Standard: ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Learning Target: I can analyze and synthesize details from two texts about justice.
Opening Session: So far this unit we’ve focused on cultural perspective told through stories and narratives. For the remainder, we will focus on cultural perspective through argumentation. And you guessed it – that means we will be writing an argument! So let’s start this unit by unpacking Embedded Assessment 2, The Counterargument Assignment!
Work Session: Today we’re going to start out with a little pre-reading activity on page 177 in your Springboard. I would like for us to complete the chart by yourself, then we will go over it aloud.
We’re going to be reading two articles about something controversial that happened way back in 1994, the Michael Fay case. As the background info in the book explains, the controversy was about whether or not an American citizen should be beaten (caned, technically) for a crime he committed in Singapore. Although this type of punishment can be considered “torture,” there is no denying that Singapore has a much lower crime rate than the United States.
We will read the first article today, “Time to Assert American Values”. After reading, I want you guys to do the Second Read questions, and I also want to examine the author’s argument. What points did he make? Can you make any arguments that refute those points, or explain why they are wrong?
Tomorrow we will read the next article in the book, which takes the opposing viewpoint, and have a little silent debate!
Closing Session: VOCAB!
Assessment: Informal (book check)
Differentiation: Process (scaffolding), Student Choice