Acquisition Lesson
Plan for the Concept, Topic or Skill---Not for the Day
Acquisition Lesson Plan Concept: 10th grade ELA Using evidence to back up an argument
Author Name(s): Tabitha Bendel
Grade:10th
Time Frame:
2-3 days
Pre-requisite(s):What is an argument?
Common Core Standard(s):
CCSS.ELA-Literacy.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.9-10.1aIntroduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.CCSS.ELA-Literacy.W.9-10.1bDevelop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.CCSS.ELA-Literacy.W.9-10.2bDevelop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Essential Question:
How can I use research and evidence to back up my arguments effectively? How can I infuse voice into my writing?
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What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: Argument notes
Assessment Prompt 2: SMELL Chart
Assessment Prompt 3: Analyzing arguments
Activating Strategy: Key Vocabulary Words to Preview:
Brainstorm: Students will pick one or the other.
Why are we getting dumber? Make a list of at least 3 reasons for why argument, logical, figurative language
You think we are getting dumber with explanations
Why are we getting smarter? Make a list of 3 reasons for why you think we are getting
Smarter with explanations.
Hint:Have students think back to the values of society from Lesson 2. Some of these values
May be good reasons!
Teaching Strategies: Partner/group work, SOAPStone, Modeling, Cornell Notes,
Graphic Organizer: Analyzing arguments charts, SMELL chart for Speech
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Instruction
1. After students have brainstormed create a list on the board by having students share with the class. The idea here is that they need to see all of the reasons for both sides of the argument. Students should copy this information and then prioritize the top reasons for each side.
2. Introduce argumentative writing with a would you rather activity: Assign students into groups of 3-4 (or pairs) each group will get the would you rather question however assign each group the side they must support. This will stretch their thinking and help to extend their thinking for when they have to analyze the arguments later.
3. Would you rather options: would you rather have a million dollars but be very dumb or be poor but very smart? Would you rather live in a world without cell phones or a world without computers?
4. Take Cornell Notes on argumentative writing.
AP # 1: Cornell Notes on argumentative writing
5. Watch the video argument clinic. Pay special attention to the man who is seeking the clinic and have students write down how he describes what an argument truly is.
AP # 2: In pairs students will watch the argument and using their notes to determine why the argument (in the argument clinic) is or is not a good argument. Students should use their notes to back up their findings and provide a brief explanation
6. After students have had some time to discuss the video share with them the following insights: arguments with critical thinking are not the same thing they have with their parents when they stay out to late. The skit makes the point that having an argument doesn’t mean that your argument is any good. An argument could be false or fail to support the conclusion.
7. Now watch the Ted Talk about texting.
AP # 3: Students will complete the SMELL Chart at they watch the TED talk.
8. Students should pair/share their SMELL charts to fill in any gaps.
9. Read the two articles.
AP # 4: Complete the analyzing arguments documents
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Assignment:
This particular lesson has two major assignments. Analyzing the speech and then analyzing the two articles.
Summarizing Strategy:
Students will answer two of the following questions:
What would you do or say to teach this lesson to your friend?
What is the single most important thing you learned in this lesson ? Why?
How will you apply what you learned to your life?
How will you remember what you learned?
How does this new learning fit in with what you already know?
What else would you like to learn about this topic?
Resources/Citations:
Monty Python “Argument clinic sketch”
http://www.youtube.com/watch?v=kQFKtI6gn9Y
"Txtng is Killing Language. JK!!!"
http://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk.html
“Linguists mixed on effects of text messaging”
http://usatoday30.usatoday.com/tech/news/2003-02-14-messaging-linguists_x.htm
“Intelligence in the Internet Age.”
http://news.cnet.com/Intelligence-in-the-Internet-age/2100-11395_3-5869719.html
Attachments:
Intelligenceintheinternetage
Analyzing arguments
Smellchart
Lesson plan format adapted from Learning-Focused Strategies. Thompson, M., Thompson, J. (2011).