Objectives (5 - 7 minutes)

1. To understand the concept of argumentative writing and its purpose in expressing viewpoints and persuading others.
2. To learn the structure of an argumentative essay, including the introduction, body paragraphs, and conclusion.
3. To develop the skills necessary to write a well-constructed argumentative essay, using evidence to support claims and counter-arguments to address opposing viewpoints.

Secondary Objectives:

• To enhance critical thinking skills by analyzing different perspectives on a given topic.
• To improve communication skills by expressing ideas clearly and effectively in writing.

Introduction (10 - 12 minutes)

1. Review of Previous Knowledge: The teacher starts the lesson by reminding students of the basic elements of an essay, such as the introduction, body, and conclusion. The teacher also touches on the importance of evidence in supporting claims, which was discussed in previous lessons. This review will help students make connections with the new content. (3 minutes)

2. Problem Situations: The teacher presents two hypothetical situations to the students:

   • Situation 1: The teacher asks the students to imagine a scenario where they have to convince their parents to let them have a pet. The students need to think about what arguments they would use to persuade their parents and how they would structure these arguments. (3 minutes)
   • Situation 2: The teacher asks the students to envision a situation where they have to write a letter to the school principal, arguing for the implementation of a new school policy. They need to consider what points they would include in their letter and how they would present them persuasively. (3 minutes)

3. Real-World Contextualization: The teacher explains the importance of argumentative writing in everyday life. They highlight that argumentative writing is not just a skill for English class, but a skill that can help them in many real-world situations, such as when they need to convince someone of their viewpoint, request a change, or support a cause. The teacher could provide examples from the news, politics, or advertising to illustrate how argumentative writing is used in the world around them. (2 minutes)

4. Topic Introduction: The teacher introduces the topic of argumentative writing, explaining that it is a form of writing where the writer presents a claim or viewpoint on a subject and supports it with evidence and reasoning. The teacher highlights that argumentative writing is about more than just stating an opinion - it's about convincing the reader of the validity of the opinion and the strength of the evidence. They stress that argumentative writing is a powerful tool for influencing others and promoting change. (2 minutes)

5. Engagement and Attention Grabbing: To capture the students' interest, the teacher can share a fascinating fact or story related to argumentative writing. For example, they could share that the ancient Greeks were masters of argumentative writing, using it to influence laws and policies in their city-states. They could also share a story about a famous court case where lawyers used persuasive writing to argue their cases. (2 minutes)

Development

Pre-Class Activities (15 - 20 minutes)

1. Video on Argumentative Writing: The teacher provides a link to an educational video on argumentative writing. The video should be engaging, clear, and age-appropriate to ensure students understand the key concepts. The video should cover the purpose of argumentative writing, the structure of an argumentative essay, and the use of evidence and counter-arguments. After watching the video, students are asked to take short notes summarizing the main points. (7 - 10 minutes)

2. Reading Assignment: The teacher assigns an article or passage for students to read, focusing on a controversial topic or an issue of interest to the students. The article should be relatively short but thought-provoking, allowing students to develop their own opinions on the matter. After reading, students are asked to jot down at least three points they agree with and three points they disagree with, along with reasons for their positions. (7 - 10 minutes)

3. Online Quiz: To assess students' comprehension of the video and reading material, the teacher creates a simple online quiz using a platform like Google Forms or Kahoot. The quiz should include multiple-choice questions and a short writing task where students have to identify an argument's claim, evidence, and counter-argument. This will not only check their understanding but also prepare them for the in-class activities. Students are required to complete the quiz before coming to class. (5 minutes)

In-Class Activities (25 - 30 minutes)

1. Group Activity: Creating an Argumentative Essay Outline (15 - 18 minutes):

   • Step 1: The teacher divides the class into groups of four and assigns each group a different controversial topic (e.g., "Should school uniforms be mandatory?," "Should junk food be banned in schools?"). The topics should be age-appropriate and engaging to ensure active participation.
   • Step 2: The teacher provides each group with a worksheet that has the structure of an argumentative essay (introduction, body paragraphs, and conclusion) and a set of guiding questions. The guiding questions must cover the topic, the claim, evidence, counter-arguments, and a persuasive closing statement.
   • Step 3: The groups are instructed to discuss and fill in their worksheet, brainstorming arguments, considering counter-arguments, and selecting evidence to support their claim. The teacher moves around the room, providing guidance and clarifying doubts.
   • Step 4: Once the groups have completed their worksheets, they are asked to share their arguments with the class. Each group gets a maximum of 3 minutes to present their argumentative essay outline, discussing their claim, evidence, counter-arguments, and closing statement. The rest of the class listens attentively and is encouraged to ask questions or provide constructive feedback.
   • Step 5: After each presentation, the class is given a minute to jot down key points from the presentation. This process helps students to practice active listening and to identify the main elements of an argumentative essay.

