Argumentative Unit Plan

Spence Farmer
University of Southern Indiana
ENG 310: Writing in the Secondary Schools
Dr. David O’Neil
May 3, 2021
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Argumentative Writing Unit – Table of Contents

Task Analysis…………………………………………………………………………………p3
Context Statement……………………………………………………………………………p4
Lessons……………………………………………………………………………………p6-26
 Stage 1
 Spectrum Opinion: Introductory Activity – p5
 The Argument for Argument – p6

 Stage 2
 Rhetorical Appeals: Pathos – p7
 Rhetorical Appeals: Logos – p8
 Rhetorical Appeals: Ethos – p9
 Identifying the Rhetorical Appeals IRL – p10

 Stage 3
 Introduction to Research: Guest Speaker – p11
 Citation Scavenger Hunt – p12
 Citation: Preparation for “Based” Spectrum Opinion – p14
 Based Spectrum Opinion Day – p15

 Stage 4
 Compound Sentences Topic Selection – p16
 Complex Sentences Topic Selection – p17
 Grammar Wrap-up day: Longest Sentence in the Room – p19

 Stage 5
 Twitter Beef Formative: Find Sources and Make Claims – p20
 Twitter Beef Formative: Develop your Rebuttals – p21
 Structuring an Argument: Rap Battles – p22
 RAP BATTLE: Workshop Stations Day 1 – p23
 RAP BATTLE: Workshop Stations Day 2 – p24
 RAP BATTLE: Performance Day 1 – p25
 RAP BATTLE: Performance Day 2 – p26

Assessments………………………………………………………………………………p27-30

Appendix…………………………………………………………………………..…………p31
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Task Analysis
This is the Argumentative Writing Genre Unit for my 8th grade class. As per the IDOE Standards,
students should be able to introduce and support claims in argumentative writing styles that are cohesive
and use reliable sources. Students should also be familiar with acknowledging and responding to
counterclaims, utilizing rhetorical strategies, and employing sophisticated writing techniques to craft
effective argumentation. Students will master pathos, logos, and ethos; they will be capable of identifying
these rhetorical strategies within advertisements and learn to utilize them in their own writing. Students
will learn how to find reliable sources to back their claims, and how to properly cite them in the MLA
format using classroom technology. Students will then develop a central claim, supporting claims, and
back them up with reliable sources. They will learn how to write compound, complex, and compound
complex sentences to strengthen their argumentative skills. Finally, they will present their cohesive
argument, in front of the class, that counters one of their peers in a debate-style presentation.
Unit Objectives

 I can identify and utilize the rhetorical appeals Pathos, Logos, and Ethos in argumentative texts

(W.3.1)

 I can find, summarize, and accurately cite reliable sources of information to back my claims

(W.5)

 I can craft grammatically correct compound, complex, and compound-complex sentences that

deliver sophisticated claims to my audience (W.6.1)

 I can draft, finalize, and present a clear, cohesive argumentative debate in front of the class,

utilizing transitions and all the elements of an effective argument (SL.4.1; W.3.1)

