Should Orcas Be Set Free? Debating the Issues
Lesson 10 of 11
Objective: SWBAT identify the argument, claims and evidence for a relevant topic.
Just to review, I will ask the students to list the parts to an argument. What makes an argument a good, solid argument?
I will give the students a few minutes to think and record their answers. Then, I will have them do a Round Robin to share out their thoughts. This will allow them to fill in any missing pieces that will be important to the lesson today.
Finally, I will have the students share out and as a class we can discuss what they recalled, why each piece is important, and what pieces they think are the most important. I want the students to discuss to see how evidence is the essential key in making an argument. I don't want to just tell them it is, I want them to discover its value. I feel this will really assist them when writing their own arguments and debates.
Today, we are continuing to work with building arguments. I want the students to see how a writer establishes an argument and presents a debate. What are both sides of the issue? How does the author provide evidence for both? What argument do you believe is stronger? These are all questions I want the students to be able to answer.
To begin, I will simply open it up to a discussion about Orcas and what we know about them in captivity. I will help aid this conversation and assist/guide the students to draw inferences based on what we know.
Then, I will pass out the article Should Orcas Be Set Free and have the students use the non-fiction previewing strategies to prepare for the reading. This includes reading the title, subheadings, captions, etc.
Next, we will read the article. I will also practice multidraft reading. We will read the article the first time for basic understanding and comprehension. The second time we read the article, I will ask the students to identify the arguments, claims, and evidence the author presents.
I will have the students work to highlight and annotate the text. As they are working, I will circulate through the room, checking for understanding and providing guidance as needed.
Once the students have worked to annotate the text for the claims and evidence, I will have them Stand Up, Hand Up, Pair Up, find a partner and discuss their findings. I want them to be able to discuss and explain their thoughts and reasoning for a deeper understanding.
Once they have discussed the issue, I will have the students complete the handouts that go along with the article. I want them to identify the main idea as well as the details. This should not be too hard because they have already annotated the next.
I will allow the students time to work. At this point, I can pull any students to the side and work with them in a small group to help reteach or guide.
I will have the students reflect on the article and use the information to take a stance on the issue. I won't ask them to actually write a debate-all of the evidence was presented in the article. I just want them to state their opinion and explain what in the article is support for their decision. What did the author say or present that persuaded you?
I will have the students complete the Closure Slip to record their thoughts.