Claim to Fame
Lesson 2 of 11
Objective: SWBAT introduced to argument terms and begin to form claims about their learning style.
Will link to strategy folder.
Students highlight the skill being assessed. This week's Reading Log asked them to use compound sentences in their summary. They should highlight the compound sentence before I check the log. This makes it easier to for me to spot and easy for the kid to self assess. Did I use a compound sentence with a FANBOYS? They will know instantly whether or not they followed directions by high-lighting the correct material.
Note Taking: Argument Terms
As a class, we take Whole Class Notes: on Argument Terms. These will be used in this unit, as well as the following unit. They are the basis of non-fiction/argument writing.
The examples included came from the article we were reading together as a class.
We continue reading, highlighting, and annotating ""12 Things We Know ABout How the Brain Works."
Number four, "we don't pay attention to boring things," becomes our highly debatable claim. We practice writing a counterclaim, using this original claim. Students often guess that counterclaims are the direct opposite of their original claim. This isn't necessarily so. Often times, if you take a claim and make it opposite, you will have a very weak claim.
For example, the opposite of "We don't pay attention to boring things," would be "We only pay attention to boring things." This is a very weak claim! It would be almost impossible to prove. However, an appropriate and more relevant counterclaim, or claim which opposes the original claim, would be: "We pay attention to things that are important." This counterclaim is slightly different than the original. We talk about the differences between these two ideas.
After this lesson, I interviewed a student by asking, What stuck with you?
I ask students to look back at topic claim number four: All brains are wired differently. We talk about this in relation to learning. If all brains are wired differently, then it must be said that all brains must also learn differently. This is a natural off shoot to taking the learning style quiz.
I take them through step by step to make sure they understand the phrasing or wording. I remind them that they should be answering the questions not by what they are forced to spend time doing; instead they should think about how they choose to spend their time.
At the end of the test, kids will see a bar graph representing their results. This bar graph will give all different learning styles with their percentages written next to them. I instruct kids to write down all their top three learning styles, with percentages next to them.
This prepares students for the next step, when I'll ask them to write claims incorporating their learning style.
Here is a student explaining to her classmate what she missed while she was absent: