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Unit 3 of 6 · 8th Grade Language Arts

Star Wars: Who's Really the Hero?

Literary argument — claim, evidence, analysis, counterclaim. Using the galaxy far, far away to build real high school writing skills.

Weeks
9–12
Anchor Text
Star Wars Episodes I–VI (film clips) · Darth Vader #1–3 (2015 comic, Kieron Gillen) · Star Wars Adventures (short comics)
Writing Focus
Literary Argument
Computer Tool
Google Docs
Showcase
2-paragraph argument + oral defense
Standards
OR RL.8.3 · W.8.1 · SL.8.4
Key Vocabulary — 5 Words This Unit
protagonist — the character whose journey a story centers on; not always the same as the hero
claim — an arguable statement that takes a position and can be supported with evidence
evidence — specific, observable details from a text (action, dialogue, narrative framing) used to support a claim
analysis — the explanation of what evidence proves; the "because" after the "what"
counterclaim — a reasonable argument on the opposite side that a good arguer addresses directly
Writing Task Summary — Teacher Reference
WhenTaskFormat & Length
W1 Fri3 claim statements"[Character] is [claim] because [reason]." — 3 sentences, one claim each
W2 Tue3 evidence + analysis pairs supporting claim2 sentences per pair (evidence + "This supports my claim because…")
W2 Wed3 evidence sentences for the counterargument2 sentences per piece (evidence + "Someone might argue this shows…")
W3 Fri1 complete argument paragraph150–200 words · 7-sentence structure: claim → evidence → analysis → evidence → analysis → counterclaim → rebuttal
W4 Wed2-paragraph argument250–300 words · Para 1: claim + 2 evidence/analysis pairs · Para 2: counterclaim + rebuttal + closing
W4 FriOral defense (no new writing)Read argument aloud · answer 2 challenge questions · brief discussion
W1Reading Like an Arguer

Goal: Understand the difference between protagonist (narrative center) and hero (moral ideal). Begin making arguable claims.

Mon Viewing: opening 10 min of Episode IV — who does the camera follow? Viewing ▾
  1. Watch the opening 10 minutes of A New Hope (Episode IV). Don't just watch — pay attention to camera choices. Who does the camera follow first? Who has the most screen time in those 10 minutes?
  2. Open Google Docs. Write 2 sentences using the templates below.
  3. Read your sentences back. Does the second one feel like a real claim — a position, not just a description?
Writing Format — Sentence Templates

Write these 2 sentences exactly — fill in the blanks:

"The opening of Episode IV focuses on ___ because ___."

"This suggests the protagonist is ___."

The first sentence describes what you observed. The second sentence is your interpretation — what that observation means. These are two different moves.

Length: 2 sentences · Typed in Google Docs

Done when: 2 sentences in Google Docs — one observation, one interpretation.
Tue Reading: Darth Vader #1 (2015) — is Vader the protagonist of this comic? Reading ▾
  1. Read the teacher-provided excerpt from Darth Vader #1 (2015, Kieron Gillen) — this is the scene right after Episode III where Vader is being rebuilt and punished by the Emperor.
  2. Notice: whose perspective does the story follow? Who does the narration center on?
  3. Open Google Docs. Write 2 sentences using the templates below.
Writing Format — Definition + Application

Write these 2 sentences:

Sentence 1: "A protagonist is ___." (define it in your own words — do not copy the vocab page)

Sentence 2: "In Darth Vader #1, Vader [is / is not] the protagonist because ___."

The point: the story follows Vader and centers on his experience. That makes him the protagonist regardless of whether he's a good person. Keep that idea in mind — it's what this whole unit is about.

Length: 2 sentences · Typed in Google Docs

Done when: both sentences are in Google Docs. The definition must be in your own words.
Wed Viewing: Anakin/Padmé scenes from Episode III — does wanting good things make you a hero? Viewing ▾
  1. Watch the 2 short teacher-selected clips from Episode III featuring Anakin and Padmé — approximately 5 minutes total. Pay attention to what Anakin says he wants and what he actually does.
  2. Open Google Docs. Write 3 sentences using the templates below. Sentence 3 is your opinion — there is no wrong answer, but your answer has to be a sentence, not just "yes" or "no."
Writing Format — 3-Sentence Analysis

Write these 3 sentences:

Sentence 1: "In these scenes, what Anakin wants is ___."

