Unit Name: Argument, Unit 5

Approximate Timeline: ________5 days________ Grade: 7 Lesson ___1___- Day(s)_1-3

Standard(s) RI.7.8 Trace and 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. Learning Target(s) I can assess whether the reasoning is sound and the evidence is relevant to support a claim. I can trace and evaluate arguments and claims. Focus Lesson (Purpose and Modeling)- I do it. Whole group (10-15 minutes) Modeling: The teacher will take students through a court case on You Be The Judge with a think aloud, evaluating the evidence presented in a court case. (Vandalism case) Guided Instruction- We do it. Small groups or whole group (25-30 minutes) Collaborative Learning- You do it together. Small groups (30 minutes) Students will evaluate the evidence presented in a case after teacher think aloud example. Students will make predictions using evidence and inferences at the end of each segment. Teacher will provide form for making these observations. We will use the video Burglary for this part of the lesson from the website. (See Resources) Independent Learning (5 minutes) The student will evaluate the evidence and inferences made in the Teen Crime case. Closure (5-10 minutes) Day 1: Students give thumbs up/thumbs down to questions posed by teacher. Day 2: Students combine groups to discuss their predictions and evidence from Burglary. Formative Assessment Student independent assignment from Teen Crime case will be used as formative assessment to check for understanding of learning targets. Resources Ybtj.justice.gov.uk website

Lesson ___4____- Day(s) 4-5 Standard(s) RI.7/8.8, W.7/8.1 Learning Target(s) I can write an argument with clear reasoning and relevant evidence. I can provide a concluding statement or section that flows from the presented argument. (7th grade) I can trace and 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. (8th grade) I can 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. 1

Focus Lesson (Purpose and Modeling)- I do it. Whole group (10-15 minutes) The teacher will show a video from The Teaching Channel of students discussing opposing claims made in two articles. The students will then analyze two authors arguments about violence in YAL. Guided Instruction- We do it. Small groups or whole group (25-30 minutes) The teacher will lead a close reading of our first article titled Darkness too Visibie by MeghanCoxGurdon.Students willbetracingandevaluatingargumentsandassessingwhetherthereasoningissoundandtheevidenceis sufficienttobacktheauthorsclaims.Studentswillbecitingtextspecificexamplesintheirdiscussion.

Collaborative Learning- You do it together. Small groups (30 minutes) Students will work with a partner to discover textual evidence in the article Why the Best Kids Books Are Written in Blood by Sherman Alexi to refute the claims made in the Gurdon article. Independent Learning (5 minutes) Closure (5-10 minutes) Teacher will take an informal vote to find out which students agree with which author. Formative Assessment The students will work independently to formulate a paragraph to explain which side they agree with citing textual evidence to support their claim. Resources Darkness too Visible article from New York Times http://online.wsj.com/news/articles/SB10001424052702303657404576357622592697038 Why the Best Kids Books are Written in Blood article from the New York Times http://blogs.wsj.com/speakeasy/2011/06/09/why-the-best-kids-books-are-written-in-blood/