1. Lesson 6: Analyze & Evaluate London’s Argument
About this lesson
Students will work collaboratively to analyze London’s construction of his argument by identifying assertions and supporting evidence within paragraphs. Students will discuss and evaluate the effectiveness of London’s argument by considering sufficiency of evidence, reasoning, and response to counterclaims using textual evidence.

2. discussed London’s purpose and perspective, citing text evidence.
We read and summarized an excerpt from Jack London’s “The Other Animals” and
discussed London’s purpose and perspective, citing text evidence.
Let’s Review!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Briefly review the previous learning.

3. Discuss the effectiveness of London’s argument, citing text evidence
Today we will:
Analyze the structure of London’s argument, including identifying key assertions and supporting evidence
Discuss the effectiveness of London’s argument, citing text evidence
Let’s Prepare!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read the slide.
Briefly explain how this lesson prepares students for another lesson and/or the end-of-unit assessments.
Throughout the lesson, compare students’ responses and work to the student look-fors. Determine the students who need additional support with reading, understanding, or expressing their understanding of complex, grade-level texts. During this lesson or before the next lesson, support those students individually or in a small group using the Additional Supports for Diverse Learners.

4. Excerpts from “The Other Animals” by Jack London
You will need:
Excerpts from “The Other Animals” by Jack London
Your “The Other Animals” handout
The analyze the argument handout
Your conversation stems
Let’s Prepare!
Teaching Notes
Suggested Pacing: ~ 3 minutes
Directions:
Distribute the text.
Access and distribute the analyze the argument: claim, evidence, reasoning handout using an established classroom routine.
Ask students to locate their completed “The Other Animals” handout and their conversation stems learning tool.
This lesson uses accountable talk. Access the strategy one-pager to learn about accountable talk.

5. How? Why? Discuss with your small group:
Reflect on an argument you have had with someone else. What are specific ways that you, or the other person arguing, made your point more convincing or compelling?
How?
Why?
Let’s Discuss!
Teaching Notes
Suggested Pacing: ~ 4 minutes
Directions:
Divide the class into the same groups of 3-4 from the previous lesson.
Establish norms for the group work and explain that students will be held accountable for their learning by using the conversation stems learning tool or relevant evidence during the discussion.
Direct students to discuss the question on the slide as a way to preview the ideas of today’s lesson, and remind students to use concrete examples from previous experience to support their answers and discussion.
After 2 minutes, engage the class in a whole-class discussion in response to the questions on the slide. Tell students that authors often use similar strategies in their writing to convince the audience/readers to believe the argument they are making.
Use teacher talk moves so students [clearly express their ideas (Goal One) and listen carefully to understand others’ ideas (Goal Two).
As students share, create an anchor chart or visual representation to record different ways that author support their ideas or make their arguments more compelling. You can return to this throughout the lesson, and also add to it and reference it as students engage in their culminating writing task and extension task later in the unit.
Possible Supports During the Lesson:
If students are not providing answers similar to the Student Look-Fors:
Prompt students to think about speeches they have heard/seen, editorials in the newspaper, or even commercials that try to convince you to buy a product or idea.
Ask: “If I wanted to write a letter to convince the school to start classes later because teens need more sleep, what type of things would I need to include to convince someone?”
Student Look-Fors:
Students should discuss the question with their small groups, drawing upon evidence from previous experience.
Students should generate examples of how authors support their ideas with various types of evidence and techniques. Accept relevant ideas, for example:
Examples that illustrate the point the author is trying to make
Scientific evidence, data, or studies that support their argument
Reflections or anecdotes from the author or other people’s experiences that support their argument
Recognition of and response to counter arguments to show they have thought through the issue, etc.