Sentence 2: "To get it, he ___."

Sentence 3: "Wanting something for a good reason [does / does not] make you a hero because ___."

Sentence 3 is genuinely your opinion. The point is to start thinking about what "hero" actually means — and whether good intentions are enough.

Length: 3 sentences · Typed in Google Docs

Done when: all 3 sentences are in Google Docs, including your opinion in Sentence 3.
Thu Discussion + Writing: two definitions of "hero" — which character fits each one? Discussion ▾
  1. Discuss with Mom: the word "hero" actually gets used two different ways. Definition 1 — the main character, the person the story centers on. Definition 2 — someone who does morally good things. These are not always the same person. Can you name a character who fits one definition but not the other?
  2. After the discussion, open Google Docs. Write 4 sentences using the exact format below — 2 sentences per definition, each about a different character.
Writing Format — Two Definitions, Two Characters

Write all 4 sentences using this format exactly:

"By definition 1, ___ is the hero because ___."

"By definition 2, ___ is the hero because ___."

Use a different Star Wars character for each sentence. Your "because" needs to be specific — not just "because they are the main character" but what specifically makes them fit that definition.

Length: 4 sentences total · Typed in Google Docs

Done when: 4 sentences in Google Docs — 2 using Definition 1, 2 using Definition 2, each about a different character.
Fri Writing: 3 claim statements — practice the form of an arguable position Writing ▾
  1. A claim is an arguable statement — not a fact, not pure opinion, but a position you can defend with evidence. A fact can't be argued ("Darth Vader is Luke's father"). Pure opinion can't be proved ("Anakin is the best character"). A claim takes a position that a reasonable person could disagree with.
  2. Write 3 claim statements about Star Wars. Use the exact format below. They don't have to be claims you personally believe — just practice making them arguable and specific.
  3. Check each one: could a reasonable person disagree? If yes, it's a claim. If no (it's a fact) or it can't be proved (it's pure taste), revise it.
Writing Format — Claim Statement

Write 3 claim statements. Each must follow this format exactly:

"[Character] is [your claim] because [specific reason from the story]."

Example of a strong claim: "Anakin Skywalker is the true protagonist of the Star Wars saga because the entire six-film arc traces his fall and redemption, not Luke's coming of age."

Example of what NOT to write: "Darth Vader is evil." (That's a fact the films establish, not an arguable claim.) / "Luke is the coolest character." (That's pure taste, not an arguable position.)

Length: 3 sentences, one claim each · Typed in Google Docs

Done when: 3 claim statements in Google Docs, each following the exact format above.
Weekly Checklist
W2Finding Your Evidence

Goal: Learn what counts as evidence in literary argument. Practice finding and writing evidence + analysis pairs.

Mon Lesson: types of literary evidence — action, dialogue, narrative framing Reading ▾
  1. Read the teacher-provided one-page handout on types of literary evidence. The three types are: action (what a character does), dialogue (what a character says), and narrative framing (how the story presents them — camera angles, narration, other characters' reactions to them, visual composition in a comic panel).
  2. After reading, open Google Docs. Copy the three type names as headers.
  3. Under each header, write one example of that type of evidence from any Star Wars film. Be specific — name the film/scene/character.
Writing Format — Evidence Types

In Google Docs, write this structure:

Action: "In [film/scene], [character] [does something specific]. This is action evidence."

Dialogue: "In [film/scene], [character] says '[specific line or paraphrase].' This is dialogue evidence."

Narrative Framing: "In [film/scene], the [camera / narration / other characters] [does something specific to frame the character]. This is framing evidence."

The "specific" part is required. "Luke does something brave" is not specific. "Luke runs into the hangar bay to rescue R2-D2 even after the base is under attack" is specific.

