Quarter 3: Argument Writing & Research

Grade: 8th | Duration: 20 minutes/day × 4 days
Group Size: 12 students (small group)
Standards:

• CCSS.ELA-LITERACY.W.8.1 – Write arguments to support claims with clear reasons and relevant evidence
• CCSS.ELA-LITERACY.W.8.8 – Gather relevant information from multiple print and digital sources, assess credibility
• CCSS.ELA-LITERACY.W.8.9 – Draw evidence from literary or informational texts to support analysis, reflection, and research

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Vocabulary

• Claim
• Argument
• Reason
• Evidence
• Counterclaim
• Persuade
• Opinion
• Source
• Bias
• Support

Vocabulary introduction includes visuals and sentence frames such as:
“I think _____ because _____” and “The evidence shows _____.”

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Lesson Objectives & Success Criteria

Overarching Objective:
Students will independently identify and distinguish opinion from evidence in argumentative texts with 80% accuracy using graphic organizers and sentence frames.

Day-Specific I Can Statements & Success Criteria

Day	I Can Statement	Success Criteria
1	I can identify opinion statements in a text using signal words.	I can explain my choice using “I think...” frames.
2	I can recognize evidence like facts and quotes that support claims.	I can highlight evidence and explain what makes it evidence.
3	I can sort sentences into opinions or evidence and explain why.	I can place sentences into correct categories using sentence frames.
4	I can match evidence to claims and explain how it supports the argument.	I can link pairs using “This evidence supports the claim because...” frames.

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Day 1 – What Is an Opinion?

Focus: Identifying Opinions

Kagan Strategy: Think-Pair-Share

Anticipatory Set (3 min)

1. Teacher says:

   “Some think homework should be banned. Others say it helps you learn. Which one is an opinion?”

2. Show two statements:
   • “Homework takes time away from family.” (Opinion)
   • “The school assigns homework daily.” (Fact)
3. Students vote thumbs up/down for opinion.

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Explicit Instruction (5 min)

• Define opinion: A statement that shows what someone thinks or believes.
• Highlight opinion signal words: I think, I believe, In my opinion
• Model sentence frame:

  “I think ____ because ____.”

• Use visual with speech bubble showing opinion example.

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Guided Practice (7 min)

Think-Pair-Share

1. Read 3 short statements aloud.
2. Think: Decide if each is an opinion.
3. Pair: Explain choice using frame:

   “This is an opinion because ___.”

4. Share: Selected pairs share with the group.

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Check for Understanding

• Thumbs up/down after each statement.
• Whiteboard quick writes (O for Opinion, F for Fact).

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Closure (2 min)

Exit Ticket:

• Circle the opinion in one given sentence.

Differentiation

• Use sentence starters for students who need support.
• Dyslexia-friendly font and colored overlays for reading passages.

Extension

• Write their own opinion sentence with supporting reason using the sentence frame.

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Day 2 – What Is Evidence?

Focus: Identifying Evidence

Kagan Strategy: Rally Robin

Anticipatory Set (3 min)

• Display claim:

  “School uniforms improve behavior.”

• Ask aloud:

  “How could we prove this?”

• Students generate ideas verbally.

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Explicit Instruction (5 min)

• Define evidence: Facts, data, or quotes that prove a claim.
• Model identifying evidence in a paragraph: bold or highlight facts/statistics.
• Introduce sentence frame:

  “The evidence shows ___.”

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Guided Practice (7 min)

Rally Robin (partners alternating turns)

• One partner names an example of evidence from a short paragraph.
• Partner responds with another.
• Teacher circulates and prompts with questions like:

  “Is that a fact, quote, or statistic?”

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Check for Understanding

• Cold call students to use sentence frame orally.
• Group highlight activity on a printed paragraph.

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Closure (2 min)

• Label one sentence as evidence and explain why with sentence frame.

Differentiation

• Provide chunked text passages, read aloud options.
• Simplified paragraphs with clear bolded facts.

Extension

• Find and bring an evidence example from their own reading or media.

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Day 3 – Opinion vs. Evidence Together

Focus: Sorting and Explaining

Kagan Strategy: Stand Up–Hand Up–Pair Up

Anticipatory Set (3 min)

• Teacher reads a mixed paragraph aloud.
• Ask:

  “Did you hear opinion or evidence?”

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Explicit Instruction (5 min)

• Review definitions of opinion and evidence.
• Model sorting sentences into color-coded columns: Blue for opinions, Green for evidence.
• Visual graphic organizer on board.

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Guided Practice (7 min)

Stand Up–Hand Up–Pair Up

• Each student gets a sentence card.
• Find a partner and decide: is it opinion or evidence?
• Use sentence frame:

  “This sentence is ___ because ___.”

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Check for Understanding

• Teacher uses checklist to track correct categorization.
• Students orally explain their choices.

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Closure (2 min)

• Students place sentence cards in correct column on board.

Differentiation

• Provide sentence cards with dyslexia-friendly fonts and visuals.
• Offer additional scaffolding for explanation frames.

Extension

• Create two original sentences: one opinion, one evidence on a chosen topic.

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Day 4 – Linking Evidence to a Claim

Focus: Matching Evidence to Claims

Kagan Strategy: Rally Coach

Anticipatory Set (3 min)

• Display claim:

  “Students should have recess in middle school.”

• Ask students:

  “What evidence would support this?”

• Brainstorm aloud.

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Explicit Instruction (5 min)

• Model linking claim to evidence using graphic organizer.
• Introduce sentence frame:

  “This evidence supports the claim because ___.”

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Guided Practice (7 min)

Rally Coach

• Partner A reads claim and matches evidence from a set of sentences.
• Partner B coaches, asks reflective questions using the checklist:
  • “Does this evidence explain why?”
  • “Is the evidence linked clearly to the claim?”
• Switch roles.

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Check for Understanding

• Teacher circulates, provides immediate feedback.
• Prompt students to clarify mismatches.

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Closure (2 min)

Exit Ticket:

• Match one claim with correct evidence on worksheet using sentence frame.

Differentiation

• Color-coded graphic organizers (Claim = yellow, Evidence = green).
• Simplified checklist for coaching role.

Extension

• Write a brief argument paragraph linking a new claim and multiple pieces of evidence.

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Accommodations & Supports (Level C)

• Use sentence frames and visual aids consistently.
• Present text in dyslexia-friendly fonts with colored overlays.
• Chunk and scaffold texts for manageable reading.
• Provide read-aloud support and frequent verbal praise.
• Reduce answer choices to eliminate overwhelm.
• Use graphic organizers to assist comprehension.

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Materials Needed

• Printed sentence cards (Opinion/Evidence)
• Color-coded graphic organizers
• Whiteboards and markers
• Dyslexia-friendly reading passages
• Visual vocabulary flashcards
• Claim/evidence matching worksheets

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This 4-day explicit, scaffolded approach aligns rigorously with Common Core standards and incorporates interactive Kagan strategies, supporting diverse needs while promoting deeper argumentative writing skills in 8th graders.