Table of Contents

Unit 3: Learning From Students’ Work and Teachers’ Lessons

3.3.4 CCSS-Informed Lessons: Grades 9 through 12

Multi-Grade 9–12: Uncovering Misperceptions Associated with Living in a Small Town: Writing Analytical Argument Essays

In this lesson, high school students write analytical essays that make an argument about the power of assumption and misperception related to valuing people and their communities. The essay draws on experience, observation, reading, and lessons learned as sources of evidence and analysis in support of the writer’s claim about the topic.

Multi-Grade Special Education 9–12: Persuade Me to Purchase: Marketing as Argumentation

This multi-grade Special Education lesson is designed to increase student awareness and attentiveness to genre features of text, specifically the purpose, audience, word choice, and structure in real-world advertising and marketing. Students learn to write an argument that draws on informational and narrative strategies and produce catalogue item advertisements.

Grade 9, 10 ELD: Americanization and Success: English Learners Take a Stand

“The more Americanized you are, the more successful you’ll be.” This statement, made in an ELD classroom, becomes the foundation for students learning to write an argument that takes a stand in response to it.

Grade 11, 12: Travel Writing: A Genre Exploration of How Text Types Blend in Real-world Writing

Using digital texts and Yelp reviews, students study the genre of travel writing and emulate its blend of vivid description, entertaining and inspiring narration, useful information, and subtle persuasion by writing their own articles about local places, events, or businesses.

Grade 11, 12: Keeping Close to Home: Education and Class: Writing Analytical Essays for College Readiness

Twelfth-grade students are taught to respond to an analytical reading passage and writing topic, “Keeping Close to Home: Education and Class,” which was used by the University of California to evaluate the writing of entering freshmen. The instructional sequence teaches students to develop a clear and accurate understanding of the passage and use examples from it as evidence for a claim-based response to the central ideas of the passage. The lesson includes genre models from college students that help student writers understand how analytical writing blends all three CCSS text types to inform, argue, and analyze.