Mini-UnitWriting Position Papers for 7th grade ELA Description of context: This mini-unit is designed for seventh grade students in a Language Arts classroom. Classes will be 50 minutes long and will meet every day. The school will be in a suburban setting with students of varying race and socioeconomic status. Students in the class will be at different levels in terms of academic achievement, making scaffolding and differentiation an essential part of the instructional process to ensure that all students receive the attention they need to succeed. Since argumentative writing is a large part of seventh grade writing, all 7th grade Language Arts teachers in the school will be teaching argumentative writing and will collaborate with each other to ensure that students are receiving the best instruction possible. Language Arts teachers will also collaborate horizontally with their interdisciplinary teams of four to find connections between subjects. For example, since the debate topics in the mini-unit will be science-themed, the science, math, and social studies teacher can incorporate these topics within their own classrooms. The class will have 24 students and will be focusing on Common Core writing standard 7.1: "Write arguments to support claims with clear reasons and relevant evidence." It will teach the multiple sub-standards A-E which include organization and rebuttals, finding credible sources, clarification of relationships, writing formally, and concluding statements. Common Core writing standard 7.8 will also be addressed to teach students how to research and find reliable sources. Students will compose a position paper about an approved topic in which they will create an argument and be required to effectively support it using evidence they have researched.Rationale: It is important that students know how to write convincing arguments because the media is around us every day making arguments. A goal of this mini-unit is that students will recognize this and be able to form their own opinions by looking at topics objectively. One of the things heavily relied on in this mini-unit to achieve these goals is writing groups. Writing groups are a group of four students that will sit together, learn together, and help each other with their writing. The groups will be made up of students of varying ability so that lower performers can learn from higher performers and the higher performers can learn from each other. These groups will be carefully picked with student's needs and relationships in mind so that students will be outside of friend groups but still have productive conversations. According to Gretchen Horvan (2012), these writing groups are effective because students have a specific audience for their words and writing becomes communication. Students in writing groups feel as if their thoughts are worth sharing because they have peers that will read, consider, and contribute to their writing and every student will have a period where they are the center of attention. Students in writing groups feel more comfortable with writing and sharing their writing. Each class session will also be ended with an "exit slip." Students will be given a question to consider after each lesson as a form of formative assessment so that the teacher can see if the students are grasping ideas and therefore make modifications to ensure that students are understanding of the material (Marzano, 2012, p. 80) Students will also have the opportunity to ask any questions they have about the class. ReferencesHovan, G. g. (2012). Writing for a Built-in Audience: Writing Groups in the Middle School Classroom. Voices From The Middle, 20(2), 49-53.Marzano, R. J. (2012). The Many Uses of Exit Slips. Educational Leadership, 70(2), 80-81.

Assessment of Prior Knowledge: Coming into this unit, students are expected to have some experience with argumentative writing according to 6th grade Common Core writing standards. However, this mini-unit is designed for students to further build on these skills and go into much more detail than students have previously been exposed to. The students will have had to write smaller writing assignments in grades before them, but not with this much detail or attention to organization and persuasive argumentation. This will be student's first experience writing a complete position paper. Students will be writing to each other to attempt to convince their classmates to believe that they are right. This position paper will be a form of communication with students rather than to a teacher or for themselves. Students will use their prior knowledge of writing, grammar, spelling, and argumentation as a foundation to build upon and write an effective, complete position paper. Calendar: Day 1Day 2Day 3Day 4Day 5

Exploringrelevant issues Student researchdayArgumentativepaperorganizationMeans of persuasionStrong arguments

Day 6Day 7Day 8 Day 9 Day 10

Group debatesOutline papersIntroductions and conclusionsPeer reviewsStudents turn in final drafts

Day 1 Explore relevant issues using procon.org and online newspapers Teacher will introduce the position paper. Students will pick a topic of interest and have it approved by teacher. Activity: Have students explore at least two different topics (pro-con website). Exit slip/Assessment: topic, summary of debate, positions to take, and star which one they would like to do.

Day 2Research day: Teacher will instruct students on how to identify reliable sources and use library databases. Activity: Students will begin a Know/Want to know/Learned chart to state what they know about the topic, what they want to know, and what they have discovered through their research. Students will use netbooks to explore library databases about their approved chosen topic. Students will work on a chart similar to this to organize research: Author(s)Date PublishedTitleSummaryLinkReliable?

