Why are reasons and evidence an important part of good arguments?
Objective: Students will be able to gather evidence to use in developing a claim.
1. Word of the Day #11: ambivalent
2. Language Lab #8
3. We read independently for 10-15 minutes and filled a reading report log.
4. Writer's Notebook #12: Write the following definitions at the top of your page: a) Claim: a statement put forward that could be argued; b) Argument (in academics): a claim + supporting reasons; c) Reasons: evidence and explanations that support a claim. Next, brainstorm 6-8 claims you could make (here are some examples). Finally, pick 3-4 of your claims and explain how you could turn them into arguments by adding supporting reasons (here are some examples).
5. We discussed how strong arguments require that claims are well-supported by evidence. It is intellectually backwards to pick a claim and then cherry-pick evidence to support it. Instead, we should consider evidence carefully to see what claims the evidence can actually support. To practice this, we worked together as a class to decide what claims could actually be supported based on the evidence at a fictional crime scene.
6. We analyzed our individually-chosen product packages, listing explicit and implicit messages conveyed through the packaging.
For next time: 1. Complete your Product Analysis sheet. 2. Bring your Writer's Notebook for notebook check #2.
Objective: Students will be able to gather evidence to use in developing a claim.
1. Word of the Day #11: ambivalent
2. Language Lab #8
3. We read independently for 10-15 minutes and filled a reading report log.
4. Writer's Notebook #12: Write the following definitions at the top of your page: a) Claim: a statement put forward that could be argued; b) Argument (in academics): a claim + supporting reasons; c) Reasons: evidence and explanations that support a claim. Next, brainstorm 6-8 claims you could make (here are some examples). Finally, pick 3-4 of your claims and explain how you could turn them into arguments by adding supporting reasons (here are some examples).
5. We discussed how strong arguments require that claims are well-supported by evidence. It is intellectually backwards to pick a claim and then cherry-pick evidence to support it. Instead, we should consider evidence carefully to see what claims the evidence can actually support. To practice this, we worked together as a class to decide what claims could actually be supported based on the evidence at a fictional crime scene.
6. We analyzed our individually-chosen product packages, listing explicit and implicit messages conveyed through the packaging.
For next time: 1. Complete your Product Analysis sheet. 2. Bring your Writer's Notebook for notebook check #2.