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Argument Essay Lesson Plan

The document provides guidance for a writing workshop on supporting an argument with strong textual evidence. It includes objectives, procedures, and assessments for an activity where students debate whether a character should inform the police about his friend's involvement in a shooting. They list pros and cons, then work in pairs to develop arguments and identify supporting evidence from a provided text. The goal is for students to understand how to effectively support a claim and consider multiple perspectives in an argument.

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405 views3 pages

Argument Essay Lesson Plan

The document provides guidance for a writing workshop on supporting an argument with strong textual evidence. It includes objectives, procedures, and assessments for an activity where students debate whether a character should inform the police about his friend's involvement in a shooting. They list pros and cons, then work in pairs to develop arguments and identify supporting evidence from a provided text. The goal is for students to understand how to effectively support a claim and consider multiple perspectives in an argument.

Uploaded by

WMitten
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Writing Workshop Topic: Supporting an Argument Standards: *Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text. *Analyze in detail how an authors ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). *Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Objectives: *Students will understand how to support their claims with strong textual evidence *Students will understand why they need to know both sides to an argument *Students will be able to identify, make a claim, and support their claim using textual evidence Aim: How do we support an argument using strong textual evidence? Do Now: Using a T chart, list the pros and cons of Marcus informing the police of Eddies role in shooting. (Brainstorming 5-7 minutes) Procedure: After students complete their Do Now students will compare their findings with their partner. (5 minutes) Mini Lesson: (10 minutes) Explain expectations for Activity WS Complete one Con example on the board Quote: Part of me wanted to spark off, about what I was facing alone. Con: The friendship between Eddie and Marcus would be over. Explanation: Marcus still considered Eddie a good friend and did not want risk their friendship by putting Marcus on the spot. Marcus knows this would be the end of the friendship if he informed the police of Eddies involvement. This would clearly be a con because Black and White would be no more. Activity: (15-20 minutes) Students will work on Argument WS with their partner Assessment: (5-7 minutes) Pro side of classroom will share their evidence with the Con side Con side of the classroom will share their evidence with the Pro side

Medial Summary: What was the most difficult part of this task? Explain (4 minutes) Reading Workshop Procedures: Class monitors will hand out silent reading books and journal books (3 Minutes) Students will continue with their silent reading (20 Minutes) Mini Lesson: (3 minutes) Question: What are some types of neglect? Students will reply and responses will be written on the board Activity Question: (7 minutes) Should Cindys friend tell an adult about how Cindy is neglected at home? Students will make a T chart listing the Pros and Cons of Cindys friend telling an adult about how Cindy is being neglected. (Inform students they do not need to provide proof). Paired Activity: (5 minutes) Students will share their results with their partner Assessment: (5minutes) Students will share their ideas with the class Summary: (3 Minutes) While a person may be able to make a strong argument using their own knowledge of an issue providing evidence supporting the claim will make your claim even more bulletproof. We must always be prepared for someone to counter our argument. Homework: Following the same format we used in class, provide 2 examples of textual evidence that support or oppose Cindys friend informing and adult about how Cindy is being neglected.

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