2. Individual Activity: Writing a Draft Argumentative Essay (10 - 12 minutes):

   • Step 1: After all the groups have presented their outlines, the students are given time to write a draft argumentative essay on the topic of their choice. They can use their group's outline or create a new one if they prefer a different topic.
   • Step 2: The teacher reminds students to follow the structure discussed in class—introduction, body paragraphs with arguments, counter-arguments and evidence, and a conclusion summarizing the main points.
   • Step 3: The students are encouraged to use the evidence and arguments discussed in their group as well as the points they noted from the reading assignment. This activity allows for individual practice of the skills learned in the pre-class activities.
   • Step 4: At the end of the activity, a few students are asked to share their essays, and the class is invited to provide feedback. This process helps students to understand that writing is a process that involves feedback, revision, and improvement.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher facilitates a group discussion where each group shares their key learnings from the activities. The teacher asks each group to briefly explain their chosen topic, the main claim, evidence, and counter-arguments they discussed, and how they structured their argumentative essay. This activity reinforces the concepts learned and provides students with the opportunity to learn from each other's perspectives. (2 minutes)
   • The teacher then guides a discussion on the challenges faced during the activities and how the students overcame them. This allows students to reflect on their learning process and understand that learning involves taking on challenges and finding solutions. (1 - 2 minutes)

2. Individual Reflection (3 - 4 minutes):

   • The teacher asks the students to take a moment to reflect on the lesson. They are prompted to think about what they found most interesting, what they learned that was new, and any questions that remain unanswered. This reflection time allows students to consolidate their learning and identify areas where they might need more clarification or practice. (2 minutes)
   • The teacher then asks the students to write down their reflections in their notebooks. The teacher can provide guiding questions to facilitate this reflection, such as:
     1. What was the most important concept you learned today?
     2. What questions do you still have about argumentative writing?
     3. What strategies did you find helpful in structuring your argumentative essay?
   • After the reflection, the teacher collects the notebooks for review. This will provide the teacher with valuable information about the students' understanding of the topic and any areas that may require further instruction in future lessons. (1 - 2 minutes)

3. Teacher's Closing Remarks (2 minutes):

   • The teacher concludes the lesson by summarizing the main points learned during the lesson. They reiterate the importance of argumentative writing and remind students of the key elements of an argumentative essay (claim, evidence, counter-argument, and conclusion). The teacher also addresses any common misconceptions or questions that arose during the group discussions and individual reflections. (1 minute)
   • The teacher then previews the next lesson, giving a brief overview of the topic and any preparations the students need to make. This helps to maintain the students' interest and momentum in their learning journey. (1 minute)

Conclusion (5 - 7 minutes)

1. Summary of the Lesson (2 minutes):

   • The teacher recaps the main points covered in the lesson, which include the definition and purpose of argumentative writing, the structure of an argumentative essay, and the skills required to write a well-constructed argumentative essay.
   • The teacher reminds students of the importance of evidence in supporting claims and counter-arguments in addressing opposing viewpoints. They also reiterate that the ability to write a persuasive argument is a valuable skill that can be used in various real-world situations.

2. Linking Theory, Practice, and Applications (2 minutes):

   • The teacher explains how the lesson connected theory, practice, and real-world applications. They highlight that the pre-class activities allowed students to learn the theoretical aspects of argumentative writing through the video and reading assignment. The in-class activities then provided an opportunity for students to apply this knowledge in a practical setting by creating their own argumentative essay outlines and writing a draft essay.
   • The teacher also emphasizes that the real-world applications of argumentative writing were explored throughout the lesson, from the problem situations at the beginning of the lesson to the group activities where students had to argue for or against a particular topic.

3. Additional Materials (1 - 2 minutes):

   • The teacher suggests additional resources for students who want to further explore the topic. These resources could include online tutorials on argumentative writing, sample argumentative essays, and books or articles that provide further insights into the art of persuasive writing.
   • The teacher also encourages students to practice their argumentative writing skills in their free time, such as by writing letters to the editor of a local newspaper, participating in debate clubs, or writing arguments for and against various topics.

4. Relevance to Everyday Life (1 - 2 minutes):

   • Lastly, the teacher underscores the importance of argumentative writing in everyday life. They explain that this skill can help students express their viewpoints effectively, persuade others to their way of thinking, and critically evaluate arguments presented by others.
   • The teacher gives examples of how argumentative writing is used in various professions, such as law, journalism, advertising, and politics. They stress that by mastering the art of argumentative writing, students are equipping themselves with a valuable tool for success in the 21st century.
   • The teacher concludes by encouraging students to keep practicing their argumentative writing skills and to never be afraid to voice their opinions and ideas.