Strengthening Argumentation

Duration

115 minutes

Grade Level

8th Grade

Standards Addressed (US Common Core Standards for Writing)**

• CCSS.ELA-LITERACY.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.
• CCSS.ELA-LITERACY.W.8.1.A: Introduce claims, acknowledge and distinguish opposing claims, and organize the reasons and evidence logically.
• CCSS.ELA-LITERACY.W.8.1.C: Use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence.
• CCSS.ELA-LITERACY.W.8.1.E: Provide a concluding statement or section that follows from and supports the argument.

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Objectives

By the end of this lesson, students will:

1. Identify and apply strategies to improve the logical flow, use of transitions, address counterclaims, and provide effective conclusions in argumentative writing.
2. Peer-review argumentative essays for alignment with writing skills and provide constructive feedback using a peer review checklist.
3. Revise their essays based on teacher feedback, peer feedback, and self-reflection.

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Preparation/Materials

1. Individualized feedback/comments for submitted student essays.
2. Peer Review Checklist (printed).
3. Pre-made slides breaking down today’s writing concepts: Logical Flow, Transitions, and Counterclaims, with clear examples.
4. Projector/Smartboard (to display slides and writing examples).
5. Graphic organizers for outlining essays (optional for students who need further structure).
6. Timers for structured work blocks.
7. Copies of students' essays (digital or printed).

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Lesson Structure

Phase 1: Engaging Introduction (10 minutes)

1. Hook (Think-Pair-Share):

   • Project a brief argumentative paragraph missing key elements (e.g., no transitions, scattered ideas).
   • Pose the question: "What’s wrong with this paragraph? Why is it hard to follow or convincing?"
   • Give students 3 minutes to discuss in pairs, then share responses as a class.
   • Listen for responses like “it’s unorganized,” “there’s no evidence,” or “it’s hard to follow.”
   • Frame the purpose of the lesson: "Today, we’ll dissect these issues together so we can turn our own essays into strong, clear arguments."

2. Transition to Why It Matters:

   • Share: "Whether it’s convincing someone in writing or in life, your strength lies in how logically you present your ideas and address differing opinions."

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Phase 2: Concept Reteach (20 minutes)

1. Mini-Lesson #1 – Logical Flow (8 mins)

   • Definition: Lay out the definition of logical flow and its purpose (i.e., making your argument easy to follow).
   • Model: Show a slide with an example of a poorly sequenced argument (e.g., ideas jumbled with no clear connections). Then, display a revised version that follows a natural progression.
   • Interactive Practice: Have students reorder a scrambled mini-paragraph (provided on a slide or paper) into a logical flow as a group.

2. Mini-Lesson #2 – Effective Transitions (5 mins)

   • Definition: Transitions are “bridges” that guide the reader between ideas within and across paragraphs.
   • Explain Common Sentence Starters: Display a list of basic (and age-advanced) transition words (e.g., Moreover, Besides that, On the other hand, etc.).
   • Transform a Sentence: Show how adding “Moreover” at the beginning of a sentence can strengthen an argument’s flow.
   • Practice: Have pairs suggest transition words to connect sample argumentative sentences displayed to the class.

3. Mini-Lesson #3 – Addressing Counterclaims (7 mins)

   • Definition: Acknowledge and respectfully refute opposing views to enhance credibility.
   • Model Example: Show how Aaron’s claim acknowledges opposing viewpoints about mandatory voting but refutes them with well-thought-out reasoning.
   • Quick Brainstorm: As a class, brainstorm 3 potential counterarguments to a broad topic like “Should school uniforms be mandatory?” Write refutations together on the board.

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Phase 3: Peer Review & Collaboration (30 minutes)

1. Setup:

   • Provide clear instructions on the Peer Review Process:
     • Use the Peer Review Checklist (e.g., “Does the essay have a clear introduction? Does every body paragraph include evidence and transitions? Are counterclaims addressed?”).
     • Assign essays randomly or ensure students pair with peers they haven’t worked with recently.

2. Peer-Review Round 1 (10 mins):

   • Student A reads Student B’s essay, filling out the checklist and providing specific suggestions.
   • Write notes directly on the checklist and offer at least two “What I loved” and two “Consider improving” comments.

3. Peer-Review Round 2 (10 mins):

   • Switch essays and repeat with another peer.

4. Small-Group Collaboration (10 mins):

   • Partners return their essays to the original author.
   • Spend 5 minutes discussing feedback received and asking clarifying questions (e.g., “What did you mean by this suggestion?”).

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Phase 4: Individualized Revision Time (50 minutes)

1. Teacher-Led Guidance (5 mins):

   • Remind students that they should now focus on implementing:
     • Changes suggested by peers (via peer-review checklist).
     • Teacher feedback comments (if essays were submitted correctly).
   • Use a slide to post revision goals:
     • Add transitions where needed.
     • Reorganize paragraphs for logical sequencing.
     • Refine arguments by adding counterclaims or evidence if missing.
     • Rewrite introductions or conclusions if they are weak.

2. Work Time (35 mins):

   • Students work silently on their revisions. Encourage focus and offer optional graphic organizers for those who need brainstorming help.
   • Teacher circulates the room, assisting students who have questions, clarifying individualized feedback, and checking drafts.

3. Closing Check-In (10 minutes):

   • As students finish revisions, pair them with one final peer (or teacher) to verify a specific change (based on feedback). This step ensures all changes are confirmed before submitting.
   • Students self-assess: Ask them to fill out a reflection box at the bottom of their essays (e.g., “What part of my essay do I feel is now stronger or more convincing?”).

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Phase 5: Wrap-Up Discussion (5 minutes)

• Class Debrief:
  1. Ask: "What was your biggest takeaway from today’s revision process?"
  2. Highlight the importance of precise feedback and the value of collaboration (keep it quick and uplifting!).
• Homework/Next Steps:
  • Finalize revisions for submission, due tomorrow.
  • Remind students that writing is iterative—every layer of effort helps strengthen their voice.

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Assessment

• Completion of Peer Review Checklist (tracked as participation).
• Revised argumentative essays, with visible evidence of revision based on feedback.
• Self-assessment reflections at the end of essays.

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Teacher Notes

• Be fluid in timing if some groups need more help during the collaboration phase.
• Offer encouragement during work time to students hesitant to revise (“Every writer revises. Even professionals!”).
• Tailor pacing for students who submitted incomplete assignments—if they lack teacher feedback, focus those students solely on implementing peer suggestions.