Students will learn how to write and revise using argumentative strategies and standard letter structure. At the end of this lesson, students will be able to: 
- compose a formal letter that makes an argument. 
- write with persuasive techniques. 
- use guidelines to revise. 
- edit for conventions and usage.

- What effects do language conventions and grammar have on written and spoken communication? 
- What is the objective? 
- What makes writing clear and effective? 
- Why do authors write? 
- Who is the target audience? 
- What will appeal to the audience the most?

- Conventions of Language: Grammar, mechanics (i.e., punctuation, capitalization, and spelling), and language usage. 
- Style: The writer’s choices regarding language, sentence structure, voice, and tone that communicate with the reader. 
- Tone: The writer’s established attitude toward the audience, characters, subject, or work itself.

- copies of the Example of Argumentative Letter (LW-7-2-2_Example of Argumentative Letter)
- copies of the Transitions handout (LW-7-2-3_Transitions)
- copies of the Letter Format handout (LW-7-2-3_Letter Format)
- access to http://eslbee.com/cgi-bin/quiztest.cgi?helenkeller for students to take the quiz
- copies of Argumentative Letter Revising and Editing Guidelines (LW-7-2-3_Revising and Editing Guidelines)
- copies of PSSA 6–8 Argumentative Scoring Guidelines (LW-7-2-3_PSSA 6-8 Argumentative Scoring Guidelines)
- copies of Sentence Types Exercise KEY (LW-7-2-3_Sentence Types Exercise KEY)
- copies of the Argumentative Letter Assignment (LW-7-2-3_Argumentative Letter Assignment).

- Students' peer reviews of their first drafts will indicate whether they are ready to revise and write their final letters.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students carefully adhere to the assignment guidelines, a template letter, and a map as they draft an argumentative letter that will be assessed using a rubric. 
H: Students develop a useful skill when they decide on a stance on a topic that matters to them and then formulate convincing arguments to back up that stance. They have a stake in doing well because, once finished, they can really use the assignment by distributing it to the intended audience. 
E: Students complete a plan and organization map, receive guidelines and a format guide for their argumentative letter, and have a model to follow. 
R: Students go over the sample letter from the prior class again. 
E: Students work alone or with a classmate to review, edit, and revise their drafts using the format and rubric guidelines. 
T: When students write a draft in class, teachers can adjust their instruction and reteach accordingly. 
O: By studying argumentative writing in this unit, students gain more proficiency. They can then utilize the letter map and sample letter, as well as the format, assignment details, and guidance provided by the rubric. 

Focus Question: How can I effectively convey my claim or opinion using argumentative writing techniques, important transition words, and diverse sentence structures?

Part 1

Give the Transitions handout (LW-7-2-3_Transitions) to the group and have a quick conversation about the list of transitions and how they work to link related ideas, indicate to the reader that an opposing point is coming up, or indicate that a conclusion is coming. "Transitions are vital. Our opinions and remarks would not flow naturally from one to the other without transitions. Transitions facilitate a seamless transition from one area to another, much like bridges. They make it possible for the reader to understand the author's reasoning, points of contention, and connections between ideas."

Distribute the PSSA 6–8 Argumentative Scoring Guidelines (LW-7-2-3_PSSA 6–8 Argumentative Scoring Guidelines), the Argumentative Letter Assignment (LW-7-2-3_Argumentative Letter Assignment), and the Letter Format handout (LW-7-2-3_Letter Format). Discuss all three in detail while responding to inquiries from the students.

Give the students an argumentative letter draft to write using their outline or map. Visit https://www.readwritethink.org/files/resources/interactives/letter_generator to access an online letter generator.

Direct students to the preceding lesson's Example of Argumentative Letter (LW-7-2-2_Example of Argumentative Letter), which serves as a template for converting each of the justifications from their maps into a supporting paragraph in their mail. Use the thesis, reasons, and sample topic from your previous lesson's map to demonstrate this process to them.

While students are writing their letters, move around the classroom, helping those who need extra assistance.

Language Skills Mini-Lesson

Give students ten or fifteen minutes to demonstrate examples of different sentence types they could use to add variety to their drafts after they have finished writing them.

"Now let's take another look at the example of a conflicting letter: the one regarding joining the jazz choir. This letter's writer employs a range of sentence structures to support her arguments, which makes the letter engaging to read. Several phrases from the letter are provided here."

Provide students with access to these sentences:

I have also demonstrated that I am a committed student.

I'm excited to join the jazz choir because I know that practicing and performing with them will make me a truly happy teenager.

I'll be spending a lot of Saturdays practicing or performing if I join the jazz choir.

Describe how sentence 1 is simple because it expresses a complete idea (also known as an independent clause) and has a subject and a verb.

"How does sentence 2 differ from sentence 1 in terms of structure?" Students should observe that sentence 2 is two independent clauses or complete sentences connected by the word and. Consequently, it is a compound sentence.

Assist the students in realizing that the third sentence has two clauses: an independent ("many of my Saturdays will be spent rehearsing or performing") and a dependent ("If I join the jazz choir"). The independent clause can function as a sentence on its own. Sentence 3 is complex.

Assess students' comprehension by having them complete the quiz at http://eslbee.com/cgi-bin/quiztest.cgi?helenkeller. Use a smart board or a comparable tool to display the quiz, have students write down their answers, and have them turned in if not all of the students have access. You can use the provided key (LW-7-2-3_Sentence Types Exercise Key). When the students have finished, talk about the answers.

"As you get ready to go over and edit your drafts of argumentative letters, check to see if you have used a variety of sentence structures to hold the reader's attention."

Part 2

"I'll now distribute the guidelines for editing and revising argumentative letters." (LW-7-2-3_Guidelines for Editing and Revision). Give students an example of how to use this resource. Go over the reasoning behind each question using a draft essay on the model topic that you have been modeling.

"Now, consider these guidelines to your draft for a while. Jot down where and how you plan to make changes to your draft.

"Let's now talk about your planned changes in pairs. Give your partner your draft to read exactly as it is, and trade papers. Next, get your partner together and discuss the changes you have suggested and the rationale behind them. Make sure you support the changes your partner plans to make if you are the one listening. If you disagree, say so and explain to your partner why. Additionally, search for locations that won't be altered and consider any recommendations you may have. To ensure you have a record of all the changes you and your partner have suggested, put them all in writing. Writers all go back and edit. This is what enables us to advance."

Part 3

"Incorporate the changes you made and the ones you made while working with a partner into the final draft that you will turn in at the end of the lesson. Make sure your writing is understandable and free of grammatical and usage errors when you revise."

Get the students' final copies of their letters.

Letters should be graded using either the PSSA Argumentative Scoring Guidelines 6-8 (LW-7-2-3_PSSA 6-8 Argumentative Scoring Guidelines) or the scoring rubric found in the End-of-Unit Assessment to determine the final draft score.

Extension:

When it's suitable, encourage students to present their letters to the intended recipients.

Seeing an example of a revised/marked-up letter will be helpful to students who may require more practice with revision.

During the rewriting and editing phases, students can schedule one-on-one conferences with you if they feel like they need more practice.