Argumentative essaycompleteinstructioncurriculumunitplan

h t t p : / / t e a c h e r 1 s t o p . c o m
2014
Argumentative Essay
Instructional Curriculum
Complete 4-week Unit
Plan
Incorporating Companion English Language Arts
Standards Simultaneously
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ARGUMENTATIVE ESSAY INSTRUCTIONAL CURRICULUM
INCORPORATING COMPANION ENGLISH LANGUAGE ARTS STANDARDS
SIMULTANEOUSLY
TABLE OF CONTENTS
INTRODUCTION AND TIMEFRAME……….………………………………….…2-3
GETTING STARTED-ENGAGING LAUNCH……………………………………….4
STEP 1-PRIOR TO PREWRITING ACADEMIC VOCABULARY………………..5
STEP 2-GETTING TO KNOW ARGUMENTATIVE ESSAYS……………………6
STEP 3-PRE-WRITING ACTIVITIES AND ROUGH DRAFT…………………7-9
STEP 4-REVISIONS, EDITING AND PUBLISHING…………………………….10
STEP 5-REFLECTION AND APPLIED LEARNING…………………………11-12
CONCLUSION……………………………………………………………………….….13
APPENDIX A - ELA COMMON CORE STATE STANDARDS……………..14-15
APPENDIX B – ENGAGING LAUNCH ACTIVITY………………………..…16-17
APPENDIX C – ACADEMIC VOCABULARY PRACTICE………………..…18-19
APPENDIX D – ACADEMIC VOCABULARY TEST WITH ANSWERS….20-25
APPENDIX E – SAMPLE ESSAY WITH PRACTICE SHEET……………..26-28
APPENDIX F- ARGUMENTATIVE ESSAY DIAGRAMMED……………….…29
APPENDIX G – SUGGESTIONED ARGUMENTATIVE ESSAY TOPICS…..30
APPENDIX H – ARGUMENTATIVE ESSAY GRADING RUBRIC…………...31
APPENIDX I – ESSAY ANALYZATION-RECIPRICAL TEACHING….……..32
This is a complete unit plan with all resources included that hyperlink to
slideshare.net, youtube videos and especially designed companion practice sheets.
All work is done and includes complete plans for the whole month-long unit. You
will have more time to spend on your family and your students. Easily incorporates
the workshop model complete with time for student conferencing.

INCORPORATING COMPANION ENGLISH LANGUAGE ARTS STANDARDS
SIMULTANEOUSLY
Curriculum Outline
Common Core State Standards
ELA Writing Standards Grades 6-12
Standards 1.a.b.c.d.e, and 4-10
“MY BRAIN HURTS!” said one of my students as we were working through the
academic vocabulary lesson in this unit (Step 1 activities). Wonderful! That means
we have achieved rigor in our classroom. After all, we want to stretch our students’
brains, mold and shape them as our students grow into educated citizens. When a
student tells me his brain hurts, I know that I have an engaged and challenged
learner, and I smile satisfactorily.
WELCOME! As a teacher, you know that writing is a process. You also know that
in order to effectively teach anything, scaffolding the process is by far one of the
best approaches to facilitate learning for your students. There are numerous
effective methods in teaching, but having a solid, organized, easy-to-incorporate
curriculum will increase student learning ten-fold. In a thesis written for a
Master’s in Education for Curriculum Development and Instruction in Reading, two
instructional methods to teaching sentence writing were reviewed. What were the
findings? Simply stated it says “From this research, the recommendation then is for
consistent, clearly stated objectives along with a complete plan and implementation
of that plan to teach [Insert skill here].” (Salsbury, 2012, p. 19)
So, we all need a plan. In this document, you will find a clearly stated, complete
plan and implementation (curriculum) for the teaching of Argumentative Essays to
students in grades 5-9. The objectives are taken straight from the Common Core
State Standards, and this plan is written to directly address the objectives stated
(Appendix A).
This course, using the Scaffolded Instructional Method is directed toward 7th grade,
but can easily be adapted to meet the needs of middle school grades 5-9.
This curriculum as a Project Based Learning approach, works very well with the
Workshop Model because students do most of the work using hands-on methods,

incorporating critical thinking skills with rigor and relevance while the teacher is
able to move about the room stopping to conference with selected students and
groups of students asking targeted questions to draw out student critical thinking.
Before we begin the lesson, decide on the published format. If you have access, this
essay should be in electronic format and printed using Word, Pages, Word Perfect,
Apache (open source), Google Docs or some type of word processing software. As
part of the Common Core State Standards Appendix A, students need to understand
formal publishing and all the connotations surrounding it. They must understand
that their finished essay should look and be professionally written. This will
prepare them for their career. In addition, as an optional assignment, I have my
students publish these essays to Wordpress.com (free), and require them to read
their peers’ essays and to make relevant comments. Visit us at
https://teacher1stop.com for more great lesson plans, informational articles,
teaching strategies and resources.
Approximate Timeframe:

