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Picture This: Combining Infographics and Argumentative Writing

Classroom Resource Information

Title:

Picture This: Combining Infographics and Argumentative Writing

URL:

http://readwritethink.org/classroom-resources/lesson-plans/picture-this-combining-infographics-31135.html

Content Source:

ReadWriteThink

Type:

Lesson/Unit Plan

Overview:

Students need to practice all types of writing, and oftentimes argumentative writing is ignored in favor of persuasive writing. In fact, students may not even understand there is a difference between these two types of writing. In this lesson, students examine the differences between argumentative writing and persuasive writing. After choosing topics that interest them, students conduct research which becomes the foundation for their argumentative essays. After completing their essays, students use Piktochart to create infographics to represent their research.

Content Standard(s):

English Language Arts ELA2021 (2021) Grade: 7	R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R3. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R3. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R3. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R3. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 7	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 7	7. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives to convey a series of events incorporating key literary elements, establishing a clear purpose, using narrative techniques (dialogue, pacing, description, and reflection), and sequencing events coherently (chronological and/or flashback). b. Write informative or explanatory texts with an organized structure and a formal style to examine ideas or processes effectively while developing the topic and utilizing appropriate transitions, precise vocabulary, and credible information or data when relevant. c. Write an argument to defend a position by introducing and supporting claim(s), acknowledging alternate or opposing claims, and presenting reasons and relevant text evidence from accurate and credible sources. Unpacked Content Teacher Vocabulary: 7. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 7a. Narratives Series of events Literary elements Purpose Narrative techniques Dialogue Pacing Description Reflection Sequencing Chronological Flashback 7b. Informative/explanatory text Organized structure Formal style Transitions Precise vocabulary Credible information/data 7c. Argument Defend a position Claim Alternate/opposing claim Relevant evidence Accurate sources Credible sources Knowledge: 7. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 7a. A narrative is a piece of writing that tells a story. Narrative writing includes literary elements, like characters, setting, point of view, conflict, and resolution, and narrative techniques, such as dialogue, pacing, description, and reflection. The plot is a series of events in a narrative text. Events in narrative writing can be sequenced chronologically or include flashbacks to a previous time frame. 7b. Informative or explanatory text is writing that provides factual information that was gathered from multiple credible research sources. Informative or explanatory text has organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 7c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, acknowledging opposing claims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 7. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 7a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate literary elements into their narrative writing, like characters, setting, point of view, conflict, and resolution. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 7b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 7c. Write an argument to defend a position. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Gather evidence from accurate and credible sources to support the claim. Understanding: 7. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 7a. Narrative writing includes predictable elements, like a logical sequence of events and characters, setting, point of view, conflict, and resolution. Literary techniques are tools that can be used to create a piece of narrative writing. Literary elements and techniques in narrative writing contribute to the overall meaning and purpose of the text. 7b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate details included in the text by using formal academic, content-specific technical words. 7c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints.
English Language Arts ELA2021 (2021) Grade: 7	14. Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone. Unpacked Content Teacher Vocabulary: 14. Digital products Subject Occasion Audience Purpose Tone Knowledge: 14. Students know: Necessary skills to create and edit digital products. The intended audience and occasion should be identified before selecting a subject and purpose of a digital product. Skills: 14. Students are able to: Create and revise a digital text to ensure a clear subject. Create and revise a digital text for an intended audience and occasion. Create and revise a digital text to achieve a particular tone and purpose. Understanding: 14. Students understand that: Digital products can be used to communicate with a variety of audiences and occasions. They should modify the subject and purpose of their digital products depending on the audience and occasion. Revision is important in establishing a clear purpose and tone in writing a digital text. Revision is important in appealing to a particular audience with a digital text. Revision is important to articulate a clear subject and occasion for writing a digital text.
English Language Arts ELA2021 (2021) Grade: 7	26. Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance. Examples: a day or two, a single sitting Unpacked Content Teacher Vocabulary: 26. Research writing Research Reflection Revision Knowledge: 26. Students know: Research strategies. Independent writing skills for all steps of the writing process. Skills: 26. Students are able to: Produce writing that contains information obtained through research. Reflect on and revise their research given the occasion and time constraints. Understanding: 26. Students understand that: Research can happen in short and extended time frames. It is important to reflect upon information obtained through research before incorporating it into one's own writing. It is important to revise work that contains research to ensure proper use for the given occasion.
