Argumentative Writing: Are Social Networking Sites Good For Our Society?
Overview
This lesson is designed to support English language learners when argumentative writing. It is prepared using the topic selected by my students, “Are Social Networking Sites Good For Our Society?” This lesson could easily be adapted to meet other topics of interest. The lesson begins by reinforcing that when one is argumentative writing, the writer must choose a side and have a reason for choosing it. Then, the lesson evaluates others’ argumentative writing to see what it might look like. Afterward, the students have an opportunity to get comfortable with the argumentative writing topic they will be writing about with support of their peers and the teacher. Ultimately, with other support in place, students will write an argumentative piece to the best of their ability with a goal in mind. |
LESSON DESCRIPTION
Argumentative Writing
Author of the Lesson: Katie Rojas
Lesson Summary/Overview: The lesson will focus on argumentative writing for various ELP levels using the topic, “Are Social Networking Sites Good For Our Society?” because it is a high interest topic, but the general elements of the lesson could be used with any topic.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards: CCSS ELA 6.W.1a-e, 7.W.1a-e, 8.W.1a-e, 9-10.W.1a-e, 11-12.W.1a-e
Content Objectives:
- Students will be able to orally explain their choice, their claim, with reasoning/evidence (the because) when presented with two choices.
- Students will be able to evaluate the argumentative writing of others to determine how the writer organized the argument; the claim, reasons/evidence, explain reasons/evidence, counterclaim.
- The students will be able to determine and express pros and cons of an argument.
- Students will be able to develop claims in order to draft argumentative writing.
- Students will be able to express and support their opinion with evidence.
- Students will be able to locate counterclaims for their arguments in order to prepare to draft their argumentative writing.
- Students will be able to draft their argumentative writing with support to persuade others and demonstrate their understanding of argumentative writing.
ELP Standards: Oregon ELP 6-8.4, ELP 9-12.4
Language (ELP) Objectives:
- Students will be able to orally explain their choice using because when presented with two choices.
- Students will be able to read and speak about the Pros and Cons on a topic and evaluate the evidence with a partner(s).
- The students will be able to write a claim, provide evidence, explain the evidence, and explain a counterclaim and refute it on a controversial topic with the support of a completed Pro-Con T-Chart .
- The students will be able to use linking/transitional words or phrases in their argument writing when provided with sentence frames.
Supporting Academic Language
Language Functions: Interpret the meaning of Pros and Cons, Evaluate Evidence, Draw Conclusions, Express an Opinion, Support an Opinion, Persuade others
Language Modalities: Listening, Speaking, Reading, and Writing
Vocabulary: Argumentative, Claim, Opinion, Reason, Evidence, Explain, Counterclaim, Refute, Transition words or phrases, Introduction, Conclusion, Body paragraphs, Topic sentence, Detail Sentences
Syntax or Sentence Structure(s): Simple to Complex Sentences
Discourse: Argumentation in paragraph-essay forms
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
- Students will need specific vocabulary necessary for argumentative writing.
- Students will need to know what social networking sites are with a basic understanding of them.
- Students will need a basic understanding of how to write an introductory paragraph, body paragraphs, and concluding paragraph, including what a hook is.
- Students will need to be able to work in pairs or small groups.
- Students will need to be able to use argumentative sentence frames.
- Students will need to be able to understand the difference between pros, cons, and counterclaims.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- ProCon.org: Is Social Media Good for Society?
- To cite the source in APA and MLA format:
- APA: ProCon.org. (2020, June 29). Social Networking. ProCon.org. https://socialnetworking.procon.or
- MLA: ProCon.org, "Social Networking." ProCon.org. 29 June 2020, socialnetworking.procon.org
- Newsela.com:
Issue Overview: Are social networking sites good for our society?
Create a free account if you don’t already have one and want to use Newsela as a reading resource. Lexile levels 620-1230 (available if wanted, but I will not use it) This could be used for differentiation because this will read the story to students at different Lexile levels. If a teacher has a paid account, it will translate everything into Spanish.