Rationale
This unit is designed to engage students in the development of their argumentation skills. By
using an authentic audience and emulating real-world environments, students are not only more likely to
be invested in the content, but they are better equipped handling real interpersonal arguments that they
encounter in their life. Argumentative writing is simply a formalized version of thinking – making a case
for yourself in the face of opposition. There is nothing more relevant than a student’s ability to decipher
what they want, articulate it clearly, then back themselves up in front of an audience: becoming an
effective “arguer” makes you an unstoppable force. Although most of the assessments in this Unit are
unconventional, they do wonders for student engagement and lead students through the exact same
elements of argument that an essay or more traditional debate would. 8 th grade is the perfect time to
introduce the concept of citation, which will become much more relevant to students in high school and
into college where thorough citation is expected – this unit can serve that purpose well and get students
thinking about backing up their claims. Sophisticated writing is a key step in adolescent maturation –
articulating and defending stances is the beginning of adult conversation and negotiation and will serve
them well in their present lives and far into the future.
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Context Statement
In the 8th Grade, students are being further introduced to three genres of writing: narrative,
informative, and argumentative. This unit plan will most closely revolve around the writing standards that
have to do with the argumentative genre, but that is by no means all the standards that are fulfilled over
the course of this unit. Speaking and listening skills are emphasized and baked into formative assessments
almost every day in class discussions, presentations, and group work in a variety of formats. The writing
process and research process are also crucial to constructing good arguments and find their way into this
unit’s scope (though often in nascent form). The incorporation of grammar into this unit plan brings in the
Conventions of Standard English standards through compound/complex sentences. Finally, media literacy
is emphasized in the unique and digital-based late assessments, and students can expect to increase their
computer skills and digital competence. Listed below are the relevant standards that fulfill our curricular
requirements – for the sake of clarity, I’ve simply cited the code and not the entire standard.
Unit Standard Requirements
8.W.3.1; 8.W.4; 8.W.5; 8.W.6.1.e;
8.SL.1; 8.SL.2.1; 8.SL.2.2; 8.SL.2.3; 8.SL.2.4; 8.SL.2.5; 8.SL.4.1;
8.ML.1; 8.ML.2.1
Local School Description – Plaza Park International Prep Academy
I looked at the EVSC job postings for this year, and there was an ELA teaching position open for
Plaza Park! I have a couple of years until graduation, so I don’t anticipate filling this specific position, but
I thought the practice would be good for when I am graduating and looking at the EVSC listings for real.
Plaza Park has been reorganized within the past years to focus more internationally (hence the addition of
International Prep Academy). Their website explains that Plaza curricula “is designed to give the student
a global perspective by examining cultural regions of the world (Latin America, European, and Asian).
The students will explore and analyze the geography, history, and values systems, cultural factors such as
language, art, music, and contemporary issues including the economic situation for each region. The goal
of the course is to produce students that are academically, socially, and culturally prepared to become
participating citizens of the global society in the 21st century.”
This actually fits quite nicely into the culture-heavy assessments I had planned for my unit.
Throughout the unit, students are exposed to arguments made through visual and musical vehicles that
lend themselves to advanced cultural analysis. Granted, this unit’s focus is mostly western (I personally
associate rap culture with America) but the subsequent units could follow this same pattern while
focusing on other regions of the world.
Plaza ranks in the bottom half of Indiana schools for math and ELA proficiency scores, by just a
few percentage points in either subject. Their population is mostly reflective of the Indiana standard,
although there is a slightly increased minority enrollment, the majority of which are black students (39%
minority students compared to the state average of 32%). Of their roughly 680 students, 44% are eligible
for free lunch compared to the state average of 42%. With the focus on international issues, ELA content
may be focused more globally, and instruction may need to be sensitive to other languages, but it appears
that demographically, plaza hosts an average amount of ELL students
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Lesson Plan 1 – Spectrum Opinions

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Informal Assessment – Introductory Activity

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Do you enjoy arguing with others? Why or
Introduction
why not?

Classroom Conversation (10 mins): “Do you think it’s better to argue with
someone or just walk away? What situations would warrant either response?”

Baby Lecture (5 mins): Listening skills – expectations for activity

Introductory Activity (20 mins): Spectrum Opinions – teacher reads a provocative

statement (examples listed below); students spend a minute or two writing
down what their stance is and why (index card worth of info). Then, students are
told to get up from their chair and stand where on the spectrum of “Strongly
Agree” to “Strongly Disagree” labeled in the room. Go across the spectrum and
Lesson Body
ask students for their opinion and their reasoning for their choice.

Statement examples:
“Middle Schoolers are too young to have smart phones”
“Digital (or audio) books are better than paper books”
“School is designed more for girls than boys”
“Talent is more important than hard work”
“Curse words are wrong and should never be used”
Etc.

Closure (5 mins): Regroup – Assignment “What makes a good argument good?”

Closure 5 bullet points to talk about tomorrow (they will be turning it in) – Criteria
conversation next class.

Research or
Constructivism
Theoretical Base
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Lesson Plan 2 – Argument for Argument

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Informal Assessment – Criteria contributions

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What qualities make someone a good

Introduction
listener?    Why?    Are you a good listener?
Classroom Conversation (5 mins): Discuss HABIT Journal entries.

Establish Criteria (15 mins): Students retrieve their homework: five criteria for
effective arguing. Have students discuss in their seating pods (3-4 students each)
what they wrote down. Each student group should make a master list, ranking
any repeat criteria at the top of their list.

Then, generate a web in front of the class with student responses – each group
should contribute 2-3 criteria from their discussions.
Lesson Body
Baby Lecture (10 mins): The Argument for Arguments; passion is key here, don’t
be afraid to turn the conviction volume up. Students need to know why arguing
makes them powerful in the modern world and in their personal lives.
Immovable force vs. Unstoppable object video.

Return to web, make a connection for Logos, Pathos, Ethos in the student
generated criteria. Explain that’s where the class will go first, finding methods to
make a good argument.

