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Unit Goals
Relevant Standards:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view
with reasons.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion,
and create an organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
Essential Questions: What makes an argument strong?
Enduring Understandings/Take Aways:
Students will understand that opinions must be supported with facts
and evidence.
Students will understand that it is possible to have more than one
strong argument about the same issue.
Content Knowledge:
Students will know that in an effective argument, the speaker or
writer clearly states his or her position, backs it up with multiple
facts, and concludes by restating his or her position.
Students will know that an argument means an explanation of why
an opinion on an issue makes sense.
Skills:
Assessment
Performance Tasks:
Students will debate one-on-one about whether or not their should
be zoos.
Other Evidence to Be Collected:
Students will outline an argument that includes a topic sentence
with their stated position, at least three pieces of evidence that
support that position, and a concluding sentence.
Exit ticket on key components of a good argument.
Student Self-Assessment and Reflection:
Students will write an exit ticket on how they can use what they
learned about making strong arguments and disagreeing
respectfully in real life.
Outline of Lessons
Lesson 1
Objective: Students will be able to articulate why it is important for
an opinion to be grounded in facts and evidence.
Assessment plan: Exit ticket on the components of a strong
argument; observations during group discussion.
Activities:
o Introduce that we will be learning about making strong
arguments and disagreeing respectfully.
o Read-Aloud of Should There Be Zoos.
o Discuss what makes an argument strong.
Lesson 2
Objective: Students will be able to create an outline that includes
introducing the topic they are writing about, stating an opinion, and
listing reasons based in evidence.
Assessment plan: Look at student work on their outlines.
Activities:
o Minilesson on how to structure an opinion piece, including to
introduce the topic, state your opinion, give your reasons
(which should state facts,) and conclude by restating your
opinion.
o Students will be assigned a position about zoos to write on
and using a graphic organizer with this outline, write their
argument.
Lesson 3
Objective:
o Students will be able to articulate why some questions,
instead of having right answers, have multiple well-supported
opinions.
o Students will be able to think critically about an opinion other
than their own.
Assessment plan: Listen in to student conversations in which they
debate whether there should be zoos and give feedback on each
others arguments; exit ticket on how they can use what they
Lesson 1
Topic, class, and level Thoughtful Arguments, 3rd Grade
Date for implementation: 12/8/14
Conceptual Framework: To what important concept, essential question,
enduring understanding, or big idea in the discipline does this lesson
connect?
Essential Question: What makes an argument strong?
Enduring Understandings/Take Aways:
o Students will understand that opinions must be supported
with facts and evidence.
o Students will understand that it is possible to have more than
one strong argument about the same issue.
Standards: MA, Common Core, WIDA or other Standards for this
lesson or unit:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view
with reasons.
Knowledge/Understandings: What should the students know and
understand at the end of this lesson?
Students will know that in an effective argument, the speaker or
writer clearly states his or her position, backs it up with multiple
facts, and concludes by restating his or her position.
Students will know that an argument means an explanation of why
an opinion on an issue makes sense.
Skills: What will the students be able to do when this lesson is over?
Students will be able to identify strengths in an argument.
Assessment. How will you check for student achievement and
understanding?
Students will get a printout of two arguments from the book Should
There Be Zoos, one pro and one against, and will highlight the
different elements of an argument in different colors.
Students will write an exit ticket on what makes an argument
effective or convincing.
Students who are finished can get a copy of the whole book to
begin highlighting which facts are the most striking or convincing to
them.
Lesson 2
Topic, class, and level Thoughtful Arguments, 3rd Grade
Date for implementation: 12/9/14
Conceptual Framework: To what important concept, essential question,
enduring understanding, or big idea in the discipline does this lesson
connect?
Essential Question: What makes an argument strong?
Enduring Understandings/Take Aways:
Students will understand that opinions must be supported with facts
and evidence.
Students will understand that it is possible to have more than one
strong argument about the same issue.
Standards: MA, Common Core, WIDA or other Standards for this
lesson or unit:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view
with reasons.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion,
and create an organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
Knowledge/Understandings: What should the students know and
understand at the end of this lesson?
Students will know that when making an argument, they need to
clearly state their position, back it up with multiple facts, and
conclude by restating their position.
Skills: What will the students be able to do when this lesson is over?
Lesson 3
Topic, class, and level Thoughtful Arguments, 3rd Grade
Date for implementation: 12/10/14
Conceptual Framework: To what important concept, essential question,
enduring understanding, or big idea in the discipline does this lesson
connect?
Essential Questions: What makes an argument strong?
Enduring Understandings/Take Aways:
Students will understand that opinions must be supported with facts
and evidence.
Students will understand that it is possible to have more than one
strong argument about the same issue.
Standards: MA, Common Core, WIDA or other Standards for this
lesson or unit:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view
with reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
Knowledge/Understandings: What should the students know and
understand at the end of this lesson?
Students will know that when making an argument, they need to
clearly state their position, back it up with multiple facts, and
conclude by restating their position.
Students will know that an argument means an explanation of why
an opinion on an issue makes sense.
Skills: What will the students be able to do when this lesson is over?
Potential Pitfalls and Reflection: What difficulties can you predict (or did
you discover as you taught) that your students may find challenging or have
misconceptions about? How will you address those confusions?
Students might not be very good at thinking critically and realizing
weaknesses in arguments. They also might not be very tactful
about telling their partner about something that needs to be
improved.
5/4/15 9:48 PM
Day 1
I just taught the first lesson. I felt good about it. I was nervous that
I would lose track of what I wanted to be doing when, but I knew
the lesson well, so that did not happen. I did not anticipate how
long the students would need to write down their feelings about
zoos. Even writing short amounts takes time for them. I also did
not anticipate how badly they all would want to talk about their
opinions about the issue. I think I will continue to work on getting
them away from their own opinions and focused on the strength of
the arguments in a more objective way, since I think this is a hard
skill, but important. That being said, I want to add in some time at
the end for them to talk about their own opinions after theyve
spent time thinking about both sides. I forget what the exit ticket is
at the end of the unit, but I want them to talk about what they
think now and why, and if their mind changed at all, and what
changed it.
Based on coming around to them and looking at their work, I can
see that they have trouble differentiating between specific examples
and pieces of evidence and transitions, and even more trouble
differentiating between reasons and the facts that support those
reasons. I decided quickly that this was not my objective, so it was
okay if those were conflated as long as they were differentiating
facts from speculation. I was excited to have Lily GJ point out to me
that the article says Animals are in danger in the wild, and that
she does not think that is a fact because she thinks animals evolved
to live in the wild. I loved that she noticed that this was a claim that
was not necessarily fact. I pushed her to be on the lookout, though,
for evidence for that claim, because even if she disagrees, they
might have included evidence that is factual and she has to
recognize that. Most students did not notice those distinctions like
she did.
As students finished, I told them to write about what makes an
argument convincing, then star the points that were most
convincing to them. Many of them asked me if I meant what makes
these specific arguments convincing or what makes an argument in
Day 2
Day 3
5/4/15 9:48 PM
Pro:
Against:
Needs more support:
Jack and Matty
Zoe and Courtney
Hogie and Rowen
Middle:
Michaela, Rachel, and Molly