EngageNY
Making a Claim and Advocating Persuasively: Preparing for the Practice Fishbowl
Scholars consider their reading in The Omnivore's Dilemma to develop a claim answering the question, "Which food chain would you choose to feed your family—the local sustainable food chain or the hunter-gatherer food chain?" To guide...
EngageNY
Evaluating an Argument: The Polyface Local Sustainable
Who has the better argument? Class members work in small groups to compare the arguments on the Example of Strong and Flawed Arguments sheet. They then analyze Michael Pollan’s argument on pages 161–166 of The Omnivore’s Dilemma and...
EngageNY
Close Reading: Brown v. Board of Education
What's the connection? Scholars complete a close reading of Brown v. Board of Education and identify connections to Carlotta in A Mighty Long Way. Classmates learn new vocabulary, answer text-dependent questions, and complete a...
National Woman's History Museum
Creating a Historical Thesis Statement
A strong thesis statement not only identifies the subject of an essay but also presents a claim that must be supported with evidence. After researching how nursing has evolved in the United States since the Colonial era, young writers...
Literacy Design Collaborative
Rhetorical Analysis: A Modest Proposal
Scholars read Jonathan Swift's A Modest Proposal before writing essays to analyze the use of rhetorical devices in the text. Essay writing begins by underlining key words in the writing prompt and discussing the prompt with partners....
EngageNY
Writing an Argument Essay: Evaluating the Model and Crafting a Claim (Chapter 28, Including Synthesis of Scenes in Previous Chapters)
Scholars use the model essay from the previous instructional activity to create their own argumentative essays. Readers make a claim about Atticus defending Tom in To Kill A Mockingbird. They then use graphic organizers to develop and...
EngageNY
Analyzing the Model Essay: Studying Argument (Chapter 27 Plus Synthesis of Scenes in Previous Chapters)
Scholars partner up to review a model essay and talk through the process leading up to writing their essays. During a second reading of the essay, learners locate and underline the claim given, reasons, and counterclaim. They then...
EngageNY
Analyzing the Central Claim and Supporting Claims: “The Shakespeare Shakedown”
Scholars continue to analyze Simon Schama's article "The Shakespeare Shakedown." They participate in a jigsaw discussion to identify the author's argument and supporting claims. Pupils also write objective summaries of the text.
EngageNY
Analyzing Text Structure & Summarizing Text: “Equal Rights for Women” by Shirley Chisholm
Let me check my schedule! Scholars set up discussion appointments with five classmates to discuss Shirley Chisholm's speech "Equal Rights for Women." Readers then use their Note Catcher guides to analyze the text of the speech more...
EngageNY
Grade 11 ELA Module 2: Unit 1, Lesson 25
While preparing for the end-of-unit assessment, scholars look at Washington's "Atlanta Compromise" speech and identify the terms he used in the argument. They also identify the relationship between the claims presented in the speech and...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 4
Always try to make an excellent first impression. As scholars begin to write their argumentative essays, they learn the importance of a good introduction. Writers also begin to add in-text citations to their papers. After reading a model...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 3
Who said that? Scholars now learn how to cite evidence, give ideas proper credit, and work to understand the meaning of plagiarism. Part of the activity includes looking at an MLA Citation handbook, handy when pupils create their works...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 2
Put yourself in my shoes! Scholars work through the Outline Tool from the previous lesson to develop a claim before developing a counterclaim about selling human tissue. Learners also create supporting claims using an outline tool. For...
EngageNY
Grade 10 ELA Module 3: Unit 3, Lesson 5
Can you please clarify? Scholars continue to work on their argumentative essays about selling human tissue by clarifying and adding cohesion. Writers begin by looking at model paragraphs and then begin improving their writing. They...
Odell Education
Making Evidence-Based Claims: Grade 9
Sorry, Charlie. Scholars take a close look at Apology by Plato. Activities analyzing the text help pupils understand, make, organize, and write about claims. Learners work in groups, complete claim tools, and evaluate thinking by filling...
Odell Education
Making Evidence-Based Claims Literary Technique: Louise Erdrich and Tim O’Brien
Take a ride in The Red Convertible by Louise Erdrich. Students read the story and discuss whether a car is really a character. After carrying out several activities using graphic organizers and tools for making their claims in The Red...
Odell Education
Making Evidence-Based Claims: "The Souls of Black Folk" by W.E.B. Du Bois
Scholars dig deep into the text of W.E.B. Du Bois The Souls of Black Folk and analyze his position that black people must be aware of how they see themselves as well as how the world sees them. The instructor and readers work through the...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 13
Is that your final answer? As part of the last lesson, scholars finalize their research portfolios. They review all of their claim tools and gain the perspective of others as they discuss their work with a group. To finish, they write...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 12
Opposites attract. Scholars choose one of their claims from the previous lesson. They then must consider the opposite view of that claim and create a counterclaim, discussing it with classmates. To help guide the discussion, they use a...
EngageNY
Grade 10 ELA Module 3: Unit 2, Lesson 10
What's the verdict? After finding sources and gathering information, scholars must now make a claim. Learners narrow their focus and refine their inquiry paths before analyzing the information and making a claim about their questioning....
Tumblehome
Resisting Scientific Misinformation
How do scholars determine if a scientific claim is true? Learners investigate scientific misinformation by watching video clips and reading false advertising claims. They engage in discussion in both class and small group settings to...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 14
Do you have a valid claim? Learners become judges of claims as they expand on evidence collected in lesson 13 and develop claims. They present claims to one another and respond to questions and counterclaims. To finish, individuals...
EngageNY
Grade 10 ELA Module 3: Unit 1, Lesson 13
Don't argue for the sake of argument. Scholars begin their work in lesson plan 13 and continue into lesson plan 14 as they analyze The Immortal Life of Henrietta Lacks. Working in groups, learners work toward collecting text evidence and...
EngageNY
Grade 10 ELA Module 2: Unit 3, Lesson 7
It's time to show what you know. The final lesson asks scholars to reflect on the seven-lesson plan unit and complete an end-of-unit task. Readers consider the claims presented in speeches by Eleanor Roosevelt and Malala Yousafzai before...