Closure (5 mins): Students turn in their assignment from last night on the way
Closure
out.

Research or
Constructivism
Theoretical Base
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Lesson Plan 3 – Pathos

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can identify and utilize the rhetorical appeals
SL.4.1; W.3.1
Pathos, Logos, and Ethos in argumentative texts

Assessment Response Sheets to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Describe a situation in which you let your
Introduction
emotions get the better of you. What did you learn?
Classroom Conversation (10 mins): Discuss HABIT Journal entries

Logos – Baby Lecture (5 mins): Define Logos, give examples, describe how it
could be employed in an argument. Give example advertisements
Lesson Body
Ad Reactions (20 mins) – Show a series of video/visual/auditory advertisements
that employ Pathos. After each ad, have students record (2-3 minutes) examples
of Pathos demonstrated in the advertisement. Get students response’s and have
a brief discussion on the impact of Pathos as a strategy in the advertisements.

Closure (5 mins): Assignment bring an example of an advertisement using

Closure pathos from the real world to class tomorrow (digital examples should be
presentable on chrome book and submitted o google classroom).

Research or
Constructivism
Theoretical Base
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Lesson Plan 4 – Logos

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can identify and utilize the rhetorical appeals
SL.4.1; W.3.1
Pathos, Logos, and Ethos in argumentative texts

Assessment Logos + Pathos Argument to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Describe a situation in which you let your
Introduction
emotions get the better of you. What did you learn?
(3 mins) Show effective pathos examples turned in for last night’s homework to
the class.

Logos – Baby Lecture (10 mins): Define Pathos, give examples, describe how it
could be employed in an argument. Explain how advertisements are arguments
in their own right. Statistics, causal logic, left brain mentality.

**Who Should get the Candy/Prize? Assessment (25 mins): Using ONLY logos,
craft an argument about why “you” should get the prize (bring in a small but
legitimately motivating prize such as candy or a small toy). The argument should
include one quantitative fact, one causal relationship, and be based solely on left
Lesson Body brain thinking! This is about a note card in length – 3-5 sentences.

Share: in table groups, each student shares their argument. Have the student-
generated criteria on the board… which arguments are effective, and which fall
flat? Why?

Re-draft and try to use Logos and Pathos (add 2 examples of pathos)! Students
who would like to participate in the actual “contest” for the candy stand and
present their new case (Logos + Pathos) to the class (this is an elective activity).
The class is anonymously polled to determine who had the best argument, and
the top 3 student receive the candy/prize.

Closure (2 mins): Assignment bring an example of an advertisement using

Closure pathos from the real world to class tomorrow (digital examples should be
presentable on chrome book and submitted o google classroom).

Research or
Constructivism
Theoretical Base
 Farmer 9

Lesson Plan 5 – Ethos

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can identify and utilize the rhetorical appeals
SL.4.1; W.3.1
Pathos, Logos, and Ethos in argumentative texts

Assessment Charity Research – due next class

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Describe a situation in which you let your
Introduction
emotions get the better of you. What did you learn?
Ethos – Baby Lecture (10 mins): Define Ethos, give examples, describe how it
could be employed in an argument. Conclude with a criteria list (if there is time,
have students contribute)

Charity Navigator Activity (25 minutes) – Explain and start. have students
Lesson Body consider a cause they may like to donate to (or fundraise for). Students will then
use the website “Charity Navigator” to do some soft research on different
charities that are credible that work toward the betterment of that cause.
Students will pick one charity to endorse and provide 5 examples of Ethos which
guided their decision.

Closure (5 mins): Regroup, assignment is to finish the Ethos explanation to turn

Closure
in next class.

Research or
Constructivism
Theoretical Base
 Farmer 10

Lesson Plan 6 – Rhetorical Appeals Walk-around

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can identify and utilize the rhetorical appeals
SL.4.1; W.3.1
Pathos, Logos, and Ethos in argumentative texts

Assessment Rhetorical Appeal Observations – notes to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Give examples of how you’ve used the
Introduction
Rhetorical Appeals in your personal life. Has your persuasion worked?
Classroom Conversation (10 mins): Discuss HABIT Journal Prompt

Walk-around Rhetorical Appeal Activity (20 mins): This activity idea may vary
depending on your school’s location and the examples you are able to find
around even your school building. It could also be adapted digitally and be done
in the classroom. The idea is to have students recognize the Rhetorical appeals
being used in real life situations. If possible, locate motivational/advertisement
Lesson Body posters located around your school and take the class around the building to
observe and write down examples of how the rhetorical appeals are used in the
visual media. If this isn’t possible, give students a set of advertisements to
analyze in groups or independently in the same fashion. Provide them with
sheets with areas to write under Pathos, Logos, and Ethos with which they can
record bullet-format insights about the media they are analyzing.