6. Follow along as I model:
What claim does London make in this paragraph?
What reasons does he give to support it?
Let’s Read!
Teaching Notes
Suggested Pacing: ~8 minutes
Directions:
Explain the purpose of your modeling as a way to prepare students for what they will do today.
Say: “Today we are going to closely examine how London crafts and supports his argument. We are going to identify the ways he makes his argument compelling and to help us evaluate whether his argument is effective. I’m going to model the approach you will take to analyze a specific paragraph from the text.”
Model your analysis of the first paragraph as students follow along on their handout. For example:
Read the paragraph aloud to students.
Say: “The first thing I am going to do is identify the main idea or point of this paragraph. In an argumentative text, we call these claims. The author makes a statement which he believes to be true and then provides reasons and evidence which prove his claim and shows how opposing or different claims are not valid or true.”
Read the first two lines aloud.
Say: “When I read the first two lines, the author states that he is guilty. What does he say he is guilty of?” (He is guilty of writing two stories about dogs.)
Ask: “What does London say he actively tried to do in his writing?” (He actively tried not to humanize his animal characters.)
Ask: Based on these statements, what is London’s claim?”
Write the claim on your model, and have students write the same claim on their copy: While London did all he could to present an accurate portrayal of animal thinking, he was still, in his opinion, erroneously called a “nature faker.”
Possible Supports During the Lesson:
If students are not providing answers similar to the Student Look-Fors:
Ask: “What does London say here? How does this support the idea that he should not have been called a ‘nature faker’?”
Ask: “What did London do that is the opposite of what a ‘nature faker’ might do?”
Student Look-Fors:
Students should actively listen during the model and write on their handout to record the assertion,.
Access a completed analyze the argument: claim, evidence, reasoning handout.

7. Identify three reasons London gives to support his claim.
With your group:
Identify three reasons London gives to support his claim.
Jot your reasons in the supporting evidence part of your handout for paragraph 1.
Let’s Read!
Teaching Notes
Suggested Pacing: ~5 minutes
Directions:
Continue the modeling by giving students an opportunity to discuss possible reasons and evidence the author uses to support the claim before adding them to your model.
Say: “There are three specific things that the author does to support this claim in paragraph 1. In your small groups, reread and discuss the specific reasons that London gives to support the claim that he should not be called a ‘nature faker.’”
After 3 minutes, engage students in a whole-class discussion about the ways that London supports the claim in this paragraph.
Use teacher talk moves so students [clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), establish new ways of thinking (Goal Four)].
Write the reasons on the handout, and have students write on their handouts.
Possible Supports During the Lesson:
If students are not providing answers similar to the Student Look-Fors:
Ask: “What does London say here? How does this support the idea that he should not have been called a ‘nature faker’?”
Ask: “What did London do that is the opposite of what a ‘nature faker’ might do?”
Student Look-Fors:
Access a completed analyze the argument: claim, evidence, reasoning handout.
Students should actively listen during the model and write on their handout to record the assertion and supporting evidence.
When discussing with their small groups, students should share ideas about how the evidence that London includes supports the assertion that he should not be accused of being a nature faker.

8. London claims he should not be called a “nature faker.”
Reread your assigned paragraph(s) with your group and identify how he supports this claim.
Write your supporting claim, reasons, and evidence on chart paper to share with the class.
Let’s Read!
Teaching Notes
Suggested Pacing: ~8 minutes
Directions:
Assign each group a specific paragraph to reread and identify the subclaims, reasons, and evidence provided. If possible, assign groups the same paragraph from the previous lesson so they have more familiarity with the paragraph. Read the directions on the slide.
Give each group a marker and piece of chart paper to write their responses for their paragraph, which will be used during the discussion.
Monitor student work time.
Possible Supports During the Lesson:
If students are not writing answers similar to the Student Look-Fors:
Ask: “Does London provide any examples to support his claim? What, specifically, does he say?”
Ask: “What reasons/evidence does he provide? Does he provide any anecdotes or data to support his claim? Where?”
Ask: “How does this information convince readers that he is correct?”
Student Look-Fors:
Students should work within their groups to read, discuss, and analyze their assigned paragraph.
Access a completed analyze the argument: claim, evidence, reasoning handout.
Additional Notes:
Note: Combine paragraphs 3 and 4 given the short length of paragraph 3; there should be 5 groups total given paragraph 1 was done as the model. If necessary, assign the same paragraph to more than one group.
Ensure students understand that they are only responsible for completing the analysis for their group’s assigned paragraph. If they complete their task early, they can continue to another paragraph.

