Learning Objective (skill-concept-context)

1. Learning Objective (skill-concept-context) Today we will identify and trace the development of an author’s argument in text. CFU What are going to do today? What are we going to use? What are we going to identify today? What are we going to trace today? Activate or provide Prior Knowledge (universal experience or sub-skill Write on your white board what is your favorite color? Tell your partner/neighbor two reasons why it is your favorite color. CFU (make-connection to LO) When you give reasons or evidence to support your initial opinion about your favorite color, you are developing an argument. Today we will examine different texts to identify and trace author’s arguments. Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.

2. Today we will identify and trace the development of an author’s argument in text. Concept Development (definition, examples, non-examples) The author’s argument is the claim an author makes or the position an author takes on a particular subject. Example: Non-Example: You shouldn’t trust him . Jasper gave the old man $50. Skating is better than riding a bicycle. Today is Thursday. Supporting details are the statements an author makes to back-up their position. Example: Non-Example: You shouldn’t trust him . You shouldn’t trust him. He stole money from my wallet. He’s not trustworthy. Skating is better than riding a bicycle. Skating is better than riding a bicycle. Skateboards are cheaper. I got a skateboard for Christmas. CFU (RAJ) * In your own words, tell me what is an argument. Restate: Apply: Look at these examples. Which one shows the author’s argument. A. Obama is our 44th president. B. Obama is a better president than Bush. C. Obama supports medical insurance for all citizens. Judge: Explain how you know. Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.

3. Importance (LO) Today we will identify and trace the development of an author’s argument in text. It is important to be able to identify and trace an author’s argument because: CST CAHSEE Help you get your way with your parents Make you a better reader Help others to see your point of view CFU (LO) Does anyone else have any other reason as to why it is important? Which reason is most important to you? You can give me my reason or yours. Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text. .

4. Skill Development & Guided Practice (concept-LO-steps or processes) Today we will identify and trace the development of an author’s argument in text. Concept Development (definition, examples, non-examples) The author’s argument is the claim an author makes or the position an author takes on a particular subject. To trace the author’s argument is to find the supporting details of the author’s position. Steps: Read through the passage. Circle the author’s argument. Re-read the passage. Underline the supporting statements. Guided Practice: Blackbeard, one of the most famous buccaneers of all time, was as wild in appearance as he was in deed. He wore a long black beard twisted into braids. Each of the braids was tied with a brightly colored ribbon. To frighten his enemies, Blackbeard often put long, burning matches in his hair and hat. With his bearded face surrounded by fire, he probably was a terrifying sight. Guided Practice: Canada is more than a land of great beauty. It is also a land of vast forests. Lumber and the products that come from lumber make Canada a leader in world paper production. The pulp and paper industry continues to grow and is now Canada’s leading industry. CFU (strategies) Grade_Discipline_Standard Learning Objective Name of Book-Publisher-Date-p.

5. Skill Development & Guided Practice (concept-LO-steps or processes) Today we will identify and trace the development of an author’s argument in text. Concept Development (definition, examples, non-examples) The author’s argument is the claim an author makes or the position an author takes on a particular subject. To trace the author’s argument is to find the supporting details of the author’s position. Steps: Read through the passage. Circle the author’s argument. Re-read the passage. Underline the supporting statements. Guided Practice: For years, certain schools and classes all over the United States have been single-sex. Greene County Georgia is going to be the first full school district to make the switch to single-sex schools. Many parents and school officials feel that single-sex schools are better than coed schools for several reasons. First, in coed schools, students are sometimes too busy flirting to do their schoolwork. Also, some kids and teens get nervous around people of the opposite sex. They might be too shy to speak in coed classes. Finally, there is evidence that boys and girls learn differently. If so, then it makes sense that they should be taught separately. Guided Practice: Smile! You’re on camera… or at least you might be. This past summer, a poll studied 381 school districts (groups of schools in the same area). Almost two out of three districts said they had security cameras in their schools. The cameras are meant to keep students safe from bullying and violence. But some students, teachers, and parents don’t like the cameras. They say security cameras don’t belong in schools because students have a right to privacy. They shouldn’t be watched while taking medicine or reading a private note. Cameras might make students nervous and get in the way of learning. Students might behave only because they are on camera. They won’t learn to do the right thing on their own. CFU (strategies) Do Step # 1. and Step # 2 How did I know which sentence to circle? Do Step # 3 and # 4 : How did I know which sentences to underline? How did you know which sentence to circle? How did you know which sentences to underline? Which step was hardest for you? Step # _____ is the most difficult for me because ___________________________________________________. Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.

6. Closure (Concept, Importance-pair-share, Skill) How do you identify author’s argument? How do you trace the development of an author’s argument? What did you learn about today? What was most difficult about what you learned today? Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.

7. Independent Practice The author’s argument is the claim an author makes or the position an author takes on a particular subject. To trace the author’s argument is to find the supporting details of the author’s position. Steps: 1. Read through the passage. Circle the author’s argument. Re-read the passage. Underline the supporting statements. Security Cameras in Schools Smile! You’re on camera… or at least you might be. This past summer, a poll studied 381 school districts (groups of schools in the same area). Almost two out of three districts said they had security cameras in their schools. The cameras are meant to keep students safe from bullying and violence. Many students say the cameras make them feel safer. Security cameras belong in schools because with cameras watching, students will be less likely to bully, cheat, or steal. If school property is damaged, videos might show who did it. If students don’t feel safe, they might find it hard to learn. Cameras can help everyone feel safer. Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.

8. Independent Practice The author’s argument is the claim an author makes or the position an author takes on a particular subject. To trace the author’s argument is to find the supporting details of the author’s position. Steps: 1. Read through the passage. Circle the author’s argument. Re-read the passage. Underline the supporting statements. Divided We Learn Name three of your good friends. Are they all boys or all girls? If not, they couldn’t all be classmates in a Greene County, Georgia, public school. Some students and parents are glad to see less flirting and teasing in school. But others are unhappy. They say students of both sexes should work together, as they will have to at their jobs someday. Single-sex schools are not as good as coed schools because men and women work together every day. Going to a coed school will prepare teens for the work world. If boys and girls are taught separately, one group might get a better education than the other. Many brothers and sisters travel to school together. Going to separate schools would make this difficult. Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.

9. Notes Differentiating Strategies (Skills, time, questions) Teaching Strategies (Explain, Model, Demonstrate) Cognitive Strategies (Rehearsal, Elaboration, Organization) Grade7 Discipline LANG ARTS Standard 2.4 Learning Objective: Identify and trace the development of an author’s argument in text.