Reading Unit 6
Unit Plan
ARGUMENT WRITING & RESPONSE
Using Reading to Write and Speak with Evidence
Using Reading to Write and Speak with Evidence
UNIT OVERVIEW (Teacher-Facing)
In this unit, students transition from analyzing arguments to creating their own. They develop claims, use textual evidence, address counterarguments, and produce structured argumentative writing.
ESSENTIAL QUESTIONS
Students will:
Text 1: Common Sense (Excerpt)
Society in every state is a blessing, but government even in its best state is but a necessary evil…
Text 2: The American Crisis (Excerpt)
These are the times that try men’s souls… The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country…
PORTFOLIO CONNECTION
Teacher Script
“You are now using everything you’ve learned—not just to analyze—but to create your own arguments.”
New Portfolio Entries
Objective
Students understand argument structure.
Teacher Script
“An argument is not just an opinion—it is a claim supported by evidence and reasoning.”
Mini-Lesson Content
Argument = Claim + Evidence + Reasoning
Experiential Activity: “Opinion vs Argument”
Students sort statements:
Write:
Add:
Objective
Students create strong claims.
Teacher Script
“A claim must be clear, specific, and arguable.”
Text
Common Sense excerpt
Guided Questions
Students improve weak claims:
Groups rewrite weak claims into strong ones.
Individual Work
Write:
Add:
Objective
Students support claims with evidence.
Teacher Script
“Evidence is what makes your argument believable.”
Text
The American Crisis
Guided Questions
Experiential Activity: Evidence Hunt
Students find:
Explain:
Write:
Add:
Objective
Students explain how evidence supports claims.
Teacher Script
“Evidence alone is not enough—you must explain it.”
Mini-Lesson Content
Reasoning = how evidence proves claim
Experiential Activity: “Missing Step”
Students are given:
Group Work
Groups complete reasoning statements.
Individual Work
Write:
Add:
Objective
Students address opposing views.
Teacher Script
“Strong arguments acknowledge opposing viewpoints.”
Mini-Lesson Content
Counterargument = opposing claim
Experiential Activity: “Switch Sides”
Students argue opposite position.
Group Work
Groups create:
Write:
Add:
Objective
Students write structured argument.
Teacher Script
“You now have all the parts—now we put them together.”
Structure
Write full argumentative paragraph.
Group Work
Peer review:
Revise writing.
Portfolio Task
Add:
Objective
Students apply argument skills orally.
Teacher Script
“You will now defend your argument using evidence.”
Debate Topic
Prepare arguments.
Debate Requirements
Write:
Add:
Objective
Students demonstrate mastery.
Final Writing Task
Prompt:
Add:
Portfolio Check #6
Must include:
“I am looking for your ability to build and support your own ideas using evidence.”
RUBRIC (STUDENT-FRIENDLY)
Strong work shows:
ELL Supports
In this unit, students transition from analyzing arguments to creating their own. They develop claims, use textual evidence, address counterarguments, and produce structured argumentative writing.
ESSENTIAL QUESTIONS
- How do we build a strong argument?
- What makes evidence convincing?
- How do we respond to opposing viewpoints?
- How can reading strengthen writing?
Students will:
- Develop clear claims
- Use textual evidence effectively
- Write structured arguments
- Address counterarguments
- Participate in evidence-based discussions
Text 1: Common Sense (Excerpt)
Society in every state is a blessing, but government even in its best state is but a necessary evil…
Text 2: The American Crisis (Excerpt)
These are the times that try men’s souls… The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of their country…
PORTFOLIO CONNECTION
Teacher Script
“You are now using everything you’ve learned—not just to analyze—but to create your own arguments.”
New Portfolio Entries
- Claims and thesis statements
- Evidence-based paragraphs
- Counterargument responses
- Debate notes
- Final argumentative essay
Objective
Students understand argument structure.
Teacher Script
“An argument is not just an opinion—it is a claim supported by evidence and reasoning.”
Mini-Lesson Content
Argument = Claim + Evidence + Reasoning
Experiential Activity: “Opinion vs Argument”
Students sort statements:
- Opinion vs Argument
- What makes an argument strong?
- Why is evidence important?
Write:
- What is the difference between opinion and argument?
Add:
- Argument notes
Objective
Students create strong claims.
Teacher Script
“A claim must be clear, specific, and arguable.”
Text
Common Sense excerpt
Guided Questions
- What is Paine arguing?
- How does he state his claim?
Students improve weak claims:
- “School should change” → revise
Groups rewrite weak claims into strong ones.
Individual Work
Write:
- One strong claim
Add:
- Claim development
Objective
Students support claims with evidence.
Teacher Script
“Evidence is what makes your argument believable.”
Text
The American Crisis
Guided Questions
- What evidence does Paine use?
- Why is it effective?
Experiential Activity: Evidence Hunt
Students find:
- 2 strong pieces of evidence
Explain:
- Why is this evidence strong?
Write:
- Claim + evidence
Add:
- Evidence paragraph
Objective
Students explain how evidence supports claims.
Teacher Script
“Evidence alone is not enough—you must explain it.”
Mini-Lesson Content
Reasoning = how evidence proves claim
Experiential Activity: “Missing Step”
Students are given:
- Claim + evidence (no explanation)
Group Work
Groups complete reasoning statements.
Individual Work
Write:
- Full CER paragraph
Add:
- CER paragraph
Objective
Students address opposing views.
Teacher Script
“Strong arguments acknowledge opposing viewpoints.”
Mini-Lesson Content
Counterargument = opposing claim
Experiential Activity: “Switch Sides”
Students argue opposite position.
Group Work
Groups create:
- Counterargument + response
Write:
- Counterargument paragraph
Add:
- Counterargument
Objective
Students write structured argument.
Teacher Script
“You now have all the parts—now we put them together.”
Structure
- Introduction (claim)
- Body (evidence + reasoning)
- Counterargument
- Conclusion
Write full argumentative paragraph.
Group Work
Peer review:
- Is claim clear?
- Is evidence strong?
- Is reasoning explained?
Revise writing.
Portfolio Task
Add:
- Argument draft
Objective
Students apply argument skills orally.
Teacher Script
“You will now defend your argument using evidence.”
Debate Topic
- Should government have strong control or limited control?
Prepare arguments.
Debate Requirements
- Claim
- Evidence
- Reasoning
- Response to others
Write:
- Which argument was strongest? Why?
Add:
- Debate reflection
Objective
Students demonstrate mastery.
Final Writing Task
Prompt:
- Should government have strong authority or limited authority? Use evidence from both texts.
- How has my writing improved?
- What strategies do I use now?
- What is still challenging?
Add:
- Final essay
- Reflection
Portfolio Check #6
Must include:
- Claim development
- Evidence paragraph
- CER paragraph
- Counterargument
- Full argument
- Debate reflection
- Final essay
“I am looking for your ability to build and support your own ideas using evidence.”
RUBRIC (STUDENT-FRIENDLY)
Strong work shows:
- Clear, arguable claim
- Strong textual evidence
- Clear reasoning
- Consideration of counterargument
- Organized writing
- Growth in thinking
ELL Supports
- Sentence frames:
- “I believe ___ because…”
- “This evidence shows…”
- Multi-paragraph essays
- Add rhetorical strategies
- Connect to AP Lang argument FRQ
- Write persuasive speech
- Analyze modern arguments
- Create multimedia argument