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Introduction to the Social Justice Unit Monday, February 25, 2013 Ms.

Cogdill Context: The purpose of this lesson is to have students research supporting details and facts that they can use in their speeches on social justice. During the last class, the students were required to pick an overarching social justice theme, and once they had done this, they picked a more focused topic they wanted to write about for their speech. They were then asked to list 35 supporting details that they thought would make good arguments for their position on the topic. In the computer lab today, the students will be looking for 3 credible sources to use in their speech to support the statements and arguments that they make. Lesson Objectives: Students will be able to support their argument with published facts and statistics. Students will be able to work productively as an individual at their computer. Students will be able to fully complete the organizer given to them to help build their outline. Common Core Standards Met: W8.1 Write arguments to support claims with clear reasons and relevant evidence. (Writing their speeches covers all of the sub categories under W8.1 as well) Approximate Time: 50 minutes Lesson Procedure: 1. As the students arrive in the lab, direct them to a general row to sit in to avoid any behavior issues during the class. Bridge (5-7 minutes) 2. Handouts -Pass out the first handout that goes over how to find credible sources, and what the students are expected to gather while they find their sources. -Pass out the second handout and go over the graphic organizer on the back that the students will be required to fill out as they research. Research Time (40 minutes) 3. Allow students to log on to the computers and begin their research. -Circulate the room and answer any questions the students may have about sources, filling out the sheet, etc. -Keep students on task, and keep the talking to a minimum. Closing (3 minutes) 5. Remind students that they have a quiz the following day on Active and Passive Voice. -Also remind students to not lose the organizer because they will need it again to create their rough drafts. Evaluation Methods: Students will be evaluated on the completion of their organizer during class the following day as a participation grade.

Modifications: There are no real modifications for this class; simply answering questions as they arise for each individual class will suffice. Materials: Resource handout (attached) Graphic Organizer (attached)

What makes a good/credible source? The authors credentials: -Experience in the field -Degrees -Reputation Relevance: -When was the source published? -Does this relate to my argument? -Look for sites that end in .edu and .org -Look for news articles, research papers, or other well-known publications What should you NOT use? -Nothing from Wikipedia -Do not simply say that Google is your source; you did not use the entire internet -No blogs, or other random websites You need to have AT LEAST 2 sources for your speech. If you are going to recognize a counter argument, you should have a source for this in addition to the 2, which would make 3 sources total. Your most common source will probably be articles that are published online. So what information do you need to gather for your source? For articles found on a website: Article Title Author Website Title Website URL Date the article was published Date you accessed the article

When you create your Works Cited page, you will need to have your source information created and listed in MLA format. The easiest way to do this is: Once you have gathered the necessary information from your source, go to www.easybib.com. This website lists all the necessary fields you need to have completed for your particular source (when available) and you can change the type of source as well. This site will create the citation for you based on the information you give it. MAKE SURE TO COPY DOWN THE CITATION! IT IS A REQUIREMENT FOR YOUR SPEECHES TO HAVE A WORKS CITED PAGE!

Student Name
PERSUASIVE WRITING makes a claim, offers reasons for that claim, and provides examples or details that illustrate the reasoning. A persuasive essay includes: A clear statement of the writer's position and an awareness of audience Facts, examples, and other details supporting that position Awareness of counter-arguments that might be posed A clear organization Persuasive language

ORGANIZING TO PERSUADE:
INTRODUCTION Open with an attention grabber Present your thesis statement (position on topic) STATEMENT OF ARGUMENTS (Reasons) Present your arguments and support them with facts, examples, and details Always tie your arguments back to your topic CONSIDER COUNTER-AR6UMENTS Present the strong arguments against your position Show how these arguments are weak, faulty, or illogical. Emphasize that your ideas are stronger, better. STRONGEST ARGUMENT Introduce your strongest argument. Make a case that even without your other arguments; this one is enough to make your case. Use strong, persuasive language CONCLUSION Summarize all of your arguments Restate your thesis (position) Close with a memorable statement, image, story, phrase
SUPPORT ARGUMENTS WITH

Facts Statistics Expert Opinions Personal observations Strong Images Emotional language

PERSUASIVE ESSAY GRAPHIC ORGANIZER

THESIS (POSITION or CLAIM)

FIRST ARGUMENTS

SUPPORTING DETAILS FOR FIRST ARGUMENTS

COUNTER-ARGUMENTS

DETAILS TO REFUTE FOR COUNTER ARGUMENTS

STRONGEST ARGUMENT

DETAILS TO SUPPORT STRONGEST ARGUMENT