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Exploring Argument and Persuasion in Nonfiction

Unit Plan

Exploring Argument and Persuasion in Nonfiction

Objectives

In this unit, students learn to identify arguments, counterarguments, and valid evidence. Students will:

  • trace and evaluate arguments made in persuasive writing.
  • recognize counterarguments in persuasive writing.
  • identify and evaluate evidence in persuasive writing.

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?

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Formative Assessment

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    Multiple-Choice Items

    1. Which is valid evidence to support the following claim?

    We need to stop cutting down forests.

    A

    If the current rate of deforestation continues, there will be no more forests in 100 years.

    B

    Forests are fun to walk through.

    C

    There are many different kinds of trees and animals that can be found in forests.

    D

    Flowers are pretty when they are planted in gardens around your home.
    1. Which is an appropriate counterargument for the following claim?

    School uniforms take away the pressure of having to wear designer clothes for those who can’t afford to buy them.

    A

    School uniforms ensure that everyone is wearing appropriate clothing to school.

    B

    School uniforms are expensive and are an added expense for some people.

    C

    Students should have to wear uniforms to school.

    D

    Students should not have to wear uniforms to school.

    Multiple-Choice Answer Key

    1. A

    2. B

     

     

     

     

     

    Short-Answer Item:

    Materials:

    Directions:

    Identify the claim and at least two reasons in support of the claim in the Short-Answer Letter.

    Short-Answer Key and Scoring Rubric:

    Identify the claim and at least two reasons in support of the claim in the Short-Answer Letter.

     

    Points

    Description

    3

    Student correctly identifies the claim: The town of Sunnidale needs to offer more organized sports programs.

    Student identifies two of the following reasons from the letter:

    • Children need the opportunity to become physically fit.
    • Organized sports provide good social opportunities.
    • Organized sports build confidence and self-esteem.
    • Organized sports teach children how to compete in a positive way.

    2

    Student:

    • identifies the claim and one supporting reason.

    OR

    • identifies two supporting reasons from the letter.

    1

    Student:

    • identifies the claim.

    OR

    • identifies one supporting reason from the letter.

    0

    Student does not identify the claim or any supporting reasons from the letter or does not attempt to answer the question.

     

    Performance Assessment:

    Materials:

    Show students a video about the rainforest or a similar video to be used as a topic for debate. Provide the following guidelines for the assessment task:

    Claim: We must save the rainforest.

    • Watch a video and take notes.
    • Complete the Debate Planning Sheet by writing at least one claim and one counterargument.
    • Use valid evidence to support each argument.
    • Identify the persuasive strategy represented by the arguments.

    Performance Assessment Scoring Rubric:

    Points

    Description

    3

    Student successfully completes all the requirements for the task:

    • writes at least one valid claim in support of the topic and one valid counterargument
    • supports both arguments with valid evidence
    • identifies the persuasive strategies used in the arguments

    2

    Student successfully completes two of the requirements for the task.

    1

    Student successfully completes one of the requirements for the task.

    0

    Student does not complete any part of the task successfully or does not attempt to complete the task.
Final 03/01/2013
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