Lesson+8

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Day one of Lesson 8 powerpoint

Day two of Lesson 8 powerpoint

**Active Reading and Note Taking 3** Lesson 8 (Cluster 2.6)

Argument Map ||
 * //Active Reading: Note Taking 3// |||| //Ability to read purposefully to identify strong, relevant evidence// ||  ||
 * //**Mini-task**// || //**Prompt:**// Distinguish between pieces of strong and weak evidence and sort to build an effective argument |||| //**Product:**//
 * //**Mini-task scoring guide**// |||| * Product meets expectations if the chosen arguments are strong relevant details. ||  ||

**Prior to the Lesson** ||
 * Arrange student desks in groups of four. ||
 * Make teacher copy of //Facebook is Using You// for [[file:Lesson 8 Facebook is Using You.pdf]] modeling ||
 * Make consumable student copies of //Facebook is Using You// if needed ||
 * Have electronic Argument Map ready to project [[image:Lesson_8_Electronic_Argument_Map_left_side.JPG width="800" height="729"]]
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make student copies of Argument Map **(Handout 8A) [[file:lesson 8 blank graphic organizer.pdf]] [[file:lesson 8 graphic organizer answer key.pdf]]** ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Copy sets of Pattern Puzzles, cut apart, mix up the order, and put in envelopes for groups [[file:Lesson 8 Pattern Puzzles.doc]] ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copies of the Exit Slip or students may write on their own paper. ||


 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">**Essential Question** || <span style="color: #000000; display: block; font-family: 'Times New Roman',serif; text-align: justify;">What happens when your privacy is someone else’s business? ||


 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">**Lesson Objectives:**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">The student will be able to distinguish between strong and weak premises by manipulating Pattern Puzzles and transforming information into an Argument Map. ||

