Writing from an Informed Perspective
1 Introduction to Lesson
Objective: Introduce Students to the necessity of looking at both sides of an issue.
Note-taking: Using Evernote take notes on the audio and video.
- List key vocabulary and write a working definition.
- Name key concepts and explanation.
2 Modeling Annotated Notetaking
Objective: Model close reading and annotated note-taking of text on both sides of an issue.
- Choose an issue from Procon.org
- Demonstrate note-taking (Cornell Notes, Dialectical Journal, Double Entry Journal) on the board, on chart paper, or in Evernote.
3 Critical Reading/Note-taking
Objective: Students critically read the pros and cons of an issue making annotated notes in their journal.
Note: Either choose a whole class topic or allow students to choose from the menu of topics provided on the procon.org website.
- Choose a topic from the menu of topics on the procon.org website.
- Take notes in evernote using the method your teacher demonstrated (Cornell Notes, Dialectical Journal, or Double Entry Journal.)
4 Preparing to Write/Taking a Stance
5 Writing/Drafting Your Argument
Objective: Students write arguments to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Performance Task: After researching an issue to answer a question or solve a problem, write an essay in which you take a stance on the issue or problem. To support your stance, use specific evidence from your research. Be sure to explain how each piece of evidence supports or develops your argument. Remember that an argument essay has an introduction, body, and conclusion. There is no assigned length. Your argument essay must competently support your claim and address the opposing argument.
6 Re-Writing/Examining The Strength of Your Argument
Objective: Students review their argument essay to identify the claim, evidence, warrants, qualifiers, backing, counter-arguments, and rebuttals.
Show Video Toulmin's Schema (5:43).
- Use different color highlighting to expose the components of an argument in your text.
- Add any missing components.
7 Evaluating Writing
Objective: Students evaluate their writing using a custom made rubric.
- Use the rubric to evaluate the features of your essay.
- Where might you be able to improve? Write a brief response to this question at the end of your essay.
Objective: Students publish their writing to a class blog for an authentic writing experience.
- Solicit teacher approval to post your essay to a class blog.
- Post your revised essay to the class blog on edublogs.
Key Standards Supported
|RI.9-10: Key Ideas and Details|
|RI.9-10.1||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|RI.9-10.2||Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.|
|Integration of Knowledge and Ideas|
|RI.9-10.7||Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.|
|W.9-10: Text Types and Purposes|
|W.9-10.1||Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.|
|Production and Distribution of Writing|
|W.9-10.4||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|Research to Build and Present Knowledge|
|W.9-10.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|