Page 67 - ELA_CA_HighSchool_Sampler_Flipbook

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1.13
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PLAN
LMEyANRoNtINesG STRATEGIES: Think-Pair-Share, Marking the Text, graphic organizer, Discussion
TEACH
ACADEMIC VOCABULARY
A concession is accepting something as true. A refutation is proof that an opinion is wrong or false.
ACTIVITY 1.13
Materials: highlighters, projector
for enhancing graphic organizer (optional)
Suggested pacing: 1 50-minute class period plus homework
1 Read the Preview section with your students. Help them understand that effective arguments generally have a clear structure and employ five basic elements, which allow audiences to follow and understand the main points.
2 Activate prior knowledge by asking students what they already know about the structure and elements of an argument (a show of fingers works well for this—3 for “know so well I could teach them; 2 for “I have heard of them”; and 1 for “please teach me; I have no idea”).
3 Ask students to read the Structure of an Argument section and mark the text for significant details in each element of an argument. Explain that while arguments use many different organizational patterns, there are five elements that commonly appear in arguments—hook, claim, support, counterclaims (concessions and refutations), and concluding statement. Read aloud the definitions provided on the student page, and make sure that students understand them.
4 Ask students to create a graphic organizer for the structure and elements of an argument in their Reader/Writer Notebooks.
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88 SpringBoard® English Language Arts Grade 10
My Notes
The Structure of an Argument
RI.9–10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
that you can come to the discussion prepared with well-reasoned, text-based
• Explain how an argument persuades.
responses to address Kalho’s life, art, and cultural identity.
Preview
In this activity, you will read an essay and analyze its structure.
Group Discussion: What did you learn about Frida Kahlo’s life, art, and cultural identity? What details are emphasized in each text to support your interpretation of
this artist and how she depicts her cultural identity in her work? In your discussion,
bAelthsouureghtoa:rguments are varied in their structure, content, and context, five key
elements are almost always found in an effective argument.
• Adhere to the class norms for discussions.
• Present thoughtful, well-reasoned ideas.
The Hook
• Use textual evidence to support responses to questions or statements.
• The hook grabs the reader’s attention.
• It often establishes a connection between reader and writer and provides background information.
• Itcanbe,butisnotlimitedto,ananecdote,animage,adefinition,oraquotation.
The Claim
• The claim comes in the opening section of your paper.
• It states your belief and what you wish to argue.
• It can be straightforward and clear, for example, “I believe that . . .”
Support: Reasons and Evidence
• Your support is the reasoning behind your argument.
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(data, quotes, anecdotes, and
im so on) and use support to create logical appeals.
Explain how Kahlo expresses her cultural identity in her art, drawing on examples
from both sources. In your writing, be sure to do the following:
Counterclaims: Concessions and Refutations
• Begin with a clear thesis that states your position. Include a clear definition of
• A concession recognizes the arguments made by the other side. Kahlo’s cultural identity, as you understand it.
• A concession builds your credibility by objectively discussing the other side and
• Include direct quotations and specific examples from the texts to support your
granting that the other side has some validity.
claims. Introduce and punctuate all quotations correctly.
• Following the concession, a refutation argues at length against the opposing • Include transitions between points and a concluding statement.
viewpoint by proving your side has MORE validity.
• Vary your syntax, using a variety of sentence types.
Concluding Statement
Collaborative Conversation: Exchange your response to the Writing Prompt with a • A concluding statement draws your argument to a close, restates your claim,
peer. Consider the syntactical choices they have made in their writing. What is the
and makes a final appeal.
effect they are trying to achieve? Were they successful? What suggestions do you
9781457304668_TCB_SE_G10_U1_B12.indd 8386
• Avoid repeating information, but sum up your argument with a few final facts
have for improvement?
and appeals.
3868 SpringBoard® English Language Arts Grade 10 COMMON CORE STATE STANDARDS
Focus Standards:
RI.9–10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W.9–10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Additional Standards Addressed:
RI.9–10.1; RI.9–10.2; RI.9–10.4; RI.9–10.5; RI.9–10.8; RI.9–10.10; W.9–10.1a; W.9–10.1b; W.9–10.1e; SL.9–10.1a; SL.9–10.1c; L.9–10.6
10/26/15
110:516 PM
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.