Mini Lesson: Position Statement in Argumentative Writing

Name: Stephie Scism

Grade Level: 11th

Subject: English (Writing)

Date: 23 March 2016

Focus: This mini-lesson is geared towards developing a strong position statement in the early
section of a unit based on argumentative writing. This mini-lesson addresses the Common Core
Standard: CCSS.ELA-LITERACY.W.11-12.1.A. This standard states that students should be
able to Introduce precise, knowledgeable claim(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and evidence. This mini lesson focuses
on the first part of this standard by asking students to create a precise claim. This mini-lesson
would be one of the first sections of this unit in order for students to begin with a solid
foundation into argumentative writing.
Objectives: (The student will be able to)
1. Standard Addressed:
CCSS.ELA-LITERACY.W.11-12.1.A. Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims, reasons, and evidence
2. Lesson Objectives
Understand the idea/formula of a position statement
Apply the position statement formula to the presented topic
Create an individual position statement for the topic
Evaluate individual position statement for clarity and precision
Materials:
Pencil/Pen
Daybook/Notebook paper
Handout slip of position statement formula
Modifications:
Without access to technology: This mini lesson requires very little technology, but future parts
of this unit would require individual research for which students would either need access to
laptops or the media center in the library.
Learning Levels: To conduct this lesson in a classroom with various learning levels,
modifications can be made for complexity of topic and requirements for the overall assignment.
I. Advanced Levels
A. Compare/Contrast two similar topics maintaining the same position
B. Supplemental Assignments: Reflect on end of unit debate, and make modifications that
should be applied; this can be done as a supplemental essay or oral presentation to
teacher
II. Struggling Levels:
A. Work with co-teacher on understanding and applying the position statement formula / reconfigure time management to allow for more time in class
B. Supplemental Assistance: work within pairs during the research part of this unit, for this
mini-lesson it would be advisable for the co-teacher to work with selected students in
another area/room so that students can work and develop at their own pace.
Content Outline:
I. Introduction:

A. Explain this mini-lesson in the context of the larger unit

B. Lay out expectations that will be founded here with the position statement and carried
throughout the unit (referencing work, creating concise statements, using all points of the
Rhetorical Triangle in their research.
II. Activities:
A. Explaining the formula
1. Teacher will write the position statement formula on the board
2. Give example verbally/write keywords. ex: All teenagers should have laptops
3. Allow for questions
B. PICK-A-SIDE
1. One side of the room will be disagree the other agree students will have to pick a
side of a topic and move there, they will be asked to give their initial defenses for
their position, and then will be allowed to change sides if they wish.
2. Conduct at least 2 example topic pick-a-side to ensure that students are following
along, then present their assigned topic
C. Individual Writing Time:
1. After the pick-a-side activity students will return to their desks and use the position
statement formula to begin to write down their position statement for the topic.
2. Students will be aware that this position statement must be supplemented by
evidence, which will be research in the next lesson. For this lesson, students can
pick general ideas of WHY they support their statement
D. Pair-Sharing
E. Students will share with a partner
1. The partner WILL NOT give feedback based on topic. The partner should focus on if
the statement is clear and concise and if the formula was applied thoroughly
III. Conclusion:
A. Thank students for participation
B. Explain homework assignment/next assignment
1. Finding research to support position
Activities and Procedure
1. Introductory Activities
At the beginning of this lesson students will learn a formula that they can use to develop a
strong position statement. Students will be given a slip handout which has the formula on it, they
will hear the formula and see it on the board. The teacher will guide the students through an
example using the formula at this point.
2. Developmental Activities
After the initial explanation period the class will move into the real activity for this mini lesson.
Students will have to pick a side of the room to stand at which designates their agree or
disagree status regarding a topic that the teacher will announce. The teacher will present at
minimum two example topics and allow students to pick a side, defend their position, and
change sides if they wish. After the examples, the teacher will give the class the topic that they
will be researching and writing about, and ask them to pick a side. Each side will give
explanations, and allow for comment from the other side, students are allowed to switch sides if
they wish. After discussion, students will return to their seats to engage in individual writing
where they will use the formula to create a position statement based on the given topic.
3. Concluding Activities
Students will pair up with another student nearby and read their position statement. The partner
will be listening and evaluating the statement on its clarity as well as if the student utilized the
formula correctly. After this the teacher will gather the class back together, and if someone

wishes to share with the class discussion will be allowed. The lesson will conclude with the
teacher assigning homework to research their position and the reasons behind their positions
and come to class tomorrow prepared to begin to formulate a more indepth position.
Evaluation and Assessment:
I. Formative Assessment:
A. Class discussion in the initial examples of how to use the formula will determine if there
are any students struggling with the concept; more time will be spent here, and more
examples given if needed.
B. Shared writing will allow the teacher to monitor the success of the lesson without
assigning a grade
C. By allow students to evaluate their peers writing their knowledge and understanding of
the concept will be challenged as they try to apply it to a classmate's writing instead of
their own
II. Summative Assessment:
A. Final Position Statement Project (DUE AT END OF UNIT): this finished product can be in
the form of a paper, advertisement, poster, movie trailer or any other approved mode.
This project will allow students to demonstrate the skills they learned in this unit by
applying them to a creation of their own.
B. Debate! At the end of the unit, the two sides of the topic will meet together to conduct a
formal debate that will pull from each students individual research and positions. More
info. will be given on this element further into the unit.
Rationale
Our textbook The Dynamics of Writing Instruction is very clear that students need to
develop a strong argumentative writing foundation, and to ensure that I felt it was crucial to
allow students to develop their own positions. To develop a strong position, students must
understand the topic and the other side to fully understand the why of their position. Students
also need guidance on how to create knowledgeable and concise position statements in order
to adhere to the Common Core standards. I researched formulas for position statements, and
found a multitude of suggestions and adapted a formula from a business-merchandising
education organization. This mini-lesson is a solid part of a unit of argumentative writing
because it prepares students for what they should be writing, how they should be writing and for
whom they should be writing.
"Writing a Positioning Statement: A Four Part Formula." RSS. Web. 23 Mar. 2016.
Smagorinsky, Peter. The Dynamics of Writing Instruction: A structured Process Approach
for Middle and High School. Heinemann. 2010.