9. How does Jack London develop and support the claim that he should not be accused of being a “nature faker”?
Let’s Discuss!
Teaching Notes
Suggested Pacing: ~ 8 minutes
Directions:
Tell the class that you will engage in a whole-class discussion where each group presents the supporting claim, reasons, and relevant evidence.
As each group shares, students should take notes on their handout. Tell students that they will use this in their final writing activity of the day.
Use teacher talk moves so students [clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), establish new ways of thinking (Goal Four)].
Prompt students to use the conversation stems learning tool as needed.
Student Look-Fors:
Students should share their paragraph analysis with the class and/or to take notes as other groups present.
Access a completed analyze the argument: claim, evidence, reasoning handout.

10. How? Why? Is London’s argument effective?
Do his supporting claims, reasons, and evidence prove his point that he is not a nature faker?
How does he acknowledge and distinguish his claim from opposing claims or counterclaims? How does this support his main claim?
How?
Why?
Let’s Express Our Understanding!
Teaching Notes
Suggested Pacing: ~ 8 minutes
Directions:
Connect students back to the initial group brainstorm from the beginning of the lesson where they discussed ways that writers effectively support arguments. Tell students that they will discuss the effectiveness of London’s argument by considering three important criteria:
Do his supporting claims, reasons, and evidence logically connect to and support his claim? (e.g., The jury would believe the evidence.)
Is the evidence relevant? That is, is there enough related evidence to make a compelling case? (e.g., The evidence would hold up in court.)
How does he acknowledge and distinguish his claim from opposing claims or counterclaims? How does this support his main claim? (e.g., He acknowledges opposing claims to ensure the other side doesn’t convince the jury or weaken his argument.)
Call on volunteers to share their thoughts and use evidence to answer one of the questions on the slide.
Use teacher talk moves so students [clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), provide evidence to support their claims (Goal Three), establish new ways of thinking (Goal Four)].
Possible Supports During the Lesson:
If students are not providing answers similar to the Student Look-Fors:
Refer students back to their paragraph analysis as needed to prompt students to contribute new ideas to the discussion or respond to their peers.
Direct students to identify opposing or counterclaims by locating an instance where London identifies the opinion of someone who has a different opinion from him. For example, the first three sentences of paragraph 2.
Ask: “Why might London include an example that contradicts his main claim?”
Ask: “What does he do after he acknowledges President Roosevelt’s counterclaim?”
Ask: “Why is this strategy effective for convincing the reader of London’s main point that he is not a nature faker?”
Ask: “Are London’s reasons valid/believable/convincing? Why or why not?”
Student Look-Fors:
Students may claim that the argument is or isn’t effective if they have clear and logical evidence to support. For example:
The argument is effective because he uses different types of evidence: he draws upon Darwin’s observation of animal reasoning, he uses a personal anecdote from his childhood, etc.
The argument is effective because he acknowledges opposing claims and provides an explanation to disprove those claims and support his claim that he is not a nature faker.
The argument is effective because he explains how Burrough’s critique could equally be applied to human reasoning given the similarities and evolution of human as an animal species.
The argument is not/is less effective because his personal anecdote is influenced by his own experience and interpretation.
The argument is not/is less effective because he could strengthen it by providing more examples that show his writing is scientific and objective.

11. Materials you will need
Assignment
Materials you will need
Based on our class conversation, write a response to the question on the last page of your analyze an argument handout.
What makes London’s argument effective? How does he develop and support his claim?
Your copy of Excerpts from “The Other Animals”
Your analyze an argument handout
Homework
Teaching Notes
Suggested Pacing: ~3 minutes
Directions:
Explain the homework assignment(s) and share the qualities of a strong response (e.g., restates the question, demonstrates understanding of the text, includes relevant evidence to support the ideas, written in complete sentences, etc.).
Make sure students understand the materials they will need to complete the work.
Use your established classroom routines to ensure that students have noted the assignment in the appropriate place (e.g., notebook, student planner, weekly homework calendar, etc.).
If you do not wish to assign homework, this work can be completed during class according to your schedule.

12. In this lesson, you discussed London’s response to the accusation of being a “nature faker.”
You also analyzed how London developed and supported his claim and evaluated the effectiveness of his argument by considering his reasons, evidence, and response to counterclaims.
Let’s Close!
Teaching Notes
Suggested Pacing: ~1 minute
Directions:
Read the slide.