Paul Revere – An American Hero?
Information Sheet for Argumentation Module
Module title:
Paul Revere – An American Hero?
Module
description
(overview):
Most people have heard of Paul Revere. His midnight ride is one of the more memorable events of the American Revolution,
however, he did not ride alone that night. There were other people who rode with him, and even more people who rode to help the
Patriots convey messages during the war. In this module, students will read and discuss Longfellow’s famous poem and various
selected informational texts about Paul Revere, his ride and some of the lesser known people who were involved. With this
information, students will write an argumentative essay, citing logical and thorough text-based evidence to support their claim as to
whether or not Paul Revere is truly a hero.
Task 6: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that
discusses ________ (content) and evaluates ________ (content). Be sure to support your position with evidence from the texts.
(Argumentation/Evaluation)
Is Paul Revere an American hero? After interacting with multi-media and reading “The Midnight Ride of Paul Revere” and
informational texts, write an argumentative essay to be used as the basis for a classroom debate that discusses the accurate historical
information and evaluates Longfellow’s portrayal of Revere. Be sure to support your position with evidence from the text.
8th
Template task
(include number,
type, level):
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
ELA and Social Studies
Author(s):
Jamie Brim, Rosalia Ciminella, Pamela Czulewicz, Gretchen Thomas, Julie Boam, Amy Shamburg
Contact
information:
[email protected], [email protected], [email protected], [email protected], [email protected],
[email protected]
LDC Argumentation Module Template – version 2 | © Reach Associates 2013
1
Section 1: What Task?
TEACHING TASK
Background
to share with
students:
Teaching
task:
Reading
texts:
Most people have heard of Paul Revere, and his midnight ride is one of the more memorable events of the American Revolution. However,
he did not ride alone that night. There were other people who rode with him, and even more people who rode to help the Patriots convey
messages during the war. In this module, you will learn about Paul Revere, his ride, and some of the lesser known people who helped in
the same way. With this information, you will then decide if he was a hero, make a claim, and write an argumentative essay based on what
you have learned and claim. Be sure to include opposing views.
Is Paul Revere an American hero? After interacting with multi-media and reading “The Midnight Ride of Paul Revere” and informational
texts, write an argumentative essay to be used as the basis for a classroom debate that discusses the accurate historical information and
evaluates Longfellow’s portrayal of Revere. Be sure to support your position with evidence from the text.
Days 2: “Paul Revere.” 2013. The Biography Channel website. http://www.biography.com/people/paul-revere-9456172
Day 3-4: “The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow
Day 5: Take a Virtual Tour of Paul Revere’s Ride http://www.paulreverehouse.org/ride/virtual.html
Day 6: “Paul Revere’s Ride – the Real Story!” http://www.revolutionary-war-and-beyond.com/paul-reveres-ride.html
Day 7: “What happened to the two other men on Paul Revere’s ride?” by Molly Edmonds http://history.howstuffworks.com/history-vsmyth/paul-revere-ride.html
Day 8: “Paul Revere’s True Account of the Midnight Ride” http://www.historynet.com/paul-reveres-true-account-of-the-midnightride.htm
Day 9: Paul Revere’s Ride Interactive Site http://edtech2.boisestate.edu/dannmosteller/502/Revere/revere1.html
Optional Reading:
“11 Things You May Not Know About Paul Revere” adapted from “12 Things You May Not Know About Paul Revere by Jennie Cohen
http://www.history.com/news/12-things-you-may-not-know-about-paul-revere
Extension
(optional):
Possible Extension Activities:
 A class debate: students will use their knowledge gained through this module to pick a side they want to defend against the
opposition. Students could be paired up or small group to express their position. Students could “vote” on who makes the better case.
(See Appendix I for further information on debates.)
 A school-wide or grade level opinion survey at end of or during the module (See sites such as http://www.polleverywhere.com/ for
real-time polling capability.)
LDC Argumentation Module Template – version 2 | © Literacy Design Collaborative, 2011
2
COMMON CORE STATE STANDARDS
“Built-in” Reading Standards
READING STANDARDS FOR ARGUMENTATION
“When Appropriate” Reading Standards
1- Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
3- Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
2- Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., section, chapter, scene, or
stanza) relate to each other and the whole.
4- Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
6- Assess how point of view or purpose shapes the content and style of a text.
10- Read and comprehend complex literary and informational texts
independently and proficiently.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
“Built-in” Writing Standards
WRITING STANDARDS FOR ARGUMENTATION
“When Appropriate” Writing Standards
1- Write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
2- Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
4- Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
3- Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event
sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6- Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7- Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
10- Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
LDC Argumentation Module Template – version 2 | © Literacy Design Collaborative, 2011
3
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards http://www.corestandards.org/ELA-Literacy
source:
NUMBER
CONTENT STANDARDS
RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an
objective summary of the text.
RI.8.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
RI.8.10
By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
W.8.1
Write arguments to support claims with clear reasons and relevant evidence
a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have been addressed.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character
types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
W.8.9
W.8.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two).
LDC Argumentation Module Template – version 2 | © Literacy Design Collaborative, 2011
4
TEACHING TASK RUBRIC (ARGUMENTATION)
Scoring
Elements
Not Yet
1
Approaches Expectations
1.5
2
Meets Expectations
2.5
3
Advanced
3.5
4
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt
appropriately and establishes
a position, but focus is uneven.
Addresses prompt appropriately
and maintains a clear, steady focus.
Provides a generally convincing
position.
Controlling
Idea
Attempts to establish a claim,
but lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Establishes a claim. (L2) Makes
note of counter claims.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a
substantive and credible claim or
proposal. (L2) Develops claims and
counter claims fairly and thoroughly.
Reading/
Research
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of
the prompt.
Presents information from
reading materials relevant to
the purpose of the prompt
with minor lapses in accuracy
or completeness.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading
materials to develop argument or
claim.
Development
Attempts to provide details in
response to the prompt, but
lacks sufficient development
or relevance to the purpose of
the prompt. (L3) Makes no
connections or a connection
that is irrelevant to argument
or claim.
Presents appropriate details to
support and develop the
focus, controlling idea, or
claim, with minor lapses in the
reasoning, examples, or
explanations. (L3) Makes a
connection with a weak or
unclear relationship to
argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim. (L3)
Makes a relevant connection to
clarify argument or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim. (L3) Makes a clarifying
connection(s) that illuminates
argument and adds depth to
reasoning.
Attempts to organize ideas,
but lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning
and logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt. Structure enhances
development of the reasoning and
logic of the argument.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate,
inappropriate, or uneven
features. Inconsistently cites
sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using
appropriate format with only minor
errors.
Demonstrates and maintains a welldeveloped command of standard
English conventions and cohesion, with
few errors. Response includes
language and tone consistently
appropriate to the audience, purpose,
and specific requirements of the
prompt. Consistently cites sources
using appropriate format.
Attempts to include
disciplinary content in
argument, but understanding
of content is weak; content is
irrelevant, inappropriate, or
inaccurate.
Briefly notes disciplinary
content relevant to the
prompt; shows basic or
uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate indepth understanding.
Focus
Organization
Conventions
Content
Understanding
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
5
Section 2: What Skills?
SKILL
GRADE 8 DEFINITIONS
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1.Task Engagement
Ability to illicit responses from others and use prior knowledge to connect with concepts being introduced in this module
2. Task analysis
Ability to understand and explain the task’s prompt and rubric (SL8.1).
3. Project Planning
Ability to plan and track progress toward specific goals and deadlines and accomplish the task on time (SL8.1).
SKILLS CLUSTER 2: READING PROCESS
1. Readying for Reading
Ability to ready for reading by preparing a note-taking format.
2. Close Active Reading,
Essential Vocabulary and
Note Taking
Ability to:
 read purposefully; cite and record the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text (RI8.1);
 use vocabulary acquisition strategies to learn unknown, multiple meaning, figurative, and grade 8 academic/domain specific language
(L8.4, L8.5, L8.6);
 analyze in detail the structure of key paragraph in a text (RI8.5);
 determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas
(RI8.2);
 summarize text (RI8.2);
 assess credibility and accuracy of each source and follow a standard format for citation (W8.8, RI8.1).
* The specifics of the skills listed above are further defined by the texts and teaching task.
3. Organizing Notes
Ability to integrate evidence from different sources/formats, select, analyze and prioritize important facts and passages for use in one’s own
writing (W8.8, RI8.1, RI8.2).
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Conversations
2. Readying as a Writer
Ability to:

