Connotation and Denotation. 2014.
Rubrics and handouts:
Scholastic.com The Game of Persuasion. http://www.scholastic.com/game of
persuasion.
Leads and transitions for effective persuasive essays.
Perdue Owl. Logic in Argument Writing. https://owl.english.purdue.edu/owl. 2014.
Connotation and Denotation Practice Exercises. Saying Exactly What You Mean.
http://www.education.com/print/create-meaning-connotations. 2014.
Persuasive Writing. Rozmiarek, M.A.T., M.S. Smith. Mary E. M.Ed. Teacher Created
Resources. Westminster, California. 2014. P. 104. 115.
Arguments:

Supreme Court Documents on Fair Use and Cell Phone Act. https://www.
Supremecourt.gov.
Research:
Pew Research Institute. www.pewinternet.org. 2014