GETTING STARTED
Engaging Launch (30 minutes) -- Appendix B -- Students will perform a short
skit. Use the attached script and pick 3 students to come to the front of the room
and role play by reading the script. In order to increase effectiveness, be sure to
select students who will engage loudly and “ham-up” the skit.
Follow-up Discussion Once students have finished the two skits, have students do a
compare and contrast on the two approaches. Draw out the discussion regarding
why in the first scenario Mikaela was left upset and feeling like she hates her
parents; whereas in the second scenario she ends up with approval to attend?
Discuss the difference in the logic and the arguments associated with the
consequences. Let the students tell about their experiences like these and see if
they can relate what they did and what they might have done differently. Finally,
pull the discussion back around so that you can introduce the Argumentative Essay,
and in order to establish relevance how it can be helpful in their own lives and why
writing a formal argument is important to their critical thinking and learning.
Getting Started

Step 1 (Prior to Pre-writing) – Vocabulary Instruction and Development (2-3
class hours)
a. Use the following PowerPoint along with its included activities to
introduce students to the 12 academic vocabulary words vital to their
understanding of and ability to write a comprehensive, effective
argumentative essay: http://tinyurl.com/b2wzmg2. This is the
PowerPoint you can download straight from teacher1stop.com complete
with all the companion pieces. It is also available here:
http://www.slideshare.net/ksalsbur/argumentative-essay-vocab.
This assignment can take students up to 3 days to complete depending on
your Block or Hour time frame. My slower students needed more than 2 hours,
while my gifted students mostly completed it in a little over an hour
b. Students should complete the following vocabulary practice assignment on
their own, and then use peers and teacher to check for understanding.
The following task gives students practice using their new academic
vocabulary knowledge: http://tinyurl.com/bl48vdf or Appendix C
c. Using the workshop model, check for understanding of vocabulary terms
with a class discussion then have students take the Academic Vocabulary
Test for Argumentative Essays. I have included the document along with
the test answers. Please note that all files can be downloaded via .docx for
Word or as a .pdf in Adobe. http://tinyurl.com/caftrqg or Appendix D
***Important -- Make sure you incorporate the academic vocabulary terms
throughout the whole argumentative essay process continually referencing them as
they write. ***

Step 2 (Getting to know Argumentative Essays):
a. (about an hour) Use sample Argumentative essays to help children
understand what the finished product will look like. These can be located
on the Internet, so choose a few and present them to students. In
addition, you should use several different teaching strategies, such as
Reciprocal Teaching to help students understand these articles. Try
locating some of these here: http://www.squidoo.com/teachers-helping-
teachers as well as here: http://teacher1stop.com/index.php/teaching-
strategies-2.html?limitstart=0
b. (30-40 minutes) I have written an Argumentative essay and attached a
companion worksheet as a sample of how best to use examples when
teaching. http://tinyurl.com/a55u8cy or Appendix E
c. (30-40 minutes) Lastly, on this step have students outline an
argumentative essay on a separate sheet of paper for a great way to get
students to show their understanding and knowledge. It should look
something like this: http://tinyurl.com/b5tsc3f or Appendix F
***Reminder: Make sure students continue to use the academic vocabulary terms
throughout all processes!
Writing and Research

Step 3 (Pre-writing Activities and Rough Draft Writing):
In this step we will begin to produce an Argumentative Essay. It will be helpful if
students keep one of the sample Argumentative Essays with them
as they write so they can refer to it. If this is their very first
argumentative essay (and if they are in 7th grade it probably is),
they will struggle with their understanding of the process, purpose
and what they see as their finished product. After all, no one has
ever bothered to ask them their opinion about something before.
This is all new to them. It is a timely process, but well worth it as you will be
amazed at the increase in the use of their critical thinking skills. You will see a
virtual light bulb go off as they discover how best to argue their point. Here’s a nice
2 minutes introductory video found on about.com:
http://video.about.com/homeworktips/How-to-Write-an-Argument-Essay.htm
a. (15-30 minutes) Choose a topic your students have interest in to argue
and use as an example. For instance, “Students should not be made to
wear uniforms to school, or all students should be allowed to use a cell
phone at school.” If they pick a topic they have interest in, they will
enjoy writing the essay much better. Attached is a list of possible
topics Appendix G. Some of my students even argue which gaming
station is the best and cite facts and statistics about the product to
make their case e.g. “Xbox has the best graphics.” You may want
students to talk in groups so they can brainstorm ideas for arguments.
NOTE: Instead of this assignment, the following is an optional
PowerPoint that includes an introduction to how to write the essay
along with pre-writing and selection of topic activities. You can find
this here: http://tinyurl.com/l3uhevc
b. (15-30 minutes) Students will now write their claim. Explain to
students that as they learned in their work from Step 1 that a claim is
a “strong statement that can be challenged.” Then invite them to write
their own claim about the topic they just chose. Use your example
topic and write one on the board to show students. Be sure to check
each student’s claim individually and discuss with any students who
may have written it inaccurately. Explain to students that in order to
write an effective claim, they must make a statement about their
argument. For instance, many students will write “Should students
have curfews?” This is not a claim for an argumentative essay. They
need to offer their strong opinion, e.g. “Students should not have
curfews.” You may wish to have them turn these in so you can check