Length: 3 sentences total, one per evidence type · Typed in Google Docs

Done when: 3 evidence examples in Google Docs — one per type, each naming a specific scene/character/moment.
Tue Evidence Hunt: 3 pieces of evidence that SUPPORT your claim Writing ▾
  1. Pick one of your three claim statements from Week 1, Friday. Write it at the top of your Google Doc as a header: "My Claim: ___"
  2. Find 3 pieces of evidence from the films or comics that SUPPORT that claim. Think about all three types from Monday — try to use at least 2 different types.
  3. For each piece of evidence, write 2 sentences using the format below.
Writing Format — Evidence + Support

For each of your 3 pieces of evidence, write 2 sentences in this exact format:

Sentence 1: "In [film/comic], [describe specifically what happens, what is said, or how the scene frames the character]."

Sentence 2: "This supports my claim because ___."

Sentence 1 must be specific and observable — something anyone watching the same scene would agree happened. Sentence 2 is your interpretation of what it means.

Length: 6 sentences total (2 per evidence piece, times 3) · Typed in Google Docs

Done when: claim written as header + 3 evidence/support pairs (6 sentences total) in Google Docs.
Wed Evidence Hunt: 3 pieces of evidence AGAINST your claim Writing ▾
  1. Now find 3 pieces of evidence that someone could use to argue AGAINST your claim from Tuesday. This is not about admitting you're wrong — this is about knowing the other side cold. The best arguers do this.
  2. For each piece, write 2 sentences using the format below. Notice the format is slightly different from Tuesday's — the second sentence uses "Someone might argue" not "This supports my claim."
Writing Format — Counter-Evidence

For each of your 3 counter-evidence pieces, write 2 sentences in this exact format:

Sentence 1: "In [film/comic], [describe specifically what happens, what is said, or how the scene frames the character]."

Sentence 2: "Someone might argue this shows ___ because ___."

Write the counter-evidence as strongly as you can. A weak counter-evidence ("some people might not agree") is useless. A strong one ("the film cuts to Obi-Wan's grief immediately after this scene, implying the audience is supposed to see Anakin as the villain, not the victim") is what you're aiming for.

Length: 6 sentences total (2 per counter-evidence piece, times 3) · Typed in Google Docs

Done when: 3 counter-evidence/interpretation pairs (6 sentences total) in Google Docs.
Thu Analysis Practice: write an analysis sentence after each piece of supporting evidence Writing ▾
  1. Go back to Tuesday's 3 evidence sentences (Sentence 1 of each pair — the descriptions). Copy them into a new section of your Google Doc.
  2. After each one, write a new analysis sentence. This sentence explains what the evidence actually proves — not just what it shows, but what conclusion it forces.
  3. Important rule: your analysis sentence cannot start with "This shows" or "This means." Force yourself to vary the sentence structure. See the format below for options.
Writing Format — Analysis Sentence

After each evidence sentence, write one analysis sentence. It must start with one of these — not "This shows" or "This means":

"This proves [your claim] because ___."

"The effect of this is ___."

"By [doing/saying/framing this], the [film/comic] establishes ___."

"What this reveals about [character] is ___."

Analysis is the hardest move in argument writing. The gap between "here's what happened" and "here's what that proves" is where most arguments fall apart. Filling that gap clearly is the goal.

Length: 3 analysis sentences (one after each of the 3 evidence sentences) · Typed in Google Docs

Done when: 3 analysis sentences added in Google Docs, none starting with "This shows" or "This means."
Fri Oral: defend your evidence + analysis pairs to Mom — no writing today Discussion ▾
  1. Read your claim and your 3 evidence + analysis pairs aloud to Mom.
  2. After each pair, Mom will ask one challenge question — "But couldn't that also mean ___?" or "Doesn't that actually prove the opposite?" Your job is to answer out loud, defending why your interpretation is the right one.
  3. No writing today. This is oral argument practice — the same skill you'll need in the Week 4 showcase.
  4. After all 3 pairs, Mom tells you: which defense was the strongest? Which was the weakest? Note that — it's something to fix in Week 3.
You don't have to be right. You have to have a reason. "Because I think so" is not a reason. "Because in the same scene, the film also shows X, which confirms Y" is a reason.
Done when: all 3 evidence + analysis pairs defended out loud.
Weekly Checklist
W3Building the Argument

Goal: Write one complete argument paragraph using the full 7-sentence structure: claim → evidence → analysis → evidence → analysis → counterclaim → rebuttal.

