Unit 1: Argument Overview

1. Unit 1: ArgumentOverview Adapted by Katrina Gopez

2. Common Core Standards Reading • RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events • RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts • RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept • RI.8.6Determine 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. • RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation Writing • W.8.1 Write arguments to support claims with clear reasons and relevant evidence • W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience • W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed • W.8.7 Conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

3. Common Core cont’d Language • L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking and Listening • SL.8.1 Engage effectively in a range of collaborative discussions • SL8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of evidence and identifying when irrelevant evidence is introduced • SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation

4. Student Learning Map

5. Launch • View Student Learning Map • Mini-Lesson • KWL • “Would You Rather” (Gallagher, Kelly. Write Like This) • Reflection (pre-test)

6. Concept 1: Elements of an Argument LEQ: How do authors use arguments to persuade a reader? AP 1: Analyze the elements of an argument AP 2: Analyze the author’s response to conflicting evidence AP 3:Evaluate the argument

7. Elements of an Argument cont’d • Activating Strategy • Videos of arguments in diff. forms • E.g. Ross and Phoebe Argue About Evolution http://www.youtube.com/watch?v=cXr2kF0zEgI • AP 1 + 2 • Read mentor texts and identify/analyze elements of an argument • Zoo articles • Four-Square Argument Chart (Gallagher) • AP 3 • Evaluation Chart (Gallagher) • Answer prompt: Which argument is more effective?

8. Graphic Organizers Four Square Argument Criteria Evaluation

9. Concept 2: Composing an Argument LEQ: How do writers compose a strong argument? AP1: Analyze the prompt AP 2: Gather and organize information and support for your claim AP:Compose your argument

10. Compose an Argument cont’d • Activating • “Goodbye Hugs” article • Four-Square Argument Chart • AP 1 • Read mentor texts and identify elements of argument using Four-Square; quick write • AP 2 • Use criteria evaluation chart (Gallagher) to determine which side is more convincing • AP 3 • Students will prepare to draft their own argument on the same issue as above • Full writing process • They will prepare q’s and a’s for socratic seminar

11. Concept 3: Presenting an Argument LEQ: How do speakers present an argument in a coherent way? AP 1: Identify traits of a coherent presentation. AP 2: Analyze a spoken argument

12. Present an Argument cont’d • Activating • Preview video of Socratic Seminar • Review the rules, responsibilities, question strategies, difference b/w dialogue and debate, and writing tasks • AP 1 • Trial run; model the process • Teacher will play leader first • AP 2 • Socratic Seminar • Topic: Should dodgeball continue in P.E.?

13. Concept 4: Close Reading LEQ: How do I read closely? AP 1: Examine an argument during multiple readings AP 2: Analyze and evaluate an argument with a narrowed focus AP 3: Interpret and/or reflect on the close reading of an argument

14. Close Reading cont’d • Activating • Analyze paintings with multiple readings • AP 1 • Intro “This I Believe” organization • Read an I Believe… essay • Use multiple-reading strategy (g.o) and SMELL chart as tools for reading closely • AP 2 • Use tools from above to select a narrowed focus to interpret/reflect on • AP 3 • Close read = zooming in on one feature • Write a reflection on a specific feature of the essay

15. Culminating Activity (Post Test) Extension on composing an argumentative essay Review and evaluate mentor texts (I Believe… essays) Students will compose and present their own I Believe… essay Full writing process

16. Sources Common Core Standards Lesson Plans. ELA Department. Gunning Bedford Middle School, Colonial School District. 2013. Gallagher, Kelly. Write Like This. Stenhouse Publishers. 2013 Cebula, Heidi. This I Believe Lesson. Grade 9. Mount Pleasant High School. Brandywine School District. Wilmington, DE. Modified July 2013. Howton, Robyn. SMELL. Grade 11. Mount Pleasant High School. Brandywine School District. Wilmington, DE. Modified July 2013. <www.YouTube.com>