Today we are continuing to develop an understanding of Author's Purpose and how author's can use rhetoric to advance that purpose (RI.9-10.6) As our first step, students will practice identifying statements as either fact or opinion. Often times when writing argumentative text, students will use opinion as their only evidence. I want them to practice identifying opinion evidence and factual evidence (RI.9-10.8).
I distribute the FactsvOpinions document and we go through it together, as a class. This video explains why I use the factsvopinions document and why it is important..
I am not sure from whom I received this awesome Example Letter Practice. example letter, but it is great in class. The letter is an argument from a parent to a school district. It asks students to evaluate the argument and identify claim, evidence, and counterclaim. I distribute the assignment and explain the instructions to students. I want to make sure they understand exactly why I am having them complete this assignment so I write some I Can statements on the board:
I Can identify the author's claim (RI.9-10.2)
I Can analyze how those claims are developed by particular portions of the text (RI.9-10.5)
I Can determine the author's purpose (RI.9-10.6)
I Can analyze how an author uses tools to advance that purpose (RI.9-10.6)
I Can assess whether an author's reasoning is relevant and sufficient (RI.9-10.8)
I Can evaluate the argument and specific claims in a text (RI.9-10.6)
Before students begin the assignment, we go through the I Can checklist and so that students know what they are learning today.
As class comes to an end, I want students to have an opportunity to talk to each other about this letter and about the evaluative work they did. I tell them to grab a shoulder partner and discuss the letter and their work they completed with the letter (SL.9-10.1).