Activities

1. Write four different claims on the topic of high-fat or sugary foods.
   
   
2. Create an outline or graphic organizer that shows the structure and elements of an argumentative essay.

3. Write an argument to support the claim, students participating on a school sports team should be exempt from physical education classes.
   
   
4. Given an argumentative essay, identify the irrelevant examples or details that do not support the claim.

5. Write an essay to support one of the following claims:
   
   Schools are responsible for developing good character in students.
   Parents are responsible for developing good character in their children.

6. Given a well-written essay, identify the elements within the essay and explain why each is effective.

Answer Key/Rubric

1.  Student writes four different claims on the topic of high-fat or sugary foods.  Student understands a claim is:

• One sentence
• An opinion
• Declarative
• Can be supported with evidence

Student writes four claims.  Each claim is a one sentence, declarative, opinion that can be supported with evidence.  Claims make sense.  Claims are stated clearly.  For example,

• High-fat food should be taxed at a higher rate.
• Sugary foods should carry warning labels.
• High-fat and sugary foods are dangerous.
• High-fat and sugary foods should not be allowed to be served in school.
• High-fat food manufacturers should have to contribute a portion of their earnings to pay health care costs.

2. Student creates an outline or graphic organizer that shows the structure and elements of an argumentative essay.  Student’s outline or graphic organizer shows the correct structure of an argumentative essay.  Student’s outline or graphic organizer shows the elements of an argumentative essay.  Student’s graphic organizer may look like the following:

3. Student writes an argument to support the claim; students participating on a school sports team should be exempt from physical education classes.  Student’s argument contains two are more examples to support the claim.  Each example is in a separate paragraph.  Each example is well-developed with adequate student thinking and explanation.  Each example has evidence.  Evidence is quote directly from the text used and is in verbatim form.  Arguments are logical and support claim.
   
   
4. Given an argumentative essay, student identifies the irrelevant examples or details that do not support the claim.  Student closely reads essay.  Student correctly identifies the claim.  Student differentiates between examples that are logical and support the claim and the examples or thinking that does not support the claim.  Student correctly identifies examples or details that do not support the claim or are irrelevant. 
   
   
5. Student writes an essay to support one of the following claims:
   
   Schools are responsible for developing good character in students.
   Parents are responsible for developing good character in their children.
   
   Student writes a paper that is grade appropriate and makes sense. 

• Ideas, arguments, and examples are clear and support the claim. 
• Student provides an introduction. 
• Student grabs the reader’s attention using a hook and gives a general statement about the responsibility of developing good character. 
• Student states claim. 
• Student uses the first body paragraph to give the first example that supports the claim.  
• Student uses the second body paragraph to give another example that supports the claim. 
• Student develops the body paragraphs sufficiently, giving clear evidence and student thinking which explains each example. 
• Each body paragraph begins with a topic sentence.  Student uses formal language and higher level vocabulary. 
• Student uses transition words that help the reader understand the relationship between ideas. 
• Student includes a conclusion that briefly restates the claim and examples given in the paper.  Student gives the reader something to think about.

6. Given a well-written essay, student identifies the elements within the essay and explains why each is effective.

Student identifies elements within the introduction:

• Hook
• Background or General Information on Topic
• Claim

Student identifies elements within each body paragraph:

• Example that backs up your claim
• Student thinking that explains example
• Evidence

Student identifies elements within the conclusion:

• Restate claim in different words.
• Remind reader of main points of essay.
• Give the reader something to think about.

Student correctly identifies why each element is effective and explains how it helps the author convey his/her message.