Identifying Arguments in Nonfiction
Identifying Arguments in Nonfiction
Objectives
Students will learn to recognize and trace arguments in nonfiction persuasive texts/media. Students will:
- identify what a persuasive argument is.
- identify various persuasive tactics.
- examine and evaluate evidence.
Essential Questions
- How do strategic readers create meaning from informational and literary text?
- What is this text really about?
- How does interaction with text provoke thinking and response?
- How do readers know what to believe in what they read, hear, and view?
Vocabulary
- Persuasive Tactics and Propaganda Techniques: Propaganda techniques and persuasive tactics are used to influence people to believe, buy, or do something. Students should be able to identify and comprehend the persuasive tactics and propaganda techniques listed below.
- A claim is a statement that a person asserts as true.
- Name-calling is an attack on a person instead of an issue.
- A bandwagon appeal tries to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it.
- A red herring is an attempt to distract the reader with details not relevant to the argument.
- An emotional appeal tries to persuade the reader by using words that appeal to the reader’s emotions instead of to logic or reason.
- A testimonial attempts to persuade the reader by using a famous person to endorse a product or an idea (for instance, the celebrity endorsement).
- Repetition attempts to persuade the reader by repeating a message over and over again.
- A sweeping generalization (stereotyping) makes an oversimplified statement about a group based on limited information.
- A circular argument states a conclusion as part of the proof of the argument.
- An appeal to numbers, facts, or statistics attempts to persuade the reader by showing how many people think something is true.
- Author’s Purpose: The author’s intent to inform or teach someone about something, to entertain people, or to persuade or convince the audience to do or not do something.
Duration
90–135 minutes/2–3 class periods
Prerequisite Skills
Prerequisite Skills haven't been entered into the lesson plan.
Materials
- Should Dogs Be Allowed in Public Parks? (L-6-3-1_Should Dogs Be Allowed in Public Parks.doc)
- overhead projector/document camera
- markers (red and blue)
- chart paper
- a variety of nonfiction persuasive texts/media written at the reading level of your students
- The following examples have been suggested because they provide a variety of forms of persuasive text that are appropriate for students. Please be sure to preview all sites beforehand. Teachers may substitute other materials to provide a range of reading and level of text complexity.
- National Geographic Kids magazine (advertisements)
- http://news.bbc.co.uk/cbbcnews/hi/reviews/default.stm
- http://kidsblogs.nationalgeographic.com/dogeared/
- http://www.jointuse.org/resources/make-joint-use-happen/sample-letters-to-the-editor/
- local newspapers
- http://www.suzanne-williams.com/persuasi.htm
- direct mail advertisements
- Persuasive Text graphic organizer (L-6-3-1_Persuasive Text Graphic Organizer.doc), one copy per pair of students
- Persuasive Strategies Activity (L-6-3-1_Persuasive Strategies Activity.doc), one copy per student
- copies of Persuasive Strategies (L-6-3-1_Persuasive Strategies.doc)
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
Related materials and resources haven't been entered into the lesson plan.Formative Assessment
Suggested Instructional Supports
Instructional Procedures
Related Instructional Videos
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Instructional videos haven't been assigned to the lesson plan.
Final 03/01/2013