Acquisition Lesson Plan Name: Katrina Gopez
Plan for the Concept, Topic, or Skill --- Not for the Day Topic: Elements of an Argument (Unit 1, Concept 1, LEQ 1)
Pre-requisite RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims
Common Core Standards: RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Essential Question: How do authors use arguments to persuade a reader?
What do students need to learn to be able to answer the Essential Question?Assessment Prompt 1: Analyze the elements of an argumentAssessment Prompt 2: Analyze the author’s response to conflicting evidenceAssessment Prompt 3: Evaluate the argument
Activating Strategy: What is an argument?
Have students quick-write an answer to this question in their writer’s notebooks. Discuss. Tell students that an argument can come in different forms. Show the following videos; ask
them if what they are seeing in the video is an argument or not. Discussion points: connect it the UEQ (What specific info do authors include in an argument
in order to persuade a reader); connect to vocabulary (claim, sound reasoning, irrelevant evidence); persuasive elements
Videos: Elaine’s Persuasive Argument <http://www.youtube.com/watch?v=EnWtAjODzRA> Ross and Phoebe Argue About Evolution <http://www.youtube.com/watch?v=cXr2kF0zEgI> 2013 Honda Civic Commercial <http://www.youtube.com/watch?v=uiZS-MiIpac> Prius Family Commercial <http://www.youtube.com/watch?v=HFIYlDEpLcQ> Dell Tablet vs iPad <http://www.youtube.com/watch?v=-UGxKX6IU1U> Judge Trudy (Amanda Show <http://www.youtube.com/watch?v=HxZfd7eKFok> 3-Way Random Debate (iCarly) <http://www.youtube.com/watch?v=U3DEKc9GDc8>
Key vocabulary to preview: irrelevant evidence, sound reasoning, counterargument (also use G.O. to preview claim, support, counterargument and opposing viewpoint. Students should use pg. 690 and the glossary to complete)
Teaching Strategies:
Graphic Organizer: Four Square Argument Chart
Instruction:
AP #1: Analyze the elements of an argument Tell students that after seeing arguments in several forms (i.e. commercials, song,
conversations, etc) they will be reading argumentative articles regarding a concern about Zoos. Students will read, from the *McDougal Literature books, “Zoos: Myth and Reality” (pg. 970)
and “Zoos Connect us the Natural World” (pg. 974). As they read, they will identify and analyze the elements of each argument (claim and support).
Introduce the “Four Square Argument” G.O and model completion of the top half as you read-aloud “Zoos: Myth and Reality” to the class.
Have students partner read the second text and create their own Four-Square chart in their writer’s notebooks. Have them focus only on the top half.
AP #2: Analyze the author’s response to conflicting evidence Using the Zoo articles, students will identify the opposing viewpoints and counterarguments in
each. Teacher will model using “Zoos: Myth and Reality” and students will work in collaborative pairs to complete using “Zoos Connect us to the Natural World.”
Students will now complete the bottom half of the charts; model completion.
AP #2: Completed Four Square Argument
AP #3: Evaluate the argument Show students examples of *evaluation charts (e.g. Which guitar is best? or Comparing my
favorite war films). Point out the different criteria that will help you decide which option is the best. Students will create their own evaluation chart to compare the effectiveness of the argument in “Zoos: Myth and Reality” to “Zoos Connect us to the Natural World.” Model completion of the chart for a couple examples.
After completing their evaluation charts, students will answer the question: “Which text, ‘Zoos: Myth and Reality’ or ‘Zoos Connect us to the Natural World’ presents a more convincing argument? In your response, discuss the elements of the argument that are most convincing.”
AP #3: Answer to the extended reflection
*materialsAssignment:
Extended response from AP 3 (evaluate the argument). Remind students to use CSEA.
Summarizing Strategy: Letter to an Absent StudentStudents will write a letter to an absent student telling them everything they need to know about the elements of an argument.
Materials/Resources: Elaine’s Persuasive Argument <http://www.youtube.com/watch?v=EnWtAjODzRA> Ross and Phoebe Argue About Evolution <http://www.youtube.com/watch?v=cXr2kF0zEgI> 2013 Honda Civic Commercial <http://www.youtube.com/watch?v=uiZS-MiIpac> Prius Family Commercial <http://www.youtube.com/watch?v=HFIYlDEpLcQ> Dell Tablet vs iPad <http://www.youtube.com/watch?v=-UGxKX6IU1U> Judge Trudy (Amanda Show <http://www.youtube.com/watch?v=HxZfd7eKFok> 3-Way Random Debate (iCarly) <http://www.youtube.com/watch?v=U3DEKc9GDc8> Zoos: Myth and Reality by Rob Laidlaw Zoos Connect us the Natural World by Michael Hutchins Four Square Argument G.O Criteria Evaluation Chart Examples (Gallagher, Write Like This. p. 92-93) Criteria Evaluation Chart Template Extended Reflection Q Writer’s Notebooks
*not included below
Four-Square Argument ChartCl
aim
s
What are the main points of
(side 1’s)
argument?
What are the main points of
(side 2’s)
argument?
Coun
tera
rgum
ents
What are the counterarguments that
(side 1)
will hear from
(side 2)
What are the counterarguments that
(side 2)
will hear from
(side 1)
Side 1Side 2
Name: __________________________________ Date: ____________ Period: __________
Evaluate the Argument
Which text, “Zoos: Myth and Reality” or “Zoos Connect us to the Natural World” presents a more convincing argument? In your response, discuss the elements of the argument that are most convincing.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
ScoreContent:Reasons
Content:Use of Vocab
Content:Conventions (CSEA)
5/5 (100%)Provides at
least 3 reasons
Uses all 3 vocab words effectively. (sound
reasoning, irrelevant evidence, and
counterargument)
Follows CSEA: Changes question to an answer, Provides support (reasons) AND examples (very
specific references to the text, and does not begin the answer with pronouns.
4.5/5
(90%)
Provides at least 3 reasons
Uses all 3 vocab words, but they might not be
used effectively.Follows CSEA. 1 element might be missing.
4/5
(80%)
Provides 2 reasons
Missing 1-2 vocab words. Words may not be used
effectively.
Missing elements of CSEA
3.5/5
(70%)
Provides 1-2 reasons
Missing 2-3 vocab words/ very ineffective use of
vocab.Missing elements of CSEA
3/5
(60%)
Provides 1 reason
No vocab Does not follow CSEA
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