<span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Instruction** <span style="display: block; font-family: Times New Roman,serif; text-align: center;">(shared reading/mini lesson) |||| * <span style="font-family: Times New Roman,serif;">Using a document camera, teacher models on a copy of //Facebook is Using You// during a shared reading. <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**and** <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Independent Practice** |||| * <span style="font-family: Times New Roman,serif;">Each group has one set of Pattern Puzzle statements from the guest editorial, //Facebook is Using You.// The set contains all of the strongest details and examples, as well as some that are not strong support for the conclusion.
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Time** || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Lesson Component** |||| <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Instructional Notes** ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">2 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Setting Purpose** |||| <span style="font-family: Times New Roman,serif;">//Most of the texts we have been reading have contained factual information, as well as opinions of the writer. Opinionated text, as we learned earlier, is editorial in nature. Today we are going to learn how to tell the difference between strong and weak pieces of evidence in an editorial. This will help you support your claim when you write your own editorial. Let’s look at an example of a guest editorial that argues a point.// ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">25 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Intentional Whole Group**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">25 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Intentional Whole Group**
 * <span style="font-family: Times New Roman,serif;">//In argumentative writing, we always want to pay attention to the title and any subtitles. These can often give us a clue as to the key point the author is trying to make.//
 * <span style="font-family: Times New Roman,serif;">Read the title of today’s article. Students do a Think-Pair-Share about the meaning of the title. //What does the word// “using” //mean in this title? Just from the article’s title, do you have an idea about the author’s claim?//
 * <span style="font-family: Times New Roman,serif;">//We’re using this guest editorial to start discussing strong versus weak evidence.//
 * <span style="font-family: Times New Roman,serif;">Teacher does a shared reading of the article while thinking aloud. Ask students to put a star in the margin beside any reason or piece of evidence that supports we are being used by digital technology. **Teacher may want to introduce the term** //**stereotyping**// **when reading page 3 during the shared reading and think aloud.** Other words to consider for thinking aloud are: **doppelgänger, aggregation, renege**
 * <span style="font-family: Times New Roman,serif;">Checking for understanding: //Let’s go back to the title,// Facebook is Using You. //After reading the entire editorial, what is the claim Ms. Andrews is making? Discuss with your group what conclusion she has reached and what evidence you marked on your text.//
 * <span style="font-family: Times New Roman,serif;">While students review the editorial, Teacher pulls up the electronic blank Argument Map, **left side**. Students have a handout copy of this. **(Handout 8A)**
 * <span style="font-family: Times New Roman,serif;">Do a whole class discussion of what each group thought was the strongest support. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">2 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Setting Purpose** |||| <span style="font-family: Times New Roman,serif;">//In this lesson we are working on defining what makes effective argumentative writing. Now we are going to go back into the editorial// Facebook is Using You //to consider the support the writer used. You will need// **Handout 8A** //and your copy of the editorial.// ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">20 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Intentional Whole Group Instruction** |||| * <span style="font-family: Times New Roman,serif;">Direct students’ attention to the **blank** electronic version of the Argument Map, **Left Side**. Have a brief discussion with students about the color coding of the map. The top green box will be the claim of the argument. The 3 blue boxes will be the pieces of evidence that support the conclusion. The pink boxes are sub-premises with more specific details and examples in the yellow and turquoise boxes.
 * <span style="font-family: Times New Roman,serif;">Using //Facebook is Using// You, Teacher models aloud how she/he decided what the claim statement is and text marks a copy of the editorial projected on a document camera. **(8A Teacher Support)** [[file:8A support.pdf]]
 * <span style="font-family: Times New Roman,serif;">Students might say that it is “Facebook is using them.” While the title gives a clue to the point that is argued, the editorial is not only about Facebook. Her call-to-action is at the end of the commentary piece: “The U.S. should pass a do-not-track law to regulate the use of personal online data by companies.” Teacher asks students to write the claim in the top green box as she/he is doing.
 * <span style="font-family: Times New Roman,serif;">Next teacher models the first and second reasons that go in the blue boxes (**Internet companies sell ad space for targeted advertising**and **Online personal data can be used against a person)** and where he/she found the information. Write these in the first two blue boxes.
 * <span style="font-family: Times New Roman,serif;">Ask students if they can find the third reason to support the conclusion in the green box. **(Data Aggregation is used to stereotype people.)**Teacher may want to introduce the term //stereotyping// when reading page 3 during the shared reading and think aloud.
 * <span style="font-family: Times New Roman,serif;">Remind students of the purpose for the lesson (to distinguish strong from weak support) and tell them that tomorrow they are going to use a strategy called Pattern Puzzles to help organize the information logically and consider the strength of the support. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Day 2 of lesson** ||  ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">35 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Small Group/ Individual Instruction**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Day 2 of lesson** ||  ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">35 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Small Group/ Individual Instruction**
 * <span style="font-family: Times New Roman,serif;">//Working collaboratively with your group, read through all of the statements in your envelope. First locate the claim statement and the three pieces of evidence. Arrange these in a pattern like on Handout 8D. Each of the 3 reasons have two or three sub-reasons, then explanations, and examples under them. Decide which details are the strongest and should be placed in the Pattern Puzzles. Be sure you are going back into the text for help.//
 * <span style="font-family: Times New Roman,serif;">When groups have finished discussing, choosing and justifying details, project the completed electronic Argument Map, Left Side. Discuss any differences in their answers and why the details they left out on the Argument Map are not as strong as the others.
 * <span style="font-family: Times New Roman,serif;">Students transfer the information from the Pattern Puzzle arrangement onto their copy of the Argument Map. An alternative would be to have them highlight or underline the claim and evidence and details on the article. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">5 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Whole Group Intentional Instruction** |||| * <span style="font-family: Times New Roman,serif;">Return to the editorial. Using the **blank** electronic Argument Map, **Right Side**, Teacher models for students how the last part of the article directly supports the conclusion **The U.S. should pass a do-not-track law to regulate the use of personal online data by companies**because that is what people want. Answers are on the electronic Argument Map, **Right Side**.
 * <span style="font-family: Times New Roman,serif;">Students highlight article or fill in Argument Map Right Side. **(Handout 8A).**
 * <span style="font-family: Times New Roman,serif;">Tell students to update their Problem-Solution graphic organizer **(Handout 1F**) if needed. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">10 minutes || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Assessment** |||| * <span style="font-family: Times New Roman,serif;">//Let’//s //return to our objective for this lesson: to understand what an argument is and how to select strong support for that argument. With your group you demonstrated that you can distinguish strong from weak support. I want you to reflect back over the lesson and respond to the// //**Exit Slip**////:// How did using the Pattern Puzzles and the Argument Map help you identify strong support and organize the information logically?
 * <span style="font-family: Times New Roman,serif;">Teacher uses results of the Exit Slips to self-reflect about his/her instruction and how and when to use the strategies in future lessons. ||