Closure (10 mins): Regroup, reflect on the activity as a class – ask for specific
examples… maybe a think pair share situation to elicit better responses.
Closure
Potentially identify patterns of the appeals and persuasion methods used in the
examples. Wrap up. No homework.

Research or
Constructivism
Theoretical Base
 Farmer 11

Lesson Plan 7 – Introduction to Research and Citation

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
I can find, summarize, and accurately cite reliable
W.5
sources of information to back my claims

Assessment Informal Assessment – Practice research examples with the librarian.

Time Frame 45 minutes

Introduction Bellringer (5 mins): HABIT Journal – Is the glass half empty or half full? Why?

Classroom Conversation (5 mins): Discuss HABIT Journal prompt

Down to the library for a guide to citations (25 minutes): This could be a good
opportunity for a “guest speaker” situation with your school’s librarian. The day
should start with a brief explanation on the importance of citation. Then, spend
the period familiarizing students with the physical and digital resources the
school offers for research (the EVPL databases come to mind, as well as a lesson
in navigating the library’s book selection). Also, potentially sites like Citation
Lesson Body
Machine and Purdue Owl which make it easy to format citations. This could be
done in “stations” led by you, the librarian, and another library assistant or
helper. You should be able to just as easily teach these skills yourself, but having
the librarian interact with the students and taking this lesson to the library gets
the students up and moving, interacting with a different part of the school, and
listening to someone other than yourself! Have an example topic that students
will do some very basic, preliminary “research” on by finding and citing some
sources to get some practice in.

Closure (5 mins): Go back to the classroom, resettle, remind the students to

Closure
bring their chrome books to class tomorrow for the Citation Scavenger Hunt!

Research or
Constructivism
Theoretical Base
 Farmer 12

Lesson Plan 8 – Citation Scavenger Hunt

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
I can find, summarize, and accurately cite reliable
W.5
sources of information to back my claims

Assessment Scavenger Hunt Research – to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Is there such thing as “too much of a good
Introduction
thing”? Why or why not? Give an example.
Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Citation Scavenger Hunt: (25 mins): Explain that citing sources is useful for
backing up claims. Start this activity with providing students with premade
example claims, then have them find sources (from a variety of media) that back
those claims up. This can be formatted in rounds to make it more “game-like”.
Perhaps one round is citing from a fiction text you’ve read early in the year, and
the claim is about a character (see example in Appendix); perhaps one is
historical in nature, and students have to use the database for it; perhaps
another is about current events, and students have to find a reliable news source
as their claim.
Lesson Body
This activity could be done in groups given your assessment of student abilities
up to this point – the teacher should be circulating and making sure students are
on track and not encountering many roadblocks. Between “rounds”, have the
whole class regroup and review their experience. Likely time for about 3 different
claims.

Note: for Plaza’s International Prep Academy curriculum, these relatively

arbitrary claims could be oriented to international issues – perhaps it’s about the
economic climate in another country, or the cultural significance of a particular
Asian festival, etc. Incorporate exposure to international ideas throughout these
activities.

Closure (5 mins): Regroup and get a feel for how students handled a slightly
more “independent” research day. No homework. Note: If students are still
struggling, it’d be worth reiterating some of the tough points of citation and
Closure research and doing another scavenger hunt day with them! Maybe day 1 is
group focused, and day 2 is individual focused. After this portion of the unit,
students should be proficient enough at research to find and cite sources on their
own.
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Research or
Constructivism
Theoretical Base
 Farmer 14

Lesson Plan 9 – Preparation for the BSO

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
I can find, summarize, and accurately cite reliable
W.5
sources of information to back my claims

Assessment Informal Assessment – Preparing for BSO

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Write about a disagreement you had with
Introduction
someone? What happened?
Classroom Conversation (10 mins): Discuss HABIT Journal Prompt

Introduce Formative Assessment #1 – “Based Spectrum Opinions” - The

introductory activity to this Unit was a “Freestyle” day in which students were
asked to formulate and defend their positions on a few hot-button topics. To
follow-up on that activity, students are going to re-perform the activity with an
entire day’s preparation to find and cite sources that informs their opinion! Take
the same 3-5 statements from freestyle day one and ask students to find sources
Lesson Body relevant to the claim that inform their decision.

