Adapted by Katrina Gopez

Reading  RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events  RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts  RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept  RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints  RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.  RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation Writing  W.8.1 Write arguments to support claims with clear reasons and relevant evidence  W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience  W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed  W.8.7 Conduct short research projects to answer a question (including a self-generated question) drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

Language  L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking and Listening  SL.8.1 Engage effectively in a range of collaborative discussions  SL8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of evidence and identifying when irrelevant evidence is introduced  SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation

 View Student Learning Map  Mini-Lesson KWL “Would You Rather” (Gallagher, Kelly. Write Like This) Reflection (pre-test)

 LEQ: How do authors use arguments to persuade a reader?  AP 1: Analyze the elements of an argument  AP 2: Analyze the author’s response to conflicting evidence  AP 3: Evaluate the argument

 Activating Strategy Videos of arguments in diff. forms E.g. Ross and Phoebe Argue About Evolution  AP Read mentor texts and identify/analyze elements of an argument  Zoo articles Four-Square Argument Chart (Gallagher)  AP 3 Evaluation Chart (Gallagher) Answer prompt: Which argument is more effective?

FOUR SQUARE ARGUMENTCRITERIA EVALUATION

 LEQ: How do writers compose a strong argument?  AP1: Analyze the prompt  AP 2: Gather and organize information and support for your claim  AP: Compose your argument

 Activating “Goodbye Hugs” article Four-Square Argument Chart  AP 1 Read mentor texts and identify elements of argument using Four-Square; quick write  AP 2 Use criteria evaluation chart (Gallagher) to determine which side is more convincing  AP 3 Students will prepare to draft their own argument on the same issue as above Full writing process They will prepare q’s and a’s for socratic seminar

 LEQ: How do speakers present an argument in a coherent way?  AP 1: Identify traits of a coherent presentation.  AP 2: Analyze a spoken argument

 Activating Preview video of Socratic Seminar Review the rules, responsibilities, question strategies, difference b/w dialogue and debate, and writing tasks  AP 1 Trial run; model the process Teacher will play leader first  AP 2 Socratic Seminar Topic: Should dodgeball continue in P.E.?

 LEQ: How do I read closely?  AP 1: Examine an argument during multiple readings  AP 2: Analyze and evaluate an argument with a narrowed focus  AP 3: Interpret and/or reflect on the close reading of an argument

 Activating Analyze paintings with multiple readings  AP 1 Intro “This I Believe” organization Read an I Believe… essay Use multiple-reading strategy (g.o) and SMELL chart as tools for reading closely  AP 2 Use tools from above to select a narrowed focus to interpret/reflect on  AP 3 Close read = zooming in on one feature Write a reflection on a specific feature of the essay

 Extension on composing an argumentative essay  Review and evaluate mentor texts (I Believe… essays)  Students will compose and present their own I Believe… essay  Full writing process

Common Core Standards Lesson Plans. ELA Department. Gunning Bedford Middle School, Colonial School District Gallagher, Kelly. Write Like This. Stenhouse Publishers Cebula, Heidi. This I Believe Lesson. Grade 9. Mount Pleasant High School. Brandywine School District. Wilmington, DE. Modified July Howton, Robyn. SMELL. Grade 11. Mount Pleasant High School. Brandywine School District. Wilmington, DE. Modified July