explain the rubric and begin linking reading, notes, and discussion to writing task;

engage in a range of collaborative conversations to interpret information, delineate a speaker’s or author’s argument and specific
claims, assessing whether the reasoning is sound and identifying when irrelevant evidence is introduced (SL8.1, SL8.2, SL8.3, RI8.8);

analyze and Integrate knowledge and ideas, including competing arguments and disagreement on matters of fact or interpretation,
from multiple media formats (RI8.8, RI8.9).
Ability to explain the mode and text structure, the rubric, and link discussions to the writing task (SL8.1, W8.5).
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
6
SKILLS CLUSTER 4: WRITING PROCESS
1. Establishing a Claim
Ability to introduce claim(s) (W8.1).
2. Planning
Ability to organize the reasons and evidence logically (W8.1).
3. Development 1
Ability to:
3. Development 2
3. Development 3

write an initial draft of an opening paragraph which introduces the claim and reasons logically (W8.1);

use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1);

use precise language and domain-specific vocabulary (W8.1, L8.6);
Ability to:

construct an initial draft of the body paragraphs which support claims with logical reasoning and relevant evidence from accurate
and credible sources (W8.1, RI8.1);

acknowledge and distinguish the claim(s) from alternate or opposing claims introduce a claim(s) (W8.1);

use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1);

use precise language and domain-specific vocabulary (W8.1, L8.6);
Ability to:

use words, phrases and clauses to create cohesion and connect the claim, counterclaims, reasons, and evidence (W1);

use precise language and domain-specific vocabulary (W8.1, L8.6);

provide a concluding statement or section that follows from and supports the argument presented (W8.1).
4. Revision 1
Ability to develop a clear and coherent line of thought which responds to the prompt and maintains focus on developing all aspects of the
task steadily throughout the piece (W8.4).
5. Revision 2
Ability to use words, clauses, sentence patterns and knowledge of language (verbals) to create cohesion, clarify the relationship among
claims and reasons, focus on purpose and audience, and maintain a formal style (W8.4, W8.5, W8.10, L8.1).
6. Editing
Ability to demonstrate command of conventions of standard English grammar and usage; capitalization, punctuation and spelling; and its
conventions when writing (W8.1, L8.1, L8.3).
7. Completion
Ability to submit final piece that meets expectations.
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
7
Section 3: What Instruction?
PACING
SKILL AND
DEFINITION
MINI-TASK
PRODUCT AND PROMPT
INSTRUCTIONAL STRATEGIES
SCORING (PRODUCT
“MEETS
EXPECTATIONS” IF
IT…)
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
(1/3 of
class
period)
Task Engagement
Product: Classroom Poster of Qualities of a Hero
Ability to:
Targeted
Standards/Skills:

