Classroom Resource

Picture This: Combining Infographics and Argumentative Writing

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.

Unpacked Content

UP:ELA21.7.R3

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.

Unpacked Content

UP:ELA21.7.R4

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.

Unpacked Content

UP:ELA21.7.7

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.

Unpacked Content

UP:ELA21.7.14

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.

Unpacked Content

UP:ELA21.7.26

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.

Unpacked Content

UP:ELA21.8.R3

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.

Unpacked Content

UP:ELA21.8.R4

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.

Unpacked Content

UP:ELA21.8.8

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.

    Unpacked Content

    UP:ELA21.8.14

    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.

    Unpacked Content

    UP:ELA21.8.25

    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.

    Unpacked Content

    UP:ELA21.9.R4

    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.

    Unpacked Content

    UP:ELA21.9.R5

    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.

    Unpacked Content

    UP:ELA21.9.9

    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.

    Unpacked Content

    UP:ELA21.9.14

    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.

    Unpacked Content

    UP:ELA21.9.26

    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.

    Unpacked Content

    UP:ELA21.10.R3

    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.

    Unpacked Content

    UP:ELA21.10.R4

    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.

    Unpacked Content

    UP:ELA21.10.9

    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.

    Unpacked Content

    UP:ELA21.10.14

    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.

    Unpacked Content

    UP:ELA21.10.26

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

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    ReadWriteThink
    Accessibility
    License

    License Type

    Custom

    Custom License Type (URL)

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

    Approved Date

    raulstoncg
    ALSDE LOGO

    This site may contain links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THIS SITE.
    Alabama Learning Exchange © 2002-2023 by Alabama State Department of Education is licensed under Attribution-NonCommercial-ShareAlike 4.0 International

    Design by Adaptive Theme