- I can determine a speaker’s argument and specific claims. (SL.8.3)
- I can evaluate the reasoning and evidence presented for soundness and relevance. (SL.8.3)
- I can identify when irrelevant evidence is introduced. (SL.8.3)
- I can identify the argument and specific claims in a text. (RI.8.8)
- I can evaluate the argument and specific claims in a text (assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims). (RI.8.8)
- I can identify when irrelevant evidence is used. (RI.8.8)
- I can use my experiences and my knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively. (RI.8.9a)
Long Term Learning Targets
Supporting Targets
- I can determine the speaker’s argument and claims and evaluate the reasoning and evidence she has used to support her claim in the interview clip.
- I can identify irrelevant evidence that the speaker has used in the interview clip.
- I can evaluate Michael Pollan’s argument on pages 73–75 of The Omnivore’s Dilemma for sound reasoning and sufficient, relevant evidence to support the claim.
- I can identify irrelevant evidence.
Ongoing Assessment
- End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech
- End of Unit 1 Assessment Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt of The Omnivore’s Dilemma
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Homework: Voting with Your Fork (3 minutes) B. Unpacking Learning Targets (2 minutes) 2. Work Time A. End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech (17 minutes) B. End of Unit 1 Assessment Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt from The Omnivore’s Dilemma (18 minutes) 3. Closing and Assessment A. Developing a Claim (5 minutes) 4. Homework A. Finish filling in the End of Unit 1 Assessment Part 3: Developing a Claim and practice using it to advocate persuasively to be ready for the assessed Fishbowl discussion in the next lesson. Refer to the Advocating Persuasively Checklist filled in by your peer in Lesson 13 to help you improve the way you advocate persuasively. Remember to try to keep your presentation to about 1 minute. |
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Vocabulary
Do not preteach vocabulary in the assessment.
Materials
- End of Unit 1 Assessment, Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech (one per student)
- “Organic Eggs vs. Conventional Farm Eggs, Free Range Chickens, & Ethical Animal Treatment Vital Farms” interview clip 0:36-3:00, and the technology to play it to the whole group
- End of Unit 1 Assessment, Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt of The Omnivore’s Dilemma (one per student)
- End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech (answers, for teacher reference)
- End of Unit 1 Assessment Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt of The Omnivore’s Dilemma (answers, for teacher reference)
- The Omnivore’s Dilemma, Young Readers Edition (book; one per student)
- End of Unit 1 Assessment Part 3: Developing a Claim (one per student)
- Advocating Persuasively Checklist (filled in for students by peers in Lesson 13)
- NYS 2-Point Rubric—Short Response (for teacher reference).
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Homework: Voting with Your Fork (3 minutes)
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B. Unpacking Learning Targets (2 minutes)
* “I can determine the speaker’s argument and claims and evaluate the reasoning and evidence she has used to support her claim in the interview clip.” * “I can identify irrelevant evidence that the speaker has used in the interview clip.” * “I can evaluate Michael Pollan’s argument on pages 73–75 of The Omnivore’s Dilemma for sound reasoning and sufficient, relevant evidence to support the claim.” * “I can identify irrelevant evidence.”
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Work Time
Work Time | Meeting Students' Needs |
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A. End of Unit 1 Assessment Part 1: Evaluating the Argument, Reasoning, and Evidence in a Speech (17 minutes)
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B. End of Unit 1 Assessment Part 2: Evaluating the Argument, Reasoning, and Evidence in an Excerpt from The Omnivore’s Dilemma (18 minutes)
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Closing & Assessments
Closing |
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A. Developing a Claim (5 minutes)
*“Now that you have read a lot of The Omnivore’s Dilemma, which of the four meals you were invited to choose from at the beginning of the unit would you choose to feed your family? Why?”
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Homework
Homework |
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