Ability to use
prior knowledge
to connect with
concepts being
introduced in
this module
Prompt:
Bell Ringer: When you think of a “Hero,” what are some qualities that
come to mind? On a note card, list 5 qualities of a hero.
Small Groups: As a small group, compile your top 5 qualities to be
shared.
Whole Group: Using the definitions on the ‘Defining Hero’ handout,
compile a classroom poster listing all the qualities of a hero. (This could
be hung in the classroom throughout the module implementation as a
resource.)
No scoring
Targeted Instructional Strategies:
 ARTS – review the academic
learning behaviors and
metacognitive strategies.
 Front Loading- accessing one’s
schema to make connections to
the task.
 Front Loading - discussion about
what qualities/traits make a
person a hero
Resources:
Appendix III:
Defining ‘Hero’ Handout
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
8
Day 1
(1/3 class
period)
Task analysis
Product: Task Rewrite/Class conversation
Ability to:
Prompt: In your own words, write a brief explanation of what the task
is asking you to do. I will…..
Targeted
Standards/Skills:

understand and
explain the
task’s prompt
and rubric
(SL8.1).
*Note to teachers:
th
8 Grade Common
Core Standards
require students to
address competing
views in
Argumentative
Writing
“What strategies do we use while reading?”
“What do we do when we are writing?”
“How do we use the information/examples from our readings to
address the question?”
Product: Rubric Deconstruction conversation
Prompt: There are certain demands that you need to meet as a writer in
order to meet the expectations of this module. Today, we are going to
deconstruct, break apart, each category of the rubric. Participate in a
class discussion to review the expectations of the informational rubric.
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
No scoring
Targeted Instructional Strategies:
 ARTS – review the academic
learning behaviors and
metacognitive strategies.
 Front Loading- accessing one’s
schema to make connections to
the task.
 Front Loading – orchestrating
the metacognitive strategies to
deconstruct and analyze the
teaching task (the prompt, type
of writing and structure)
 Front Loading- deconstructing
the demands and qualities of
performances embedded in the
rubric
 Discourse - introduce classroom
routines for written discourse.
 Exit Slip – student reflection on
day’s learning and/or student
work sample (task analysis).
9
Day 1
(1/3 class
period)
Project Planning
Product: Timeline
Meets:
Ability to:
Prompt: Review a project/task timeline.
Creates a “doable”
timeline that paces
reading and writing
processes.
Targeted
Standards/Skills:

plan and track
progress toward
specific goals
and deadlines
and accomplish
the task on time
(SL8.1).
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Not Yet: Attempts to
meet the criteria for
"Meets"
Targeted Instructional Strategies
 ARTS - purposefully thinking
about the day’s learning
objectives.
 Frame-It - link to teaching task
rewrite.
 Front Loading –orchestrating
the metacognitive strategies,
skills and academic behaviors
needed for effective reading.
 Front Loading - the importance
of planning and creating a task
timeline – circling key dates.
 Front Loading- demonstrating
the ARTS behaviors.
 Discourse- constructing
meaning, sharing and recording
thinking.
 Exit Slip – student reflection on
day’s learning and/or student
work sample (timeline).
10
SKILLS CLUSTER 2: READING PROCESS
Day 2-9
(15
minutes
at the
beginning
of each
class
period)
Readying for
Reading
Ability to:
Targeted
Standards/Skills:

ready for
reading by
preparing a
note-taking
format.
Product: Note taking format
Meets:
Prompt: Create a note taking template for recording
important/relevant information for completing the task. Be sure to
include a place for citing resource and argumentation from both sides of
the argument. Include the central idea of the article.
Create a note taking
template that includes a
place for citing the
resource and
argumentation from
both sides of the
argument.
Resources:
 Writes in readable
prose.
Appendix III:
T-chart
Not Yet: Attempts to
meet the criteria for
"Meets"
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Targeted Instructional Strategies:
 ARTS - purposefully thinking
about the day’s learning
objectives.
 Frame-It - link to teaching task.
 Front Loading –the ‘whats’,
‘hows’ and ‘whys’ of the note
taking template and
argumentative writing, including
a place for the reference
source, relevant/important
information for both sides of the
argument.
 Front Loading –demonstrating
ARTS academic behaviors.
 Front Loading –orchestrating
the metacognitive strategies,
skills and academic behaviors
needed for effective reading.
 Discourse- constructing
meaning, sharing and recording
thinking.
 Exit Slip – student reflection on
day’s learning and student work
sample (note taking protocol).
11
Days 2-4
Close Active Reading,
Essential Vocabulary
and Note Taking (Part
1)
Ability to:
Targeted
Standards/Skills:

read purposefully;
cite and record
the textual
evidence that
most strongly
supports an
analysis of what
the text says
explicitly as well
as inferences
drawn from the
text (RI8.1);

assess credibility
and accuracy of
each source and
follow a standard
format for citation
(W8.8, RI8.1).
Supporting
Standards/Skills:

analyze in detail
the structure of
key paragraph in a
text (RI8.5);

determine a
central idea of a
text and analyze
its development
over the course of
the text, including
its relationship to
supporting ideas
(RI8.2);

