- 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)
Long Term Learning Targets
Supporting Targets
- I can evaluate two arguments for the same claim to identify which is the strongest.
- I can evaluate Michael Pollan’s argument on pages 161–166 of The Omnivore’s Dilemma for sound reasoning and sufficient relevant evidence to support the claim.
- I can identify irrelevant evidence in a text.
Ongoing Assessment
- Evaluating an Argument graphic organizer for pages 161–166
Agenda
Agenda | Teaching Notes |
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1. Opening A. Unpacking Learning Targets (2 minutes) 2. Work Time A. Comparing Two Arguments (10 minutes) B. Identifying the Claim and Relevant Evidence (10 minutes) C. Evaluating an Argument: Sufficient Evidence and Sound Reasoning (15 minutes) 3. Closing and Assessment A. Identifying Irrelevant Evidence (8 minutes) 4. Homework A. Read Chapter 20 of The Omnivore’s Dilemma. Begin filling in the Food Chain graphic organizer for Michael Pollan’s hunter-gatherer food chain. |
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Vocabulary
evaluate, argument, claim, relevant, irrelevant, sound, sufficient
Materials
- Example of Strong and Flawed Arguments (one per student and one for display)
- The Omnivore’s Dilemma, Young Readers Edition (book; one per student)
- Evaluating an Argument graphic organizer for pages 161–166 (one per student; one for display)
- Evaluating an Argument graphic organizer for pages 161–166 (answers, for teacher reference)
- Example of Irrelevant Evidence: Page 162 of The Omnivore’s Dilemma Rewritten (one per student; one for display)
- Food Chain graphic organizer (from Lesson 2; one new blank copy per student)
Opening
Opening | Meeting Students' Needs |
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A. Unpacking Learning Targets (2 minutes)
* “I can evaluate two arguments for the same claim to identify which is the strongest.” * “I can evaluate Michael Pollan’s argument on pages 161–166 of The Omnivore’s Dilemma for sound reasoning and sufficient relevant evidence to support the claim.” * “I can identify irrelevant evidence in a text.”
* “What does ‘evaluate a claim’ mean?”
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Work Time
Work Time | Meeting Students' Needs |
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A. Comparing Two Arguments (10 minutes)
* “What is the claim the author is making?”
* “Is the evidence in this argument relevant? Does it support the claim?” * “Is the evidence sufficient? Is there enough of it?”
* “What about the reasoning? Is it sound reasoning? Think about this passage, ‘Turkey could be from nature or industry, and macaroni and cheese tastes so good, so we better eat food from nature.’”
* “Is it a strong argument? Why/why not?”
* “How is this argument stronger than the first argument? Think about the use of evidence and reasoning.”
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B. Identifying the Claim and Relevant Evidence (10 minutes)
* “I can evaluate Michael Pollan’s argument on pages 161–166 of The Omnivore’s Dilemma for sound reasoning and sufficient relevant evidence to support the claim.”
* “What do you notice?” * “What do you wonder?”
* “What is relevant evidence?”
* “Why is that relevant evidence?”
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C. Evaluating an Argument: Sufficient Evidence and Sound Reasoning (15 minutes)
* “Does it connect to the claim?” * “Does it offer specific, concrete facts, statistics, or examples?”
* “What is sufficient evidence?”
* “So how much evidence is enough?”
* “What is sound reasoning?”
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Identifying Irrelevant Evidence (8 minutes)
* “What is irrelevant evidence?”
* “How is the rewritten excerpt different from the original? How is Michael Pollan’s better?”
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Homework
Homework |
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