Mrs. Wuetrich 7 t h Grade ELA

Throughout the unit, we will be reading the novel Hoot by Carl Hiaasen, while learning about how to

formulate an argument through claims and warrants. At the beginning of the unit, we will start by a

looking at mystery picture geared at introducing and scaffolding claims and warrants. We also will

work with an extended definition of Integrity. We will continue to work with this extended definition

throughout the novel as we trace the themes throughout and discuss the implications of the various

themes and actions of the characters [Literacy RL.7.2]. As we read the novel, we will do several chalk

talks, debates, class discussions [Common Core L.SL.7.1], and journal prompts centered on the themes

of the book such as acting with integrity, bullying, and environmentalism. We will also look at samples of

argumentative writing on related topics, analyzing the strength of the models as well as practicing

shaping our own warrants and claims based on the evidence provided [ Common Core Literacy W.7.9b].

By the end of the unit, students will be asked to tie everything they learned throughout the semester to

demonstrate their ability to answer both of the essential question in a final writing assignment. This

assignment asks them to decide if the main characters acted with integrity throughout the novel and

they will be expected to formulate their arguments with claims, evidence, and warrants in a way which

demonstrates reasoning and critical thinking about the topic. [Common Core W.7.1]

How can we formulate an argument using claims and warrants?

What does it mean to act with integrity? Specifically, how can we stand up for our

principles in a morally conscience way?

By the end of the unit, SWBAT

Identify the pieces of an argumentative writing, including claims, evidence, and warrants

Given a piece of evidence, construct relevant warrants and claims

Formulate an argument (including claims, evidence, and warrants), as well as defend the

argument when presented with a counter-claim

Trace a theme throughout the novel and analyze its implications to the text.

Produce a 5-paragraph argumentative essay in which they successfully argue a claim

incorporating multiple pieces of evidence

CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant

evidence.

o CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims,

and organize the reasons and evidence logically.

o CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence,

using accurate, credible sources and demonstrating an understanding of the topic or

text.

o CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify

the relationships among claim(s), reasons, and evidence.

o CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.

o CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from

and supports the argument presented.

CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,

focusing on how well purpose and audience have been addressed.

CCSS.ELA-Literacy.W.7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. Trace

and evaluate the argument and specific claims in a text, assessing whether the reasoning is

sound and the evidence is relevant and sufficient to support the claims).

CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its

development over the course of the text; provide an objective summary of the text.

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on

others ideas and expressing their own clearly

Throughout the unit, weve been discussing issues centered on integrity, and what it means to

stand up for your principles and act with moral character. In the novel Hoot, Roy and his friends

ultimately saved the breeding grounds of endangered owls from being destroyed by a corrupt

corporation. In the process, however, they use some questionable tactics, including trespassing,

truancy, releasing dangerous wildlife, sabotage, and getting a (possibly deserving) boy sent to

juvenile detention for a crime that he didnt commit. In a 5-paragraph, argumentative essay,

you are asked to answer the following question:

Did Roy and his friends act with integrity? In other words, was the saving of the breeding

ground worth the moral sacrifice involved?

In your argumentative essay, make sure to draw upon specific events in the book, as well as our

extended definitions of integrity. Avoid simply stating whether or not you agreed with Roy and

his friends actions, but instead provide specific reasons as to why their actions are or are not

defensible.

For your assignment to be complete, it must have the following parts:

Introduction: Provide a hook in the introduction followed by an argument that briefly

explains your reasons and evidence for your claim and acknowledge the counter claim.

You must maintain third person point of view.

Three Body Paragraphs: Each paragraph will offer a claim that will support your main

argument logically with relevant, specific events or quotes from the book and a warrant

which explains the significance of your evidence in relation to your claim. The way your

paragraphs go together should build cohesion within your paper and clearly identify the

relationships among your claims to support your argument. You must maintain third

person point of view.

Conclusion: Provide a concluding section that restates your argument and clearly

emphasizes your claims that support the argument. Finish your paper with something

for your reader to think about. You must maintain third person point of view.

Due Dates:

1. Planning and Brainstorming your topic and claims. Due Date: ______

2. Filling out your organizer Due Date: _______

3. Using your organizer, draft your first copy of the paper. Due Date: _______

4. Revise and Edit Due Date: _______

5. Final Copy with Title Page and Bibliography Due Date: _______

For this argumentative writing assignment, my target age was a 7th grade English Language Arts

class. Heavily based on the students and requirements in my current placement, the class size is about

20-25 students per hour, and most of the students are suburban and from a middle-class background.

This six week long unit would be taught after Christmas break, perhaps from the beginning of February

to the middle of March. Because of the placement of the unit, the students are already comfortable and

experienced with the elements of the five-paragraph essay, including introduction, body, conclusion,

transitions, structure, and writing in third person. Therefore, my focus for this assignment is not re-

teaching those elements, but instead teaching the students how to think critically about topics and

formulating arguments based on claims and warrants.

