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Samantha Watts LAE 3333-Amy Piotrowski October 28, 2013 Argumentation Essays and The Metamorphosis Rationale The purpose of this lesson is to improve the students ability to form a valid argument through specific details and support. Students will have to consider what a valid argument is, and what constitutes the validity of an argument and what takes away from it. Students will be required to dissect their arguments and find in-text citations to support and clarify their claims. In this way students will learn how to better communicate an idea in their writing and spoken conversations. Common Core Standards Applicable Common Core Standards for Grades 9/10 are: Reading: CCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing: CCSS.ELA-Literacy.W.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Writing: CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. 2.4.1 Determine how to act on information (accept, reject, modify). 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. 2.4.2 Reflect on systematic process and assess for completeness of investigation. Goals/Objectives Students will be able to: Identify supporting details in text Draw connections between these supporting details as support for their claim

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Compile details into coherent essay, and validate claims Know how to make a valid argument and maintain a formal voice

Materials First draft essay of The Metamorphosis Physical copy of The Metamorphosis Anticipatory Set Begin discussion on arguments, starting with the statement, Peanut butter and jelly sandwiches are the best sandwich in the world. Then require students to answer why? Urge students to be specific, question them, But why is it better than a ham sandwich? Why should I believe what you say? Then ask, What makes an argument valid? Stress details, in text citations and formality. Then reconnect the discussion with the prompt, Gregor is sympathetic/unsympathetic because Teaching Strategy/Procedure/Activity Time Allowed: 5 minutes Students will: Actively participate in discussion, raise points, engage/question each other. Teacher will: Lead discussion in the right direction, guide students to focus of the importance of details and elaboration to support argument. Walk around room, make sure students are on task and answer questions when needed.

10 minutes

5 minutes

Think-pair-share: Students will pick a partner, and trade papers. They will read over each others paper, and edit/suggest parts that need elaboration. They will discuss one anothers paper and how to improve their argument while also gaining a different perspective on the text. Openly discuss issues they found in papers, and what scenes from the text can be used to either prove or disprove one anothers claims.

Keep discussion on topic, and maintain friendly atmosphere. Offer suggestions.

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Summary/Closure Students will take their essays home to revise with the final class discussion and think-pair-share comments in mind. This sets the students up to begin thinking about and pay better attention to details in text, and also develop a keener eye when editing papers. Process will continue throughout paper writing and editing in class. Assessment Revised papers will be used as a means of measuring students growth and future papers will be graded with these discussions and lessons in mind. Homework/Follow-up Assignment Students will be required to take their essays home and revise them, with the lesson in mind during their revisions. Attachments No attachments Accommodations Students receiving special education services will be provided the following accommodations as per their IEP: preference seating, more time, individual time with instructor. Lesson is divided between discussion and group work, so if student is unable to hear or communicate a translator will be provided. If student cannot work with another student, they will work individually with instructor, or alone. Handouts in large print will be provided, in addition to recording or written copy of discussion highlighting main points for visual or hearing impaired. Citation Kafka, Franz. (1915). The Metamorphosis.

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