Supporting Claims in Writing and Discussions

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Students will be able to support claims with concrete evidence and commentary by writing an argumentative paragraph and participating in fishbowl discussions.

Big Idea

In which students make meaning of literature through writing paragraphs and fishbowl discussions.

Writing CE and CM to Support a Claim

15 minutes

Yesterday students evaluated the effectiveness of evidence for three topics: Peeta and kindness, Haymitch, and Katniss providing for her family.  Today, students are using the evidence they deemed most effective for the concrete evidence in a paragraph.

Students are only writing one paragraph about one of the prompts, but they get to choose which prompt they're answering. 

I reminded students of the outline they have come to know, love, and cherish. For my non-honors classes, I gave them copies of the outline to provide scaffolding and support. I asked them to get out the Chapter 4 handout from yesterday because that's what they'd use to write their topic sentence and concrete evidence.

I gave students about ten, fifteen minutes to write their paragraph.  We stapled the Chapter 4 handout to their paragraph, but I asked them to keep the paper because they'd be writing one more response before they left today.

Answering Questions for Chapters 5 and 6

20 minutes

The questions that I gave students for Chapters 5 and 6 were a mix of DOK2 and DOK3 questions.  I had students start with the easier questions, which were #1, 2, 11, 12, and 13. The other questions we saved for our fishbowl discussion.

Question 1 asks students to locate specific evidence that describes the stylists--Flavius, Venia, Octavia, and Cinna. That questions leads into questions 3 and 4, which asks students to compare the stylists to the citizens in the District, specifically District 12.

In the picture below, you can see that this student was able to find the descriptions of the four characters.  He did not use the quotation marks or identify the page numbers, however.

Literary Discussion

45 minutes

I divided students up into three groups, depending on the size of the class for a fishbowl discussion.  For my large class, I had three groups of ten and my smaller class had three groups of seven. The goal for this discussion was to answer the remaining questions for Chapters 5 and 6. 

Before beginning the fishbowl, we reviewed the directions.  I don't know about you, but when we're nearing the end of the school year and we have a short week, my students get a bit squirrely.  At least this week isn't the week of a full moon.

You can see snippets of the discussions from three different fishbowls in the three videos in this section.  In round 1, the students discussed why the Capitol is described as despicable and whether or not Katniss agrees.  In round 2, students discussed how Cinna wanted Katniss to be remembered.  In round 3, students continued the discussion of the Opening Ceremonies and whether or not Cinna wanted the holding of hands to be a rebellion.


Lesson Resources

Today's lesson picture is a snapshot of students consulting the book for evidence during a fishbowl discussion.