summarize text
(RI8.2);
Product: Student Notes
Prompt: Read text and record textual evidence needed to complete the
teaching task.
*Day 2
Biography of Paul Revere
http://www.biography.com/people/paul-revere-9456172.
Optional: In addition, watch either or both of the following videos on
Gaggle:
Liberty Kids – “Midnight Ride” (Please Note: This video provides some
background information, however, the children in the clip are not real.
Please stress this with students.)
School House Rocks – The Shot Heard Round the World
Text/Multimedia (Appendix II)
*Day 3/4
“The Midnight Ride” by Henry Wadsworth Longfellow
Additional Resources:
Language of Literature to follow text AND
Youtube dramatic reading with photos located in Gaggle
Resources:
Appendix I:
Simple Works Cited Page
How to Cite Your Research
Poem Summary
Appendix III:
Simple Works Cited Page
T-Chart
Meets:
 Uses note taking
form to identify and
record information
relevant to the task.
 Cites reference
source and page
number of quotes
 Writes in readable
prose.
Not Yet: Attempts to
meet the criteria for
"Meets"
Targeted Instructional Strategies:
 ARTS - purposefully thinking about
the day’s learning objectives.
 Frame-It - review teaching task and
note taking protocol
 Front Loading – orchestrating the
metacognitive strategies for
effective reading.
 Front Loading – identifying and
selecting important/relevant
information most strongly related
to the completing of the task.
 Front Loading – discuss the author’s
purpose
 Front Loading – model recording
and citation of a reference source
using MLA format
 Front Loading - identifying
examples from both sides of the
argument that most strongly
supports an analysis of what the
text says explicitly.
 Front Loading – making inferences
drawn from text.
 Exit Slip – after the days reading,
respond to the essential question
on student T-chart
Supporting Instructional Strategies:
 Front Loading – analyze a key
paragraph within the text and
determine “why” it is an essential
to the argument.
 Front Loading – identifying central
idea(s) and analyze its development
throughout the text including its
relationship to supporting ideas.
 Front Loading – model how to
summarize/ paraphrase and quote
relevant information
 Discourse- constructing meaning,
sharing and recording thinking.
Paul Revere Poem Summary (for teacher’s reference)
Differentiation of the Poem
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
12
Days 5-6
Close Active Reading,
Essential Vocabulary
and Note Taking (Part
2)
Ability to:
Target
Standards/Skills:

analyze in detail
the structure of
key paragraph in a
text (RI8.5);

determine a
central idea of a
text and analyze
its development
over the course of
the text, including
its relationship to
supporting ideas
(RI8.2);

summarize text
(RI8.2);
Supporting
Standards/Skills

use vocabulary
acquisition
strategies to learn
unknown,
multiple meaning,
figurative, and
grade 8
academic/domain
specific language
(L8.4, L8.5, L8.6);

read purposefully;
cite and record
the textual
evidence that
most strongly
supports an
analysis of what
the text says
explicitly as well
as inferences
drawn from the
text (RI8.1);
Product: Student Notes
Prompt: Read text and record textual evidence needed to complete the
teaching task.
Text/Multimedia (Appendix II)
*Day 5
Take a Virtual Tour of Paul Revere’s Ride
http://www.paulreverehouse.org/ride/virtual.html
Note: A laptop cart or use of student computers is required for this day.
*Day 6:
“Paul Revere’s Ride – The Real Story”
http://www.revolutionary-war-and-beyond.com/paul-reveres-ride.html
Appendix III:
T-chart
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
 Uses note taking
form to identify and
record information
relevant to the task.
 Determines central
idea
 Summarizes and/or
paraphrases
information relevant
to the task without
plagiarizing.
 Cites reference
source and page
number of quotes.
 Writes in readable
prose.
Not Yet: Attempts to
meet the criteria for
"Meets"
Targeted Instructional Strategies

ARTS - purposefully thinking about
the day’s learning objectives.

Frame-It - review teaching task
and note taking protocol

Front Loading – analyze a key
paragraph within the text and
determine “why” it is an essential
to the argument.

Front Loading – identifying central
idea(s) and analyze its
development throughout the text
including its relationship to
supporting ideas

Front Loading - identifying
examples from both sides of the
argument related to completing
the task.

Front Loading – analyzing what the
text says explicitly

Front Loading – making inferences
drawn from text.

Front Loading – determining the
textual evidence that most strongly
supports the analysis.

Front Loading – model how to
summarize/ paraphrase and quote
relevant information

Discourse- constructing meaning,
sharing and recording thinking

Exit Slip – – after the days reading,
respond to the essential question
on student T-chart
Supporting Instructional Strategies

Front Loading – orchestrating the
metacognitive strategies for
effective reading.

Front Loading –model using
context clues/dictionary skills for
defining unknown vocabulary
within the text.

Front Loading – identifying and
selecting important/relevant
information related to the
completing of the task.

Front Loading – model recording
and citation of a reference source
using MLA format
13
Days 7-9
Close Active Reading,
Essential Vocabulary
and Note Taking (Part
3)
Ability to:
Targeted
Standards/skills:

use vocabulary
acquisition
strategies to learn
unknown,
multiple meaning,
figurative, and
grade 8
academic/domain
specific language
(L8.4, L8.5, L8.6);

analyze in detail
the structure of
key paragraph in a
text (RI8.5);
Supporting
Standards/Skills:

read purposefully;
cite and record
the textual
evidence that
most strongly
supports an
analysis of what
the text says
explicitly as well
as inferences
drawn from the
text (RI8.1);

determine a
central idea of a
text and analyze
its development
over the course of
the text, including
its relationship to
supporting ideas
(RI8.2);

summarize text
(RI8.2);
Product: Student Notes
Prompt: Read text and record textual evidence needed to complete the
teaching task.
Text/Multimedia (Appendix II)
*Day 7:
“What happened to the other two men on Paul Revere’s ride?”
http://history.howstuffworks.com/history-vs-myth/paul-revereride.htm
*Day 8:
Primary Source: “Paul Revere’s True Account of the Midnight Ride”
http://www.historynet.com/paul-reveres-true-account-of-the-midnightride.htm
*Day 9
Paul Revere’s Ride Interactive Site
http://edtech2.boisestate.edu/dannmosteller/502/Revere/revere1.html
Note: A laptop cart or use of student computers is required for this day.
*Optional Text
“11 Things You May Not Know About Paul Revere”
Adapted from http://www.history.com/news/12-things-you-may-notknow-about-paul-revere
Appendix III:
Hero Worksheet
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
 Uses note taking
form to identify and
record information
relevant to the task.
 Summarizes and/or
paraphrases
information relevant
to the task without
plagiarizing.
 Cites reference
source and page
number of quotes
 Defines unknown
words within the
text.
 Identifies central
idea.

Writes in readable
prose.









