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Activity
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2
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\n\"The\n\n
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\nSouthern Nevada Regional Professional Development Program\n
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\nThe Columnist Project\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nImagine a list that includes Alan Abelson of Baron's, Bob Woodward of the Washington Post, and Mother Jones. High schoolers select a national columnist, read and annotate five columns by this author, noting the rhetorical...\n
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Lesson Plan
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\n\"Writing\n\n
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\nEngageNY\n
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\nWriting an Argument Essay: Gathering Evidence\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nWriters work on a plan for their argumentative essays using a Pygmalion Essay Planner to help develop a claim and counterclaim for their essays. They determine what information from the Eliza Character Tracker to incorporate and write it...\n
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Lesson Plan
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\n\"Writing\n\n
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\nEngageNY\n
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\nWriting an Argument Essay: Developing Claims and Reasons\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nScholars begin working on the end-of-unit writing prompt for Pygmalion. They must analyze their collected text evidence to determine what information is compelling enough to include in their argumentative essays. The teacher...\n
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Lesson Plan
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit 1, Assessment, Part 2: Revise Essay Drafts\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nAs a culminating unit activity, pupils revise their argumentative essays based on the novel Lyddie by Katherine Paterson. Paying careful attention to grammar, punctuation, and vocabulary, they incorporate teacher feedback to revise and...\n
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Handout
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\n\"Argumentative\n\n
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\nIndian River State College\n
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\nArgumentative (Persuasive) Essay Guidelines\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nHere is a handout that outlines six great steps to structuring an argumentative essay, which can be continually referenced as you teach your class about persuasive writing.\n
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Lesson Plan
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\n\"Toulmin\n\n
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\nCurated OER\n
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\nToulmin Argument Essay\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nAfter viewing a Prezi presentation on Toulmin’s argument, (claim, reason, warrant, backing, grounds, qualifiers, rebuttals), groups re-examine the format, and then individuals craft an argument essay in response to Lord Chesterfields...\n
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Lesson Plan
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\n\"Should\n\n
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\nAnti-Defamation League\n
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\nShould Washington's NFL Team Change Their Name?\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\n\"What's in a name?\" Is it irrelevant, as Juliet suggests in Shakespeare's play, or is nomenclature deeply significant? Young scholars weigh in on the debate by examining the controversy over the NFL's Washington, D.C. Redskins. Groups...\n
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Assessment
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\n\"English\n\n
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\nNew York State Education Department\n
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\nEnglish Language Arts Examination: June 2014\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nShould companies track consumers' shopping preferences without their permission? Using the resource, scholars write source-based argumentative essays to answer the question. They also answer reading comprehension questions based on an...\n
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AP Test Prep
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\n\"2005\n\n
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\nCollege Board\n
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\n2005 AP® English Language and Composition Free-Response Questions Form B\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nCommunication is the key. Prompts from the 2005 AP® English Language and Composition Free-Response Questions Form B allows scholars two opportunities to analyze the use of communication to express thoughts. First, pupils look at...\n
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Assessment
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\n\"Writing\n\n
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\nFluence Learning\n
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\nWriting an Argument: Innovation in America\n

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\n\nFor Students\n\n9th - 10th\n\nStandards\n
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\nAre American young people prepared to become tomorrow's leaders in technological innovation, or does an obsession with being cool sidetrack essential skills? That is the question freshmen and sophomores must address in a performance...\n
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Lesson Plan
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\n\"Harriet\n\n
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\nAnti-Defamation League\n
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\nHarriet Tubman on the $20 Bill: The Power of Symbols\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nHow important are symbols and symbolic gestures in society? Middle schoolers have an opportunity to analyze the importance of symbols on American currency with a lesson that investigates the controversies surrounding redesigning the $5,...\n
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Lesson Plan
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\n\"Writing\n\n
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\nEngageNY\n
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\nWriting an Argument Essay: Analyzing the Model\n

