Argumentative Writing Practice: Which Candy Should Be My Favorite? (1 of 2)

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SWBAT write a claim and support it with appropriate evidence by arguing which piece of candy is their favorite.

Big Idea

Can candy motivate students to write a great argument? Of course!

Warm Up--Quiz Time!

10 minutes

Now that students have had two solid days learning and reviewing ethos, pathos and logos, I give them a term quiz (L.9-10.6).  Students will have five minutes to complete the short appeals+quiz-2 quiz

Argumentation Notes

15 minutes

It's important for students to periodically have practice in listening, evaluating a speaker's reasoning (SL.9-10.3) and writing notes (W.9-10.10) that can help them remember new information.  I looked through the OWL at Purdue site, which is an excellent writing resource, and developed a very short lecture on argumentative writing.  I want students to understand they need to have a claim and evidence to support their claim.  We will also talk about argumentative texts as either defending a claim, challenging a claim, or qualifying a claim.  I'm sure there are a ton of power points/resources already available on the web, or you can develop your own.  Often times, I'll use Prezi or PowerPoint, but today, I just want to lecture.  I am going to go slowly and repeat things often to help students begin to understand how to select ideas worth writing down and how to organize them as they listen. Here is an example of a student's argumentation notes.  

My piece of candy is better than yours.

25 minutes

Students grab a partner.  I let them choose today.  Each student receives either a Starburst or a Hersey's kiss.  I tell students they have three minutes to enjoy their candy and to take notes about their candy.  They want to write down what makes it the perfect piece of candy.  I tell them to focus on all the sensory elements and how the candy impacts them.  I tell them to write down how it feels, tastes, smells, and looks.  After they have taken their notes and enjoyed their candy, I distribute the Persuasion Practice Packet-.  This packet has three pages, however we are only focusing on page one right now.

Now students will write three claims explaining why their candy is the best and three pieces of evidence supporting it (W.9-10.1a, W.9-10.1b).  

Once they are finished filling in their graphic organizer, I tell students to explain their argument to their partner (SL.9-10.4).  If time allows, I will have students switch partners and attempt to persuade someone else that their candy is the best.  


In tomorrow's lesson, we will continue developing our argument.