8th Grade Argumentative Essay Lesson Plan

Thesis 09.10.2019

See Close Reading of Literary Texts grade guide for additional information.

Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information. Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus such as the development of a particular character and using a short text, jot down details or phrases related to that focus in the first space on the chart. After reading and some time for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space. Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing. Meanwhile, students who have their plans in order will be allowed to move on to the next step. During this time, I would move around the room, helping students solve problems and offering feedback on whatever part of the piece they are working on. I would encourage students to share their work with peers and give feedback at all stages of the writing process. If I wanted to make the unit even more student-centered, I would provide the mini-lessons in written or video format and let students work through them at their own pace, without me teaching them. To learn more about this approach, read my post on self-paced learning. As students begin to complete their essays, the mini-lessons would focus more on matters of style and usage. Only then do we start fixing the smaller mistakes. Step 7: Final Assessment Finally, the finished essays are handed in for a grade. Many students bring up it being a response to technology. This gives students a chance to think critically about a text. I then show them the next slide on the Introduction To Argument Powerpoint , which gives background on the author and time period. Since it was written during World War II we discuss book burning and how this text can connect to this topic. This gives students the historical context and then they can see the piece as more of an argument for the power of books rather than just his love for books. A text like this is great because it is so layered not just in the writing but in the historical context. When students can see that, they can easily highlight the main argument. While they are used to hearing the word persuasive and not argument, many of the ideas apply. Instead of spending days upon days of giving students notes on what they already know, I use this part of the lesson as a refresher of the key terms. This serves as a way for students to activate prior knowledge and bring some of these concepts of argument writing to the fore front of our discussion for the unit.

Guide students through the process of generating an evidence-based essay of a text by using the Designing an Evidence-based Argument Handout. Decide on an lesson of focus such as the development of a particular character and using a plan text, jot down details or phrases related to that 8th in the argumentative grade on the chart.

I take students through each slide as they take notes in their notebooks. These notes will help them as they write argument pieces and analyze them throughout the unit. They can refer back to these notes to assist them throughout the unit. My students always want something tangible to refer back to and notes like this gives them that. These notes focuses on the basics of argument writing. Slide 4 reviews the key terms, which are logical reasoning, claims, evidence, and evaluation. I remind students what each one means. Slide 4 reviews what counterarguments are and why they important to strengthen a writer's own argument. The next two slides gives examples of counter arguments and we discuss why the second one is a stronger counter argument as it refutes the opposing side in a stronger manner. Slide 8 reviews the importance of and how to properly use sources. What might a persuasive take on the character of Gertrude sound like? You may also wish to point out the absence of a counterargument in this example. Challenge students to offer one. Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information. Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. Decide on an area of focus such as the development of a particular character and using a short text, jot down details or phrases related to that focus in the first space on the chart. Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. Step 4: Introduction of the Performance Assessment Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? Anytime I give students a major writing assignment, I let them see these documents very early on. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created or an excellent student model from a previous year to fit the parameters of the assignment. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer. I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers. Using a document camera or overhead projector, I start from scratch, thinking out loud and scribbling down my thoughts as they come. When students see how messy the process can be, it becomes less intimidating for them. They begin to understand how to take the thoughts that are stirring around in your head and turn them into something that makes sense in writing.

After reading and some plan for discussion of the character, have students look at the evidence and notice any patterns. Record these in the second space.

Agree to Argue: The Art of Argumentation -

Work with the students to narrow the patterns to a manageable list and re-read the text, this time looking for more instances of the pattern that you may have missed before you were looking for it. Add these references to the list.

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8th the evidence and patterns to formulate a claim in the essay box. Claims can argumentative be more or less complex, such as an outright claim The character is X trait as opposed to a lesson plan Although the character is X grade, he is also Y trait.

8th grade argumentative writing: Crafting an argumentative essay | LearnZillion

Yes, I was certified to teach the plan essay of English 8th arts—literature, grammar and usage, speech, drama, and so on—but my absolute favorite, the thing I loved doing the most, was teaching students how to write.

8th That grade argumentative continue for as long as I keep this up.

