Picture This: Combining Infographics and Argumentative Writing

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

7, 8, 9, 10

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.

English Language Arts (2021) Grade(s): 7

ELA21.7.R3
Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively

Knowledge

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

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

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 (2021) Grade(s): 7

ELA21.7.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Writing process
Plan
Draft
Revise
Edit
Publish
Genres

Knowledge

Students know:

The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing.

Skills

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

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 (2021) Grade(s): 7

ELA21.7.7
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.

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

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.

Skills

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.

Understanding

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.

English Language Arts (2021) Grade(s): 7

ELA21.7.14
Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.

Vocabulary

Digital products
Subject
Occasion
Audience
Purpose
Tone

Knowledge

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

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

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 (2021) Grade(s): 7

ELA21.7.26
Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

Vocabulary

Research writing
Research
Reflection
Revision

Knowledge

Students know:

Research strategies.
Independent writing skills for all steps of the writing process.

Skills

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

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 (2021) Grade(s): 8

ELA21.8.R3
Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively

Knowledge

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

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

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 (2021) Grade(s): 8

ELA21.8.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Writing process
Plan
Draft
Revise
Edit
Publish
Genres

Knowledge

Students know:

The writing process steps are to plan, draft, revise, edit, and publish.
Various genres of writing.

Skills

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

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 (2021) Grade(s): 8

ELA21.8.8
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.

Vocabulary

Narrative writing
Argument writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

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.

Skills

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.

Understanding

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.

English Language Arts (2021) Grade(s): 8

ELA21.8.14
Utilize digital tools and/or products to enhance meaning.

Vocabulary

Digital tools
Digital products

Knowledge

Students know:

Necessary skills to utilize digital tools.

Skills

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

Students understand that:

Digital tools and products can be used to enhance the overall meaning of a text.

English Language Arts (2021) Grade(s): 8

ELA21.8.25
Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Vocabulary

Research writing
Research
Reflection
Revision

Knowledge

Students know:

Research strategies.
Independent writing skills for all steps of the writing process.

Skills

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

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 (2021) Grade(s): 9

ELA21.9.R4
Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically

Knowledge

Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

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 (2021) Grade(s): 9

ELA21.9.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.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

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

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

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 9

ELA21.9.9
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.

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

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.

Skills

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.

Understanding

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.

English Language Arts (2021) Grade(s): 9

ELA21.9.14
Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

Vocabulary

Digital texts
Occasion
Audience
Purpose
Tone

Knowledge

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

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

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 (2021) Grade(s): 9

ELA21.9.26
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.

Vocabulary

Scholarly source

Knowledge

Students know:

The difference between a scholarly and non-scholarly source.
Formal, academic writing skills.

Skills

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

Students understand that:

Scholarly sources are necessary to give credibility to academic and workplace documents.

English Language Arts (2021) Grade(s): 10

ELA21.10.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

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

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 10

ELA21.10.R4
Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically

Knowledge

Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

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 (2021) Grade(s): 10

ELA21.10.9
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.

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

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.

Skills

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.

Understanding

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.

English Language Arts (2021) Grade(s): 10

ELA21.10.14
Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.

Vocabulary

Collaborative digital texts
Occasion
Audience
Purpose
Tone

Knowledge

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

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

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 (2021) Grade(s): 10

ELA21.10.26
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.

Vocabulary

Scholarly source
Non-scholarly source

Knowledge

Students know:

The difference between a scholarly and non-scholarly source.
Research skills.
Formal, academic writing skills.

Skills

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

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.

CR Resource Type

Lesson/Unit Plan

Resource Provider

ReadWriteThink

License Type

Custom

http://readwritethink.org/classroom-resources/lesson-plans/picture-this-combini…

Custom License Type (URL)

http://www.readwritethink.org/util/legal.html

Approved Date

2019-06-12

Owner (Author)

raulstoncg

Picture This: Combining Infographics and Argumentative Writing

Learning Resource Type

Subject Area

Grade(s)

Overview

ELA21.7.R3 Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.R4 Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.7 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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.14 Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.26 Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.R3 Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.R4 Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.8 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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.14 Utilize digital tools and/or products to enhance meaning.

Vocabulary

Knowledge

Skills

Understanding

ELA21.8.25 Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R4 Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.9 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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.14 Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.26 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.

Vocabulary

Knowledge

Skills

Understanding

ELA21.7.R3
Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

ELA21.7.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

ELA21.7.7
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.

ELA21.7.14
Create and edit digital products that are appropriate in subject, occasion, audience, purpose, and tone.

ELA21.7.26
Produce research writings over extended periods with time for research, reflection, and revision and within shorter time frames, with minimal guidance.

ELA21.8.R3
Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

ELA21.8.R4
Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

ELA21.8.8
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.

ELA21.8.14
Utilize digital tools and/or products to enhance meaning.

ELA21.8.25
Produce research writings independently over extended periods of time which encompass research, reflection, and revision and over shorter time frames.

ELA21.9.R4
Use digital and electronic tools appropriately, safely, and ethically.

ELA21.9.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.

ELA21.9.9
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.

ELA21.9.14
Create and edit digital texts that are suitable in purpose and tone for their intended audience and occasion.

ELA21.9.26
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.

ELA21.10.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.10.R4
Use digital and electronic tools appropriately, safely, and ethically.

ELA21.10.9
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.

ELA21.10.14
Create and edit collaborative digital texts that are suitable in purpose and tone for their intended audience and occasion.

ELA21.10.26
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.