1. Students will explore the authors' use of data in “Marita’s Bargain” and “Why Teaching Kids to Have Grit Isn’t Always a Good Thing” in order to develop and defend a claim about the value of college, using valid reasoning and relevant and sufficient evidence. 
Lesson 4: Integrating Data in an Argument
English 12 Unit 1 Transitions

2. Respond as fully as you can: What is Gladwell’s thesis in “Marita’s Bargain” and how does Marita display grit based on the evidence Gladwell provides?
Type here

3. Click the image if you need to revisit “Marita’s Bargain”
If you click on at the top of the screen, you can go directly to the page.
“Marita’s Bargain” begins on page 3.

4. When an author uses data to support an argument, he or she has to guide the reader through the interpretation process.

5. Click for choice 1 Click for choice 2 Click for choice 3
Pick one of the following 3 learning paths to analyze Gladwell’s use of data.
Click for choice 1
Click for choice 2
Click for choice 3

6. Option 1

7. Option 2
Pretend to be Gladwell as he was preparing to write this essay. Write a diary entry from Gladwell’s perspective as he wrestles with how he is going to explain his three tables so that a general audience will understand his argument. Write it in the text box below.

8. Option 3
Record a response to the question: How does Gladwell explain the three data tables he includes in a way that will effectively support his thesis? Use Vocaroo to record your answer. Copy and paste your link to the recording in the box:  

9. Read the article "Why Teaching Kids to Have Grit Isn't Always a Good Thing"
data Rose uses
Rose’s analysis of the data

10. For the teacher:
Below are options for responding to the listed discussion questions based on learner preferences:What is Rose’s primary concern with teaching kids to have grit?
What types of evidence does Rose use to sustain his argument?
How does Rose use data to enhance his argument?
Do you agree with Rose’s assessment about grit?
Padlet
Think-Pair-Share
Placemat Activity
Use Padlet to share responses electronically.
Engage in Think-Pair-Share to discuss and share your responses.
In small groups, complete the placemat activity 
to discuss and share your ideas in response to the questions.
Have students share their findings from the small-group discussion.

11. Now that you have explored the use of data in two authors’ arguments, you will now have the opportunity to develop and defend your own claim about the value of college, using valid reasoning and relevant and sufficient evidence—particularly data.
Is college worth the cost? Brainstorm your thoughts below and then be ready for a whole-class discussion.

12. Explore the infographic: "Is College Worth It?"
write about these questions based on your teacher’s directions:
How is color used in the infographic? (Think about the common associations with the colors red, green, and blue).
How are different types of charts (area, pie, column, and bar) used to convey information?
What is the value of the polls provided? What are the possible limitations of polls?
How does the type of person being polled (college graduate, college president, Americans in general) affect the message?
How do the title (“Is College Worth It?”) and lead (“As the cost of higher education skyrockets, a new Pew study finds that students and families are questioning its value”) affect the reading of the information that follows?
How does each graphic support one (or more) positions related to the question of whether or not college is worth the cost?

13. Formative Assessment Develop and defend a claim in response to the question “Is college worth the cost?” using at least three pieces of evidence from the Time infographic (paste the charts into the response). Be sure to guide your reader through the process of interpreting the data as it supports your claim.