Elizabeth Wagstaff, Corey Grua, Jill Hansen, Jason Carpenter

Objective: Students will write an argumentative essay from the following prompt: Anne Frank wrote, “Despite everything, I believe that people are really good at heart.” Using evidence from her diary, One Survivor Remembers, and an additional source found at the United States Holocaust Memorial Museum write whether you agree or disagree with that statement. Be sure to use logic and reason, not emotion. Cite your sources internally. Place parentheses ( ) around your source. Example: (Anne Frank Diary, p. 23). For your outside source include the information from the sources sheet.

Resources:  One Survivor Remembers video. Free copies can be found at http://www.tolerance.org/kit/one-survivor-remembers  United States Holocaust Memorial Museum Website http://www.ushmm.org

Procedure: Prior to day one the students will have read informational articles on the Holocaust, excerpts from Anne Frank: The Diary of a Young Girl, the play Anne Frank, and viewed the video One Survivor Remembers (they will have taken quotes from that movie). They will have written on and discussed several important ideas on this topic. They will also have done the prior knowledge activity to start the students thinking about what connections they can make in their daily lives to the Holocaust.

Day 1 1. Place the quote from Anne Frank on the board. “Despite everything, I believe that people are really good at heart.” 2. Divide the students into groups of four. Then, assign two students to argue that the quote is correct and the other two will argue that it is incorrect. 3. Give the students time to come up with evidence and reasons for their assigned time. 4. Model proper debate etiquette. 5. Students debate in their groups. 6. Facilitate a classroom discussion that provides evidence for both sides and requires each group to share. 7. Pass out the brainstorm exercise and provide the students with time to work on it. On the brainstorming exercise the students need to: a. Make their claim. b. Use the chart to begin formulating reasons. c. Find evidence from the book and which quotes to use from the movie.

Day 2 8. Take the students to the computer lab and introduce them United States Holocaust Museum Website. 9. Give the students a set amount of time to find their final pieces of evidence. 10. Have the students fill out the source evaluation sheet after they find their source. 11. Have the students begin drafting their essay.

Day 3 12. Students continue to have time to draft their assignment.

Day 4 13. Prior to turning in their final drafts, students will Peer Edit a peer’s paper (see attached Peer Editing Argumentative Writing Worksheet). The teacher can decide how to distribute essays for editing.

Day 5 14. Students will finish peer / self editing and turn in their final drafts with rubric attached. Standards Covered: Reading Standards for Literature covered in this lesson: Standards 1, 3, 4, 5, 7

Reading Standards for Informational Texts: Standards1, 3, 4, 6, 7

Writing Standards: Standards 1, a-e; 4; 5; 7; 8; 9 a-b

Speaking and Listening Standards: Standards 1, a-d; 3; 4; 6

Language Standards: Standards: 1 b; 2, b-c; 6

Activities and Type:

Prior Knowledge Activity: Inductive

Debate: Inductive, Input

Brainstorm Assignment: Implementation

Source Evaluation: Input, Integration

Paper: Implementation, Integration

Activity Copies Attached. Anne Frank Prior Knowledge Activity PRIOR KNOWLEDGE: This activity introduces students to Anne Frank and her life by finding common ground with her situation in the context of World War II. Ask the full class to list four or five harassment behaviors they have noticed in the school hallways. Have a student record these on the board. Then ask how the harassed individuals might feel in each listed instance?

How might these harassment victims feel about people in general?

INSTRUCTIONAL STRATEGIES Videos (documentary and Anne Frank film) require listening and viewing skills. Small group discussions and debates use speaking and collaboration skills. The writing rubric encourages quality thinking and writing. The common assessment supports collaboration and expanded thought as students discuss answers in pairs after completing the assessment. Argument Writing Brainstorming Map Name: Claim: ______

Evidence 1

Reason 1 Evidence 2

Evidence 3

Evidence 1

Reason 2 Evidence 2

Evidence 3

Evidence 1

Reason 3 Evidence 2

Evidence 3

Counter-claim: ______Name______Date______Period______Source Evaluation Sheet Using the United States Holocaust Memorial Museum website (www.ushmm.org), find one source for your claim on the essay. The source can be an informational article, survivor recollection, or another primary source. You need to be able to summarize the information presented, pull direct quotations to include in your paper, and justify why you chose it as a source. My Claim:______Name of Source:______Author:______URL:______Type of media:______Date Added:______Summarize the source:______Direct Quotations from the source:______

______

Why was this a good source with my claim: ______Argumentative Writing Peer Editing Worksheet and Instructions

Name:______

Peer:______

Date:______

Name of peer whose paper you are editing: ______

Read and complete each editing task as follows: Highlight the CLAIM in the opening paragraph. Number each piece of evidence that supports the claim. Circle each powerful word used that supports the claim. Draw a star next to every indentation. There should be a new indentation every time a new reason is presented. Highlight the conclusion to be sure the claim has been restated. Underline the counterclaim twice. Put question marks over three words that have questionable spelling. Put a dot under the first word in each sentence to be sure your peer has used capital letters. Draw a box around the punctuation at the end of each sentence. (adapted from Great Genre Writing Lessons – H. Clayton) Scoring Guide: Writing and Argument Name______Date______Period______Fill out the top and staple this to your final draft.

Criteria Score Comments

Introduces a claim 1 2 3 4 5

Acknowledges alternate 1 2 3 4 5 or opposing claims

Uses incontrovertible evidence to support 1 2 3 4 5 reasons

Uses words, phrases, and clauses to link the major 1 2 3 4 5 sections of the text and create cohesion.

Establishes and Maintains a formal style and 1 2 3 4 5 objective tone

Provides a concluding section that follows from and supports the argument 1 2 3 4 5 presented Demonstrates General command of the English 1 2 3 4 5 Language.