Targeted Instructional Strategies
ARTS - purposefully thinking
about the day’s learning
objectives.
Frame-It - review teaching task
and note taking protocol
Front Loading – identifying and
selecting important/relevant
information related to the
completing of the task.
Front Loading - identifying
examples from both sides of the
argument related to completing
the task.
Front Loading – analyzing what
the text says explicitly.
Front Loading – making
inferences drawn from text.
Front Loading – determining the
textual evidence that most
strongly supports the analysis.
Discourse- constructing meaning,
sharing and recording thinking.
Exit Slip – after the days reading,
respond to the essential question
on student Hero Worksheet
Supporting Instructional Strategies

Front Loading – orchestrating
the metacognitive strategies for
effective reading.

Front Loading –model using
context clues/dictionary skills for
defining unknown vocabulary
within the text.

Front Loading – model recording
and citation of a reference
source using MLA format

Front Loading – model how to
summarize/paraphrase and
quote relevant information

Front Loading – identifying
central idea(s) and analyze its
development throughout the
text including its relationship to
supporting ideas
14
Day 10
Organizing Notes
Products: Prioritizing Notes Graphic Organizer
Organizing Notes
Ability to:
Targeted
Standards/Skills:

integrate
evidence from
different
sources/format,
select, analyze
and prioritize
important facts
and passages
for use in one’s
own writing
(W8.8, RI8.1,
RI8.2).
Prompt: Reread and think about the notes, videos, and testimonies you
have read surrounding the debate on whether Paul Revere is an
American hero. Prioritize (rank) important facts and passages you would
use in your argumentative Essay. Use a 2-Column T- Chart to organize
your notes. Remember you will need notes for both sides of the
argument.
Meets:
 Uses a T-Chart to
provide a prioritized
set of notes that
connect points for
logical structure or
line of thought.
 Writes in readable
prose.
*See Appendix III for Prioritizing Notes Graphic Organizer
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Not Yet: Attempts to
meet the criteria for
"Meets"
Targeted Instructional Strategies
 ARTS - purposefully thinking
about the day’s learning
objectives.
 Frame-It - review teaching task
 Front Loading –
prioritizing/ranking information
according to importance for
each side of the argument
 Front Loading - organizing
notes, statistics, and testimonies
by order of importance.
 Discourse- constructing
meaning, sharing and recording
thinking.
 Exit Slip – student reflection on
day’s learning and student work
sample (notes).
15
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 11
Bridging
Conversations
Ability to:
Targeted
Standard/Skills:

explain the rubric
and begin linking
reading, notes, and
discussion to
writing task;

engage in a range
of collaborative
conversations to
interpret
information,
delineate a
speaker’s or
author’s argument
and specific claims,
assessing whether
the reasoning is
sound and
identifying when
irrelevant evidence
is introduced
(SL8.1, SL8.2,
SL8.3, RI8.8);

Product: Class Discussion
Prompt: Today we are going to make the transition from reading to
writing. We have read all the texts needed in order to make a claim
regarding Paul Revere as to whether or not he is an American “hero”.
Participate in a discussion-based activity to review the text you have
read and address the topic of Paul Revere. Look at both sides of the
argument in order to write an effective argumentative essay.
Remember to include only important information that is relevant to the
completing the task and dismiss the information irrelevant to
completing the task.
analyze and
integrate
knowledge and
ideas, including
competing
arguments and
disagreement on
matters of fact or
interpretation, from
multiple media
formats (RI8.8,
RI8.9).
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
No scoring
Targeted Instructional Strategies
 ARTS - purposefully thinking
about the day’s learning
objectives.
 Frame-It - link back to articles
read and to previous group
discussions.
 Front Loading –demonstrate
ARTS academic behaviors.
 Front Loading – review
behaviors and expectations of
participating in group
discussions.
 Front Loading- review criteria
engrossed in each section of the
rubric
 Front Loading- review steps of
the writing process.
 Front Loading – discuss how to
determine irrelevant
information.
 Front Loading – identify and
select important/relevant
information related to the
completing of the task.
 Front Loading – discuss to
analyze both views on the
argument to and integrate
knowledge and ideas on the
topic
 Discourse- constructing
meaning, sharing and recording
thinking.
 Exit Slip – student reflection on
day’s learning
16
Day 12
Readying as a
Writer
Ability to:
Targeted
Standard/Skills:

explain the
mode and text
structure, the
rubric, and link
discussions to
the writing task
(SL8.1, W8.5).
Product: Short Response i.e. bulleted list
Prompt: We are going to participate in a class discussion about the
important features to include when writing an argumentative essay. In
a quick write, list the important criteria to include when completing an
argumentative writing.
*After responses by students, teacher may choose to use text Types of
Writing in the Common Core located in Appendix I.
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
Provides minimum of 3
criteria needed in
argumentative writing in
their quick write.
Not Yet:
Attempts to meet the
criteria in “Meets”
Targeted Instructional Strategies
 ARTS - purposefully thinking
about the day’s learning
objectives.
 Frame-It - link back to prior
discussions about the task and
what students need to do to
complete the writing portion.
(Refer back to prompt rewrite
during the task analysis lesson.)
 Front Loading –demonstrating
ARTS academic behaviors.
 Discourse- discussion of the
important traits featured in
argumentative essay
 Discourse- constructing
meaning, sharing and recording
thinking.
 Exit Slip – student reflection on
day’s learning and student work
sample (short response).
17
SKILLS CLUSTER 4: WRITING PROCESS
Day 13
Establishing a Claim
Product: Finished claim statement
Meets:
Ability to:
Prompt: Participate in a group
discussion to decide what needs to be
included when making a claim.
Competed claim statement
Targeted Standard/Skills:

