Baylee Harding

Lesson Plan

RI.2.D.9-1o Evaluate an author’s argument, assessing whether the

reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning.

Grade Level: 9th-grade ELA

Mentor Text: “I Am Very Real” – Kurt Vonnegaut
Learning Objectives:
After read-aloud and modeling, SWBAT analyze the argument Kurt Vonnegaut makes in
his letter to the Drake School Board concerning the ban on his book by writing a “bad
decisions” letter to someone in their community.

Procedure:
Day One
(5 minutes) Direct Instruction
Teacher will give a short presentation about Kurt Vonnegaut’s novel Slaughterhouse
Five and the reasons why the novel has been contested in schools and other domains in
the US.
(10 minutes) Think-Pair-Share
Students will complete a think-pair-share activity.
(3 minutes) Students will free-write on an index card to answer the following
questions: Why do you think we ban books?
(3 minutes) Students will pair with a classmate and discuss their ideas about
banning books.
(4 minutes) Students will share their ideas aloud. As students present their
reasoning, the teacher will create a master list on the board of ideas students
present.
(15 minutes) Read-Aloud in Small Groups
Students will read the letter “I Am Very Real” by Kurt Vonnegaut in small groups of 3-4
students.
(10 minutes) Modeling Identifying Argument in Text
The teacher will use modeling by projecting Vonnegaut’s letter and identifying some of
the arguments made by Vonnegaut. The teacher will then ask students to identify some
other arguments made in the letter, and the teacher will highlight these arguments on
the board. The teacher will also highlight evidence pertaining to the argument and will
ask students to do the same.
Students will be asked to highlight the arguments along with the teacher on their own
copies of the text.
(5 minutes) Small Group Discussion
Students will discuss the following questions in small groups:
• What is the central argument of Vonnegaut’s text?
• What evidence does Vonnegaut use to support his claim? Is it personal
experience, or research?
• Does the evidence seem credible and valid? Do you believe the author in his
claims? Why or why not?
• Does the argument make sense to you? Why or why not?
(20 minutes) Pick-a-Side Game
After students complete their small group discussions, they will be asked to share their
opinions on the text by playing the pick-a-side game.
The teacher will ask the following questions that students discussed and will ask
students to go to the side of the room corresponding to their response. One side will be
“No” and the other will be “Yes.”
The questions asked will be as follows:
• Does Vonnegaut’s evidence seem credible and valid?
• Do you believe the author’s claims?
• Does the argument make sense to you?
• Do you agree with the author?
As students move to their respective sides, the teacher will ask for discussion. For
example: “For those of you who said that you do believe that Vonnegaut’s evidence
seems credible and valid, what are some examples of this evidence in the text?” Students
will then be asked to respond by raising their hands and giving verbal answers.
Day Two
(10 minutes) Instruction and Questions
Students will then be given the assignment instructions for a “Bad Decisions Letter.”
The goal of this assignment is for students to use Vonnegaut’s text to write their own
letter to someone in their community who has made a “bad decision,” much like the
Drake School Board in the mentor text.
The teacher will answer any student questions about the assignment.
(45-50 minutes) Research and Writing
Students will research a “bad decision” that has been made in a community they belong
to (school, district, county, city, state, etc.) and will write a letter addressing this bad
decision.
Assignment Parameters:
• 2-3 pages in length.
• Addressed to a person in a place of power (principal, superintendent,
school board member, governor, sheriff, district attorney, representative,
etc.).
• Claim/argument is clearly presented, and explanation is given as to why
the decision in question is “bad.”
• Student clearly takes a stand on an issue in their community.
• Student uses evidence from research and personal experiences to discuss
why they see this as a “bad decision.”
Assessment Procedure:
• Did the student clearly state their claim on the subject?
• Did the student give a clear explanation as to why the decision was “bad”?
• Did the student use evidence to support their claim?