Mon Structure Lesson: the 7-sentence argument paragraph — build your outline Reading ▾
  1. Read the teacher-provided one-page handout on argument paragraph structure.
  2. Open Google Docs. Copy the numbered template below — then fill in rough notes for each slot using your work from Weeks 1 and 2. This is an outline, not a draft. Bullets and fragments are fine today. Full sentences come Tuesday.
Argument Paragraph Structure
  1. Claim — your arguable position (from Week 1 Fri)
  2. Evidence 1 — one specific, observable detail from a film or comic
  3. Analysis 1 — what that evidence proves about your claim
  4. Evidence 2 — a second specific, observable detail
  5. Analysis 2 — what that second piece of evidence proves
  6. Counterclaim — the strongest reasonable argument against your claim
  7. Rebuttal — why your claim is still stronger, even given that counterclaim
Writing Format — Outline Template

In Google Docs, copy this numbered list and fill in rough notes for each slot:

1. Claim: [your claim from W1 Fri, or revised version]

2. Evidence 1: [specific scene/action/dialogue — a few words is fine]

3. Analysis 1: [what does it prove?]

4. Evidence 2: [specific scene/action/dialogue — different from #2]

5. Analysis 2: [what does it prove?]

6. Counterclaim: [the best objection someone could raise]

7. Rebuttal: [why your claim wins anyway]

Today is outline only — fragments and rough notes are fine. Full sentences start Tuesday.

Done when: all 7 slots filled in Google Docs, even roughly.
Tue Draft: write the full 7-sentence argument paragraph Writing ▾
  1. Using your outline from Monday, write a full draft of your argument paragraph in Google Docs. Every sentence must follow the 7-sentence structure.
  2. Do not skip sentences 6 and 7 (counterclaim and rebuttal) — they are the two sentences that prove you've thought about the other side. A paragraph without them isn't a full argument.
  3. Write the full draft even if some sentences feel awkward. Getting all 7 structural elements down is the goal today — revision comes Wednesday and Thursday.
Writing Format — Full Argument Paragraph Draft

Write a single paragraph (no line breaks between sentences). All 7 structural elements must be present. Aim for 150–200 words.

Sentence 1 (Claim): "___" — your arguable position, stated directly.

Sentence 2 (Evidence 1): "In [film/comic], ___." — specific and observable.

Sentence 3 (Analysis 1): "This proves [claim] because ___." (or vary the opening — see Week 2 Thu)

Sentence 4 (Evidence 2): "In [film/comic], ___." — different from Sentence 2.

Sentence 5 (Analysis 2): "[Analysis sentence not starting with 'This shows'] ___."

Sentence 6 (Counterclaim): "One might argue that ___." — state it fairly; don't make it weak.

Sentence 7 (Rebuttal): "However, ___." — explain why your claim holds despite the counterclaim.