introduce claim(s)
(W8.1).
Use Argumentative Flow Chart
Template 1 or 2
Determine a claim based on this
evidence.
Resources:
Appendix III:
Argumentative Flow Chart Template 1
Argumentative Flow Chart Template 2
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - linking back to articles read and to the
teaching task.
 Discourse- constructing meaning, sharing and
recording thinking.
 Front Loading – review demonstrating ARTS
academic behaviors.
 Front Loading – review behaviors and expectations
of participating in group discussions
 Front Loading- teach the how tos of determining a
claim supported with text-based evidence.
 Exit Slip – Finished argumentative graphic
organizer with a defined claim statement.
18
Day 14
Planning
Product: Outline
Ability to:
Targeted
Standards/Skills:

organize the reasons
and evidence
logically (W8.1).
Prompt:
Use your notes to organize your
opening paragraph that includes a
hook/lead, background information,
your claim statement, and the main
points which will be included in the
body paragraphs.
Use your notes to create a logically
sequenced outline for the body
paragraphs that includes evidence,
reasoning and supporting text-based
facts, examples or other details to
support claim in each paragraph.
Use your notes to organize your closing
paragraph. Go back to your
introductory paragraph as a reference
source on how you are going to bring
closure to your essay.
The outline template should be used in
this lesson. You may choose between
Argumentative Essay Outline 1 or 2
Meets:
 Creates a logically sequenced
outline.
 Includes reasoning and
supporting details relevant
to completing the task.
 Provides citations and
references when necessary.
 Writes in readable prose
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - linking back to discussions about the
task, students’ claim templates and previous use of
the argumentative outline as a prewriting strategy.
 Front Loading – teach using an outline as a
prewriting strategy for writing the opening, body,
and closing paragraphs.
 Front Loading – teach identifying the reason for
each paragraph and logically sequencing the
paragraphs – leaving the strongest reason/textbased evidence to the last paragraph. (Revisit
quality pieces of analysis argumentative writing.)
 Front Loading – teach writing a topic sentence and
supporting text-based evidence for each paragraph.
(Revisit quality pieces of analysis argumentative
writing.)
 Front Loading – review including the correct format
for citations and references when appropriate.
 Front Loading – review demonstrating ARTS
academic behaviors.
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (outline).
Resources:
Appendix III:
Argumentative Essay Outline 1
Argumentative Essay Outline 2
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
19
Day 15
Development I
Product: Opening Paragraph Draft
Ability to:
Prompt:
Targeted
Standards/Skills:
Review the task and your claim. Use
your outline to write an opening
paragraph that includes a hook/lead,
background information, your claim
statement and the main points
logically organized that will be included
in the body paragraphs.

write an initial draft
of an opening
paragraph which
introduces the claim
and reasons logically
(W8.1);
Supporting
Standards/Skills:

acknowledge and
distinguish the
claim(s) from
alternate or opposing
claims introduce a
claim(s) (W8.1);

use words, phrases
and clauses to create
cohesion and
connect the claim,
counterclaims,
reasons, and
evidence (W1);

use precise language
and domain-specific
vocabulary (W8.1,
L8.6);
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
 Writes an opening
paragraph.
 Includes a hook/lead.
 Includes background
information.
 Includes a claim statement.
 Includes reasons to be
included in the body.
 Writes in readable prose.
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s learning
objectives.
 Frame-It - linking back to texts, the teaching task
and claim format
 Front Loading – review demonstrating ARTS
academic behaviors.
 Front Loading- review deconstructing, analyzing
and writing an introductory paragraph of an
argumentative piece.
 Front Loading – review writing a hook/lead to
engage the reader. (Revisit quality pieces of analysis
argumentative writing.)
 Front Loading- review identifying background
information – who, what, when, where, why, how.
(Revisit quality pieces of analysis argumentative
writing.)
 Front Loading – review including a claim
statement and logical reasons that will be included in
the body paragraphs. (Revisit quality pieces of analysis
argumentative writing.)
 Front Loading – teach using the outline to write the
opening paragraph.
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (draft of opening paragraph).
Supporting Instructional Strategies
 Front Loading - link back to previous discussions
about making a claim/opposing views
 Front Loading – review both sides of the argument
 Front Loading – explain the purpose and how tos of
using varied transitional/linking words to create
cohesion and connect the claim, counterclaims,
reasons, and evidence.
 Front Loading – review how to make sentences
flow throughout the essay to connect to the claim,
counterclaims, reasons, and evidence
 Front Loading – teach specific words associated
when writing an argumentative essay.
 Front Loading – review the importance of using
academic and content vocabulary
20
Day 16
Development 2:
Ability to:
Targeted
Standards/Skills:

construct an initial
draft of the body
paragraphs which
support claims with
logical reasoning and
relevant evidence
from accurate and
credible sources
(W8.1, RI8.1);
Supporting
Standards/Skills:

acknowledge and
distinguish the
claim(s) from
alternate or opposing
claims introduce a
claim(s) (W8.1);

use words, phrases
and clauses to create
cohesion and
connect the claim,
counterclaims,
reasons, and
evidence (W1);

use precise language
and domain-specific
vocabulary (W8.1,
L8.6);
Product: Initial Draft of Body
Paragraphs
 Meets:
Prompt:
 Writes an initial draft of the 3
body paragraphs.
Write an initial draft of the 3 body
paragraphs including in each
paragraph:
 Includes in each paragraph a
topic sentence and
transitional/linking words.
-
a topic sentence,
-
transitional/linking words,
-
supporting text-based
relevant facts, examples, and
details to support the claim
-
and closing/closure
statement(s)
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
 Includes in each paragraph
supporting text-based facts,
examples, details, and
closing/closure.