- Videos with subtitles to support building background
Social Media: Pros and Cons - Learn English by Pocket Passport (can have subtitles in other languages)
Social Media Pros and Cons - That's Why TV (can have subtitles in other languages)
- This or That? Conversation opinion starters
- Vocabulary Cards and word wall (Spanish and English)
- Argumentative Writing overview
- Argumentative writing samples- uniforms
- Argumentative writing Evaluation form (Spanish and English)
- Argumentative writing samples- social media (Spanish and English)
- Slides with Pro/Con arguments that can be grouped for students to support learning (Spanish and English)
- Differentiation: Photos that can support students
- Pros and Cons T-Chart in Spanish and English
- Argumentation sentence frames and transition words and phrases color coded for differentiation of emerging, progressing, and nearly proficient students
- Argumentative writing outlines for students with varied language or learning needs (Levels 1-4) for differentiation
- Argumentative writing outline and samples: body paragraphs with sample
- Argumentative writing outline introduction and conclusion with sample
Learning Supports
Socio-emotional supports:
- When in groups, students will be paired with students of different levels for support.
- Students will not be required to share on a topic they are not prepared to share about.
- Students will evaluate other writing samples in groups and have well prepared answers before sharing out.
- Students will have models of argument writing when preparing for their writing.
Cultural & Linguistic Responsiveness: vocabulary is presented in both Spanish and English on vocabulary cards and on the word wall cards, writing samples on social networking pros and cons are in English and Spanish. Translanguaging is encouraged in groups, including when students are settling on their pros and cons of social networking in society. Students are also encouraged to discuss the topic at home with their family to see what they think about Social Networking pros and cons, and can share their discussion the following day if they are willing.
Accessibility: Graphic organizers, modeling, outlines, sentence frames, video, Social Media story available at a variety of Lexile levels.
Instructional Supports
Differentiation: Word wall with Spanish supports, pro/con ideas are in English and Spanish and are grouped for students by topic, heterogeneous student grouping, modeling of varied ELP examples, writing assignment length is modified for each student, samples also in Spanish.
The ProCon.org pros and cons list is grouped in google slides to support student thinking. When they are posted on the wall, they will be pre-organized for the students. For example, all the pros and cons that have to do with personal relationships are grouped together by the teacher. This guides all students. So, if they want to use the “pro” of how social media helps relationships, they will also have a counterclaim to use right there for them. Photos are also available to help make connections and support students.
The modeling specifically has a variety of examples that are leveled for ELP abilities. After the students are set free to start writing, those whose skills are higher, can begin, and the teacher will circle back to ensure that those that need more support are provided the extra scaffolding that is needed, if it is still needed. will be provided for all language levels. Rubric based on ELP levels.
Sentence frames are organized at a variety of levels for the different needs of the students.
L1 Supports: Google Translate; Some things translate into Spanish, including vocabulary and the pros and cons lists, Students are encouraged to use their L1 language as needed.
L2 Development (by level): Each student will be challenged to meet the requirements of the ELP level one level above their current level to the best of their ability. Sentence frames are available to support students.
LESSON PROCEDURES
Day 1
(overall- one 75 minute class period)
Anticipatory Set/Motivation/Hook
Time: 40 minutes
Teacher Does/Students Do:
Teacher will have sentence frames on the board for students to reference-
- I like __________ because ___________________________.
- __________________________ is better because ________________________.
- I prefer ___________________ because _______________________.
The teacher will have students get out of their seats and stand in the middle of the room. The teacher will point to different sides of the room, having students join the side they prefer, playing the game This or That.
This or That? Conversation opinion starters
The students will have the opportunity to explain why they prefer the choice they made using the word because.
Example: The teacher will say, “ Summer or Winter” while pointing to the various sides of the room. The students will migrate to the side they prefer. Then the students will have the opportunity to explain their preference. For example, a student might say, “ I prefer summer because there is no school.” A beginner ELP level student might say, “Winter snow.” or “I like winter because snow.”
This is meant to be a fun activity for students to express reasons why they feel about a subject/ topic/object/thing.
The teacher will point out that they are providing a claim with reason(s)/evidence when they express why they like one thing over another.
The teacher will show a short video on pros and cons of social media.
Social Media: Pros and Cons - Learn English by Pocket Passport (can have subtitles in other languages)
Social Media Pros and Cons - That's Why TV (can have subtitles in other languages)
Focused Instruction (Teacher-as-Model)
Time: 10 minutes
Teacher Does/Students Do: Teacher will introduce vocabulary.
Vocabulary Cards for argumentation
Students will have time to practice matching vocabulary cards that have definitions provided in both English and Spanish with a partner. The vocabulary definitions will remain for the students to see and check their work.
