Creating an Argument - Process Plan of Action

Unit 2 EA 2

(sample for teacher)

Day 1

• Present project to students, introduce Driving Question.

• “What are the cultural conflicts occurring in our world today, and how can we attempt

to find a resolution that will make a positive impact?”

• Students discuss the topic of the project.

• “Think about what you already know about the subject and what is important.”

• “How can this project be meaningful?”

• “How can you accomplish this task?”

• “What do you need to accomplish this task?”

• Whole group discussion on topic to brainstorm ideas

Day 2

• Present project outline and rubric

• Set expectations

• Present Project Management Guide

• Discuss time management skills, planning, preparations, assessment dates, etc.

• Students prepare for project and create an outline.

• Students must organize themselves, with coaching from teacher.

• Students are to create roles for each member in group, required materials, where

to find information for research, what direction they want to move in, etc.

• Possible roles within groups include:

• Facilitator: moderates discussion, keeps group on task, distributes

jobs/work, keeps group aware of deadlines

• Recorder: takes notes during discussion, keeps all records

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• Spokesperson: discusses issues with other groups, requests coaching from

teacher

• Checker: fact checks, grammar checks, spell checks, edits, revises

• Etc…

• NOTE: ALL STUDENTS ARE REQUIRED TO ASSIST IN

WRITING, RESEARCHING, AND PRESENTING

Day 3

• In class mini-lessons on forms of evidence: empirical, logical, anecdotal using 2.13 on page

140.

• Whole group discussion on how each type of evidence may be included within

assignments.

• Background on Michael Fay Controversy (pg 141).

• Students read and annotate Time to Assert American Values on page 142.

• Discuss claim, commentary, types of evidence, concessions/refutations, and how

different reactions will come from different cultures and communities.

Day 4

• Students read and annotate Rough Justice on page 143.

• Discuss claim, commentary, types of evidence, concessions/refutations, and how

different reactions will come from different cultures and communities.

• Socratic Seminar: Each society has a different reaction to the incident. How do these reactions

reflect their culture’s view of justice?

Day 5

• Students read and annotate On Civil Disobedience (page 148).

• Discuss evidence, concessions, refutations, logic, etc.

• Students begin outlining and organizing argument with current research and commentary

(page 149).

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Day 6

• In class mini-lessons on common logical fallacies, provide examples (page 146).

Fallacies are common errors in reasoning that will undermine the

logic of your argument. Fallacies can be either illegitimate

arguments or irrelevant points, and are often identified because

they lack evidence that supports their claim.

INCLUDES: slippery slope, hasty generalization, post hoc ergo

propter hoc, genetic fallacy, begging the claim, circular argument,

either/or, ad hominem, ad populum, red herring, straw man, moral

equivalence

• Have students watch video examples, or read examples, and decide which

fallacy/fallacies were found within the argument, or discuss examples.

• Discuss

• Students take time to ensure possibilities of logical fallacies within their argument are avoided.

Day 7

• Mini-lessons on Rhetorical Appeals (ethos, pathos, logos).

• Socratic Seminar on current perspectives

• Each group must discuss their current research and possible resolutions with the group,

taking notes to ensure they answer questions teachers or students have regarding their

position/claim (to strengthen their own argument for later).

Day 8

• Students submit final outline for teacher to review with group (teacher to conduct 1:1

conference with each group regarding their final outline prior to writing draft).

• Once outline is approved, students begin drafting argument.

• Students read and annotate On Surrender at Bear Paw Mountain, 1877and On Women’s Right

to Vote (pages 150 - 152).

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• Discuss evidence, concessions, refutations, rhetorical appeals, etc.

Day 9

• Students read and annotate Declaration of the Rights of the Child on page 153.

• Discuss author’s purpose and argument elements.

• Discuss graph on page 156.

• Citing evidence and resources within an essay/paper mini-lesson

• Allow students time to construct their resource list and embed citations within their

outlines.

Day 10

• Students in the computer lab for research/writing.

• Students allowed opportunity to interview others within the school regarding their issue and

argument.

• Students read and annotate School’s Out for Summer on page 157.

• Discuss hook, claim, evidence, and issues of justice in cultures and how to address them.

Day 11

• Students in the computer lab for research/writing.

• Students allowed opportunity to interview others within the school regarding their issue and

argument.

• Students read and annotate One Word of Truth Outweighs the World on page 161.

• Discuss rhetorical appeals, argument elements, and issues of justice.

Day 12

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• Peer-evaluations of first drafts take place in class. Each group switches with another group.

• If evaluations finish early, students begin revising and editing their arguments.

Day 13

• Students submit final project for teacher review.

• Students read and annotate Hope, Despair, and Memory on page 162.

• Discuss rhetorical appeals, argument elements, and issues of justice.

Day 14

• Students edit and make final revisions of argument/speech.

• Students are allowed opportunity to rehearse as a group.

Day 15

• Students present their speeches to the class, teachers, administration, etc.

• While students are presenting, other groups should be focused on evaluating the

performing group’s claim, evidence, logic, communication, commentary, and technical

elements of speech.

• See Persuasive Presentation Peer Evaluation Form.

Day 16

• Students complete self-reflections independently.

• What have you learned about the important of audience in determining the way an argument is developed?

• How is logic and reasoning an important part of creating an argument?

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