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