Writes in readable prose.
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - link back to discussions about the task,
what students need to do to complete the writing
portion, and the outline.
 Front Loading – purpose and how tos of writing a
topic sentence. (Refer to professional writing
samples and previous conversations during the
‘Readying as a Writer’ lesson.)
 Front Loading-purpose and how tos of
acknowledging opposing claims
 Front Loading- purpose and how tos of
writing supporting details relevant to the claim to
establish a controlling idea (maintain focus). (Refer
to professional writing samples and previous
conversations during the ‘Readying as a
Writer’ lesson.)
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (body paragraphs).
Supporting Instructional Strategies
 Front Loading - link back to previous discussions
about making a claim/opposing views
 Front Loading – review both sides of the argument
 Front Loading – explain the purpose and how tos of
using varied transitional/linking words to create
cohesion and connect the claim, counterclaims,
reasons, and evidence.
 Front Loading – review using transition words to
make sentences flow throughout the essay and
connect reasons and evidence to the claim while
distinguishing from the opposing claim.
 Front Loading – teach specific words associated
with argumentative writing.
 Front Loading – review the importance of using
academic and content vocabulary.
21
Day 17
Development 3:
Product: Closing Paragraph
Ability to:
Targeted
Standards/Skills:

provide a concluding
statement or section
that follows from and
supports the
argument presented
(W8.1).
Supporting
Standards/Skills:



Prompt:
Write an initial draft of the closing
paragraph that aligns/matches the
opening paragraph (introduction) and
brings closure to the analysis
argumentative writing task by
including an authoritative quote, a
statement about the importance of
your position or reason, or refers back
to your hook to prove the argument
you presented.
acknowledge and
distinguish the
claim(s) from
alternate or opposing
claims introduce a
claim(s) (W8.1);
use words, phrases
and clauses to create
cohesion and
connect the claim,
counterclaims,
reasons, and
evidence (W1);
use precise language
and domain-specific
vocabulary (W8.1,
L8.6);
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
 Writes an initial draft of the
closing paragraph that
aligns/matches the opening
paragraph (introduction).
 Brings closure to the analysis
argumentative writing task
by including an authoritative
quote, a statement about
the importance of your
position or reason, or refers
back to your hook to support
the argument presented
 Writes in readable prose.
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - link back to back to opening paragraph
(introduction).
 Front Loading – writing a closing paragraph that
aligns/matches the opening/introductory
paragraph and supports the argument presented.
(Refer to professional writing samples and previous
conversations during the ‘Readying as a Writer’
lesson.)
 Front Loading - writing a closing paragraph that
brings closure to the informational/explanatory
writing task by including a comment, conclusion, or
implication. (Refer to professional writing samples
and previous conversations during the ‘Readying as
a Writer’ lesson.)
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (closing paragraph).
Supporting Instructional Strategies
 Front Loading - link back to previous discussions
about making a claim/opposing views
 Front Loading – review both sides of the argument
 Front Loading – explain the purpose and how tos of
using varied transitional/linking words to create
cohesion and and connect the claim,
counterclaims, reasons, and evidence.
 Front Loading – review using transition words to
make sentences flow throughout the essay and
connect reasons and evidence to the claim while
distinguishing from the opposing claim
 Front Loading – teach specific words associated
with argumentative writing
 Front Loading – review the importance of using
academic and content vocabulary
22
Day 18
Revision 1
Product: Revised Draft
Ability to:
Prompt:
Targeted Standard/Skills:
Apply revision strategies for clarity and
logic appropriate to audience and
purpose. Include relevant and
correctly formatted citations.

develop a clear and
coherent line of
thought which
responds to the
prompt and
maintains focus on
developing all
aspects of the task
steadily throughout
the piece (W8.4).
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
 Demonstrates use of revision
strategies for clarity, logic
and cohesion of claim and
line of thought, appropriate
to audience and purpose.
 Uses relevant citations and
correct format.

Completes draft(s).

Writes in readable prose.
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - link back to back to revision strategies
and templates taught prior to this module.
 Front Loading – teach revision strategies for
clarity, logic and cohesion of claim and line of
thought
 Front Loading – revision strategies focusing on
task, purpose, and audience
 Front Loading – teach revision strategies to create
smooth transitions between sentences and
paragraphs.
 Front Loading – teach revision strategies to
ensure the relevant citations and correct
formatting.
 Front Loading – teach behaviors and processes
for peer revising
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (revised draft).
23
Day 19
Revision 2
Product: Revised Draft
Ability to:
Prompt:
Targeted Standard/Skills:
Apply revision strategies for language
and tone appropriate to audience and
purpose. Include relevant and
correctly formatted citations.

use words, clauses,
sentence patterns
and knowledge of
language (verbals) to
create cohesion,
clarify the
relationship among
claims and reasons,
focus on purpose and
audience, and
maintain a formal
style (W8.4, W8.5,
W8.10, L8.1).
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Meets:
 Demonstrates use of revision
strategies for a line of
thought, language and tone
appropriate to audience and
purpose.
 Uses relevant citations and
correct format.

Completes draft(s).

Writes in readable prose.
Not Yet:
Attempts to meet the criteria of
“Meets.”
Targeted Instructional Strategies
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - link back to back to revision strategies
and templates taught prior to this module.
 Front Loading – teach revision strategies to
improve word usage, verbals, and tone appropriate
to audience and purpose.
 Front Loading – explain that a verbal is a word
formed from a verb but functioning as a different
part of speech. Show examples to students that
could relate to argumentative writing
 Front Loading – teach revision strategies to create
smooth transitions between sentences and
paragraphs.
 Front Loading – teach behaviors and processes
for peer revising
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (revised draft).
24
Day 20
Editing
Product: Final Draft
Meets:
Ability to:
Prompt

Targeted Standard/Skills:
Proofread, apply editing strategies to
finalize draft for readership and apply
finishing touches (i.e. visuals, neatness,
formatting)
Not Yet:

