1920s boom time high School Instructional Performance Task Module


Instructional Plan: Composing a text-based argument



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Instructional Plan: Composing a text-based argument
Debrief the activating strategy and review (as necessary) argumentative claims: If necessary, the teacher can follow up activating strategy by using real life scenarios to review argumentative writing: The teacher can use the following example: “If you want to go out on a Friday, you don’t usually tell your parents ‘I should be allowed to go out tonight.’” And relate it back to a weak thesis “The poster is persuasive.” Continue by soliciting from students that they must give parents a specific reason for being allowed to go out on Friday, and relate that back to the stronger poster argument: “The poster is persuasive because it appeals to patriotism.” The same goes for an argumentative essay: You simply cannot state that you are taking a certain position; you need to give a reason (arguments must have claims and reasons grounded in evidence). Students should also test the plausibility of their counterclaim(s). For example, if you tell your parents, “I should be allowed to go out on Friday night because all of my friends will be at Marcy’s party,” a usual parental counterclaim might be, “It’s not okay if you go just because all of your friends are going.” Because there are counterclaims to every legitimate argument, students need to choose reasons to support their claim carefully, based on strong evidence that is clearly related to the claim.
Instructional Sequence #1: Generating an argumentative claim about non-print texts.





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