Argumentative Texts Mastery

Lesson Overview

In this 30-minute session, students will focus on understanding the features of argumentative and persuasive writing. They will read a carefully selected passage, identify the author’s main claims and supporting evidence, and discuss the ways in which these elements work to persuade the reader.

---

Learning Objectives (Aligned to Common Core State Standards)

I can...

• Identify the claim(s) and supporting evidence in an argumentative text.
• Explain how evidence is used to support a claim in persuasive writing.
• Describe characteristics of argumentative and persuasive writing.

Common Core Standards:

• CCSS.ELA-LITERACY.RI.7.8: 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.
• CCSS.ELA-LITERACY.RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.W.7.1.A: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence clearly.

---

Success Criteria

Students will succeed when they:

• Accurately identify claims and evidence from the text.
• Explain how the author’s reasons support their claim.
• Participate actively in a group discussion about persuasive techniques.
• Use clear language to describe argumentative characteristics.

---

Materials

• Dyslexia-friendly, large print copy of the argumentative passage (clear font such as OpenDyslexic or Arial, with increased spacing)
• Whiteboard/Smartboard
• Graphic organizer: Claim and Evidence Chart
• Colored pens or highlighters

---

Lesson Breakdown

1. Introduction & Purpose (5 minutes)

• Start with a brief discussion: What is an argument? When do we need to persuade others?
• Present the lesson objective using “I can” statements on the board.
• Review briefly what makes writing persuasive or argumentative.
• Use a visual anchor chart with characteristics of argumentative texts (claim, evidence, reasoning, counterclaim).

2. Guided Reading & Identification (10 minutes)

• Distribute the dyslexia-friendly passage (topic relatable to 7th graders e.g., school uniforms or technology use).
• Read the passage aloud as students follow along silently to support varied reading needs.
• Students highlight or underline claims in one color and supporting evidence in another.
• Use a graphic organizer to jot down claims and evidence side-by-side.
• Circulate to provide support or clarification.

3. Group Discussion & Analysis (8 minutes)

• Students share their identified claims and evidence in pairs or small groups of 3.
• Facilitate whole-class discussion: How does the evidence support the claim? Is it strong or weak? Why?
• Highlight persuasive techniques (emotional appeal, facts, examples) as a mini-checklist on board.
• Encourage students to explain their reasoning using sentence frames, e.g., “The author’s claim is... because they say...”

4. Quick Formative Assessment & Closure (7 minutes)

• Students individually write 2 sentences answering: “What is the author’s main claim? What evidence supports this?”
• Collect these for informal assessment.
• Summarize key takeaways and review the "I can" statements aloud.

---

Differentiation Strategies

• For dyslexic learners:

  • Use dyslexia-friendly fonts and spacing, colored overlays if needed.
  • Provide oral reading support.
  • Allow extended time for highlighting and chart completion.

• For English Language Learners (ELLs):

  • Preview key vocabulary (claim, evidence, persuasive).
  • Provide sentence starters and visual aids.
  • Allow peer collaboration for language support.

• For students with attention difficulties:

  • Break tasks into smaller steps with clear cues.
  • Include movement breaks or use a fidget object during reading.

---

Extension Activities for Advanced Learners

• Challenge students to find any weak or unsupported claims and suggest additional evidence.
• Have students rewrite a paragraph with stronger persuasive techniques.
• Analyze rhetorical appeals (ethos, pathos, logos) in the text and identify examples.

---

By structuring the lesson in engaging mini-activities with multiple entry points, teachers will ensure all students, including those with special learning needs, grasp the essentials of argumentative texts effectively and confidently.