Day 21
demonstrate
command of
conventions of
standard English
grammar and usage;
capitalization,
punctuation and
spelling; and its
conventions when
writing (W8.1, L8.1,
L8.3).
Completion
Ability to:
Attempts to meet the criteria of
“Meets.”
Product: Completed argumentative
essay.
Targeted Standard/Skills:

Demonstrates the use of
strategies that enhance the
readability and appearance
of the work for presentation.
submit final piece
that meets
expectations.
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
Targeted Instructional Strategies:
 ARTS - purposefully thinking about the day’s
learning objectives.
 Frame-It - link back to editing strategies and
templates taught prior to this module.
 Front Loading – teach editing strategies to check
for language usage.
 Front Loading - teach editing strategies to check for
grammatical errors.
 Front Loading - teach editing strategies to check for
spelling errors.
 Front Loading - teach editing strategies to check for
errors with capitalization conventions.
 Front Loading - teach editing strategies to check for
errors with punctuation conventions.
 Front Loading - teach finalizing strategies for using
visuals to enhance presentation.
 Front Loading- teach finalizing strategies for
neatness to enhance presentation.
 Front Loading - teach finalizing strategies for
formatting to enhance presentation.
 Discourse- constructing meaning, sharing and
recording thinking.
 Exit Slip – student reflection on day’s learning and
student work sample (final draft).
Meets: Submits final written
argumentative essay.
Not Yet:
Attempts to meet the criteria of
“Meets.”
25
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Appendix I:
Part A – Common Core and LDC
 Lesson Plan Design Description
 Lesson Plan Template
 Front Loading
 Frame – It
 Discourse
 Exit Slip
 Academic and Relevant Techniques Strategies (ARTS)
 Metacognitive Strategies for Understanding Text
 Types of Writing in the Common Core
 Glossary of Writing Terms
Part B – Paul Revere Reading
 Days 3-4 Differentiation of the Poem
 Days 3-4 Optional Powerpoint on Poem
 Days 3-4 Paul Revere Poem Summary
 Days 3-4 Language of Literature
 Days 3-4 Text Dependent Questions for Poem
 Day 8 – Text Dependent Questions for True Account
 Paul Revere Sites
Part C – Writing Resources
 Argumentative Essay – I Can Handout
 Essay Outline 1 – Argumentation
 Intro Chapter 1 – Argumentation
 Optional Student Research Worksheet
 Simple Works Cited Bibliography
 Teacher Supports for Argumentation
FOR STUDENTS
Appendix II: Texts
Days 2: “Paul Revere.” 2013. The Biography Channel website.
http://www.biography.com/people/paul-revere-9456172
Day 3-4: “The Midnight Ride of Paul Revere” by Henry Wadsworth Longfellow
Day 5: Take a Virtual Tour of Paul Revere’s Ride
http://www.paulreverehouse.org/ride/virtual.html
Day 6: “Paul Revere’s Ride – the Real Story!” http://www.revolutionary-war-andbeyond.com/paul-reveres-ride.html
Day 7: “What happened to the two other men on Paul Revere’s ride?” by Molly
Edmonds http://history.howstuffworks.com/history-vs-myth/paul-revere-ride.html
Day 8: “Paul Revere’s True Account of the Midnight Ride”
http://www.historynet.com/paul-reveres-true-account-of-the-midnight-ride.htm
Day 9: Paul Revere’s Ride Interactive Site
http://edtech2.boisestate.edu/dannmosteller/502/Revere/revere1.html
Optional Reading:
“11 Things You May Not Know About Paul Revere” adapted from “12 Things You
May Not Know About Paul Revere by Jennie Cohen
http://www.history.com/news/12-things-you-may-not-know-about-paul-revere
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
26
Appendix III:
 ARTS Academic Behaviors
 Getting Ready: Goal Setting Template
 Exit Slip
 Metacognitive Strategies for Understanding Text
 I Can Handout
 Note Taking 1
 Day 1 - Paul Revere Task Timeline
 Day 1 - Teaching Task Rewrite Template
 Day 1 - Rubric Translation
 Day 1 - Defining Hero
 Days 2-9 – Is Paul Revere a True American Hero?
 Days 2-9 - T-Chart
 Days 2-9 - Simple Works Cited Bibliography
 Day 10 – Prioritize Notes
 Day 13 - Argumentative Flow Chart I
 Day 13 - Argumentative Flow Chart II
 Day 14 - Argumentative Outline I
 Day 14 - Argumentative Outline II
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
27
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Most people have heard of Paul Revere, and his midnight ride is one of the more memorable events of the American Revolution. However, he did
Background to
share with students not ride alone that night. There were other people who rode with him, and even more people who rode to help the Patriots convey messages
during the war. In this module, you will learn about Paul Revere, his ride, and some of the lesser known people who helped in the same way.
(optional):
With this information, you will then decide if he was a hero, make a claim, and write an argumentative essay based on what you have learned
and claim. Be sure to include opposing views
Classroom
assessment task:
Class Debate
Reading texts:
ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Argumentation Classroom Assessment Rubric
MEETS EXPECTATIONS
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading material to develop an argument.
Establishes a credible claim and supports an argument that is logical and generally convincing. (L2) Acknowledges
competing arguments while defending the claim.
Develops reasoning to support claim; provides evidence from text(s) in the form of examples or explanations
relevant to the argument (L3) Makes a relevant connection(s) that supports argument.
Applies an appropriate text structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to
audience and purpose.
NOT YET
Attempts to address prompt but lacks focus or is off-task.
Demonstrates weak use of reading material to develop argument.
Establishes a claim and attempts to support an argument but is not convincing;
(L2) Attempts to acknowledge competing arguments.
Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or not relevant.
Provides an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not
appropriate to audience and purpose.
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
28
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.
LDC Argumentation Module Template – version 2 | © REACH Associates 2013
29