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.
to portray in words;
describe or outline with
precision; to specify.
the action of thinking about
something in a logical,
sensible way.
closely connected or
appropriate to the matter at
hand.
enough; adequate.
state or assert that something is the case,
typically without providing evidence or
proof.
a thing that is indisputably the case.
that which tends to prove or
disprove something; ground for
belief; proof.
Unrelated to the matter being
considered.
Strategy: This strategy will help the students dissect the
argument presented in a text and analyze the support
presented through a debate. As students listen to or read a
debate, they can note the claims, facts, and evidence present.
After the notes are taken, students can determine how direct
the speaker’s topic was to the piece of evidence. For example,
students may recognize that a number of texts cite data
without having explained the original study of the speaker
may have used irrelevant evidence.
I want to show you how to meet this
standard without having to spend your
life planning away. This is something all
of you can do on Monday.
With so many different methods,
strategies, and skills to keep track of, a
few deep understandings come to mind:
CHALLENGING
INTERESTING
Start class with a question on the board: Are violent video games bad
for you?
Have the students write down their opinion and why. Thesis
statement, reasons, rebuttals of counter-arguments, and personal
experiences are encouraged. Observe their writing as it happens.
Read them out-loud and have them evaluate each other’s argument.
state or assert that something is the case,
typically without providing evidence or
proof.
a thing that is indisputably the case.
that which tends to prove or
disprove something; ground for
belief; proof.
Unrelated to the matter being
considered.
Review the definitions of the following words while conversing
with the students: claim, fact, evidence, relevant, irrelevant,
opinion, main argument. Have these vocabulary words up on a
word-wall or have them define them first.
Show or read a debate on the topic. Have the students take
notes or highlight the debate. Make sure they are
differentiating between fact and opinion. They need to
determine each debater’s main argument after doing both.
Central Message:
Video games are probably not
harmful, but kids should not be
able to buy them until they are of
age.
Central Message:
Violent video games are
corrupting the nation’s youth.
Central Message:
It is unclear whether video games
are harmful, but there is
substantial reason to think they
are.
Facts:
5% of video games are rated
‘Adult’.
Facts:
A study found that 130,000 kids
were more likely to become more
aggressive after playing violent
video
Facts:
Psychological studies have found
that the behavioral result of
playing violent video games is
unclear.
Opinions:
Video games are trash.
Opinions:
Concerned parents should know
what games their kids are playing
and they should even play the
games themselves.
Government found no direct link
between violent games and
aggressive behavior.
Opinions:
Films are just as violent and kids
watch plenty of those.
Censorship is the real problem.
Claim:
Claim:
Claim:
Video games are probably not
harmful, but kid should not be able
to buy until they are of age,
anyway.
Violent video games are corrupting
the nation’s youth.
It is unclear whether video games
are harmful, but there is
substantial reason to think they
are.
Fact(s):
Fact(s):
Fact(s):
No direct link between video
games and violent behavior.
A study found that 130,000 kids
were more likely to become more
aggressive after playing video
games.
Psychological studies have found
that the behavioral result of
playing violent video games is
unclear.
Evidence:
Evidence:
Study
Psychological studies
Relevancy of Evidence (1-4): 1
Relevancy of Evidence (1-4): 3
Relevancy of Evidence (1-4): 2
Explanation: The accessibility of
certain video games has no bearing
on whether they are harmful.
Explanation: The evidence does
make you re-consider if video
games are psychologically healthy.
Explanation: The evidence is
vaguely labeled.
Certain kids cannot get ahold of
video games.
Evidence:
Government study
5% of all games are rated ‘adult’.
Watch it again, this time have the students focus on parsing through
the arguments. Review the following: claim, fact, evidence, and
relevant evidence. Now, have the students review their notes and
figure out what is what.
Show them a simple model of how it should have been done.
Do this for a couple of debates on the topic. Switch the names on the
graphic organizer, but have the students continue to immerse
themselves in the details. Switch between written and video
debates.
Be careful not to rush this! This might be a week-long lesson.
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.
Assessment: Students author a formal argumentative text
to show competency with regards to reading
comprehension, proper use of Tier II and III vocabulary,
writing, and language use. A CCSS aligned rubric is used to
assess writing and language skill, as well as to pinpoint
targeted learning opportunities.
They need to make something tangible!
You should be building up each day to your final project of the week:
A published argumentative essay.
Initial goal: first draft of introductory paragraph.
Slowly build up confidence in their ability to write argumentatively by
having them complete a little at a time. Have the students pre-write if
there is time.
Model what a good introduction is for a piece of argumentative
writing. Show them your best example by thinking aloud, then writing
it in front of them. Include your revisions and editing.
Do violent video games turn normally passive
children into aggressive malcontents? With the popularity
of gruesome video games among pre-teens, it is imperative
that we find an answer to this question. This debate has
been at the forefront of modern psychology for many years
and the answer is ambiguous to say the least. With that
being said, I feel that the evidence shows there is no clearcut correlation between belligerent behavior and the
playing of brutal video games.
Instead of having them write a paper a week and checking it ON YOUR
OWN, have them check each other’s. It is called a formative assessment
for a reason. Using a CCSS Writing Rubric and a list of Tier II vocabulary
words, the students will grade someone else’s paper.
Evaluating other student’s work not only gives the writer immediate
feedback from a peer, but it also deepens the understanding and
strengthens the skill in question of the evaluator. Use editing marks if
needed. Make the criteria
Give the students fifteen minutes to write, give or take.
Then have the students share with ONE other person.
Depending on your class, you split them up anyway you
like. I would try to make sure that they are not too
chummy.
Let them share with the rest of the class! Speaking
is a hidden part of the ELA discipline. Practice this
as much as possible. Socializing will be beneficial
in deepening their understanding.
The next day can just be a continuation of the essay,
delving into the organization of claims, facts, counterarguments, and rebuttals. Do not become attached to
a time frame.
Complete the entire first draft by the end of the week.
It is due when you feel the students have exhibited
quality effort and progress in meeting the standard.
Overall, the students just need practice be detailoriented in regards to dissecting arguments. Is the
claim backed up by a fact? Is the fact supported by
evidence? Is the evidence relevant to the problem in
question?