Exit slip/Assessment: KWL chartsDay 3Argumentative paper organization: Teacher will give presentation on the parts of a position paper and how to organize information (Introduction, claim/thesis, evidence, warrants, conclusions). Activity: Students will decide their claim, share with their writing groups, and find at least three pieces of evidence from their prior research. Students will be instructed to research on their own at home Exit slip/assessment: What is your claim?Day 4Means of persuasion: Instruct students about ethos, pathos, and logos. Activity: In writing groups, students will receive a variety of advertisements. Students will identify the means of persuasion used. Students will be required to find their own advertisements that use ethos, pathos, and logos for class discussion the next day. Exit slip/Assessment: Do you think one mode is more effective than others or are they all equally important? Why?Day 5Strong arguments: Teacher will begin with a think-pair-share activity for students to discuss their advertisement findings. Teacher will choose 4-5 student-chosen advertisements to discuss with the class. Teacher will then instruct on how to write a strong argument by incorporating ethos, pathos, and logos, connecting evidence and warrants to claims, and techniques to write persuasively. Activity: Students will write rough drafts of one of their paragraphs. In writing groups, classmates will identify which means of persuasion they used. Exit slip: Who is the audience for your paper? What are some things you can do in your paper to convince them to believe in your claim?Day 6Group debatesActivity: There will be three topics (orca captivity, animal testing, and alternative energy vs. fossil fuels) that have been assigned to six groups writing groups of four. Students will have been previously instructed on which side they are arguing (for or against). Groups will have 3 minutes each to state their case and evidence. Groups will then have an opportunity to ask the opposing group questions (2 minutes each). The whole class will take a vote on which side was most convincing. Exit slip/Assessment: Which group made the most convincing argument? What made it convincing?Day 7Outline papers: Students will use the handouts they received on Day 3 to organize their papers and rough drafts. Activity: Use paper outline below to begin outlining paper. Claim/thesis: Reason 1: -Example/evidence, warrant-Example/evidence, warrantReason 2: -Example/evidence, warrant-Example/evidence, warrantReason 3: -Example/evidence, warrant-Example/evidence, warrantRebuttal: - The opposition believes that____ - What I think is better because___Conclusion: -Restatement of thesis-Why its important Exit slip: What are your three reasons to support your claim? Day 8Introductions and conclusions: Teacher will present brief intro on introductions and using a hook. Teacher will present argumentative mini-lesson presentation on conclusions. Activity: After conclusion presentation, have students work on their own conclusions. Exit slip: Why are conclusions important?Day 9Peer reviews: Teacher will instruct students to share their first drafts with the students in their writing group. Teacher will offer optional one on one conferences for paper help during class. Activity: Students will fill out the following form for each paper they review: What is the thesis/what is being argued?What are the three reasons given?Is there a strong introduction and conclusion?Two things they did well: One thing to improve on: Exit slip: Did getting help from your group members help you with writing your paper? What did you learn?Day 10Students will turn in their final drafts

Rubric for final position paper:CATEGORY4-AboveStandards3-MeetsStandards2-ApproachingStandards1-BelowStandards

Introduction and ConclusionThe thesis statement names the topic of the essay and outlines the main points to be discussed.The thesis statement names the topic of the essay.The thesis statement outlines some or all of the main points to be discussed but does not name the topic.The thesis statement does not name the topic AND does not preview what will be discussed.

Support for PositionIncludes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).

Evidence and ExamplesAll of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.Evidence and examples are NOT relevant AND/OR are not explained.

SourcesAll sources used for quotes, statistics and facts are credible and referenced.All sources used for quotes, statistics and facts are credible and most are referenced.Most sources used for quotes, statistics and facts are credible and referenced.Many sources are suspect (not credible) AND/OR are not referenced.

PersuasionPaper uses frequent variety of means of persuasion including ethos, pathos, logos, and convincing terminology.Paper uses a variety of means of persuasion including ethos, pathos, logos, and convincing terminology.Paper uses one or two means of persuasion of ethos, pathos, logos, and somewhat convincing terminology.Paper only uses one or no mean of persuasion and does not use convincing terminology.

Closing paragraphThe conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph. States why the issue matters.The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.The author's position is restated within the closing paragraph, but not near the beginning.There is no conclusion - the paper just ends.

AudienceDemonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.It is not clear who the author is writing for.

Formal writingMaintains a consistent formal writing style that is professional.Uses formal writing style that is mostly professional.Uses some formal writing but uses first person.Paper is informal.