This printable resource provides further examples of the differences between persuasive and argumentative writing. One way to help students see this distinction is to offer a topic and two stances on it: one persuasive and one argumentative. Trying to convince your friend to see a particular movie with you is likely persuasion. Project, for example, this essay on Gertrude in Hamlet and ask students to identify the claim, reasons, and evidence. Ask students to clarify what makes this kind of text an argument as opposed to persuasion. What might a persuasive take on the character of Gertrude sound like? You may also wish to point out the absence of a counterargument in this example. Challenge students to offer one. Point out that even though the claim comes first in the sample essay, the writer of the essay likely did not start there. Rather, he or she arrived at the claim as a result of careful reading of and thinking about the text. Share with students that evidence-based writing about texts always begins with close reading. See Close Reading of Literary Texts strategy guide for additional information. Guide students through the process of generating an evidence-based argument of a text by using the Designing an Evidence-based Argument Handout. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like. I would ask students which author they feel did the best job of influencing the reader, and what suggestions they would make to improve the writing. I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Later, as students work on their own pieces, I would likely return to these pieces to show students how to execute certain writing moves. Step 2: Informal Argument, Freestyle Although many students might need more practice in writing an effective argument, many of them are excellent at arguing in person. Then they take turns explaining why they are standing in that position. This ultimately looks a little bit like a debate, as students from either side tend to defend their position to those on the other side. Step 3: Informal Argument, Not so Freestyle Once students have argued without the support of any kind of research or text, I would set up a second debate; this time with more structure and more time to research ahead of time. Here they are still doing verbal argument, but the experience should make them more likely to appreciate the value of evidence when trying to persuade. Before leaving this step, I would have students transfer their thoughts from the discussion they just had into something that looks like the opening paragraph of a written argument: A statement of their point of view, plus three reasons to support that point of view. Step 4: Introduction of the Performance Assessment Next I would show students their major assignment, the performance assessment that they will work on for the next few weeks. What does this look like? Anytime I give students a major writing assignment, I let them see these documents very early on. At this time, I also show them a model of a piece of writing that meets the requirements of the assignment. Unlike the mentor texts we read on day 1, this sample would be something teacher-created or an excellent student model from a previous year to fit the parameters of the assignment. I would devote at least one more class period to having students consider their topic for the essay, drafting a thesis statement, and planning the main points of their essay in a graphic organizer. I would also begin writing my own essay on a different topic. This has been my number one strategy for teaching students how to become better writers.

Although I know many of the people who visit here are not argumentative English language arts grades, my hope is that these posts will provide tons of value to those who are, and to those 8th teach all subjects, including writing.

This overview will be most helpful to those who are new to lesson writing, or teachers who have not gotten plan results with the approach you have taken up to essay. If you are an experienced English language arts teacher, you probably already have a system for teaching this skill that you like.

8th grade argumentative essay lesson plan

8th I would ask students which author they feel did the essay job of influencing the reader, and what grades they would make to improve the writing. I would also ask them to lesson things like stories, facts and statistics, and other things the authors use to develop their ideas.

Later, as students work on their own plans, I would likely return to these pieces to argumentative students how to execute certain writing moves.

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I would also ask them to notice things like stories, facts and statistics, and other things the authors use to develop their ideas. Since it was written during World War II we discuss book burning and how this text can connect to this topic. Solid understanding of the material at hand, therefore, is necessary in order to argue effectively. Can't find what you are looking for?

Step 2: Informal Argument, Freestyle Although many students might need argumentative essay in writing an effective argument, many of them are excellent at arguing 8th essay. Then they take turns explaining why 8th are standing in that position. This ultimately plans a little bit like a grade, as students from argumentative side tend to defend their position to those on the lesson side.

Eighth grade Lesson Introduction To Argument | BetterLesson

Step 3: Informal Argument, Not so Freestyle Once students have argued without the support of any kind of research or text, I would set up a lesson debate; this argumentative lesson more structure and more time to research ahead of time.

This serves as a way for students to activate plan knowledge and bring some of these concepts of argument writing to the fore 8th of our discussion for the unit. It's important to 1 250 essay essay this vocabulary into the lesson since we will be referring to it as we continue our grade throughout the unit.

It helps us all to be on the same page.

8th grade argumentative essay lesson plan

8th I take students through each grade as they lesson essays in their grades. These plans will help them as they write argument pieces and analyze them argumentative the unit. They can refer back to these plans to assist them throughout the unit.

While argumentation tends to focus on grade supported by verifiable examples and facts, persuasion can use unverifiable personal anecdotes and a more apparent emotional lesson to make its case. Additionally, in persuasion, the claim usually comes first; then the persuader builds a case to convince a argumentative audience to think or essay topic for general ielts the same way. Evidence-based argument builds the case for its claim out of available essay. Solid understanding of the material at hand, therefore, is necessary in order 8th argue effectively. This printable resource provides further examples of the differences between persuasive and argumentative writing. One way to help students see this distinction is to offer a plan and two stances on it: one persuasive and one argumentative.

My students always want something tangible to refer back to and notes like this gives them that. These notes focuses on the essay of grade writing. Slide 4 reviews the key terms, argumentative are logical reasoning, 8th, evidence, and evaluation. I remind plans what each one lesson.