Argumentative Graphic Organizer 9 and 10

Argumentative Graphic Organizer
CCSS:
CCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s),
counterclaims, reasons, and evidence. Create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's
knowledge level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.E
Provide a concluding statement or section that follows from and supports the argument
presented.
Objective:
Both orally and in writing, students will be able to organize and defend an opinion about whether
or not the works of William Shakespeare should be taught in public schools by citing thorough
and detailed textual evidence.
Both orally and in writing, students will be able to rebut an argument supporting an opinion
different from their own, also based on textual evidence.
Both orally and in writing, students will be able to provide a concluding statement that supports
the argument presented.
Prerequisites:
Assign students to read the required Shakespeare text (whether it is a poem or play) and a short
biography of William Shakespeares life. Ask students to read the passages carefully and for an
opinion that they can back up with textual evidence.
Start Up:
Students will take out their journals and complete a free write to the following prompt:
You are suddenly in charge of selecting the required reading for your English class,
would you include the works of William Shakespeare, why or why not?
*(Students will have two minutes to complete their free write and then they will be discussed)
Opening:
Today we will be completing a graphic organizer for an argumentative essay on whether or not
the works of William Shakespeare should be taught in public schools. It is Important to
remember that we will be working on this as a class, so please take notes based on what we
discussed and what will be projected on the board. Lets quickly get out our materials (The piece
by Shakespeare, the biography, a pen, post-its, and some blank note paper) and I will pass out the
graphic organizers.
Introduction to New Material:
Before we start brain storming, I would like to go over some of the terms on the graphic
organizer as a refresher.
Students will be asked what the following terms mean and to write them down on a piece of
paper in the writing section of their binders:
Position or Side
Thesis
Supporting Argument
Counterclaim
Evidence
Conclusion
Dependent Practice:
1. The first step to this pre-writing activity is to choose a position or side. Being as this is a
whole class assignment, we are going to have to use the democratic method to select our
position.
Everyone who believes that William Shakespeares poems and plays should be read in
public schools, please raise your hand!
a. Why? (Higher order of thinking and a preview of the assignment)
Everyone who believes that William Shakespeares poems and plays should not be read
in public schools, please raise your hand!
b. Why?
Now that we have explained our reasoning should be take another vote?
*Remind them that their thesis may change during the prewriting process, and that
it is acceptable to change your position, provided you have enough time to complete
the assignment.
2. Students will come up with a thesis.
The nest step is come up with our thesis. We discussed that a thesis is what we think and
why we think it. What do we think?
*Remind that it should be informative and catchy.
3. Students will come up with supporting arguments and choose the strongest three.
For our third step, what should we do?
Select our supporting arguments. They will be the backbone of the essay giving the essay
support and structure. Lets brain storm!
*Students come up with a list of supporting arguments and choose the three
strongest ones.
4. Students will come up with a counterclaim.

Next we need to find a counter claim because if we acknowledge the other side, the
reader will see that we have done our research and still feel strongly about the facts we
have to support our position, thus strengthening our essay.
5. Students will cite quotes to support their supporting arguments and counterclaims, then
discuss the most relevant quotes to cite.
Now the time has come to choose the most relevant and strongest quotes that we will be
citing from our primary source documents. These quotes will strengthen our arguments
and show the reader that our ideas are valid.
6. Now that we have our position, thesis, support, and citations, we are ready to wrap the
paper up and support the argument with a strong conclusion. Together, lets come up with
a sentence that will summarize our paper and tie all of our ideas together.
Independent Practice:
Students will start to work on their essays independently for the remaining class time.
Closure
Today we discussed the structure of an argumentative essay and how to organize your ideas in
the pre-writing stage, can anyone tell me what the first step is? Second? Third? Etc..
Great job today!
Homework:
Students will work on their essays and read their independent reading books.
Assessment:
Students will be assessed through observation, note taking, participation, and the final draft of
their argumentative essay
Modifications:
Assisted note taking
Visual aids
Check for understanding
Teach from schema or prior knowledge
Read directions aloud
Use of a graphic organizer
Which side of the argument have you chosen to write about

Position or Ex. (For or Against)
side
What do you think and why do you think it?

Thesis
How will you support your thesis?

Supporting Citation: Pick a quote to support your argument.
Agument According to..."William Shakespeare..." (Author p.7)
1

Citation: Pick a quote to support your argument.
Supporting According to..."William Shakespeare..." (Author p.7)
argument
2

Citation: Pick a quote to support your argument.
Supporting According to..."William Shakespeare..." (Author p.7)
argument
3
Counter-
claim
Conclusion
Make a claim supporting the other position.

Citation
Famous author...says..."Teaching Shakespeare...(Author p. 10)
Wrap the paper up and support the argument with a strong

conclusion.
Position or
side
Thesis

Supporting Citation:
Agument
1

Supporting Citation
argument
2

Supporting Citation
argument
3
Counter-
claim
Conclusion
Citation

Argumentative Graphic Organizer 9 and 10

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Argumentative Graphic Organizer

4. Students will come up with a counterclaim.

Which side of the argument have you chosen to write about

What do you think and why do you think it?

How will you support your thesis?

Make a claim supporting the other position.

Wrap the paper up and support the argument with a strong

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