Lesson Plan

Dress Code Arguments

Practice writing an argument to support or challenge the dress code based on evidence.
Lisa B.
Classroom teacher
Hershey Middle School
Hershey, United States
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My Grades 6, 7, 8
My Subjects Social Studies

Students will be able to write arguments to support claims with clear reasons and relevant evidence. 

Students will use technology to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 

English Language Arts
Social Studies
Grades 6 – 8
All Notes
Teacher Notes
Student Notes

1 Introduction

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MasteryConnect is a teacher starting point to identify Common Core Standards and discover potential resources. The note feature for the standards is a great way for teachers to record brainstorms of ideas to use throughout the year. 

This lesson is cross curricular, combining both ELA and Social Studies. 

2 Hook

The lesson prompt will be provided ahead of time for the students: Students will be asked to evaluate and argue for or against the current dress code policy based on real and re-enacted Supreme Court decisions. 

Before they play the Supreme Decision Game on iCivics, there will be a class discussion about prior knowledge and questions about the Supreme Court. 

  • What does the Supreme Court do?
  • Why does the United States have a Supreme Court?
  • What is the effect of the Supreme Court decisions?
  • What Supreme Court cases have been in the news recently? 

Students will work with a partner to complete the Supreme Decision Game on iCivics. They should pay attention to the arguments of the Justices during the simulation because they can use similar ones as they argue for or against our current dress code. 

3 Guided Practice

Google Drive
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Students will collaborate with a partner using GoogleDocs to write a script for their arguments. They must decide to argue whether a specific item in the dress code should be allowable or if they support the current dress code. Their argument must be clearly stated at the beginning (highlighted in green) with a solid conclusion at the end (highlighted in red). All of the facts to support the argument should be highlighted in yellow. 

  • Both students must type and contribute. 
  • They may not delete each other's ideas. If they do not agree, they should use the Comment feature. 
  • They may use information from the simulation or from non-fiction books in our classroom. 
  • They should also quote directly from the Student Handbook for the portion that applies to the Dress Code.
  • They can find or take pictures to support their arguement. 
  • Any additional resources they use needs to be cited. 

The GoogleDoc should be shared with the teacher to monitor progress and provide feedback along the way. 


4 Application

The students will take their script and create a screencast on the iPad. 

Only the major points should be typed on the slide - like the argument stance and key supporting facts. Everything else should be illustrated through images with audio recorded. 

5 Wrap-Up

Students will share their finished screencasts on Edmodo to the group. 

Students will have the chance to watch the screencasts by the other groups. After a brief review about 'Constructive Critisim' or 'Comment Ettiquet', students will be allowed to provide feedback for their peers.  

As a class, we will analyze the general feelings of the class and team about Dress Code. Our Dress Code is up for review next year, so if there were strong student examples, it could be respectfully forwarded to administration for consideration. This is a real-world scenario for the students. 

Edmodo SnapShot allows teachers to track the mastery of Common Core standards by students.