them, but I have found that they understand better when you discuss
their claim on a one-on-one basis if there is time in the classroom.
c. (45-60 minutes) Once they have written a great claim, they can begin
writing their supporting arguments in outline format. Use the sample
from Appendix F as a possible roadmap for them to follow. For 7th
graders especially, they should write no less than 3 arguments. They
will expand on these, but they need to start with 3. More than this can
become cumbersome for both the student and the teacher. This part of
the process is where you’ll hear the most “I don’t know what to write”
statements. “This is too hard.” I don’t understand,” and so on, but
don’t be deterred! You must use your wonderful teacher-questioning
skills to “draw out” your students. Stay focused and positive.
You will also hear questions like “how long does this need to be?” I tell
my students that it should be as long as it needs to be to make their
point. This does not set well with them, so outline it in this way:
Paragraph 1 – Introduction, claim and arguments overview;
Paragraphs 2-3-4 expands on their 3 arguments; and Paragraph 5 in
their conclusion in which they clinch their argument. For 7th grade
and younger, this is plenty long. It is a daunting task for them. Be
sure to use your relevant examples with kiddos. They will be more
engaged. You can write these on the board or document camera and
leave them up for easy student reference. Here are my examples:
“Students should be made to wear uniforms to school.”
Argument #1: more cost-effective for parents
Argument #2: students do not have to worry about selecting
their clothes each day
Argument #3 it puts students on a more equal basis and cuts
down on bullying.
You will want to grade student argumentative essays in steps,☼♫☺Helpful hint!
otherwise you’ll find yourself grading 100 essays taking 15 minutes for each essay.
Find times throughout this process to put a grade in the grade book or parents,
students and administration will complain about the lack of grades.
d. (20-40 minutes) Students should now write their
counterarguments. Many students really struggle with this
concept. They do not understand what the term means, why it
is so important, and how to dispel the counter argument once
they write it. Once again, leading by example works very well

here. Ask them what the other side would say. Then, ask them
why the other side is wrong. From there, provide a
counterargument example:
“Some may say that school uniforms are very expensive
because they must be high quality to hold up through all
the washings, and one needs at least 5 of them for the
week, but this argument won’t stand because most kids
have around 15-30 outfits for school in their closet, so
purchasing only 5 would be a lot less expensive than
buying a whole wardrobe for school.”
e. (20-30 minutes) Now is a good time to pass out the rubric and review it
with students if you haven’t already. I find that many students tend to
lose this if handed out too early. They need to see it when it has
become relevant to them – Appendix H.
f. (2-4 hours) Putting it all together and writing the first draft. This is
where it gets tough. Everything the students have done so far has been
“pre-writing activities”. It is now time to actually write their rough draft
argumentative essay, again, leading by example. Have students get out
the argumentative essay examples they had read earlier and review them.
Then have them write their introductory paragraph which has their claim
and briefly their 3 arguments. Once this is accomplished, they should
write a paragraph using each of the 3 arguments and expanding on their
concept with anecdotes, facts, statistics and expert testimonial. If they
are using research materials such as magazine articles, they will of course
need to cite their sources. Tell students to be sure and make a citation of
every source they find in order to refer back to it at a later date. A good
way to ensure that they do this is offer a grade for this part of the
assignment. If their sources are cited accurately, they will earn extra
points. This part of the assignment seems to take the longest and can be
cumbersome for students who are not used to writing. They don’t like it
and fight it every step of the way, while others zoom through it easily.
Your students will get far apart at this point, so you will want to have
extra things for those students to work on who finish early.

Step 4 (Revisions, Editing and Publishing):
a. (45-60 minutes) Revision time using reciprocal teaching.
Located at http://tinyurl.com/mz6ylhb is a wonderful teaching
aid that really helps students make good changes to their
document (Appendix I). Students work together in teams of 2 or
3 to review each other’s papers answering the questions on the
worksheet with short-answer. It allows them to see what others
have done as well as makes them aware of what they have done
when writing their essay. Again, have students turn these in for
points.
b. Have students invite others to review their work and offer
suggestions. Whether using the workshop model or not, be sure
to have one-on-one discussions with your students during this
time. You can certainly start with the students who have
finished their essays early and continue to consult with students
as they finish their drafts and are working on their revisions.
c. (45-60 minutes) Re-write their “perfect” essay preparing it for
publication. Edit any typos.
d. (20-30 minutes) Next is a wonderful strategy…students must
“grade” their own essay BEFORE they turn it in using the
rubric that was handed to them at the beginning of the pre-
writing process. They must put a grade on it. Tell students that
they must be honest with themselves and fair about their work.
(What’s that you say….they can’t find their rubric? For shame!!!
Make sure you made extra copies to hand to them.)
e. Hand in completed essays along with their rubrics with grades
on them and give them a treat for a job well done! Whew!

Step 5 (Reflection and Applied Learning):
Finally, here we reflect on the writing. This is perhaps the most
important of all the steps. Students need to be aware of what they have
learned and how they can apply it in their daily lives, why it is important
and how it has taught them to be more credible with their parents,
teachers, peers and others.
Exercise: Students will now write about their experience. Here are some
suggested questions that students should answer in their Reflection. This
reflection should be in paragraph form and turned in for a final grade.
Points to ponder and write about:
 What could I have done better
 What are we most proud of?
 What did I learn about how to write an argumentative essay?
 What did I learn about arguing my point?
 What did I learn about citing my sources and plagiarism?
 What would be helpful for your next informational text essay?
 How can I apply these skills to my everyday life?
Please include at least 5 paragraphs detailing the process you went
through, how it helped you become a better writer, what you would enjoy
writing about for your next topic, which essay interested you the most and
why
Optional exercise 1…have students present their essays OR their
reflections to the class. This will apply to Common Core State Standards
SL.7.3, SL.7.4, SL.7.5, andSL.7.6
Optional exercise 2...set up a Wordpress.com free account. Use student
emails to invite them to post on your site. This will allow you complete
access over what is published and all comments posted. Next, have
students set up their account with their email and passwords that you
have access to. Then, they need to accept your invitation to post. From
there, have students copy and paste their essays to the weblog, format
these (there will be spacing issues), and post. Following this, students
should view each other’s essays and make relevant, quality, professional
comments offering helpful feedback to the students. Students should
comment on no less than 5 essays and grade these for points. CCSS.ELA-
Literacy.W.7.6