English Language Arts ELA2021 (2021) Grade: 8	R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Unpacked Content Teacher Vocabulary: R3. Digital tools Electronic tools Appropriately Safely Ethically Research Individually Collaboratively Knowledge: R3. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Digital and electronic tools can be used for research or for writing tasks. Digital and electronic tools can be independently or with others. Skills: R3. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding: R3. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 8	R4. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Unpacked Content Teacher Vocabulary: R4. Writing process Plan Draft Revise Edit Publish Genres Knowledge: R4. Students know: The writing process steps are to plan, draft, revise, edit, and publish. Various genres of writing. Skills: R4. Students are able to: Plan writings in various genres. Draft writings in various genres. Revise writings in various genres. Edit writings in various genres. Publish writings in various genres. Understanding: R4. Students understand that: The writing process is a set of steps that make writing easier. There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts ELA2021 (2021) Grade: 8	8. Produce clear, coherent narrative, argument, and informative/explanatory writing in which the development, organization, style, and tone are relevant to task, purpose, and audience, using an appropriate command of language. a. Write narratives that establish a clear purpose, use narrative techniques, and sequence events coherently. Examples: narratives - memoir, short story, personal narrative; techniques - dialogue, pacing, description, reflection; sequencing - chronological, reverse chronological, flashback b. Write informative or explanatory texts to examine and convey complex ideas or processes effectively, by developing the topic with relevant information or data from credible sources and using appropriate transitions and precise vocabulary. c. Write an argument to defend a position by introducing and supporting a claim, distinguishing the claim from opposing claims, presenting counterclaims and reasons, and citing accurate, relevant textual evidence from credible sources. Unpacked Content Teacher Vocabulary: 8. Narrative writing Argument writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 8a. Narratives Clear purpose Narrative techniques Sequence 8b. Informative text Explanatory text Credible sources Transitions Precise vocabulary 8c. Argument Defend a position Claim Opposing claim Counterclaims Relevant evidence Accurate sources Credible sources Knowledge: 8. Students know: A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 8a. A narrative is a piece of writing that tells a story, such as a memoir, a short story, or a personal narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological, reverse chronological, or the inclusion of flashbacks. 8b. Informative or explanatory text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Informative or explanatory text has an organized structure, and usually begins by clearly focusing on the topic, providing credible evidence, and ends with a conclusion. Informative or explanatory writing should include academic, content-specific technical word meanings. Words that indicate transitions. 8c. The purpose of argumentative writing is to defend an opinion. Argumentative writing includes introducing the topic by stating an argumentative claim, relevant evidence to support the claim, distinguishing the claim from opposing claims, acknowledging counterclaims, and a concluding statement. Evidence to support the argument must be collected from various accurate and credible sources. Skills: 8. Students are able to: Produce clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 8a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 8b. Gather credible information and data from multiple sources. Write an informative or explanatory text with an organized structure and formal style that develops the topic and utilizes appropriate transitions, credible information or data, and technical vocabulary words. 8c. Write an argument to defend a position. Gather evidence from accurate and credible sources to support the claim. Include a claim and relevant evidence in argumentative writing. Acknowledge alternate or opposing claims in argumentative writing. Present counterclaims and supporting reasons in argumentative writing. Understanding: 8. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 8a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 8b. Informative or explanatory writing follows a predictable, organized text structure that utilizes appropriate transition words and precise vocabulary. They must gather their information and data about the topic from multiple credible research sources. Using credible information/data can support a writer's ideas and claims. Writers elaborate on details included in the text by using formal academic, content-specific technical words. 8c. To effectively defend a position, they must present relevant, well-organized evidence from accurate and credible sources. An argument can be more effective if a writer acknowledges opposing viewpoints and counterclaims.
English Language Arts ELA2021 (2021) Grade: 8	14. Utilize digital tools and/or products to enhance meaning. Examples: hashtags, videos, slide presentations, audio clips, GIFS, memes, clips from social media Unpacked Content Teacher Vocabulary: 14. Digital tools Digital products Knowledge: 14. Students know: Necessary skills to utilize digital tools. Skills: 14. Students are able to: Use digital tools or products, such as hashtags, videos, slide presentations, audio clips, GIFS, memes, and clips from social media, to strategically enhance the meaning of digital texts. Understanding: 14. Students understand that: Digital tools and products can be used to enhance the overall meaning of a text.
