Unit 1, Week 2
Argument Writing
Argument Writing: Claim and Evidence
Learning Objectives
Writing
I DO:
Toward the end of the week (after students have examined the quote and political cartoons and have a strong understanding of individualism and collectivism), introduce “Argument Writing,” soliciting ideas from students as to what this entails. Co-create an anchor chart that lists all the important elements of argument writing, while explaining what each of these elements are (claim, evidence, warrant).
WE DO:
Ask students to think about the concepts of individualism and collectivism. Have them talk in partners or groups about what each term means. Then, ask students which philosophy they believe in more strongly. Give them time to Think, Pair, Share
YOU DO:
Have students write about what they believe is the stronger way of organizing a society (state a claim) and why (reasons/evidence). They can pull evidence from any of the texts or multimedia discussed thus far in class, as well as their own ideas and experiences. If needed, first model writing in this format, choosing a topic different from this one to avoid students feeling conflicted about “copying” your work. Circulate as students write and provide guidance as needed. Use this writing assignment to inform subsequent instruction in argument writing.
Learning Objectives
Writing
- With some guidance and support from peers and adults, develop writing as needed by planning.
- Introduce claim(s) and organize the reasons and evidence clearly.
- Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
I DO:
Toward the end of the week (after students have examined the quote and political cartoons and have a strong understanding of individualism and collectivism), introduce “Argument Writing,” soliciting ideas from students as to what this entails. Co-create an anchor chart that lists all the important elements of argument writing, while explaining what each of these elements are (claim, evidence, warrant).
WE DO:
Ask students to think about the concepts of individualism and collectivism. Have them talk in partners or groups about what each term means. Then, ask students which philosophy they believe in more strongly. Give them time to Think, Pair, Share
YOU DO:
Have students write about what they believe is the stronger way of organizing a society (state a claim) and why (reasons/evidence). They can pull evidence from any of the texts or multimedia discussed thus far in class, as well as their own ideas and experiences. If needed, first model writing in this format, choosing a topic different from this one to avoid students feeling conflicted about “copying” your work. Circulate as students write and provide guidance as needed. Use this writing assignment to inform subsequent instruction in argument writing.