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Lesson Plan 5

Class 5/6th Grade Subject: Language Arts/Writing Teacher: Ms. K

Know Components of a strong argument


Objective Understand How to distinguish strong from weak arguments
Do Compare two arguments and determine which is stronger

Differentiation Students work with partners

Teaching aids Copies of Scholastic Scope Magazine, Argument Chart, Sentence Starter Chart

Introduction Time
Each group has a definition to one of the vocabulary words on the board. Talk with your partner to 5
figure out which word is the match to your definition. Your group will be asked to match the definition min
on the board. (See attached picture)
Body Time
1. Hand out the article, Should Josh Become A You-Tube Star and Sorry, Kiddo. You Arent 35
Ready min
2. Read the article Should Josh Become A You-Tube Star out loud and help students with
unknown vocabulary words
3. Ask students to work in their group and underline the claim and put stars next to all the pieces
of evidence. They can use a highlighter instead if the choose. Advise them that they will have
5-6 minutes. Then discuss as a whole class.
4. Turn the article over and read, Sorry, Kiddo. You Arent Ready out loud and help students with
unknown vocabulary words.
5. Ask students to work in their group and underline the claim and put stars next to all the pieces
of evidence. They can choose to use highlighters instead. Advise them that they will have 5-6
minutes. Then discuss as a whole class
6. As a class, discuss which argument is stronger,

Conclusion Time
After our discussions, students will have to pick a side and write a one-paragraph essay on which argument 20
is stronger and why using their CSEW graphic organizer. min

Assignment N/A
The lesson went quite well. Students were all participating and engaged.

They are still struggling with opinion and fact/evidence. Do a separate lesson on opinion vs.
fact.
Reflection

Lesson borrowed from Lynn Edler Argument Unit