Murder Arguments, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. Note: Quiz will be on Tuesday!
2. We will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.
3. Students will write a thesis statement based on the class discussion of the case.
4. We will watch a video on ethos, pathos, and logos to introduce the concept to students.
5. Students will complete a worksheet and a question trail on ethos, pathos, and logos.

Murder Arguments, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can write a thesis statement.
• I can organize evidence to support a claim.
• Include evidence relevant for and against an argument. 

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will unscramble example sentences and rewrite them so they contain appositive phrases. 
2. As a class we will review the definition of murder and the requirements for each of the types of murder charges.
3. Time permitting, we will go through the evidence from an example case and determine what type, if any, murder charge should be made against the suspect.

Argumentative Essay Structure Review, Day 2

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can define claims.
• I can define argument. 
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify the appositive phrase in examples sentences on the board. 
2. As a class we will review the required elements of a thesis statement in addition to the characteristics of a good thesis statement.
3. The students will work in small groups to revise several example thesis statements.

Argumentative Essay Structure Review, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify appositives in a sentence.
• I can define claims.
• I can define argument. 
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will take notes on appositives and identify the appositive phrase in examples sentences on the board. 
2. As a class we will read through the example essay "Making the Case for Gum in School"and discussion the elements of an argumentative essay (hook, thesis, supporting arguments, counter-argument,  transitions, and a conclusion) and whether or not the example contains those elements.
3. Students will take notes over the characteristics of a good thesis statement.

Resources:

• Characteristics of a Good Thesis Statement