Students will write down their personal claim (where on the spectrum they fall
from disagree to agree) and then cite relevant sources on a notecard – one for
each statement presented. Students should note what points from the source
were relevant to their argument in an outline format.

In-class work time in preparation for this assignment – (25 minutes)

Closure (5 mins): Regroup, students will finish any work they didn’t complete in
Closure
class as homework in preparation for the next day.

Research or
Constructivism
Theoretical Base
 Farmer 15

Lesson Plan 10 – BSO Day!

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument
2. I can find, summarize, and accurately cite
W.5
reliable sources of information to back my claims

Assessment BSO – Presentation to class and notes to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What does it mean to have an “adult

Introduction
conversation”? What are some concrete examples of maturity in conversations?
Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Activity (30 mins): Based Spectrum Opinions – teacher reads a provocative

statement (examples listed below); students use their research/claim notecard
of info to make a decision. Then, students are told to get up from their chair and
stand where on the spectrum of “Strongly Agree” to “Strongly Disagree” labeled
in the room. Go across the spectrum and ask students for their opinion and their
reasoning for their choice. Today, all students will be talking at some point in the
activity – keep track of who contributes but encourage volunteers before cold
calling quiet students.
Lesson Body
Statement examples:
“Middle Schoolers are too young to have smart phones”
“Digital (or audio) books are better than paper books”
“School is designed more for girls than boys”
“Talent is more important than hard work”
“Curse words are wrong and should never be used”
“Is love at first sight legitimate?”
Etc.

Closure (5 mins): Regroup, evaluate as a class how the activity went, what were
Closure
the highlights and what could be improved on in future similar activities.

Research or
Constructivism
Theoretical Base
 Farmer 16

Lesson Plan 11 – Compound Sentences + Start on topic selection

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument
2. I can craft grammatically correct compound,
complex, and compound-complex sentences that W.6.1
deliver sophisticated claims to my audience

Assessment Grammar Practice Sheets

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What does it mean to have an “adult

Introduction
conversation”? What are some concrete examples of maturity in conversations?
Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Compound Sentence Mini lesson – define and work on practice examples (15
mins)

Introduce summative (10 mins): Rap Battle, Twitter Beef, and Ultimately Topic
selections.

Statement examples:
Lesson Body
“Middle Schoolers are too young to have smart phones”
“Digital (or audio) books are better than paper books”
“School is designed more for girls than boys”
“Talent is more important than hard work”
“Curse words are wrong and should never be used”
“Is love at first sight legitimate?”
Etc.

Closure (5 mins): Regroup, evaluate as a class how the activity went, what were
Closure
the highlights and what could be improved on in future similar activities.

Research or
Constructivism
Theoretical Base
 Farmer 17

Lesson Plan 12 – Complex Sentences + Topic selection Cont.

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument
2. I can craft grammatically correct compound,
complex, and compound-complex sentences that W.6.1
deliver sophisticated claims to my audience

Assessment Grammar Practice Sheets

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What does it mean to have an “adult

Introduction
conversation”? What are some concrete examples of maturity in conversations?
Lesson Body Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Compound Sentence Mini lesson – define in lecture and work on practice

examples (15 mins)

Summative work time (10 mins): Topic selections within table groups – all four
students come to a consensus about what argumentative topic from the list
provided on the board they would like to tackle. First come first serve. Then,
each side of the table is ASSIGNED a side of the argument. Students will not
necessarily be arguing for the side they personally agree with. As a teacher, it
may be your goal to specifically avoid giving students sides they agree with if
you so choose.

By the end of the period, student teams should be defined and have the topic
(and the side of the topic) they will be working on for the summative
assessment.

This is a relatively complex summative assessment, so it’s form may vary

depending on the ability level of your students! If you think your students are
capable, having individuals take on one another in pairs for the Rap Battle
performances could work. However, for 8th graders, it’s likely that the
expectation/performance anxiety associated with that level of singling out is too
strong. A more likely option is to have each table groups split into two teams
(two students per team). Each student pair takes a side of a two-sided
argument. The 4 students then come up to the “stage” when it’s time to present
and two students face off against two other students. The group of four is
graded as a collective (essentially, they are putting a presentation together as a
whole) and then the individual students also get grades. There is no “winning”
side necessarily. Exceptions could even be made for students who are struggling
 Farmer 18

in which they are paired with a more competent student pair and offered more
teacher support as the team of three presents their argument in the same
format, just with more scaffolding for the student who is having trouble. I will be
going for this second, more inclusive iteration of the assessment in these lessons.

Closure (5 mins): Regroup, evaluate as a class how the activity went, what were
Closure
the highlights and what could be improved on in future similar activities.

Research or
Constructivism
Theoretical Base
 Farmer 19

Lesson Plan 13 – Sentence Structure Wrap-Up Day

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument
2. I can craft grammatically correct compound,
complex, and compound-complex sentences that W.6.1
deliver sophisticated claims to my audience

Assessment Kahoot scores, Longest sentence activity to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What’s the longest book you’ve ever read?
Introduction
Summarize it for me. Did you enjoy it?
Classroom Conversation (5 mins): Do you like to read for fun? Why or why not?

Sentence Structure Kahoot – identifying examples, defining relevant vocabulary,

and being able to answer questions about constructing sentences correctly with
the correct punctuation. (15 mins)

Longest sentence in the room activity (15 mins): Students are given a simple
prompt (i.e. a dog eating his food) and they are to rewrite the sentence in as
Lesson Body long a format as possible using CORRECT compound/complex grammar and
punctuation. Have students with the highest word count share their sentences.
You can involve a peer-review mechanism in this to have students double check
the punctuation / grammar usage in the longest sentences and/or collect the
examples and grade them for their correctness as well.

(If this is a hit, feel free to incorporate the same format with a different prompt
as a time filler or closing activity for days that end short – easily iterable!)

Closure (5 mins): Regroup, evaluate student progress, students should bring their
Closure
chrome books for next class to work on the twitter beef!

Research or
Constructivism
Theoretical Base
 Farmer 20

Lesson Plan 14 – Twitter Beef Day 1

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Twitter Beef

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What do you feel about Twitter as a
Introduction platform – do you have a twitter account? Is it good or bad to limit conversations
to a small number of characters?
Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Twitter Beef Work (30 mins): explain the assignment, teach kids how to navigate
Lesson Body the fake twitter site, have students find their sources today and start
summarizing them. Be available to help and check in with students at the half
way point.

Closure (5 mins): Regroup, evaluate progress. If another day of work is needed,

feel free to insert another lesson or partial lesson dedicated to this research and
Closure
summary time! Any of the 5 tweets that aren’t done by the end of class, finish
for homework!

Research or
Constructivism
Theoretical Base
 Farmer 21

Lesson Plan 15 – Twitter Beef Day 2

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Twitter Beef

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What’s your favorite genre of music?

Introduction
Favorite song from that genre? Do you like rap music? Why or why not?
Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Twitter Beef Work (30 mins): Exchange your best three source summary tweets
with your table group partner pair. Once you receive the source summaries from
Lesson Body
the opposing viewpoint, it’s your job to write follow up tweets responding to
their point. Feel free to use the sources you’ve already found, or use your own
thoughts. Still tag them with Logos, Ethos, or Pathos though.

Closure (5 mins): Regroup, evaluate progress. If another day of work is needed,

feel free to insert another lesson or partial lesson dedicated to this research and
Closure
summary time! Any of the 3 response tweets that aren’t done by the end of
class, finish for homework!

Research or
Constructivism
Theoretical Base
 Farmer 22

Lesson Plan 16 – Argument Structure

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Claim creation – to be turned in

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What’s your favorite genre of music?

Introduction
Favorite song from that genre? Do you like rap music? Why or why not?
Classroom Conversation (5 mins): Discuss HABIT Journal Prompt

Argument Structure Baby Lecture (15 mins): show students how to organize /
format an argumentative essay/ rap song. Demonstrate how the “conversation”
of the debate will go for their presentation (Claim 1, Reason Reason Reason,
Claim 2 Reason Reason Reason, Reiteration+Rebuttal 1, Reiteration+Rebuttal 2)
Show clean rap battle example to class!
Lesson Body
Complex Compound sentence structure Connection (10 mins): Write a claim with
your group and rewrite your sources to be compound / complex sentences: beef
up your reasoning into full fledged prose and not tweet format. (group work
time)

Rhyme Schemes (5 mins): Review of rhyme scheme work done in a poetry unit
earlier in the year. Bars will be delivered in rhyming couplets.

Closure (5 mins): Students should be thinking of bar ideas and jotting any rhymes
Closure
down that might work for their topics!

Research or
Constructivism
Theoretical Base
 Farmer 23

Lesson Plan 17 – RAP BATTLE WORKSHOP DAY 1

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Workshopping – Teacher meeting

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Do you get stage fright? Do you like to
Introduction
perform? Why or why not?
Classroom Conversation (10 mins): Discuss HABIT Journal Prompt. Tie in how to
be a good audience member and how to get over nerves – we want this to be
fun!

