In this activity, students learn what a formal argument is. Then they read a sample argument, “Talent Over Pitch,” and answer multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about voting and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions analyzing the elements of argumentative text.

In this assignment, students focus on the qualities of effective support, avoiding logical fallacies, and considering their audience. They read examples of strong reasons and evidence. Finally, students practice evaluating evidence and identifying logical fallacies.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate sample passages for coherence, learn ways to organize their writing, and practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “Sign On to the Internet, Sign Off on Privacy,” and answer short response and multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about voting and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions analyzing the elements of argumentative text.

In this assignment, students focus on the qualities of effective support, avoiding logical fallacies, and considering their audience. They read examples of strong reasons and evidence. Finally, students practice evaluating evidence and identifying logical fallacies.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate sample passages for coherence, learn ways to organize their writing, and practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “Social Media’s Positive Effect on Teens,” and answer questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about voting and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions analyzing the elements of argumentative text.

In this assignment, students focus on the qualities of effective support, avoiding logical fallacies, and considering their audience. They read examples of strong reasons and evidence. Finally, students practice evaluating evidence and identifying logical fallacies.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate sample passages for coherence, learn ways to organize their writing, and practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

In this activity, students learn what a formal argument is. Then they read a sample argument, “Is College Worth the Expense?,” and answer multiple choice questions about the reading. 

In this assignment, students read example claims to identify what makes them effective and evaluate the strength of several claims. Students then read an example argument about saving and answer questions identifying the claim, opposing claim, and counterclaim.

In this activity, students read about supporting claims with reasons and evidence. They learn how reasons support claims and about the different types of evidence they can use in their writing. Lastly, they read an example argument and answer multiple choice questions analyzing the elements of argumentative text.

In this assignment, students focus on the qualities of effective support, avoiding logical fallacies, and considering their audience. They read examples of strong reasons and evidence. Finally, students practice evaluating evidence and identifying logical fallacies.

In this activity, students learn how word choice, syntax, and transitions can help create a coherent argument. They evaluate sample passages for coherence, learn ways to organize their writing, and practice revising example arguments for coherence.

In this assignment, students read about common persuasive techniques and how these are used in writing. Then students read two example arguments and answer multiple choice questions. They also revise passages to add persuasive techniques.

In these activities, students learn how formal style and tone make an argument stronger. They read about the characteristics of formal style and answer multiple choice questions. Finally, students complete revisions of sample passages to practice what they learned.

In this assignment, students read about what makes a conclusion effective. They read two sample arguments and answer multiple choice questions evaluating conclusions. They also write a conclusion paragraph for one of the sample arguments. 

Proficiency Level: Approaching, Below. In this assignment, students watch a 13-minute video from KQED's Above the Noise program, about the meat and dairy industries. The video argues that eating meat and dairy is harmful to the environment; animals; and human health. Students analyze the video, and/or text transcript, to evaluate the strength of the argument. Then students fill in the Graphic Organizer to help organize their thoughts and analyze the argument. In addition to the Graphic Organizer, students have access to the video, viewing guide questions, and both a Glossary of Key Terms, and a transcript of the video in both English and Spanish, in the reading area on the left side of the screen. Analyzing the video and completing the Graphic Organizer helps students to practice key analysis skills in the Argument genre.

Duration: 30-35 minutes

Proficiency Level: Approaching, Below. In this assignment, students read the article "It's Way Too Hard to Find Statues of Notable Women in the U.S." They complete the Graphic Organizer as they analyze the article to evaluate its effectiveness as an argument. Students ask: Does the argument have a strong claim? does it anticipate counterarguments? are there clear reasons and evidence? does it use a persuasive tone? Considering the article's effectiveness as an argument enables students to become familiar with the features of a strong argument and gives students practice analyzing an argument.

Duration: 30 minutes

Proficiency Level: Approaching, Below. In this assignment, students watch a 13-minute video from KQED's Above the Noise program, about zoos. The video argues that while zoos can help protect some animal species, they may also do harm to others. Students analyze the video, and/or text transcript, to evaluate the strength of the argument. Then students fill in the Graphic Organizer to help organize their thoughts and analyze the argument. In addition to the Graphic Organizer, students have access to the video, viewing guide questions, and both a Glossary of Key Terms, and a transcript of the video in both English and Spanish, in the reading area on the left side of the screen. Analyzing the video and completing the Graphic Organizer helps students to practice key analysis skills in the Argument genre.

Duration: 30 minutes

Proficiency Level: Approaching, Below. In this assignment, students closely read two informational articles—"New School, New Groups of Friends" and "Teen Friendships: A Cauldron of Closeness." They then evaluate a student writing sample of an Argumentative Essay addressing this question: "Is it better to be at the center of one group of friends or at the perimeter of several?"

Duration: 30-35 minutes

Proficiency Level: Approaching, Below

In this assignment, students choose from a variety of prompts on compelling topics about which opinions may vary. Students write a well-organized Paragraph that includes a claim stating their position on the topic. Students support their claims with clear reasons and relevant evidence and end with a concluding sentence that offers a final insight or call to action. Assign this activity to students multiple times, asking students to choose a different prompt for each session. This will encourage students to gain practice writing about different topics, in the Argument genre.

Duration: 15-20 mins

Proficiency Level: Below

In this activity, students read the Student Sample, an argument written by a 12th-grade student. Then they write their own three-paragraph Letter to the Editor of their student newspaper, arguing for or against a student dress code. Students focus on organizing their points logically and using transitions to connect their ideas. Before writing, students complete graphic organizers to analyze the Student Sample and plan their Letters.