For this assignment, I chose to center the argumentative assignment around the novel Hoot, by Carl Hiaasen. Targeted at grades 5-8, it is full of relatable characters and relevant themes, such as

homelessness, bullying, environmentalism, and standing up for what you believe in with integrity. This

unit would fit in well in a course which was thematically organized around topics such as Integrity,

personal activism, making choices, and the consequence of our actions. Since this unit is six weeks long,

I believe the length of time is justified because of the other elements that the students can take from

the novel as well and are expected to learn in Seventh Grade based on the Common Core, including

vocabulary, language choice, characterization, ect.

However, I also believe that this novel offers a lot in the way of argumentative writing as well,

with many opportunities to practice formulating an argument and engaging in discussion. Ive centered

my unit on two major essential questions, which are defined below.

How can we formulate an argument using claims and warrants?

What does it mean to act with integrity? Specifically, how can we stand up for our principles in a morally

conscience way?

The first question is intended to be the what we are learning, and the second question is the center

that we are going to formulate it around. The themes in the novel are all relevant themes in which the

students have personal experience and can relate to, and they all go back to the idea of acting with

integrity and critically examining your beliefs and how you live them. I believe that this topic can

challenge critical thinking skills in students. Also, working with extended definitions is a good way for

students to practice working with claims and warrants. As Peter Smagorinsky says in Teaching English

by Design, The following assignment can yet be produced in way that students find meaningful and

that enable them to engage in significant social action (76). By using an extended definition on

integrity, I hope to allow students to and not only determine what they believe, but be able to argue it

in an effective, well-reasoned way.

The second essential questions deals with formulating claims and warrants, which the students have had

little to no formal experience with. Therefore, I would like to start out with introducing claims and

warrants through a mystery picture activity, as outlined by Hillocks in the book Teaching Argument

Writing. Hillocks says in his introduction to his section on mystery pictures that, Its clear to me from

observing student writing in various contexts that although adolescents may intend to write an

argument, they often see no need to present evidence or show why it is relevant; they merely express

(usually vague) opinions (15). Based on my observations in my placement, which I based this unit on,

this is most certainly true of the seventh graders I work with. Therefore, starting with this scaffold, even

though it is unrelated to Hoot, will allow students to begin with the evidence and use it to determine

claims that they can turn into an argument, effectively starting from the ground up, instead of starting

with their opinion on an argument and not knowing how to properly support it, which is often the case. .

Another way to scaffold both working with claims and warrants as well as entering class discussions is

the Yes/No/Okay but, strategy outlined in They Say, I Say, by Gerald Graff and Cynthia Birkenstein. As t

they say in the book, There are a great many ways to respond to others ideas, but.we focus on these

three because the readers come to any text needing to learn fairly quickly where the writer stands, and

they do this by placing the writer on a mental map consisting of [these few familiar options (56). This

strategy will benefit students in two main ways, first, it will allow students a scaffold to enter discussion

if they are not sure what to say/how to respond. Secondly, it will also allow students a way to

strengthen their arguments while considering their audience and stating their claims clearly.

Although the mystery picture and extended definitions only span the first week of the unit, throughout

this unit, we will be building on the skills that they have begun to acquire. Throughout the novel, we will

continue to work with reasoning, critical thinking, and writing claims and warrants on topics brought on

by the book. For example, according to the Dynamics of Writing Instruction, a good next step for

students when working with claims and warrants is to be given data and have to build a claim and

warrant around it a skill that we will practice with bullying statistics. As they put it, Students will

produce stronger evidence for their claims and drive home their points more forcefully when they

explain why the evidence supports their claims (169), and this process is the next good step in helping

them formulate strong arguments. We will also look at argumentative essays based on the topic of

environmental writing, which will allow students to dissect what makes an argumentative essay a quality

piece of writing, one of Burkes 11 elements effective writing instruction (76).

Lastly, all of this discussion, journaling, debate, and other practice will allow students to

formulate their reasoning for the final assignment they are asked to do for the class. All of the reasoning

about the integrity of the protagonists actions will already be done in the class in the weeks leading up

to the assignment, and the students can focus on writing their essays in a way that clearly builds and

outlines their argument, while still falling within the Common Core State Standards for what the

students should know for college and career readiness, and I feel that this unit will help prepare

students for.

Hoot

Sample argumentative essays/articles about topics related to theme, including bullying and

environmentalism.

Mystery Pictures

Burke, Jim. The English Teacher's Companion. Fourth ed. Portsmouth: Heinemann, 2013. Print.

Graff, Gerald, and Cathy Birkenstein. They Say, I Say. Second ed. New York: W. W.Norton & Company, 2010. Print.

Hillocks, George. Teaching Argument Writing. Portsmouth: Heinemann, 2011. Print.

Smagorinsky, Peter. Teaching English by Design. Portsmouth: Heinemann, 2010. Print.

Smagorinsky, Peter, Larry R. Johannessen, Elizabeth A. Kahn, and Thomas M. McCann. The Dynamics of Writing Instruction. Portsmouth: Heinemann, 2010. Print.