Why Might an Author Use Irrelevant Evidence in an Argument?

Why Might an Author Use Irrelevant Evidence in an Argument?


/ Lesson Plans
Amos, Considder, Spikes
LA III and Advanced
Week 16: November 28th- December 2nd, 2016
MONDAY 11-28 / TUESDAY 11-29 / WEDNESDAY 11-30 / THURSDAY 12-01 / FRIDAY 12-02
Standard(s) / LAFS.8.RI.2.6
LAFS.8.RI.3.8
LAFS.8.W.1.1
LAFS.8.RI.3.9 / LAFS.8.RI.2.6
LAFS.8.RI.3.8
LAFS.8.W.1.1
LAFS.8.RI.3.9 / LAFS.8.RI.2.6
LAFS.8.RI.3.8
LAFS.8.W.1.1
LAFS.8.RI.3.9 / LAFS.8.RI.2.6
LAFS.8.RI.3.8
LAFS.8.W.1.1
LAFS.8.RI.3.9 / LAFS.8.RI.2.6
LAFS.8.RI.3.8
LAFS.8.W.1.1
LAFS.8.RI.3.9
Learning Goal: / Students will be able analyze to understand how to trace and evaluate a claim using rhetorical appeals.
Essential Question /
  1. How does the author’s claims used in the text affect the outcome of an argument?
  2. Why might an author use irrelevant evidence in an argument?

Higher Order Questions /
  1. What is the correct format for writing an argumentative essay?
  2. What is the counterargument in a text?
  3. Can you identity and evaluate the argument and claims in a text?

Objective(s): / Students will work on finishing Step 2 pathways and begin Step 3.. / Students will work on step 3 pathway work. / Students will take the post-test to RI 2.6 and RI 3.8
All step 2 work is due. / Students will work on step 3 pathway work / Students will take RI 3.9 post-test today.
Step 3 is due today.
Bell work / Counterargument Practice / Get materials ready / Unpack 3.9 / Counterargument Practice / Counterargument Practice
Agenda/Activities / 1. Bell Work
2. Work on finishing step 2 pathways.
3. NoRedInk assignments.
4. Frontrowed.com assignments / 1. Bell Work
2. Step 3
3. NoRedInk assignments.
4. Frontrowed.com assignments / 1. Bell Work
2. Post-Test RI 2.6 and RI 3.8
3. NoRedInk assignments.
4. Frontrowed.com assignments / 1. Bell Work
2. Step 3
3. NoRedInk assignments.
4. Frontrowed.com assignments / 1. Bell Work
2. Step 3
3. NoRedInk assignments.
4. Frontrowed.com assignments
Vocabulary / Evidence, analysis, point of view, theme, central idea, text structure, trace and evaluate and argument, rhetorical appeals, argument, counterargument / Evidence, analysis, point of view, theme, central idea, text structure, trace and evaluate and argument, rhetorical appeals, argument, counterargument / Evidence, analysis, point of view, theme, central idea, text structure, trace and evaluate and argument, rhetorical appeals, argument, counterargument / Evidence, analysis, point of view, theme, central idea, text structure, trace and evaluate and argument, rhetorical appeals, argument, counterargument / Evidence, analysis, point of view, theme, central idea, text structure, trace and evaluate and argument, rhetorical appeals, argument, counterargument
Homework / Read for at least 20 minutes!
Noredink.com due Friday
Turn in all missing assignments! / Read for at least 20 minutes!
Noredink.com due Friday
Turn in all missing assignments! / Read for at least 20 minutes!
Noredink.com due Friday
Turn in all missing assignments! / Read for at least 20 minutes!
Noredink.com due Friday
Turn in all missing assignments! / Read for at least 20 minutes!
Noredink.com due Friday
Turn in all missing assignments!
Ticket Out / Learning Log (AVID Strategy)
Due Monday! / Learning Log (AVID Strategy)
Due Monday! / Learning Log (AVID Strategy)
Due Monday! / Learning Log (AVID Strategy)
Due Monday! / Learning Log (AVID Strategy)
Due Monday!
Accommodations / E1: Making use of contextual clues—gestures, expressions, body language
E2: Using multiple media
E3: Using linguistic modifications: repetition, slow speech, restating, controlled vocabulary, controlled sentence length
E4: Individualized instruction and assistance
E5: Peer Tutoring
E6: Using written and pictorial forms to teach: maps, graphs, charts, pictures, audiovisual aids, lists, semantic maps, webs, flow charts, outlines E7: Adjusting or shortening assignments
E8: Hands of Experiences
E9: Small group instruction
E10: Cooperative Learning
E11: Defining content area language or terms for students
E12: Using alternative assessments
E13: Reducing oral and written directions and information to easy to understand steps or parts E14: Using role play
E15: Adapting written text and materials to facilitate comprehension
Assignments
1: Extended Time
2: Preferential Seating
3: Check for Comprehension beyond what is normally provided to student 4: Provide peer assistance
Tests
1: Extended Time
5: Read aloud directions
6: Alternative testing format
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