Lesson #3: What is an Argument & Claim?

Friday, November 8th

Lesson
Gr. #3 Studies:
4 Social – What isGuidelines
an Argument?
of Inquiry Miss. Morris
Duration: 44 minutes

LESSON FOCUS
The focus of the lesson is making an argument then learning how to establish a claim
from their chosen argument. The purpose is to develop the student’s critical thinking
Focus skills and analysis. This lesson will call on students to develop what an argument is how
we use a claim in our arguments.
A small group of students need further instruction in the use of how to make an argument
Rationale and start a claim in order to meet curriculum expectations.

Students will:
• establish what an argument is and what a claim is
Objectives • evaluate and choose their own reasoning why to support their argument within their
group
• Determine arguments in favor of and against a claim
ROOM SET UP / MATERIALS
• Get the identified materials and
have them ready to hand out or
• SMART board
Prior to present
• Graphic organizer
Lesson • Have the portable SMART Materials o Argumentative
(Setup): Board ready • Colour sticky note à Exit slip
• Split the class in
half/tables/chairs

PROCEDURE

Introduction (5-8 mins.) Assessment/Notes

[TRANSITION:]
Have the students come and find a seat even though the class is split in half
because of the desks. Once everyone has found a seat/table, start class

„ Have the 10
• Before telling the students what they are learning today, read out the piece
questions ready to
of slips students wrote on (lesson 2, write an issue question about school or
the community)
„ Make sure everyone’s
o The teacher ahead of time would have selected 10 slips that were
eyes and ears are on
going to be read aloud (chose strong issue questions)
the teacher
• Once the teacher has read 10 issue questions, the class will vote which one
they believe was the best question
o Remind the students is the question a good issue, can you relate to
the question (school or community issue)
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 Lesson #3 – What is an Argument? Miss. Morris

• Once the vote is done, use the question that won for the activity
(Philosophical Chairs)

[TRANSITION:]
Introduce the first Activity, wait till you have all students’ ears and eyes on
teacher

Body (34 mins.): Assessment/Notes

ACTIVITY #1 – Philosophical Chairs [32 mins.]
• Ask the students why they think the room is divided?
• Then introduce what an argument and claim is through examples and notes
„ For the activity, have
• Then play a clip-on YouTube which will visually and verbally explain more in
the piece of paper
depth of how we use a claim into our arguments
ready to read to the
• After the video is done answer any questions
students
o Give one or 2 more examples of an argument and a claim for a
better and clear understanding
„ Make sure all
students picked a
• Then start getting into the activity
group (no one left out)
o Read out the issue question that won the most votes
o Ex. Is technology being overused in our school?
„ Walk around and see
o Have the student decide if they agree, disagree or neutral (I am not
how the students are
sure)
doing on their
o Then split them into three groups = left side is 1) agreeing, middle is
worksheet
2) neutral and ride side is 3) disagreeing
• Once groups are decided, have a student help handout the worksheet „ Involve yourself with
“Argumentative Worksheet” the groups, help them
• Give the students about 10 minutes to draw down the conclusions, out, ask questions to
reasons, and response help their claim and
o The agreed/yes side will give reasons in the pro table (graphic reasoning
organizer)
o The disagreed/no side will give reasons in the cons table (graphic „ Look for any students
organizer) who have nothing on
o The neutral side will give both reasons in the pro and con side their sheet
(graphic organizer)
o Give the group a warning time of when to finish up „ If they are stuck, give
o Make sure to tell them to use their 5 W’s to help them if needed them an example to
help them get started
• Then tell the students we are going to have a debate
o Get one or two representatives from each group to explain their
claim and reasoning

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 Lesson #3 – What is an Argument? Miss. Morris

o The teacher will type it out on the SMART board so everyone can
follow and write down some answers
o Ask questions to the representatives to make them think harder
(allow them to discuss with their group if needed)
• After all sides are presented, allow the students to choose which side they
prefer again
o They can switch sides, agree to disagree; neutral can stay neutral
or pick if they agree or disagree after hearing the responses
• Explain how they argued and made a claim during the debate

Closure (2 mins.): Assessment/Notes

[Transition:]
Have the students put the desk and chairs back in their table groups and
then sit quietly
„ Don’t forget to write
Closure: down the topic
• Write down on the whiteboard “Should we have year-round schooling” question for the exit
o Give the students a second to think about if they agree or disagree slip
with the question (don’t tell them why just yet…)
• Have the students do an exit slip by choosing a coloured sticky note given „ Have sticky notes
by the teacher, they MUST put their name on the sticky note and hand ready (pink and green)
them into the teacher
o Pink = agree/yes „ Make sure to collect
o Green = disagree/no all the student’s
o They have to choose yes or no, there is no neutral stickies

• The sticky notes will help the teacher decide groups for the performance
task (separate the agreed students from the disagreed students)