Wordpress.com is an amazing forum where you can showcase student
work. There is a setting on Wordpress.com in which you can make the
page searchable to the different search engines. I click “no” on this to
keep student anonymity. These pages are live on the Internet, so make
sure students only post their first name or a selected user name. In this
way their anonymity is protected. Next, send home the hyperlink to the
parents so that they can see their student’s published work. This
assignment was prompted and inspired via the development of an amazing guide
I helped to test about using Word Press for Common Core writing lessons to be
available at CompassPublishing.org, Fall 2013.

Conclusion
Having taught this project a few times, some of the great things I have learned are:
1) Students will always surprise you, especially if you are one of the
great teachers who get to know your students. Invariably you will be
surprised at their ability or lack of ability to write a great essay. I have
found that the ones I expected greatness from, were somewhat lackluster
in their approach, while others who I didn’t expect as much from turn out
greatness.
2) Students are not used to anyone asking their opinion and don’t
exactly know how to react to this. Some will rise the occasion, while
others will continue to question you (browbeating you into answering for
them?) until you have responded enough times that they somehow have
obtained your opinion to use for their own.
3) Students need time to digest what their opinion is and why they
think this way. Many students like to parrot their parents, teacher or
other adult because the think that’s what they are supposed to do.
Inviting them to be their own person and have an opinion is awe-inspiring
for many.
4) It’s vital that you do not let your own opinion show so that you
never belittle a student’s own thoughts. Students will ask you point
blank what you think about whatever it is that they are writing about.
No matter how many times they ask, do not answer. You’ll end up writing
the essay for them if you’re not careful. If they are struggling with their
arguments and their opinion, I have provided them with both sides on
occasion, but I don’t really like doing that either.
I would really enjoy hearing back from you in your endeavor. Write to me at
admin@teacher1stop.com and offer any feedback or suggestions you would like.
Thanks so much and good luck.

APPENDIX A
English Language Arts Standards » Writing » Grade 7
Text Types and Purposes
 CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with
clear reasons and relevant evidence.
o CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate
or opposing claims, and organize the reasons and evidence logically.
o CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning
and relevant evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text.
o CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create
cohesion and clarify the relationships among claim(s), reasons, and
evidence.
o CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
o CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section
that follows from and supports the argument presented.
Production and Distribution of Writing
 CCSS.ELA-Literacy.W.7.4 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.)
 CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed. (Editing for conventions should
demonstrate command of Language standards 1–3 up to and including grade
7 here.)
 CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce
and publish writing and link to and cite sources as well as to interact and
collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge
 CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a
question, drawing on several sources and generating additional related,
focused questions for further research and investigation.
 CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print
and digital sources, using search terms effectively; assess the credibility and
accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
 CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts
to support analysis, reflection, and research.
o CCSS.ELA-Literacy.W.7.9a Apply grade 7 Reading standards to
literature (e.g., “Compare and contrast a fictional portrayal of a time,
place, or character and a historical account of the same period as a
means of understanding how authors of fiction use or alter history”).
o CCSS.ELA-Literacy.W.7.9b Apply grade 7 Reading standards to
literary nonfiction (e.g. “Trace and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims”).
Range of Writing
 CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Resource:
"English Language Arts Standards » Writing » Grade 7." Common Core State
Standards Initiative. Common Core State Standards Initiative, 2012. Web. 20 June
2013. <http://www.corestandards.org/ELA-Literacy/W/7>.

APPENDIX B
ENGAGING LAUNCH SKITS
SKIT “A”
SCENE ~ Parents and their 13-year-old daughter Mikaela are having a discussion
regarding whether or not she can go to the movies alone with her 2 friends. Mikaela
is very distraught…ranting and yelling at her parents.
MOM - I said no! You can’t go.
MIKAELA - But that’s not fair. My friends’ parents said that Paige and Jessica can
go, why won’t you let me?
DAD – Mikaela, don’t talk to your mother like that. She said no and that’s final.
MIKAELA – Just tell me why. You never let me go anywhere!
MOM – Now that’s not true and you know it. Just last week we let you go with your
friends to the park on Saturday to hang out, and remember what happened? You
were caught flirting with a group of boys whom I know were up to no good. You are
not allowed to associate with those boys and you know it!
MIKAELA - They were just there. We didn’t plan to meet them there. It just
happened.
MOM – Really, Mikaela? How do I know that? How can I trust anything that you
say? You have lied to us on numerous occasions.
DAD – Whether you know it or not, we are trying to protect you. We will not allow
our daughter to go to the movies at night with no chaperone and that’s final.
MIKAELA (screaming) – I hate you! I hate you both! You are ruining my life!
MOM (quietly) – I’m sorry you feel that way, but our decision is final. Please go to
your room and calm down.
MIKAELA (leaving) – I’m sorry. I didn’t mean it. You just make me so mad.

