Argumentation: Breaking it down into its parts (2 of 2)

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SWBAT write an argument to support a claim and support their claim with relevant evidence by reading an article and agreeing or disagreeing with the author's claim.

Big Idea

What should teenagers be paid? Can you support your claim with great evidence?

Warm Up

5 minutes

As students enter the classroom, they will answer the following prompt:

In yesterday's lesson, you read and annotated an article.  You identified the author's claim and evaluated the claim's evidence.  Today, you are going to create your own argument and support that argument with evidence.  Please take three minutes and reread the article and look over your graphic organizer you created yesterday.  After you read, highlight the author's three most convincing pieces of evidence. 

 I ask students to do this because it has been 24 hours since they read the article.  I want it to be fresh in their mind.  

Student Work Time--Write, Write, Write!

40 minutes


I added to the prompt that is on top of the ArticleoftheWeek011314 assignment. I wanted students to use evidence beyond what was just in the article (W.9-10.7). I ask students to do that because it helps them make connections between topics and ideas/topics they have previously read or heard.   Here is my revised prompt:

Write a one-two page reflection of your thoughts-agree or disagree with the author's claim(s). Begin with a strong claim that is supported with evidence from the text AND evidence from something else you've read, current events, historical events, society, etc.(W.9-10.1a, W.9-10.1b)  Please underline your claim so I can find it easily.  

When you are finished writing, read what you have written and revise for clarity (W.9-10.5).  

Finally, before you turn it in, please use a highlighter to mark the part of the text you feel most confident about.

I ask students to highlight their best section because often students write something and then immediately turn it in.  They don't give themselves a chance to think critically about what they wrote. Highlighting makes them think critically about it.  Plus, when students come to my desk to turn in their papers, I quickly ask them why they highlighted that section and I write one sentence summary of what they told me.  That way, when I'm grading the papers, I have additional information about their essay and what they felt about it.  


5 minutes

To complete class, as students leave, I ask them to rate how comfortable they were with today's writing task.  I simply ask them to write a number on the white board.

1-I am confident and could teach it to another student

2-Comfortable, but want more practice

3-I really struggled today.  


At this point, I anticipate all of the numbers being 1.  If I've done my job this year, there should be no 3s on the board.