Target: 150–200 words · One unbroken paragraph · Typed in Google Docs

Done when: all 7 structural elements are present in your draft paragraph.
Wed Revision — Logic: is every sentence doing its job? Writing ▾
  1. Read your draft out loud slowly. For each sentence, ask one question: "Is this sentence doing its job?"
  2. Check your evidence sentences: are they specific and observable? Could someone who watched the same scene confirm what you described? If not, make them more specific.
  3. Check your analysis sentences: do they explain what the evidence proves? Or do they just restate the evidence? Push past description into interpretation.
  4. Check your counterclaim: does it fairly represent the other side — or is it a strawman (a weak, easy-to-knock-down version of the opposing argument)? Strengthen it if needed.
  5. Check your rebuttal: does it explain why your claim is still stronger — or does it just repeat your claim? A good rebuttal engages with what's true about the counterclaim before explaining why it doesn't change the conclusion.
  6. Make your revisions using Track Changes or a new text color so you can see what you changed.
The most common problem: the rebuttal just says "but my claim is still right" without explaining why. That's not a rebuttal — that's repetition. The rebuttal should acknowledge what's true about the other side, then explain the specific reason your claim survives it.
Done when: logic revision complete — changes visible in Google Docs via Track Changes or color.
Thu Revision — Language: precision and sentence variety Writing ▾
  1. Read your revised draft from Wednesday. Find any of these vague words or phrases: shows, proves, is important, very, really, a lot, interesting, good, bad, kind of, basically. Highlight them.
  2. Replace each highlighted word with something more precise. "This shows that Vader is bad" becomes "This establishes Vader as someone capable of cruelty even toward people he serves." The more specific, the stronger.
  3. Now read the paragraph again for sentence variety. Read it out loud — do all your sentences have the same rhythm and length? That gets monotonous fast. Vary it: mix short direct sentences with longer complex ones. Make sure not every sentence starts with "In" or "This."
  4. Goal: at least 3 different sentence structures in the paragraph. (You can count: starts-with-character, starts-with-action, starts-with-transition/connector word, inverted sentence, etc.)
Language precision and sentence variety are the difference between writing that sounds like a middle schooler and writing that sounds like someone going to high school. The thinking might be identical — the language is what signals confidence.
Done when: vague language replaced with precise language, and at least 3 different sentence structures visible in the paragraph.
Fri Final Paragraph: submit clean draft + read aloud + oral defense Showcase ▾
  1. Accept all tracked changes (or finalize your color-coded revisions). Your paragraph should now be clean — no tracked changes, no bullet points, no template labels. Just your paragraph.
  2. Read it aloud to Mom. Hearing it out loud often catches things reading silently misses.
  3. Mom will ask you one question that challenges your argument. Answer it out loud in 2–3 sentences. You can look at your paragraph while you answer, but your answer must go beyond what's already written.
Final Paragraph — Submission Checklist

Before submitting, confirm:

All 7 structural elements are present (claim, E1, A1, E2, A2, counterclaim, rebuttal)

No vague language (shows, proves, very, really, interesting, good, bad)

At least 3 different sentence structures

Word count: 150–200 words

Clean format: one unbroken paragraph, full sentences, no bullets

If it passes all 5 checks — it's ready.

Done when: clean paragraph submitted in Google Docs + one oral challenge answered.
Weekly Checklist
W4The Bigger Question — Is the Rebellion Justified?

Goal: Apply argument skills to a new, morally complex question. Write a 2-paragraph argument. Showcase.

Teacher Context
This week shifts from "who is the protagonist" to a more complex moral question. The Rebellion destroys the Death Star but also bombs infrastructure, recruits soldiers who die, and in Rogue One sacrifices an entire team on Scarif. Is that justified? There is no correct answer — the point is to make a supported argument. Use short clips from Rogue One and Return of the Jedi (teacher selects 2–3, approximately 10 minutes total). Cassian's "I've done terrible things for the Rebellion" line is particularly strong source material. If the student has seen Andor, that series is excellent for this discussion.
Mon Viewing: Rogue One clips — the Rebellion's moral complexity Viewing ▾
  1. Watch the teacher-selected clips from Rogue One: the Scarif mission, Jyn's recruitment, and Cassian telling Jyn that he's done terrible things for the Rebellion. Pay attention to what the Rebellion asks of its people, and what it costs.
  2. After watching, open Google Docs. Write the question at the top of your document. Then write your initial position using the format below.
  3. This position can change by Friday — it's not a commitment, just a starting point to push against.
Writing Format — Question + Initial Position

Write this at the top of a new Google Doc:

"The question for this week is: Is the Rebellion morally justified in what it does to defeat the Empire?"

Then write 1 sentence starting:

"My initial position is ___."

Your initial position should be a complete sentence that takes a stand — yes, no, or a qualified position (e.g., "Yes, but only when ___" or "No, because ___"). One sentence is enough for today.

Length: 2 sentences total · Typed in Google Docs

Done when: question written + initial position sentence in Google Docs.
Tue Evidence: find 3 moments that complicate the Rebellion's moral picture Writing ▾
  1. Find 3 specific moments from any Star Wars film or comic where the Rebellion does something morally questionable OR where the Empire's actions clearly justify the Rebellion's response. (Both types count — you're building a complex picture, not a one-sided one.)
  2. For each moment, write 2 sentences using the Week 2 evidence format.
Writing Format — Moral Evidence

For each of your 3 moments, write 2 sentences:

Sentence 1: "In [film/comic], [describe specifically what happens — action, dialogue, or framing]."