SKIT “B”
SAME SCENE ~ Parents and their 13-year-old daughter Mikaela are having a
discussion regarding whether or not she can go to the movies with her 2 friends.
Mikaela is very distraught, but this time she is using logic to reason with her
parents.
MOM – I said no.
MIKAELA – Can I ask why?
MOM – Because last week when I let you go to the park on Saturday to hang out
with your friends I caught you hanging out with that group of boys who are not
trustworthy. You know you are not allowed to be around those boys.
MIKAELA – You’re right. I’m sorry. When Jessica and Paige and I arrived at the
park we were just messing around with the soccer ball, kicking it and passing it.
The ball got loose and rolled away. One of the boys picked it up, and we went over
to talk to them and ended up hanging out. I’m really sorry. I knew I wasn’t
supposed to be with them. I promise I won’t do it again.
DAD – That remains to be seen. But for now, you are not allowed to go to the
movies at night unchaperoned.
MIKAELA – Oh, we are chaperoned. You know Mrs. Cox, right? Paige’s mom?
She has agreed to pick us up and stay with us at the movie theater.
MOM – Oh, I didn’t realize that. But really, Mikaela we don’t have the money right
now. I’m sorry.
MIKAELA – I will pay for it with my baby sitting money. I have $160 saved up, so I
can spare a little.
DAD – I thought you were saving for a car when you turned 16.
MIKAELA – I am, but I have some yard mowing lined up for next summer as well
as more baby-sitting jobs, so I think I can afford to spend a little to have some fun.
DAD – What do you think, Mom? This all sounds reasonable.
MOM – Ok, you can go. Just be home by 11:00, alright?
MIKAELA (racing from the room) – We will. The movie starts at 7:30, so we should
be home in plenty of time. Thanks, Mom! Thanks, Dad! Love you both.

APPENDIX C
Argumentative Essay
Academic Vocabulary
Directions: Use full sentences to answer the following questions.
1. Write a statement making a “claim” that you might wish to use for an
Argumentative Essay.
________________________________________________________________________
________________________________________________________________________
2. Write a “testimonial” about the last book that you read recommending it to a
friend.
________________________________________________________________________
________________________________________________________________________
3. Provide supporting “evidence” as to why you are recommending this book to
your friend.
________________________________________________________________________
________________________________________________________________________
4. Write a statement showing “bias” for or against the use of cell phones in
school.
________________________________________________________________________
________________________________________________________________________
5. Tell me an “anecdote” about something that happened to you while using
your cell phone in class. Provide plenty of details and use full sentences.
This should be at least 2 or 3 sentences long or more.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Provide an example of a “statistic” regarding the number of people who use
cell phones in today’s world. This does not have to be true as it is only an
example.
Name: ________________________
Date: _________________________
Hour: _________________________

________________________________________________________________________
________________________________________________________________________
7. Now give an example of a “fact” associated with cell phone usage. Again, this
does not have to be true because you are not researching; you are showing
that you understand what a fact is.
________________________________________________________________________
________________________________________________________________________
8. Write a statement that would be a “misrepresentation” of the word
“challenge.”
________________________________________________________________________
________________________________________________________________________
9. Give an example of an “expert,” and remember to use a full sentence.
________________________________________________________________________
________________________________________________________________________
10.What could be the possible “consequence” of using your cell phone in class,
and again remember to use a full sentence in your response.
________________________________________________________________________
________________________________________________________________________
11.“Analyze” the following statement: “Obstacles are things that a person sees
when he takes his eyes off of his goal.” ~E. Joseph Cossman. Use 2-3
sentences in your analysis.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
12. Think for a moment and provide what you believe could possibly be a good
topic for your argumentative essay. Be sure to use a full sentence.
________________________________________________________________________
________________________________________________________________________

APPENDIX D
Argumentative Essay
Academic Vocabulary Test
Directions: Write the correct answer in the blank beside the number.
1. _____ “Brains not brawn will take you further in life,” is an example of:
a. A claim
b. A fact
c. Evidence
d. An anecdote
2. _____ “This is the best book I’ve read. It has action, suspense and great
characters…all the elements of an engrossing memory” is an example of a:
a. Consequences
b. An anecdote
c. Testimonial
d. Fact
3. _____ “During the first quarter of 2012, there were nearly 8,000 people killed in
traffic accidents in the U.S.” is an example of:
a. Testimonial
b. Bias
c. Claim
d. Statistic
4. _____ “There have been 44 presidents in the United States” is an example of a:
a. Claim
b. Fact
c. Testimonial
d. Bias
5. _____ “Two pair of glasses, $12,000, one billfold, one watch, and a belt” can be
considered:
a. Bias
b. Evidence
c. Testimonial
d. Misrepresentation
6. _____ “A person practicing law without a law degree” would be considered:
a. Misrepresentation
b. Evidence
c. Bias
d. Statistic
Name___________________
Date____________________
Hour____________________

