Académique Documents
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Plan: Workshop
Plan: Mini-Lesson
Plan:
Do Now
Classroom
Arrangement
Materials
Students Will Be Able To: define and identify an authors claim, evidence, and counterclaim
CCSS.ELA-LITERACY.RI.8.8
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.
CCSS.ELA-LITERACY.RI.8.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to
conflicting evidence or viewpoints.
Teacher Materials:
1. Google Slides Presentation
2. Mini-Lesson Writing Skill #2: Parts of a Strong Argument Answer Key
3. Identify Parts of a Strong Argument Handout Answer Key
4. Six Boxes of Markers or Highlighters (must have atleast 5 different colors)
Student Materials:
1. Red Genius Hour Folders
2. Journal Prompt
3. Mini-Lesson Writing Skill #2: Parts of a Strong Argument
4. Identify Parts of a Strong Argument Handout
Students:
o Students will be seated at their small group tables in assigned seats.
o Two students will have the opportunity to sit on the green couch to work.
o One students will have the opportunity to sit on the blue chair by the window.
Teacher:
o Teacher will circulate throughout the classroom during student/teacher conferencing.
Journal & Share Out Journal Responses (10 min.)
- Describe the last argument you had with someone and won. What were you arguing about and who were you arguing
with?
-What did the other person say to try to convince you to agree with them?
-How did you finally convince the other person to agree with you?
-Put journal response in the brads of the folder to save for later.
Mini-Lesson Outline (10 min.)
1. Students have the opportunity to share their journal response with the class.
2. Why are strong arguments important?
3. Skill #2: Parts of a Strong Argument
Define vocabulary words
Set purpose for reading: Identify the claim, citation/context, evidence, counterclaim and rebuttal
Students read #BlackLivesMatter excerpt from IndyKids and students (in pencil) label each of the elements of a
strong argument (formative assessment)
Teacher then models how to analyze a strong argument by color-coding the BlackLivesMatter excerpt
Student Workshop Plan (30 min.)
1. Students now analyze and color-code the reliable source article they found online.
2. If students finish early, they can show a parter at their table their color-coded analysis and get their feedback.
Student/Teacher Conferences:
1. As the teacher circulates around the room, look for excellent examples of annotations to showcase with the document
camera during the wrap up.
2. Clarify misconceptions that occur as students work independently.
Plan: Wrap Up
Anticipating
Student
Responses
Accomodations
Wrap Up (5 min.)
1. Reiterate the objective and clarify any misconceptions that occurred during workshop time.
Student Exit Ticket (5 min.)
1. Students share out their annotated article on the document camera