• The goal of this lesson is to build on students’ understanding of how to recognize and trace an argument in persuasive text, with the goal of helping the reader better understand the text. To assess students’ grasp of the concepts, have students hand in their Persuasive Strategies Activity. Read through the answers to determine whether students are successful in meeting the goal of tracing arguments in persuasive text. Provide additional instruction if needed.
• Observe students during their discussions with partners. Evaluate students’ ability to do the following:
  • Identify and trace arguments and evaluate reasoning in nonfiction texts.
  • Identify and understand the argument techniques used in nonfiction texts.
  • Explain how evaluating an argument helps a reader better understand an author’s purpose.

Focus Question: How can we recognize an argument in persuasive text? What claims does the author make? What evidence is used to support the argument?

Ask, “What is an argument?” (Two people disagreeing about something and seeing the situation from two different sides. One side may be for something and the other side against it.) Explain that when someone takes one side of an argument, he or she is making a claim.

Write a question that suggests an argument on the board/interactive whiteboard. Examples include the following:

• Should texting be allowed in class?
• Should school be in session year-round?

Give an example of a claim, for example, “Texting should not be allowed in class.” Ask students to state claims for other examples on the whiteboard. Have students suggest reasons for or against each topic.

Part 1

Display “Should Dogs Be Allowed in Public Parks?” (L-6-3-1_Should Dogs Be Allowed in Public Parks.doc) on an overhead projector/document camera. Have students read the passage and identify the argument (whether dogs should be allowed in public parks).

• Ask students to state reasons against allowing dogs in public parks. Underline the arguments in red. Answers may include the following:
  • Dogs may scare off wildlife.
  • Dogs may transmit parasites or disease.
  • People who are frightened of dogs will not be able to enjoy the park.
  • Dogs may damage native plants.
  • Dogs could be harmed by wildlife in the park.
  • Dogs may pick up ticks or disease in the park.
  • Dog waste is a nuisance.
  • Ask students to state reasons for allowing dogs in public parks. Underline the arguments in blue. Answers may include the following:
    • Walking in the park is good exercise for the dog and owner.
    • Dogs need space to run free, which the owner’s home may not provide.
    • The park provides a good opportunity for owners to train their dog how to act around people and other dogs.

Explain that authors use arguments to persuade readers. They usually state a claim for one side or another and present reasons to support their claim. Ask, “What forms of writing are used to persuade?” Make a list of students’ answers on chart paper that can be hung in the room for later reference. Answers may include the following:

• advertisements in magazines, in newspapers, and on TV
• billboards
• letters
• newspaper articles
• blogs
• movie and book reviews
• essays
• debates
• podcasts

Ask, “What is the difference between informational text and persuasive text?” Have partners discuss their answers and then share them with the class. Be sure students understand that in persuasive text, a specific claim or position is stated. In informational text, no claim or position is asserted.

Help students realize that if a piece of writing makes a claim about a topic or an issue, it is necessary to think about the author’s purpose.

Part 2

Tell students they are going to be looking at different strategies that authors use to persuade readers. Use the Persuasive Strategies handout (L-6-3-1_Persuasive Strategies.doc) to review authors’ techniques. You may wish to use these as a PowerPoint presentation.

Revisit the article “Should Dogs Be Allowed in Public Parks?” Discuss which strategies the author used.

Part 3

Arrange students into pairs. Give each pair an example of persuasive text/media. Ask students to fill in a persuasive text graphic organizer (L-6-3-1_Persuasive Text Graphic Organizer.doc). Remind students that they may not find claims for both sides in their passage, so one part of their graphic organizer may be blank.

Ask the pairs to join another group to create a group of four. Have students share their persuasive text and the reasoning they found. Encourage students to make changes to their work at this time if they feel it is necessary.

Say, “Discuss what you think is fact and what you think is opinion in your persuasive text.”

Bring students together to share what they discussed. Lead students to the conclusion that the claim is an opinion and that facts are used to support the claim.

Ask students to choose a different example of persuasive text from the classroom collection and fill in a Persuasive Strategies Activity sheet (L-6-3-1_Persuasive Strategies Activity.doc). You may wish to use this activity for assessment.

Have students meet with a partner to discuss their findings. Encourage students to make changes to their work at this time if they feel it is necessary.

Extension:

• Students who need additional opportunities for learning may brainstorm a list of questions about school policies such as the following: Should there be a no-homework policy at our school? Should vending machines be allowed in school cafeterias? Should MP3 players be allowed in school? Have students choose a question, state a claim, and give reasons for or against the question. Then have partners compare their arguments.
• Students who are ready to go beyond the standard may choose a topic about which they have a strong opinion. Encourage them to research this topic, use the persuasive strategies discussed, and create a PowerPoint presentation about the topic to post on your class Web site.