English Language Arts ELA2021 (2021) Grade: 8	25. Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames. Examples: a day or two, a single sitting Unpacked Content Teacher Vocabulary: 25. Research writing Research Reflection Revision Knowledge: 25. Students know: Research strategies. Independent writing skills for all steps of the writing process. Skills: 25. Students are able to: Produce writing that contains information obtained through research. Reflect on and revise their research given the occasion and time constraints. Understanding: 25. Students understand that: Research can happen in short and extended time frames. It is important to reflect upon information obtained through research before incorporating it into one's own writing. It is important to revise work that contains research to ensure proper use for the given occasion.
English Language Arts ELA2021 (2021) Grade: 9	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 9	R5. Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience. Unpacked Content Teacher Vocabulary: R5. Writing process Plan Revise Edit Peer-edit Rewrite Focused Organized Coherent Purpose Audience Knowledge: R5. Students know: The writing process steps are to plan, revise, edit, and rewrite. Editing can be completed by the writer or by a peer. Peer-editing skills. Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience. Skills: R5. Students are able to: Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing. Compose a writing piece for a specific purpose and intended audience. Engage in the peer-editing process. Understanding: R5. Students understand that: Writing is a process that requires multiple drafts, edits, and versions.
English Language Arts ELA2021 (2021) Grade: 9	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose and using narrative techniques. Examples: dialogue, pacing, description, reflection b. Write explanations and expositions that incorporate evidence, using transitions and techniques that objectively introduce and develop topics. Examples: relevant and sufficient facts, extended definitions, concrete details, quotations c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, transitions, and a concluding statement or section that follows from the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Techniques 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and credible evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 9	14. Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion. Unpacked Content Teacher Vocabulary: 14. Digital texts Occasion Audience Purpose Tone Knowledge: 14. Students know: Necessary skills to create and edit digital texts. The intended audience and occasion should be identified before selecting a purpose and tone for digital text. Skills: 14. Students are able to: Create and edit a digital text for an intended audience and occasion. Create and edit a digital text to achieve a particular tone and purpose. Understanding: 14. Students understand that: Digital texts can be used to communicate with a variety of audiences and occasions. They should modify the purpose and tone of their digital texts depending on the audience and occasion. Editing is important in establishing a clear purpose and tone in writing a digital text. Editing is important in appealing to a particular audience and occasion with a digital text.
English Language Arts ELA2021 (2021) Grade: 9	26. Compose clear, coherent writing that incorporates information from at least one scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem. Unpacked Content Teacher Vocabulary: 26. Scholarly source Knowledge: 26. Students know: The difference between a scholarly and non-scholarly source. Formal, academic writing skills. Skills: 26. Students are able to: Incorporate information from at least one scholarly source into a written document. Compose clear and coherent writing to defend a position, answer a question, or present a solution to a problem by using evidence from a scholarly source. Understanding: 26. Students understand that: Scholarly sources are necessary to give credibility to academic and workplace documents.
English Language Arts ELA2021 (2021) Grade: 10	R3. Utilize active listening skills in formal and informal conversations, following predetermined norms. Unpacked Content Teacher Vocabulary: R3. Active listening Formal conversations Informal conversations Predetermined norms Knowledge: R3. Students know: Active listening skills. Strategies to identify formal and informal settings. Engage in formal and informal conversations. Predetermined norms for formal and informal discussions. Skills: R3. Students are able to: Demonstrate active listening skills during formal and informal discussions. Practice predetermined norms for formal and informal discussions. Understanding: R3. Students understand that: Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.
English Language Arts ELA2021 (2021) Grade: 10	R4. Use digital and electronic tools appropriately, safely, and ethically. Unpacked Content Teacher Vocabulary: R4. Digital tools Electronic tools Appropriately Safely Ethically Knowledge: R4. Students know: Digital and electronic tools must be used appropriately, safely, and ethically. Skills: R4. Students are able to: Engage in safe and ethical behavior when using digital and electronic tools. Understanding: R4. Students understand that: Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools. Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts ELA2021 (2021) Grade: 10	9. Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience. Examples: paragraphs, constructed responses, essays a. Write a memoir, narrative essay, or personal or fictional narrative to convey a series of events, establishing a clear purpose, using narrative techniques, and sequencing events coherently. Examples: dialogue, pacing, description, reflection; chronological order, reverse chronological order, flashbacks b. Write explanations and expositions that incorporate relevant evidence, using effective transitions that objectively introduce and develop topics. Examples: specific facts, examples, details, statistics/data, examples appropriate to the audience's knowledge of the topic c. