Identifying Argument: How Much Privacy Are You Willing To Give Up?

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SWBAT determine how the author's claims are developed by reading an argumentative text and identifying argumentative elements.

Big Idea

Is there anything that is still private? Today my students will read an article and answer this question.

Warm Up--What's the connection between privacy and safety?

5 minutes

This generation of students is going to be impacted by social media and privacy surrounding social media greatly.  Today, students are going to identify an argument about privacy on the internet.  

Class begins with students writing for three minutes answering the question:

How much privacy are you willing to give up in order to feel safe?  

After students write for three minutes, we will discuss answers as a class.  


Most days, students write for their warm up.  Students need lots of opportunities to write routinely for a variety of tasks (W.9-10.10).   This procedure also gives students an opportunity to shift their mind from whatever class they are coming from into the world of my English classroom.  Typically, students do a great job with warm ups.




Mini Lesson--Using an anchor chart to identify argument

10 minutes

To model the expectations for class today, I display the 3 Step Argument Approach  on the Smart Board.  I ask three students to  read a step aloud and discuss what students will discussing in each step. I really focus on using specific language that ties to the Common Core. One of the reasons I really like the 3 step approach, is that it asks students to move through three of the standards that can be applied each time students read a piece of argumentative text. 

For step one I might say:  If a stranger walked into our classroom and asked you what this article is about you would reply, "The author is asking the question..." This step one explanation video explains why I spend quite a bit of time teaching this section (RI.9-10.1). 

For step two I might say:  This is the author's claim.  While most author's put their claim at the beginning of their text, it can go anywhere.  Make sure it is a thought/idea/statement that can be argued.  The main idea of an article can't be argued.  A claim always can be argued  (RI.9-10.2).

For step three I might say:  In step three you want to think about how an author's claim is developed, including counterclaims and rebuttals the author presents (RI.9-10.5).  You also identify bias, timeliness, credibility, audience, etc.(RI.9-10.8)  Think about how the author's argument is impacted on rhetoric.  



Student Work Time---Read, Annotate and Analyze

20 minutes

Students are placed in groups of four.  I identify a group leader and a group scribe.  I usually allow students to group themselves, but I always identify a group leader and scribe.  When I'm visiting groups, I always start with the group leader and ask them questions.  I try to pick students who need an opportunity to lead in small doses.  Group leaders understand that their job is to keep members on task and make sure that everyone is involved in the work. 

Students received the article, "Digital shadow: How companies track you online" from The Atlantic Online.  This article will provide them evidence to support or challenge their warm up writing for today.   They will read the article in groups and annotate while working through 3 Step Argument Approach.  The scribe takes notes in preparation to share that information.  

While students are working, I will walk around and help when they are stuck.  I want to see students really recording their thinking by annotating with the 3 Step Argument Approach in mind.  

Closure--Share our work

5 minutes

Students needs lots of opportunity to share their thinking and work. Students are going to spend two minutes each and share their annotations with a neighboring group.  I enjoy using annotation in my classroom, but they shouldn't be private.  They record the students' thinking and that should almost always be shared.