Free work with group (10 mins) – Start writing and generating lines / rhyme
Lesson Body ideas.

Teacher conferences (20 mins) – after some work is done, meet with each group
one on one, confirming their progress, orienting them in the right direction, and
facilitating a smooth writing process.

Closure (5 mins): Check in with whole group, get a sense for how the project is
Closure
going and how much time is needed left to workshop.

Research or
Constructivism
Theoretical Base
 Farmer 24

Lesson Plan 18 – RAP BATTLE WORKSHOP DAY 2

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Workshopping – Teacher meeting

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Describe your favorite snack using all 5
Introduction
senses! (don’t tell us explicitly what it is though – we have to guess!)
Classroom Conversation (10 mins): Discuss HABIT Journal Prompt. A fun, looser
one today to get conversation going and break any stiffness.

Teacher conferences rotation (25 mins) – essentially rinse and repeat from
Lesson Body
yesterday, this is a big project with a big and public presentation at the end, so
we want to make sure each student has done the work and is ready and
confident to present their argument with their group!

Closure (5 mins): Check in with whole group, get a sense for how the project is
Closure going and debrief students with last minute info on how the presentations will
go down and what they ought to have ready for tomorrow!

Research or
Constructivism
Theoretical Base
 Farmer 25

Lesson Plan 19 – RAP BATTLE PERFORMANCES DAY 1

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Rap Battle Performance Summative

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – Are you excited for your presentation today?
Introduction Nervous? Write about how you feel. If your not presenting today, write about
your expectations for the performances
Performances! (35 mins): Have groups come to the front of the class, play the
Lesson Body
music, and have them perform their “rap battle” argument for the class.
Closure (5 mins): Check in with whole group, how did people feel about it?
Closure
Laugh, enjoy it.

Research or
Constructivism
Theoretical Base
 Farmer 26

Lesson Plan 20 – RAP BATTLE PERFORMANCES DAY 2

Indiana College and Career Ready Academic
Teacher-Developed Outcomes/Objectives
Standards
1. I can draft, finalize, and present a clear, cohesive
argumentative debate in front of the class, utilizing
SL.4.1; W.3.1
transitions and all the elements of an effective
argument

Assessment Rap Battle Performance Summative

Time Frame 45 minutes

Bellringer (5 mins): HABIT Journal – What do you think of the performances so

Introduction
far? Enjoying this assignment?

Performances! (35 mins): Have the final groups come to the front of the class,
Lesson Body
play the music, and have them perform their “rap battle” argument for the class.
Closure (5 mins): Check in with whole group, how did people feel about it? If
Closure there’s extra time, play a thematically appropriate kahoot, or have some free
time – this is the end of the unit after all!

Research or
Constructivism
Theoretical Base
 Farmer 27

Assessments
Based Spectrum Opinion Day –
Students perform the introductory activity again, but this time, they
back up their claims and stance with cited sources that they can
incorporate into their verbal explanations.
A formative and relatively relaxed assessment of the student’s ability
to accurately find, cite, and incorporate sources into an argument and
demonstrate that knowledge informally in front of the class. This
provides an authentic audience for students to deliver their best work
to and helps them warm up to publicly presenting their claims even in
the face of opposing views.

Longest Sentence in the Room –

Students are given a simple sentence “prompt” and asked to elaborate
it as far as they can (while staying grammatically correct) using
complex, compound, and compound/complex sentence structure.
The goal for this assignment is to have a fun and creative method for
students to think lucidly about their sentence structure and elaborating
their points to add deeper meaning to their claims and ultimately form
stronger arguments. As a bonus, this activity shows the downfall of too
much length in sentence structure by showing how absurdly long
sentences can be!

Twitter Beef Formative –

Students summarize and cite sources using an educational “imitation”
twitter site – summarizing a source in one tweet and properly citing it in
 Farmer 28

MLA format in a retweet. Each source summary is tagged with

hashtags #ethos #logos and/or #pathos to mark their rhetorical appeal
and ensure a balance of persuasive techniques in their final argument.
This is essentially a modern and fun adaptation of an annotated
bibliography. The goal for this exercise is to familiarize students with
citing and summarizing sources to back their claims in a context that
feels conversational and authentic. Practicing response-oriented
rebuttals to their team’s opposition also makes for an easier transition
to the summative assessment.