Argumentative Essay Academic Vocabulary Test, Page 2
7. _____ When reporting the news, an announcer stated “this is why guns should be
banned” is an example of:
a. Evidence
b. An Expert
c. Bias
d. Testimonial
8. _____A doctor being interviewed about the causes of Multiple Sclerosis is an example
of:
a. Testimonial
b. An Expert
c. Bias
d. Anecdote
9. _____“When I was young, I used to dream about…” could be the start of an example
of:
a. Bias
b. Statistic
c. Claim
d. Anecdote
10. _____ When you write a constructed response to an essay question, you must _______
the question before you can answer it.
a. Analyze
b. Claim
c. Facts
d. Testimonial
11. _____Studying hard and getting an “A” on a test is an example of:
a. Facts
b. Consequences
c. Bias
d. Statistic
Match the following terms with their synonym:
12. _____Statistic e. Recommendation, endorsement
13. _____Claim f. Falsification, Distortion
14. _____Facts g. Number, figure
15. _____Anecdote h. Truths, data
16. _____Bias i. Signs, proof
17. _____Expert j. Story, tale
18. _____Testimonial k. Study, examine
19. _____Consequences l. Assertion, Allegation
20. _____Analyze m. Professional, knowledgeable
21. _____Misrepresentation n. Slanting, prejudice
22. _____Evidence o. Penalties, rewards

Argumentative Essay Academic Vocabulary Test, Page 3
23. (5 points) Constructed response: Take your time and use some of your academic
vocabulary words to answer these questions. Be sure to include 3-4 complete
sentences and use R.A.D. (Restate, Answer and support your answer with 3 Details).
When writing an argumentative essay, what types of things could you include to
argue your point and get your reader agree with your claim? Why are these things
important?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Constructed response grading: 1 point for complete sentences and grammar, 1 point
for restate & answer and 1 point for each supporting detail….3 details

Argumentative Essay
Academic Vocabulary Test
Directions: Write the correct answer in the blank beside the number.
24. __A___ “Brains not brawn will take you further in life,” is an example of:
a. A claim
b. A fact
c. Evidence
d. An anecdote
25. __C___ “This is the best book I’ve read. It has action, suspense and great
characters…all the elements of an engrossing memory” is an example of a:
a. Consequences
b. An anecdote
c. Testimonial
d. Fact
26. __D___ “During the first quarter of 2012, there were nearly 8,000 people killed in
traffic accidents in the U.S.” is an example of:
a. Testimonial
b. Bias
c. Claim
d. Statistic
27. __B___ “There have been 44 presidents in the United States” is an example of a:
a. Claim
b. Fact
c. Testimonial
d. Bias
28. __B___ “Two pair of glasses, $12,000, one billfold, one watch, and a belt” can be
considered:
a. Bias
b. Evidence
c. Testimonial
d. Misrepresentation
29. __A___ “A person practicing law without a law degree” would be considered:
a. Misrepresentation
b. Evidence
c. Bias
d. Statistic
30. _C____ When reporting the news, an announcer stated “this is why guns should be
banned” is an example of:
a. Evidence
b. An Expert
c. Bias
Name___________________
Date____________________
Hour____________________

d. Testimonial
31. __B___A doctor being interviewed about the causes of Multiple Sclerosis is an
example of:
a. Testimonial
b. An Expert
c. Bias
d. Anecdote
32. __D___“When I was young, I used to dream about…” could be the start of an
example of:
a. Bias
b. Statistic
c. Claim
d. Anecdote
33. __A___ When you write a constructed response to an essay question, you must
_______ the question before you can answer it.
a. Analyze
b. Claim
c. Facts
d. Testimonial
34. ___B__Studying hard and getting an “A” on a test is an example of:
a. Facts
b. Consequences
c. Bias
d. Statistic
Match the following terms with their synonym:
35. __G___Statistic e. Recommendation, endorsement
36. __L___Claim f. Falsification, Distortion
37. __H___Facts g. Number, figure
38. __J____Anecdote h. Truths, data
39. __N___Bias i. Signs, proof
40. __M___Expert j. Story, tale
41. __E___Testimonial k. Study, examine
42. __O___Consequences l. Assertion, Allegation
43. __K___Analyze m. Professional, knowledgeable
44. __F___Misrepresentation n. Slanting, prejudice
45. __I___Evidence o. Penalties, rewards

46. (5 points) Constructed response: Take your time and use some of your academic
vocabulary words to answer these questions. Be sure to include 3-4 complete
sentences and use R.A.D. (Restate, Answer and support your answer with 3 Details).
When writing an argumentative essay, what types of things could you include to
argue your point and get your reader agree with your claim? Why are these things
important?
Example answer: When writing an argumentative essay, I would include facts from
experts to state my case. People will believe an expert over someone less
knowledgeable. I would also include statistics whenever possible in order to further
solidify my case. An anecdote will also help to make my case as well as entertain my
reader.
Constructed response grading: 1 point for complete sentences and grammar, 1 point
for restate & answer and 1 point for each supporting detail….3 details

