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Lesson Plan

Picture This: Combining Infographics and Argumentative Writing

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Picture This: Combining Infographics and Argumentative Writing

Grades 7 – 10
Lesson Plan Type Standard Lesson
Estimated Time Seven 50-minute sessions
Lesson Author

Kathy Wickline

Kathy Wickline

Tolono, Illinois

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

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.

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FEATURED RESOURCES

Piktochart: Students will use this Website to create their own infographics to illustrate their research.

Essay Map: After students have researched their topics, they will use this graphic organizer to outline their ideas. Students may also use the interactive ReadWriteThink Essay Map.

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FROM THEORY TO PRACTICE

Medlock notes that to motivate students to write, student “buy-in” is important. She suggests that allowing students to research topics that are important to them, as done in this lesson, will engage the students. Also, since students will share their research through infographics, their classmates become an authentic audience for their writing, another important component for encouraging writing.

In addition, this lesson allows students to practice argumentation, which is heavily emphasized in the Common Core State Standards. Styslinger and reason that “an understanding of and respect for argument is essential to participation in a democratic society” (61). Classrooms can become forums where students can practice skills to reason analytically, converse about concepts, and acknowledge different viewpoints. In this lesson, students will have the opportunity to examine both sides of an argument and present their information in written form as well as visually.

As Schramm points out, today’s world is extremely visually oriented. She estimates that “85% of what we know is gathered from visual perception” (11). Consequently, students must be provided the opportunity to practice visual literacy skills, as done in this lesson using Piktochart, an online tool that will also increase technology skills.

Medlock, Martha. “Student Writing and the Writing Students Do.” Voices from the Middle 19.3 (March 2012): 53.

 

Schramm, Karen. “What Are You Doing . . . About Technology in the Classroom? Or, Stop Short-Circuiting Learning in the Classroom.” English Leadership Quarterly, March 2011: 10-13.

 

Styslinger, Mary E. and Jessica F. Overstreet. “Strengthening Argumentative Writing.” Voices in the Middle 22.1 (Sept. 2014): 58-62.

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