Q1W7, 10/12/2020, Innovative Adv ELA **ARGUMENT OUTLINE PRACTICE**

Penny Argument Task

Mini Argument Practice

Break Down Prompts and Questions

TeacherGinger Barnhart
Subject AreaELA
Grade Level8
Week #10/12/2020
Unit of InstructionThe House on Mango Street/ Argument Writing
Standard(s) Taught

LAFS.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
LAFS.8.RL.1.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
LAFS.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
LAFS.8.RI.3.9 I can analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts differ on matters of fact or opinion.
LAFS.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
LAFS.8.W.1.1 Write arguments to support claims with clear reasons and relevant evidence
LAFS.8.W.1.1a Introduce claim, distinguish from opposing claim, organize reasons and evidence logically

Learning Targets and Learning Criteria
  • Students will be able to determine a theme or central idea of a text and analyze its development over the course of the text.
  • Students will be able to identify and analyze how particular lines of dialogue or incidents in a story propel the action, reveal aspects of a character, or provoke a decision.
  • Students will be able to determine the meanings of words and phrases as they are used in a text, including figurative and connotative meanings.
  • Students will be able to analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  • Students will be able to compare and contrast two texts.
  • Students will be able to trace and evaluate arguments and evaluate supporting evidence to determine whether the evidence is relevant or irrelevant.
Classroom Activities

MONDAY: READ MANGO THROUGH “Linoleum Roses” and complete journal entries (41 total entries)

TUESDAY: Breaking Down The Prompt using

1) The “Breaking Down” notes and

2) This Video

and Taking Notes for Argument (T Chart) using
1) The “Mini Argument” Handout and

2) This Video

WEDNESDAY: Practice Breaking Down Prompt/Making T Chart (You will outline this essay Thursday) using the Penny Argument Task

Penny Argument Task

THURSDAY: Write your own vignette in the style of Sandra Cisneros (use this time to catch up on journals if you are behind).

FRIDAY: Finishing Mango and Creating an Argument Outline! Complete your Penny Argument Plan based on THIS VIDEO: (Remember to choose the best quotes or ideas from your t chart– you don’t have to use everything!)

Finish reading “The House on Mango Street” by Sandra Cisneros
Double Entry Journal- personal reflections for “The House on Mango Street”
DEAR time (independent reading)
Argument Writing Instruction – breaking down the prompt, Text Mapping, and outlining

Assignments Due

Mango Street Journal (44 Entries) Due MONDAY, October 19th
Argument Planning Practice (Break down prompt, T-Chart plus, Outline) Due Friday

Additional Resources

Google Slides
The House on Mango Street by Sandra Cisneros

Mini Argument Practice

Break Down Prompts and Questions

*Accommodations:
ESE – Special Considerations based on IEP
504– Special Considerations based on Accommodation Plan
ESOL – Appropriate printed material, pre-teaching activities, various instructional approaches, student engagement and thinking activities, differentiation, check for content comprehension, resources for assistance, reinforce study skills, linguistic modifications, specific vocabulary, alternative assessment.