APPENDIX E
The Wide World of Disney, 7 Up, an Apple, and Popcorn
An Argumentative Essay Against the Overuse of Soda
Grocery stores used to sell 7 Up in a cardboard carton with 8 16-ounce bottles
in each. My family loved 7 Up. Every Sunday night at 6:00 p.m. sharp our family of 6
would be sitting in the living room around the TV, each with a bowl of
popcorn, an apple and an iced glass of 7 Up all set to watch the Wide
World of Disney’s feature film of the week. We were each allowed one-
half of the contents of a bottle poured over ice in a glass once a week.
This continues to be a very special memory for me not just because of
the fellowship, but the tradition associated with getting something
special. Soda pop is no longer considered a special treat, but the norm
of everyday life. What changed? Why do kids consume so much more
soda than they used to? Yes, the packaging of soda is different, it’s
more readily available at convenience stores and machines, and there
are numerous new flavors and companies, but isn’t the soda the same?
Our kids should be made aware of the consequences of drinking too much soda before they
consume it.
According to mensgarage.com, the facts are that there are four major health risks
associated with the consumption of soda pop. These are: 1) Risk of getting type 2 diabetes;
2) Dangers of bone and tooth decay; 3) Beware of the caffeine effect; and 4) The gateway to
extra and empty calories i.e. weight gain and obesity.
When I started researching for this article, I’d heard about bone and tooth decay,
obesity and caffeine, but I hadn’t heard about the risk of getting Type 2 Diabetes. That’s
even scarier than some of the others as it really changes a life style. If you lose your teeth,
well one could just get dentures to replace them. Too much caffeine can eventually lead to a
lot of lost sleep, and eventually take time off of your life, but diabetes is a whole other
“ballgame” so-to-speak. With Type 2 Diabetes, one wouldn’t be able to ever drink soda
again because of the risk and it involves a huge life-style change. This changes your quality
of life.
“On September 17, 2009, the California Center for Public Health Advocacy (CCPHA)
and the UCLA Center for Health Policy Research released the report, Bubbling Over: Soda
Consumption and Its Link to Obesity in California. This study found that 41% of children
(ages 2–11 years) and 62% of adolescents (ages 12–17 years) in California drink at least one
soda or other sugar -sweetened beverage every day. Regardless of income or ethnicity,
adults who drink one or more sodas or other sugar-sweetened beverages every day are 27
percent more likely to be overweight or obese.” Right there…that’s enough to have me limit
my intake of soda for the rest of my life. It’s hard enough trying to eat less and eat healthy,
but drinking my meal without filling me up and adding that many calories is just wrong.

Sitting in front of the TV and watching a movie is a sure way to attract the
munchies. I think Mom knew that, which is why she armed us with popcorn…considered
by most to be a healthy snack without too much butter, an apple and limited our soda
intake by making us split a bottle. I didn’t know the health risks associated with drinking
soda; I just knew I loved it.
There are some of you who will disagree with these
arguments and supporting details saying that none of this is true,
and others who will simply say, “I don’t care. I’m going to drink
as much soda as I want.” To you nah-sayers I respond with yes
all of this information is true, and if you decide to ignore these
facts, you will suffer the consequences of some or maybe even all
those major health risks listed above.
Maybe the question comes down to “do parents know the
health risks associated with soda?” If they did, wouldn’t they take precautions to ensure
that their children refrained from drinking too much? Maybe they don’t know, but look
kids, it’s time you shared this with them. Too much sugary drinks, namely soda and let’s
not forget those energy drinks that I haven’t even mentioned here and which exacerbates
the problem numerous times over, is not good for you.
One more time, soda is not healthy. So why not grab a glass of milk, juice or some
good ol’ tasty clear, clean water as a substitute. You can watch the pounds drop away, be
able to get a good night’s rest and keep all your teeth and bones in good shape. You could
even enjoy a soda once in a while when watching a Disney movie with your family. Don’t
forget the apples and popcorn!
Resources:
"Sugar Sweetened Beverages." Public Health Advocacy. California Center for Public Health
Advocacy, n.d. Web. 12 Mar. 2013. <http://www.publichealthadvocacy.org>.
Z, Taylor. "4 Major Health Risk's Of Drinking Soda." 4 Major Health Risk's Of Drinking
Soda. Men's Garage, 8 Feb. 2009. Web. 12 Mar. 2013.
<http://www.mensgarage.com/health/healthy-living-blog/4-major-health-risks-of-drinking-
soda/>.

7 Up Argumentative Essay Practice
Follow the directions listed after each number:
1. Go back to the article and DOUBLE underline the claim sentence (2 pts).
2. Draw a circle around all the facts and statistics listed in the article (3 pts).
3. Underline ONCE the Counterargument. A counterargument is a contrasting or
opposing side. This is used to dispel any arguments by refuting them and to
undermine an argument by deterring someone from action (2 pts).
4. Underline the anecdote using a dotted line action (1 pt).
5. Does this article have a testimonial in it (1 pt)? ___________________________
6. What could you include in this article to better make the author’s point? (2 pts)
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
7. Analyze this article and offer any insight as to whether or not the author has
effectively argued her point. Use two or three sentences (3 pts)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:______________________
Date:_______________________
Hour:_______________________
Score:
14

APPENDIX F
Argumentative Essay Diagrammed
1. Opening paragraph
a. Anecdote or Analogy
b. Claim
c. Introducing supporting details
2. Paragraph 2
a. Fact
b. Statistic
c. Supporting details
3. Paragraph 3
a. More supporting details along with arguments
4. Paragraph 4
a. Another fact
b. A Testimonial
5. Paragraph 5
a. Counterargument
b. Another supporting argument
c. Another supporting argument
6. Paragraph 6
a. 2 more facts and a statistic
b. Supporting details
7. Paragraph 7
a. Claim restated
b. Supporting arguments restated
c. Conclusion