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\n\nFor Teachers\n\n7th\n\nStandards\n
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\nClass members analyze the model essay to determine the given claim and the evidence to support it. They use an Analyzing Evidence in the Model Essay sheet to help guide their work. They then begin to analyze the structure of the essay by...\n
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Lesson Plan
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\n\"Analyzing\n\n
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\nEngageNY\n
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\nAnalyzing the Model Essay: Studying Argument\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nScholars begin writing an argument essay based on Shakespeare's A Midsummer Night's Dream. They read and analyze a model essay, considering the author's thinking before writing it.\n
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Lesson Plan
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\n\"End\n\n
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\nEngageNY\n
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\nEnd of Unit 2 Assessment, Part 1:Drafting the Argument Essay\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nAn informative resource instructs pupils on how to write their essay drafts about the theme of control in Shakespeare's A Midsummer Night's Dream. Next, scholars complete an Exit Ticket, listing their three favorite characters from the...\n
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Unit Plan
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\n\"Building\n\n
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\nBuilding Evidence-Based Arguments: Grade 9\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nHigh schoolers investigate the dilemma of a proportional response with a lesson about the history of terrorism and militant extremists in the United States. As they examine memos from the FBI and speeches from President Bush and Obama,...\n
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Lesson Plan
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\n\"Writing\n\n
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\nPrestwick House\n
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\nWriting Arguments in Response to Nonfiction\n

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\n\nFor Teachers\n\n9th - 10th\n\nStandards\n
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\nEmotional appeal or argument? That is the question. An informative lesson helps your class recognize the difference between a logical argument and an emotional appeal and learn how to craft an argumentative response. Writers develop a...\n
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Lesson Plan
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\n\"Grade\n\n
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\nEngageNY\n
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\nGrade 9 ELA Module 4, Unit 1, Lesson 29\n

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\n\nFor Teachers\n\n9th\n\nStandards\n
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\nWriters review the provided essay rubric, edit and rewrite if necessary, polish their work, and then submit their argument essay.\n
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Unit Plan
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\n\"Persuasive\n\n
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\nMichigan Association of Intermediate School Administrators\n
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\nPersuasive Essay: Grade 5\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nImprove your fifth graders' persuasive writing skills in four weeks. Working independently, in peer editing groups, and with instruction, writers work over the 17 sessions to craft an argumentative essay. They craft a...\n
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Lesson Plan
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\n\"Slanted\n\n
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\nNewseum\n
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\nSlanted Facts and Slippery Numbers\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Internet is known as the information superhighway, but sometimes it's hard to know when to hit the brakes on unreliable sources. Using a well-rounded lesson plan, pupils read and summarize articles about the gender pay gap and...\n
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Website
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\n\"Music\n\n
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\nUniversity of North Carolina\n
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\nMusic\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nMusic is a universal pleasure, but writing about it can be a little trickier. An informative handout discusses common types of music writing assignments that one might encounter in a college-level course. Individuals read about musical...\n
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AP Test Prep
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\n\"2018\n\n
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\nCollege Board\n
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\n2018 AP® English Language and Composition Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nDiscussions of eminent domain sometimes trigger strong emotions. A set of free-response questions from the 2019 AP® English Language and Composition exam tackles the concept with a series of persuasive pieces. Learners analyze all six...\n
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AP Test Prep
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\n\"2017\n\n
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\nCollege Board\n
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\n2017 AP® English Language and Composition Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nIn the age of the Internet, are libraries still important? A collection of sources, part of a set of sample free-response questions from the AP® English Language and Composition exam, discuss that question. A variety of sources,...\n
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Lesson Plan
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\n\"Writing\n\n
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\nK20 LEARN\n
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\nWriting An Argumentative Paragraph: Argumentative Writing\n

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\n\nFor Teachers\n\n7th - 9th\n\nStandards\n
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\nLearning how to craft a cogent argument based on a solid claim, supported with evidence and solid reasoning, is an important life skill. Teach middle schoolers about argumentative writing with a lesson asking them to analyze the claims,...\n
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Activity
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\n\"Express\n\n
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\nCurated OER\n
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\nExpress Yourself Lesson Seed 19: Synthesis\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nWrap up your unit on The Cay with an engaging argumentative writing assignment. Writers must decide if they believe The Cay should be banned. The resource includes links to several articles, which have been addressed and examined in...\n
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