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning, relevant and sufficient evidence, appropriate transitions, and a concluding section that follows from and supports the information presented. Unpacked Content Teacher Vocabulary: 9. Short writings Extended writings Narrative writing Argumentative writing Informative/explanatory writing Writing development Writing organization Style Tone Task Purpose Audience Command of language 9a. Memoir Narrative essay Personal narrative Fictional narrative Narrative techniques 9b. Explanations Expositions Evidence Transitions Objectively 9c. Arguments Claims Substantive topics or texts Valid Relevant Sufficient Reasoning Evidence Transitions Concluding statement or section Knowledge: 9. Students know: Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays. A narrative is a piece of writing that tells a story. The purpose of argumentative writing is to convince the reader to take action or adopt a particular position. Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources. The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience. Formal academic writing should demonstrate an appropriate command of language. 9a. A narrative is a piece of writing that tells a story, such as a memoir, essay, personal narrative, or fictional narrative. Narrative writing includes techniques, like dialogue, pacing, description, and reflection. Events in narrative writing should be sequenced in a coherent manner, such as chronological order, reverse chronological order, and flashbacks. 9b. Explanatory and expository text is writing that examines and explains complex ideas or processes, utilizing information from multiple credible research sources. Explanatory and expository writing has an organized structure, and usually begins by clearly focusing on the topic, incorporating credible evidence, and ends with a conclusion. Explanatory and expository writing should utilize techniques that objectively introduce and develop topics. Words that indicate transitions. 9c. The purpose of argumentative writing is to defend an opinion or state a claim. Argumentative writing includes introducing the topic by stating an argumentative claim, valid reasoning and relevant and sufficient evidence to support the claim, and a concluding statement that coherently follows the presented information. Words that indicate transitions. Skills: 9. Students are able to: Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings. Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing. Demonstrate command of the written language. 9a. Write a narrative with a coherent sequence of plot events and a clear purpose. Incorporate narrative techniques in their narrative writing, including dialogue, pacing, description, and reflection. 9b. Gather credible information and data from multiple sources. Write an explanatory and expository text with an organized structure and formal style that objectively develops the topic and utilizes appropriate transitions and relevant evidence. 9c. Write an argument to support claims in an analysis of topics or texts that utilizes appropriate transitions. Gather relevant and sufficient evidence from accurate and credible sources to support the claim. Use valid reasoning to support a claim. Include a concluding statement or section that logically follows the presented information. Understanding: 9. Students understand that: There are different genres of writing that serve various purposes. The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing. Formal academic writing should display their command of the English language. 9a. Narrative writing can take many forms, but there should be a coherent sequence of events. Literary techniques are tools that can be used to create a piece of narrative writing. Literary techniques in narrative writing contribute to the overall meaning and purpose of the text. 9b. Explanatory and expository writing should be free from opinions and supported with evidence. Explanatory and expository writing follows a predictable, organized text structure that utilizes appropriate transition words. They must gather their information and data about the topic from multiple credible research sources. 9c. To effectively defend a position or make a claim, they must present relevant, sufficient evidence from accurate and credible sources. An argument can be more effective if the writer includes a concluding statement that logically follows the information presented previously.
English Language Arts ELA2021 (2021) Grade: 10	14. Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion. Unpacked Content Teacher Vocabulary: 14. Collaborative digital texts Occasion Audience Purpose Tone Knowledge: 14. Students know: Necessary skills to create and edit digital texts. Collaboration skills. The intended audience and occasion should be identified before selecting a purpose and tone for digital text. Skills: 14. Students are able to: Create and edit a collaborative digital text for an intended audience and occasion. Create and edit a collaborative digital text to achieve a particular tone and purpose. Understanding: 14. Students understand that: They can collaborate with peers to create one final product. Digital texts can be used to communicate with a variety of audiences and occasions. They should modify the purpose and tone of their digital texts depending on the audience and occasion. Editing is important in establishing a clear purpose and tone in writing a digital text. Editing is important in appealing to a particular audience and occasion with a digital text.
English Language Arts ELA2021 (2021) Grade: 10	26. Compose clear, coherent writing that incorporates information from at least one scholarly and at least one non-scholarly source and demonstrates a clear position on a topic, answers a research question, or presents a solution to a problem. Unpacked Content Teacher Vocabulary: 26. Scholarly source Non-scholarly source Knowledge: 26. Students know: The difference between a scholarly and non-scholarly source. Research skills. Formal, academic writing skills. Skills: 26. Students are able to: Incorporate information from at least one scholarly source and at least one non-scholarly source into a written document. Compose clear and coherent writing to defend a position, answer a question, or present a solution to a problem by using evidence from source documents. Understanding: 26. Students understand that: A combination of scholarly and non-scholarly sources can be utilized in writing. Scholarly sources can give credibility to academic and workplace documents.

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argumentative writing, Essay Map, infographic, persuasive writing, research

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Picture This: Combining Infographics and Argumentative Writing