EngageNY
Writing an Argument Essay: Evaluating the Model and Crafting a Claim
Pupils prepare to write argumentative essays based on Shakespeare's A Midsummer Night's Dream. They begin weighing evidence and crafting claims for their writing about control.
EngageNY
Analyzing the Model Essay: Studying Argument
Scholars begin writing an argument essay based on Shakespeare's A Midsummer Night's Dream. They read and analyze a model essay, considering the author's thinking before writing it.
EngageNY
Writing an Argument Essay: Evaluating the Model and Crafting a Claim (Chapter 28, Including Synthesis of Scenes in Previous Chapters)
Scholars use the model essay from the previous instructional activity to create their own argumentative essays. Readers make a claim about Atticus defending Tom in To Kill A Mockingbird. They then use graphic organizers to develop and...
EngageNY
End of Unit 2 Assessment, Part 1: Drafting The Argument Essay
Scholars write the draft of their essays about Atticus's decision to defend Tom Robinson in Harper Lee's novel To Kill a Mockingbird. They support their claims with reasons, details, and quotes from the novel.
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Writing an Argument Essay: Planning the Essay
Preparation is the key to success. With the help of an informative resource, scholars complete a writing improvement tracker to identify their writing strengths and challenges. They also meet with partners to plan an argumentative essay...
EngageNY
Writing and Argument Essay: Peer Critique with Rubric (Chapters 29-31, Including Synthesis of Scenes in Previous Chapters)
Hungry? Try a quote sandwich! Writers discover the concept of using a quote sandwich to introduce and analyze a quote in an argumentative essay properly. Additionally, pupils engage in peer critiques, analyzing each other's drafts and...
New York City Department of Education
Grade 11 Literacy in Social Studies: Research Paper
The lesson guides young academics through the steps in producing a 10-page research paper on any topic in American history. Historians begin by formulating a thesis and gathering resources, then move on to creating an outline, and end...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 10
Can budding writers accept constructive criticism? Learners work with their peers to gain feedback about their argumentative essay drafts. Peers give one another constructive criticism to revise their work better. Using a Peer Review...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 9
Let's join together and make a sentence. Scholars take the next step in revising their argumentative essays by combining independent clauses to make complex sentences. Writers use a Colon and Semicolon Handout to practice different ways...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 11
It's time to show what you know. Scholars finalize their argumentative essays by making last-minute revisions to conventions, tone, and formal style. Learners review the checklist to ensure they have met all the task requirements. They...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 7
What's your style? Writers examine wording to add formal style and objective tone to their argumentative papers. After looking at examples of sentences, learners use turn and talk to discuss which sentences have a formal style before...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 6
And that's a wrap! Scholars create their concluding statement drafts by examining model text with exemplar conclusions. In pairs, they discuss how transitional words and phrases add to sentence structure and consider how their concluding...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 4
Always try to make an excellent first impression. As scholars begin to write their argumentative essays, they learn the importance of a good introduction. Writers also begin to add in-text citations to their papers. After reading a model...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 3
Who said that? Scholars now learn how to cite evidence, give ideas proper credit, and work to understand the meaning of plagiarism. Part of the activity includes looking at an MLA Citation handbook, handy when pupils create their works...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 2
Put yourself in my shoes! Scholars work through the Outline Tool from the previous lesson plan to develop a claim before developing a counterclaim about selling human tissue. Learners also create supporting claims using an outline tool....
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 1
Human tissue for sale or rent? Scholars refer back to articles they read in the previous unit and make a claim as to whether they believe it's okay to sell human tissue. Learners talk with partners, complete an outline tool, and collect...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 5
Can you please clarify? Scholars continue to work on their argumentative essays about selling human tissue by clarifying and adding cohesion. Writers begin by looking at model paragraphs and then begin improving their writing. They...
EngageNY
Grade 10 ELA Module 4, Unit 2, Lesson 22
The Witches, Lady Macbeth, or Macbeth himself: who is the culprit? Using the resource, pupils craft multi-paragraph essays to present arguments about which character is responsible for the tragedy in Shakespeare's Macbeth. Additionally,...
EngageNY
Grade 10 ELA Module 4, Unit 2, Lesson 21
Which character bears responsibility for the tragedy in Shakespeare's Macbeth? Scholars participate in a gallery walk and complete a Quick Write to support their claims about which character is to blame.
Literacy Design Collaborative
The Scarlet Letter and Hester Prynne
Is Hester Prynne a virtuous woman? To conclude a unit study of Nathaniel Hawthorne's The Scarlet Letter class members craft an argument essay in which they use the standards listed in Proverbs 31 from the Bible to judge Hester's virtues.
Alabama Learning Exchange
The Big Bang Theory: An Evidence-Based Argument
What evidence supports the big bang theory? Individuals analyze scholarly resources about the the theory and develop arguments backed by evidence. They brainstorm, share ideas, watch a video, and read articles to complete a graphic...
US National Archives
Eastern Europe 1939-45 — Stalingrad
Acts of civilian courage in Great Britain—and in one case, the island of Malta—often receive the George Cross, instituted by King George VI at the beginning of World War II. After the valiant defense of Stalingrad by its inhabitants,...
US National Archives
Eastern Europe 1939-45 — Ukraine
Was Joseph Stalin desperate or exaggerating the USSR's need for assistance on the Eastern Front in 1942? History students examine two differing opinions on Stalin's position and the reality of the Eastern Front just three years before...
US National Archives
WWII: Western Europe 1939-45 – Deception and Bluff
World War II left the British desperate for help in any form—including in the form of a magician! High schooler conduct research on Jasper Maskelyne, a stage magician who used his talents to deceive the Germans on the war front, before...