Should Justin Bieber Be Deported?
Lesson 11 of 11
Objective: SWBAT identify the claims and evidence of an argument.
The students all love to talk about what is in the news, especially when it comes to entertainment news. To prepare the students for the lesson today, I want them to review with their Shoulder Partners the steps that are needed to form an argument.
I will give them about three to five minutes to discuss. Then, I will call on random students to ask them share what he or she and his or her partner discussed. This helps develop those discussion skills, because it increases their level of anxiety just enough to motivate them to stay engaged in the conversation.
We will review claims, evidence and reasons. Every good argument needs to have a claim, pieces of evidence, and reasons to explain how the evidence supports the claim. A good argument should also be prepared to answer the opposition's side.
To begin, I will review some of the vocabulary in the text that may be a bit more difficult to understand. I will discuss green card, visa, and deport. As we come to the words while we are reading, I will review the definitions.
Next, I will tell the students that as we read the article, I want them to consider how each author build her argument and that I want them to evaluate the strength of each argument. Who provides better evidence or has a stronger argument?
The article can be found in Scope Magazine's May 2014 Issue.
I will begin by first reading the "Yes" side of the story. As I am reading, I will have the students take notes on any pieces of evidence they find to support that author's claim. They can record their evidence in their spirals.
After we read the article, I will have the students share with their groups using a Round Robin. This will allow the students a chance to evaluate their understanding of the piece as well as how well they were able to pull out and evaluate the argument itself.
I will ask the students to share out how convinced they were after reading the article. What pieces of evidence convinced them?
Next, we will read the "No" side of the argument. I will, again, ask the students to record three pieces of evidence that support this author's claim. Again, I will have the students discuss their thoughts in their groups.
Finally, I will ask the students to share if they felt that argument was convincing and explain their reasoning. This is where I feel the conversation is going to be very heated and can easily stir up some emotions!
Knowing the students will all want to express their opinion, I realize this is probably the easiest way to motivate them to write!
I will have the students answer the questions on the handout and then share out their Response and thoughts with the class.
I am expecting the students to have a lot to say and this could be a very teachable moment in regards to debating. If possible and time allows, I may allow the students a chance to debate a little on the topic.