Formal Argument Workshop

Overview

Students will write a short argument response in a formal style using clear reasons and relevant evidence. They will then participate in a brief collaborative discussion to revise wording for formality and clarity, aligning with grade 7 expectations.

Learning intentions

• Students will be able to write an argument with a clear claim supported by clear reasons and relevant evidence (CCSS W.7.1).
• Students will be able to maintain a formal style by choosing appropriate tone, word choice, and sentence structure (CCSS W.7.1d).
• Students will be able to introduce the topic clearly and organize ideas for easy understanding (CCSS W.7.2a).
• Students will be able to collaborate in discussions by building on others’ ideas and expressing their own clearly (CCSS SL.7.1).

Success criteria

• I can state a claim that responds directly to the prompt.
• I can support my claim with clear reasons and relevant evidence.
• I can keep my writing formal (no slang, contractions if not appropriate, and respectful tone).
• I can organize my argument with an introduction and logical flow (and use basic formatting if helpful).

Curriculum links

• Writing — Establish and maintain a formal style (CCSS.ELA-LITERACY.W.7.1d).
• Writing — Write arguments with clear reasons and relevant evidence.
• Writing — Introduce a topic clearly and organize ideas with strategies (CCSS.ELA-LITERACY.W.7.2a).
• Speaking and Listening — Engage effectively in collaborative discussions and express ideas clearly.

Lesson structure (40 minutes)

1. 0–5 min · Prompt + quick formal check. Teacher displays the prompt: “Should students be required to wear school uniforms?” Students do a silent quick write: underline the claim they would use and circle one evidence type they could use (fact, example, statistic, or personal observation from text/class).
2. 5–12 min · Mini lesson: formal argument moves. Teacher models a 4–5 sentence argument outline, explicitly labeling where the claim, reasons, and evidence go, and where formal style shows up (e.g., “I believe” vs. casual phrasing; avoid slang; use complete sentences). Students compare their own draft idea to the model and add one sentence starter they can use.
3. 12–20 min · Drafting: organized argument paragraph. Teacher distributes a one-paragraph template with headings such as “Claim,” “Reasons + Evidence,” and “Conclusion,” prompting students to include an introduction, logical order, and at least two pieces of relevant evidence. Students draft independently for 8 minutes, aiming for formal style throughout.
4. 20–30 min · Collaborative discussion: revise for formality. Students pair up for a short structured discussion. Each student reads their claim and one reason/evidence sentence aloud, and their partner responds using two prompts: “I like your reason because…” and “To make it more formal, consider replacing…” Teacher circulates to ensure students build on ideas and speak clearly (no interrupting; one turn each before responding).
5. 30–37 min · Revision sprint: formal style edit. Teacher shows a quick editing checklist on the board: (a) tone is respectful and serious, (b) avoid slang, (c) use complete sentences, (d) contractions used only if appropriate for the assignment, (e) words like “a lot” replaced with more precise language. Students revise their draft using the checklist and partner feedback, adding or replacing one sentence if needed.
6. 37–40 min · Exit ticket assessment. Students submit a final version of their paragraph plus a 2-sentence reflection: one sentence explaining how they used formal style, and one sentence describing where they placed their evidence.

Resources

• One-page argument template with sections for claim, reasons + evidence, and conclusion
• Prompt cards (uniforms or an age-appropriate alternative if needed)
• Student highlighters or pen colors for claim/evidence/formality
• Collaborative discussion sentence stems on the board or handout
• Formal style checklist for revision
• Timer and teacher model paragraph

Assessment

• Formative during drafting: teacher looks for presence of a clear claim and at least two evidence-supported statements in the template.
• Formative during partner discussion: teacher listens for whether students build on ideas and offer actionable feedback focused on formality and clarity.
• Summative (exit ticket + final paragraph): teacher evaluates whether the argument includes clear reasons and relevant evidence and whether it maintains a formal style; also checks introduction/organization for logical flow.

Differentiation

• Support: provide sentence starters for claim (“The best policy is… because…”), reasons (“First/Additionally…”), and evidence (“For example…” / “According to…”); offer a word bank of formal alternatives (e.g., “students” instead of “kids,” “important” instead of “major”).
• Support: allow students to use a provided evidence bank (short teacher-made statements or class notes) to ensure they can include relevant evidence even if they struggle to generate it.
• Extension: for students ready for challenge, require an additional reason and a counterargument sentence that acknowledges an opposing view while still maintaining formal style.
• EAL/SEN considerations: allow rehearsing the reading aloud in pairs before individual sharing; provide the checklist with examples; reduce editing load by focusing revision on only one formality target (e.g., replace slang or ensure complete sentences) before improving organization.