Argumentation vocabulary for the word wall
Teacher Does/Students Do: Teacher will facilitate a discussion between students. Students will give their first impressions of the pros and cons of social media. They can give personal experiences or discuss what they have seen others do, etc.
Send the student home with the goal to discuss the pros and cons of social media with their family and to be ready to share the following day.
At some point in the day, the teacher will post the vocabulary on the wall, a “word wall” for students to review and reference as needed.
Days 2, 3, and 4
Focused Instruction (Teacher-as-Model)
Time: one 75 minute class period
ProCon.org: Is Social Media Good for Society?
Newsela.com: Issue Overview: Are social networking sites good for our society?
Teacher Does/Students Do:
The students will share their discussions with their families regarding social media.
Each day, the teacher will quickly review the vocabulary on the wall.
Teacher will give an overview of argumentative writing. Argumentative Writing overview
Teacher Does:The teacher will share models (Social media examples) and break down argumentative writing at different levels. The teacher will identify the different parts of the argumentative writing. Do as much as needed to make sure students understand what is being asked. Break the students into small groups to finish evaluating others' argumentative writing.
Argumentative Writing Samples-Social Media-English and Spanish
Form for evaluating argumentative writing (English and Spanish)
If time is left over… give the students the examples they will be breaking down in groups, so they can prepare for what is to come the next day.
Group Application (Student-to-Student Joint Responsibility)
Time: two 75 minute class periods
The students will share out to the group their findings and the teacher and students will verify all students have the correct answers.
Next, the teacher will model a Pro Con T-Chart given a sample claim from the writings the students just evaluated. The teacher will fill out the T-Chart with student input.
The teacher will formally introduce the topic: Is Social Media Good For Society?
T-Chart- Pro and Con Organizer
Is Social Media Good for Society?- pro-con slides-English and Spanish
Argumentative pro/con clip art
“Posters” will be around the classroom with Pro and Con claims from ProCon.org, grouped according to a general topic focused on “Is Social Media Good For Society?”. Photos can accompany the posters. Students will be grouped heterogeneously to help support one another. They are to read and discuss the various points. The teacher will be moving around the room reading to students if necessary. Students will be given their own T-chart to fill out.
The teacher will introduce the topics and the pros/cons around the room. Students will go around the room and select their top three PRO arguments and their top three CON arguments ideas they want to use for their pro/con chart. The teacher will go around the room and help students that seem to need extra support.
Days 5 and 6
Individual Learning (Independent Practice and Application)
Time: two 75 minute class periods
Teacher Does/Students Do:
The teacher will provide and review sentence frames and words and phrases for students to use when argumentative writing.
Argumentation Sentence Frames/Transition words and phrases
The teacher will provide a rubric and explain it, so students understand what they are expected to do.
Argumentative writing Language level writing support organizer
Argumentative Writing 5 paragraph essay-Body Paragraphs
Argumentative writing 5 paragraph essay Introduction and Conclusion
The teacher will provide outlines and sentence frames for students to use when planning their argumentative writing and which have sample writings-review the sample writing for them to use as a model for their own writing.(See Argumentative Writing-body paragraphs)
Next, introduce the introduction and conclusion paragraphs-review the samples. Provide each student with the level that is best suited to their needs.
Students will work to fill in the outlines to the best of their language abilities.
Day 7
Closure
Time: one 75 minute session
Teacher Does/Students Do:
The teacher will share the rubric again with students so that they can use the rubric to self assess their writing while they are typing.
The teacher will allow time for students to type their argumentative writing.
Editing and peer editing can be done another day, as needed, if so desired.
ASSESSMENTS
Formative Assessment
Content: Daily check-ins and seeing what the students are completing as the lessons progress.
Language: Are the students using the correct vocabulary when they are talking about the topics?
Plans for Summative Assessments
Content: Smarter Balanced Performance Task Argumentative Writing Rubric as found on portal.smarterbalanced.org
https://portal.smarterbalanced.org/library/en/performance-task-writing-rubric-argumentative.pdf
Language: ELPA21 Writing Rubric Grades 6-8 and Writing Rubric G9-12 Writing: Construct a Claim (Grade Band 9-12) as found on www.oregon.gov.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Peer edit writing with a rubric allowing students to support one another to improve their writing.
Stories focused on social media from Newelas and other sites can be added, so students can find their own pro and con evidence.