- English Language Arts
- Material Type:
- Lesson Plan
- High School
- Creative Commons Attribution Non-Commercial
Granting Refuge Activity
Written Arguments (Feedback)
What are the requirements for a written argument? In this lesson, students will draft an essay arguing in favor of granting asylum to one refugee in the Granting Refuge Activity and against granting it to another. They’ll share their writing and get feedback.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Provide a sample argument essay for students.
- Having heard all the presentations, decide whether to name specific teenagers you want students to write about or to allow each student to choose.
- Provide students with a sample argument essay. Many students will know the requirements for argument from studying the rubric and from former writing assignments. The Common Core State Standards ( http://www.corestandards.org/ ), ELA Appendix C, includes student samples for grade 12 argument, including one untitled essay on dress codes. Annotations explaining how and why this sample meets the standard follow the essay. You may want to provide that essay to students who need more support.
Your teacher will give you the final instructions for writing your arguments in favor of granting asylum to one refugee and against granting it to another.
Having written arguments before, you’ll remember that you need an arguable claim with reasons and evidence to support your position. You must cite information from the U.S. immigration policy as well as quote those who spoke at the hearings. You also must address the concerns and counterarguments of your reader.
- Your teacher will provide a sample grade 12 argument for you to look over.
- Circulate through the room to make sure everyone starts writing. Often for students, getting the first words written is the biggest hurdle.
- ELL: As you circulate through the room, be sure that ELLs are able to engage productively. Offer help as needed. If ELLs need to use dictionaries, allow it at all times, but especially when they do independent writing.
- Save time for students to share their writing with partners.
You will have 30 minutes to write.
- Begin writing your argument essay.
If you finish before 30 minutes, check your work carefully.
- Allow students just enough time to read each other’s writing and make one suggestion.
- SWD: Pair students who need help with students who can peer tutor them.
Exchange with a partner what you have written so far.
- Read your partner’s essay, and make one recommendation for revising the writing.
- Remind students that they should consider the recommendation of their partners, but the final decision should be theirs about whether to use the recommendation.
Consider the recommendation your partner made.
- Make notes about how and where in the writing you would have to revise what you have written. If you choose not to take the recommendation from your partner, explain in your notes why you decided to stay with what you had.
Send those notes to your teacher.
- Reiterate the importance of revision in writing.
Reread what you have written for your argument essay. Check the writing against the requirements of the Grade 12 Argument Rubric.
- Prepare a final draft to share during Lesson 24.