W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

 
104 Lesson(s)
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9th Grade ELA » Unit: Writing Arguments
Paula Stanton
Bel Air, MD
Environment: Suburban
 
Big Idea:

Lather up everyone! Students use a SOAPSTone chart to read an important American speech closely.

 
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Reflections (1)
soap
   
9th Grade ELA » Unit: Writing Arguments
Paula Stanton
Bel Air, MD
Environment: Suburban
 
Big Idea:

Do you want to be convinced that bugs will be a great addition to your diet? Check this out!

 
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Resources (24)
edible stink bugs
   

The First Day of High School: "This is Me in Grade 9!"

9th Grade ELA » Unit: Constructive Controversy -- Oral and Written Argumentation
9th Grade ELA » Unit: Constructive Controversy -- Oral and Written Argumentation
Tim  Pappageorge
Park Ridge, IL
Environment: Suburban
 
Big Idea:

Here's a great way to start your year--with a little bit of controversy and a lot of fun.

 
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Reflections (2)
kevinhearn1
   
9th Grade ELA » Unit: Writing Arguments
Paula Stanton
Bel Air, MD
Environment: Suburban
 
Big Idea:

Mixing it up in this lesson: Countering arguments in the on demand essay AND analyzing how a speaker's words reflect his/her values and beliefs in a poem.

 
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Resources (19)
 
Reflections (1)
128px langston hughes 1936
   

Race and Rhetoric in Dr. King's I Have a Dream speech

9th Grade ELA » Unit: Writing Arguments
9th Grade ELA » Unit: Writing Arguments
Paula Stanton
Bel Air, MD
Environment: Suburban
 
Big Idea:

Rhetoric is the discussion topic of the day as students discuss persuasive techniques.

 
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Reflections (1)
pharyngeal flap procedures3
   

Characterizing the Friendship Between Junior and Rowdy in "The Absolutely True Diary of a Part-Time Indian."

9th Grade ELA » Unit: Character Development: The Absolutely True Diary of a Part-Time Indian
9th Grade ELA » Unit: Character Development: The Absolutely True Diary of a Part-Time Indian
SiriNam Khalsa
Springfield, MA
Environment: Urban
 
Big Idea:

Looking at the similarities and differences of two teens growing up on an Indian Reservation.

 
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Reflections (2)
snapshot 1part time go
   
9th Grade ELA » Unit: Writing Arguments
Paula Stanton
Bel Air, MD
Environment: Suburban
 
Big Idea:

What's the score? Students write comparisons of Dr. King and Malcolm and X and score their own writing.

 
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Resources (16)
 
Reflections (1)
martinlutherkingmalcolmx 3
   

Board Game Project: Introduction and Planning

10th Grade English » Unit: Collaborative Speaking & Listening: Designing Identity in "The Catcher in the Rye" Boardgame
10th Grade English » Unit: Collaborative Speaking & Listening: Designing Identity in "The Catcher in the Rye" Boardgame
Christopher Arnett
Geneva, IL
Environment: Suburban
 
Big Idea:

"You can design and create, and build the most wonderful place in the world. But it takes people to make the dream a reality." -Walt Disney

 
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Resources (24)
 
Reflections (3)
holden in his room 2
   
10th Grade ELA » Unit: Electronic Privacy
Lindsay Thompson
Independence, MO
Environment: Suburban
 
Big Idea:

Does social media have consequences? Can you handle them?

 
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Resources (13)
 
Reflections (1)
phone twitter
   

Writing Argument "The Kid Nobody Could Handle"

9th Grade ELA » Unit: Constructive Controversy -- Oral and Written Argumentation
9th Grade ELA » Unit: Constructive Controversy -- Oral and Written Argumentation
Tim  Pappageorge
Park Ridge, IL
Environment: Suburban
 
Big Idea:

Moving from discussion to writing is a natural way to write argument.

 
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Resources (14)
 
Reflections (1)
130909 201558
   

Sins of the Father: Identifying Claims and Counterclaims to Develop a Balanced Argument

9th Grade ELA » Unit: Fences: Character and Theme Analysis in Drama
9th Grade ELA » Unit: Fences: Character and Theme Analysis in Drama
Donna Fletcher
Environment: Urban
 
Big Idea:

Should we chase away the sins of our fathers or welcome them with open arms? My students will tell you!

 
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Resources (35)
 
Reflections (4)
troyandcory2
   

Identifying Organic Compounds in the Lab (Day 1 of 5)

High School Biology » Unit: Unit 4: Molecules of Life: Organic Chemistry
High School Biology » Unit: Unit 4: Molecules of Life: Organic Chemistry
Maria Laws
Walnut Creek, CA
Environment: Suburban
 
Big Idea:

Get your students acquainted with organic compounds in their everyday lives using this engaging lab activity!

 
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Reflections (1)
o chem lab set
   

Determining Who's to Blame for Romeo and Juliet's Death: Citing Relevant Evidence (Day 2 of 2)

9th Grade ELA » Unit: Romeo and Juliet Act 5: Theme Analysis, Comparing Text to Film, and Analytical Writing
9th Grade ELA » Unit: Romeo and Juliet Act 5: Theme Analysis, Comparing Text to Film, and Analytical Writing
Allyson McHugh
Waltham, MA
Environment: Urban
 
Big Idea:

What is "valid reasoning and relevant and sufficient evidence"? My students will discover this today as they search for evidence in the play and in a critical essay to support their arguments.

 
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Reflections (1)
blameoutline
   

Welcome to My Museum (Part 1/3)

Biology » Unit: Phylogeny and Taxonomy
Biology » Unit: Phylogeny and Taxonomy
Ruth Hutson
Randolph, KS
Environment: Rural
 
Big Idea:

Today students will travel back in time to 1775 to become students of Carl Linneaus. There, he will assign them the task to remodel the museum created by his predecessor in 1700.

 
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natural history
   

How to Win Arguments and Influence the Audience

10th Grade ELA » Unit: Introduction to Rhetorical Precis: Combining Objective Summaries with Analysis
10th Grade ELA » Unit: Introduction to Rhetorical Precis: Combining Objective Summaries with Analysis
Elizabeth  Slaine
Tucson, AZ
Environment: Urban
 
Big Idea:

How do the masters of the of argument present claims and organize their evidence? How can students become masters of argument through study of the texts?

 
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Resources (19)
martin luther king jr

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.

Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

Common Core ELA
 
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