Sentence 2: "This could be used to argue ___ because ___."

Notice Sentence 2 uses "could be used to argue" — not "proves" or "shows." This is intentional. You're not committing to an interpretation yet. You're mapping the available evidence before you decide how to use it.

Length: 6 sentences total (2 per moment, times 3) · Typed in Google Docs

Done when: 3 evidence/interpretation pairs in Google Docs.
Wed Draft: write your 2-paragraph argument Writing ▾
  1. Using your evidence from Tuesday and your initial position from Monday (revise it if your thinking has shifted), write a 2-paragraph argument in Google Docs.
  2. This is longer than Week 3 — the goal is to stretch. Target 250–300 words total. That's two solid paragraphs, not two thin ones.
Writing Format — 2-Paragraph Argument

Paragraph 1 — Your Claim and Evidence:

Sentence 1: Claim — "The Rebellion [is / is not / is justified only when] ___ because ___."

Sentence 2: Evidence 1 — a specific moment that supports your claim.

Sentence 3: Analysis 1 — what that evidence proves (don't start with "This shows").

Sentence 4: Evidence 2 — a second specific moment.

Sentence 5: Analysis 2 — what that proves.

Paragraph 2 — Counterclaim, Rebuttal, and Closing:

Sentence 1: Counterclaim — "One might argue that ___." (the strongest version of the other side)

Sentence 2: Concession — "It is true that ___." (acknowledge what's valid about the counterclaim)

Sentence 3: Rebuttal — "However, ___." (why your claim still holds)

Sentence 4: Closing — Restate your position with more nuance than your opening claim. This sentence should be more complex than Paragraph 1, Sentence 1.

Target: 250–300 words · 2 paragraphs · Typed in Google Docs

Done when: both paragraphs drafted — Paragraph 1 has claim + 2 evidence/analysis pairs; Paragraph 2 has counterclaim + concession + rebuttal + closing.
Thu Revision: logic, language, and does Para 2 actually engage the counterargument? Writing ▾
  1. Apply the same two-pass revision process from Week 3: first logic (is every sentence doing its job?), then language (replace vague words, vary sentence structure).
  2. Then ask one additional question about Paragraph 2: does it actually engage the counterargument — or does it dismiss it? A strong rebuttal acknowledges what's genuinely true about the other side before explaining why your claim is still stronger. If your Paragraph 2 just says "but the Rebellion was right anyway," revise it. Name something specific that makes the counterargument worth taking seriously, then explain why your claim survives it.
  3. Read both paragraphs aloud after revising. The argument should build — Paragraph 2 should feel like a response to Paragraph 1, not a restart.
The concession sentence in Paragraph 2 ("It is true that ___") is one of the most important moves in argument writing. It signals intellectual honesty. Readers trust writers who acknowledge complexity. Don't skip it or write a weak version of it.
Done when: both revision passes complete + Paragraph 2 genuinely engages (not dismisses) the counterargument.
Fri SHOWCASE: read aloud, defend 2 challenges, discuss real-world connection Showcase ▾
  1. Read your final 2-paragraph argument aloud to Mom. Take it at a normal pace — not rushed.
  2. Mom plays devil's advocate and asks 2 questions challenging your position. Answer each one out loud in 2–3 sentences. You can glance at your argument but your answers must go beyond what you already wrote.
  3. Brief discussion: did your view on the Rebellion question change at all during this week? Does the question of whether the Rebellion is justified remind you of anything in real life — a conflict, a protest, a historical event, a news story? There's no required answer — just talk.
The real-world discussion at the end isn't extra credit — it's the point. Argument writing isn't just a school skill. The same structure (claim, evidence, analysis, counterclaim, rebuttal) is how real adults make real cases in real situations. You're learning that, not just an essay format.
Done when: argument read aloud + 2 oral challenges answered + real-world discussion complete.
Weekly Checklist
Unit 3 Showcase

2-Paragraph Argument + Oral Defense

A complete 2-paragraph literary argument answering the question: "Is the Rebellion morally justified in what it does to defeat the Empire?" The argument uses the full claim → evidence → analysis → counterclaim → rebuttal structure developed across the unit. Presented by reading aloud, then defending the argument against 2 challenge questions in real time.