Unit 3:
This Unit we will be focusing on arguments. Students will learn all the components of making a good and valid argument. Students will be able to find the claim, evidence, reasons to support the evidence, and the conceding statement. Once students are able to locate and explain them in a reading passage, students will then be asked to write a valid argument on their own.
Unit Theme; WHat's the Point?
Essential Question: What role can an argument play in creating change?
Learning Targets:
Reading:
Performance Task / Extended Response:
Write and essay that supports the idea of setting aside and protecting a large amount of territory for elephants in their native land. State the benefits for both elephants and humans and any problems that might be created by removing that land from other uses. Include at least three details from the article to support your argument.
In your essay be sure to:
Unit Final Exam: 100pts Approximate date: February 23rd
~Students will be assessed through multiple choice, short response and extended response questions. Students should review assignments, notes, and feedback in order to prepare for the exam.
Formal Writing/Culminating Activity: 100pts Approximate Start Date: February 8th
Students will write an argument essay including an introduction paragraph to an argument essay. Feedback will be given and students will make corrections. Students will write the body to the essay and get feedback for corrections. Students will write the conclusion and get feedback for corrections.
Task: Students will write a speech for a debate. They will then give an oral presentation 4 to 5 minutes. Each student using two and a half minutes for each side to state their argument. The group will grade both participants using a template checking off all requirements for the debate. They will determine who won the debate.
Learning Activities:
Your child will be completing a variety of learning activities in class that reflect the learning targets for Unit 3. These will be graded, and you will be able to track your child’s progress online. For more information about the learning activities please use the tab under clear expectations bar.
Texts:
"Should the Driving age be Rasied?"
"Hang up and Drive"
”Chicago School Bans Lunches Brought from Home.”
"Lift the Cell Phone Ban.”
"More Schools use Cell Phones for Learning Tools.”
“Are Sports too Intense for kids.”
“Should Kids play Football.”
"Do you want to be a Youtube Star?"
”Do Photoshop Pictures Hurt Teens.”
"Should Kids Learn Cursive.”
This Unit we will be focusing on arguments. Students will learn all the components of making a good and valid argument. Students will be able to find the claim, evidence, reasons to support the evidence, and the conceding statement. Once students are able to locate and explain them in a reading passage, students will then be asked to write a valid argument on their own.
Unit Theme; WHat's the Point?
Essential Question: What role can an argument play in creating change?
Learning Targets:
Reading:
- Explain the structure of an argument.
- Identify a claim made by an author in a text.
- Identify and explain reasons that an author uses to support a claim.
- Distinguish claims that are supported by reasons and evidence and those that are not.
- Determine relevance of evidence an author uses in an argument.
- Construct an argument to support a claim with clear reasons and relevant evidence by:
- Introducing a claim.
- Supporting your claim with clear reasons
- Supporting your claim with relevant evidence.
- Providing an effective conclusion/concluding statement.
Performance Task / Extended Response:
Write and essay that supports the idea of setting aside and protecting a large amount of territory for elephants in their native land. State the benefits for both elephants and humans and any problems that might be created by removing that land from other uses. Include at least three details from the article to support your argument.
In your essay be sure to:
- Support the argument of setting aside and protecting territory for elephants in their native land
- State the benefits for both elephants and humans
- Present any problems that might be created by setting aside this land
- Use at least three details from the passage to support your answer
Unit Final Exam: 100pts Approximate date: February 23rd
~Students will be assessed through multiple choice, short response and extended response questions. Students should review assignments, notes, and feedback in order to prepare for the exam.
Formal Writing/Culminating Activity: 100pts Approximate Start Date: February 8th
Students will write an argument essay including an introduction paragraph to an argument essay. Feedback will be given and students will make corrections. Students will write the body to the essay and get feedback for corrections. Students will write the conclusion and get feedback for corrections.
Task: Students will write a speech for a debate. They will then give an oral presentation 4 to 5 minutes. Each student using two and a half minutes for each side to state their argument. The group will grade both participants using a template checking off all requirements for the debate. They will determine who won the debate.
Learning Activities:
Your child will be completing a variety of learning activities in class that reflect the learning targets for Unit 3. These will be graded, and you will be able to track your child’s progress online. For more information about the learning activities please use the tab under clear expectations bar.
Texts:
"Should the Driving age be Rasied?"
"Hang up and Drive"
”Chicago School Bans Lunches Brought from Home.”
"Lift the Cell Phone Ban.”
"More Schools use Cell Phones for Learning Tools.”
“Are Sports too Intense for kids.”
“Should Kids play Football.”
"Do you want to be a Youtube Star?"
”Do Photoshop Pictures Hurt Teens.”
"Should Kids Learn Cursive.”