APPENDIX G
Argumentative Essay Suggested Topics
Do curfews keep teens out of trouble?
Are we too dependent on computers?
Are test scores a good indication of a school’s effectiveness?
Is child behavior better or worse than it was 20 years ago?
Should companies market to children?
Are actors and athletes paid too much?
Should English be the official language of the world?
Does boredom lead to trouble?
Does participation in sports keep teens out of trouble?
Is competition good?
Should girls ask boys out?
What’s the best type of homework?
Should all American citizens be required to complete a year of community service?
Should student’s textbooks be replaced by notebook computers?
Should students have to pass a basic skills test to graduate high school?
Should the government bring back the space program?
Should there be tougher federal restrictions for content on the internet?
Should students who commit cyber-bullying be suspended from school?
Is it appropriate for students and teachers to be friends on Facebook?
Should school athletes have to take drug tests?

APPENDIX H
RubiStar ( http://rubistar.4teachers.org )
Argumentative Essay Rubric
Student Name: ________________________________________
CATEGORY 4 3 2 1
Sources Using M.L.A.
format, all
sources
(information
and graphics)
are accurately
documented on
a "Sources"
page at the end
of the report.
Using M.L.A.
format, all
sources
(information
and graphics)
are accurately
documented,
but a few are
not in the
desired format.
All sources
(information
and graphics)
are accurately
documented,
but many are
not in the
desired format.
Some sources
are not
accurately
documented.
Paragraph
Construction
All paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Most
paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Paragraphs
included
related
information but
were typically
not constructed
well.
Paragraphing
structure was
not clear and
sentences were
not typically
related within
the paragraphs.
Quality of
Arguments--
Evidence and
Reasoning
Arguments
clearly relate to
the claim,
includes several
supporting
details and/or
logical
reasoning
statements.
Arguments
clearly relate to
the claim,
includes 1-2
supporting
details and/or
logical
reasoning
statements
Arguments
clearly relate to
the claim, but
no details
and/or logical
reasons are
given.
Arguments
have little or
nothing to do
with the claim.

Mechanics Few, if any,
grammatical,
spelling or
punctuation
errors.
Some
grammatical,
spelling or
punctuation
errors
Several
grammatical,
spelling, or
punctuation
errors.
There are so
many
grammatical,
spelling, or
punctuation
errors that it is
sometimes hard
to understand
Anecdotes and
Expert
Testimonial
There are more
than one expert
testimonials
and an
anecdotal
theme.
There is at
least one expert
testimonial and
one anecdote to
add to the
reader's
enjoyment.
There is either
an expert
testimonial or
an anecdote.
There are no
expert
testimonials or
anecdotes.
Amount of
Information
All topics are
addressed and
all questions
answered with
at least 2
sentences about
each.
All topics are
addressed and
most questions
answered with
at least 2
sentences about
each.
All topics are
addressed, and
most questions
answered with
1 sentence
about each.
One or more
topics were not
addressed.
Counter
Argument
Counterargume
nts are clearly
stated and then
dispelled with
logical
reasoning that
supports the
author's claim.
Counterargume
nts are clearly
stated and
somewhat
dispelled using
reasoning that
supports the
author's claim.
There is a
counterargume
nt but the
reason to
dispell it is not
clearly stated.
There is no
apparent
counterargume
nt
Facts or
Statistics
There are
several facts or
statistics
clearly used to
back up the
author's claim.
There are some
facts or
statistics used
to back up their
claim.
There is only
one fact or
statistics listed.
There are little
or no facts or
statistics used
and they don't
back up the
claim.

APPENDIX I
Reciprocal Teaching
Argumentative Essay Analyzation
READ these Directions before you start: Work in pairs to review your
Argumentative Essay. One person will read their essay to the other one. After
reading through it once, you will then interview the other person while writing
down answers to each of the questions together. Please be very detailed in your
responses. After you are finished with one paper, you will then do the other
person’s paper.
1. Whose paper are you reviewing? __________________________
2. Do you like their grabber? ______Yes or no? Would you change it? _____ yes
or no? If yes, please offer a suggestion.
________________________________________________________________________
________________________________________________________________________
3. What is their claim? Please write it here.
________________________________________________________________________
________________________________________________________________________
4. Is this a good claim?____Yes or no? Why or why not?
________________________________________________________________________
________________________________________________________________________
5. What are their 3 main arguments?
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
Name____________________
Hour____________________
Date_____________________

6. Do these arguments actually support the claim? Are they logically stated?
______yes or no. If not, please offer suggestions
________________________________________________________________________
________________________________________________________________________
7. What are the expert testimonials? Summarize here instead of copying them
word for word
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8. What is their anecdote? Again, summarize.
________________________________________________________________________
________________________________________________________________________
9. What facts have they included? Summarize.
________________________________________________________________________
________________________________________________________________________
10.Did they include a counter argument? Please provide a short summary of
each one they included.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
11.Did they include a definite conclusion with a “clincher”?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
12.Did they argue their point successfully? Do you now agree with them? Why?
Or, Why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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