Note: There are many more formal and informal formative assessments
strewn throughout the 20 lessons, but these 3 are the largest and
probably most important to explain in this portion of the unit plan.
 Farmer 29

RAP BATTLE – Argumentative Unit Summative Assessment

Students! You’ve been challenged! Your Twitter Beef has gone viral, and your opposition
has challenged you to an EPIC RAP BATTLE to defend your claims. Enter the ring of battle and
defend your argumentative position in a rap battle with your friends to prove you are a master
of argument!
Student groups of 4 will break into pairs and each pair will take their side of an
argumentative statement (this has been done already – you and your partner have been
developing your position and rebuttals on twitter!)
It is your job to convert your source-summary tweets into a series of couplets that gets
your argument across to the audience. Each student pair should have 5 summary tweets and 3
rebuttal tweets turned in for the Twitter Beef assignment. Individually, each student should
choose what they feel is their strongest 2 summary tweets and 1 rebuttal tweet to make into
rap bars (no overlapping tweets with your partner though!). As individuals, each partner will
convert their chosen tweets each into 3 rhyming couplets of reasonable length – (generally,
your couplets should fit into a feasible compound/complex sentence!). This is 6 lines per tweet
PER STUDENT. 18 total lines of poetry per student! This means your side will produce 12
couplets total – 8 for your claim portion, and 4 for your rebuttal portion.
Rap battles will be structured following the conventions of an argumentative debate:
Side 1’s Claims -> Side 2’s Claims -> Side 1’s Rebuttal -> Side 2’s Rebuttal
The raps will be read/performed to a beat in front of the class (don’t worry, you will
have time to practice in class with the teacher during workshop days). You are encouraged to
be as bold and creative as you want with the design of your couplets (I want to hear some great
punch lines!) and with your performance – but you will primarily be evaluated for the strength
of your arguments and your ability to synthesize your sources into a coherent message. Table
groups will receive a group grade (you, your partner, and your opposition are being graded
together) and you individually will also receive a grade on the lines of rap you created
individually. See the rubric on the back for specifics.
 Farmer 30

Group Rubric:
CATEGORY 100%-90% 80%-70% 60%-50% 49%-0% Score

Claims The claim portion of the The claim portion of the The claim portion of the rap is The claim portion of the /25
rap delivers a strong rap delivers a clear weak and slightly unclear. The rap isn’t complete, is
and clear message. The message. The rhymes rhymes are confusing or not totally unclear, or lacks
rhymes are creative and are creative and the present and the argument is any sources to support
the argument is backed argument is backed up inadequately backed up by it.
up by an appropriate by some of sources. sources.
amount of sources.
Rebuttals The rebuttal portion of The rebuttal portion of The rebuttal portion of the The rebuttal portion of /25
the rap addresses the the rap addresses the rap struggles to addresses the the rap isn’t complete, is
opposing argument in opposing argument, opposing argument, is totally unclear, or is
detail, providing great providing counter unfocused, or is disrespectful disrespectful or abrasive.
counter examples and examples and or in effective at refuting the
respectfully refuting the respectfully refuting the oppositions claims.
oppositions claims. oppositions claims.

Creativity Students show great Students show Students show some Students show no /10
enthusiasm and enthusiasm and enthusiasm and creativity enthusiasm or creativity
creativity through their creativity through their through their writing and through their writing and
writing and their writing and their their performance, but it is their performance.
performance. performance. lackluster overall. Minimal effort.

Technical Author makes minimal Author makes a Author makes a distracting Author makes a large /10
errors in grammar or noticeable amount of amount of errors in grammar amount of errors in
delivery that distract errors in grammar or or delivery that detracts from grammar or delivery that
the listener from the delivery. the content. distracts the reader from
content. the content.

Individual Rubric:

Criteria Points Possible Points Comments/AIF

Coherent thoughts and ideas 5

Criteria within given prompt was met 5

Delivery was clear and enthusiastic 5

Creativity and originality 5

 Farmer 31

Appendix
Additional HABIT Journal Prompts or Argumentative Topic Ideas can
be found at these sites:
https://www.journalbuddies.com/writing-grade-level/argumentative-
essay-topics/
https://epg8thlangarts.weebly.com/journal-prompts.html
Citation Scavenger Hunt Resources:
http://www.readwritethink.org/classroom-resources/lesson-plans/prove-
citation-scavenger-hunt-30899.html?tab=4
Example “Fake Twitter” Sites (There may be better ones with more
polish, or adapting the idea to a google classroom environment
discussion board could make assessment easier!):
http://classtools.net/twister/
https://simitator.com/generator/twitter/tweet
Example Beat for Rap Battle:
https://www.youtube.com/watch?v=Il1vWpKRig4