Duration: 15-20 mins

Proficiency Level: Approaching, Below

In this assignment, students watch a nine-minute video from KQED's Above the Noise about the pros and cons of going to college versus trade schools. Then students plan two or more paragraphs answering the question "Is college worth the time and money?" They fill out a graphic organizer to help them plan their claim, reasons, evidence, and transitions. This assignment provides targeted practice for organizing an argumentative essay and using transitions.

In addition to the writing prompt, students can access the video along with viewing guide questions and both a Glossary of key terms, and a Transcript of the video, in the reading area on the left side of the screen.

Duration: 25-30 minutes

Proficiency Level: Approaching, Below

Persuasive Letter: In this activity, students read “Guess What I'm Thinking,” an article about telepathic communication. They then write a three-paragraph Persuasive Letter to a friend or family member, in favor of using telepathy via a telepathic communication service. Students focus on crafting a convincing claim and on responding effectively to possible objections. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan their Persuasive Letters.

Duration: 15-20 minutes

Proficiency Level: Below

Persuasive Speech: In this activity, students read the Student Sample, “Keep On Reading,” an argument written by a 10th-grade student. Then they write their own three-paragraph Persuasive Speech to school officials, arguing for or against a 10-minute Sustained SIlent Reading period in class. Students focus on crafting a clear claim and strong introductory hook. Before writing, students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Speech.

Duration: 15-20 minutes

Proficiency Level: Meets, Approaching, Below

In this assignment, students plan an Argument Essay on a topic they feel strongly about. Students use an Argument Essay Planner; a graphic organizer that will help them plan their essays. Students use the Planner to create a strong introduction with an engaging hook and a clearly stated claim and come up with reasons and evidence to support their claim.

Duration: 10-15 minutes

Proficiency Level: Meets, Approaching, Below

Students plan an Op-Ed about an issue they feel strongly about. They fill in an Op-Ed Graphic Organizer with their claim and questions to be asked and answered.

Duration: 10-15 minutes

Proficiency Level: Below

In this activity, students read “Students Stand Up, Rally Against Cyberbullying,” and then write a three-paragraph Petition demanding that app developers or their school take action against the problem. Students focus on crafting a conclusion that follows logically from their argument, and on ending with a clear call to action. Before writing, students complete graphic organizers to analyze the selection and plan their Petition.

Duration: 15-20 mins

Proficiency Level: Below

Poetry Review: In this activity, students read the poem, “Oh, oh, you will be sorry for that word,” by Edna St. Vincent Millay. Then they write a three-paragraph Poetry Review in response to this question: Is the poet’s use of literary devices, including sarcasm, effective in communicating the narrator’s feelings to readers? Students focus on finding evidence in the text including quotations and other examples. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported in drafting their Poetry Reviews by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.

Duration: 15-20 minutes

Proficiency Level: Below

This assignment asks students to write a brief argument explaining what they like about a favorite musical act, and addressing a reason why someone might disagree with their choice. 

Duration: 10-15 minutes

Proficiency Level: Approaching, Below. This assignment asks students to write an ad for a bird that represents their community. Use this High 5 activity anytime you want to assign a Quick Write for the Argument skill of using persuasive language.

Duration: 15 minutes

The theme of this collection of skills activities is Sending a Message. Each selection focuses on how people communicate. In this activity, students activate their prior knowledge about this theme by considering various means of interpersonal communication. They write a one-paragraph Quick Write Argument in favor of their preferred method for staying in touch with a good friend who lives far away. This short activity helps students prepare for the Skills Activities by considering the theme and beginning to write in the Argument genre.

Duration: 20 minutes

Persuasive Speech: In this activity, students read the Student Sample, “Keep On Reading,” an argument written by a 10th-grade student. Then they write their own three-paragraph Persuasive Speech to school officials, arguing for or against a 10-minute Sustained SIlent Reading period in class. Students focus on crafting a clear claim and strong introductory hook. Before writing, students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Speech.

Duration: one class period

Poetry Critique: In this activity, students read “Oh, oh, you wIll be sorry for that word,” a poem by Edna St. Vincent Millay. They then write a three-paragraph critique of the language in the poem, backing up their arguments with quotations from the selection. Students focus on the skills of supporting their claims with evidence, and considering their intended audience. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan their Poetry Critique.

Duration: one class

Letter to the Editor: In this activity, students read the Student Sample, an argument written by a 12th-grade student. Then they write their own three-paragraph Letter to the Editor of their student newspaper, arguing for or against a student dress code. Students focus on organizing their points logically and using transitions to connect their ideas. Before writing, students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Letter to the Editor.

Duration: one class period

Persuasive Letter: In this activity, students read “Guess What I'm Thinking,” an article about telepathic communication. They then write a three-paragraph Persuasive Letter to a friend in favor of using a telepathic communication service. Students focus on crafting a convincing claim and on responding fairly to possible objections. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan their Persuasive Letter.

Duration: one class period

Petition: In this activity, students read “Students Stand Up, Rally Against Cyberbullying,” and then write a three-paragraph Petition demanding that app developers or their school take action against the problem. Students focus on crafting a conclusion that follows logically from their argument, and on ending with a clear call to action. Before writing, students complete graphic organizers to analyze the selection and plan their Petition.

Duration: one class period