Subject: Argumentative Essay

Grade Level: Grade 10

Objective:

- Identify the different kinds of claims.

- Formulate their own claims of fact, policy, and value based on a chosen topic.

- Recognize the importance of claims in supporting opinions.

Learning across curriculum:

1) Science: Identify the different kinds of claims made in scientific research papers
and articles and discuss the importance of evidence in supporting these claims.

2) Social Studies: Analyze historical speeches and documents to identify claims of

policy and value and discuss their impact on society.

3) English Literature: Analyze literary works to identify claims made by characters

and authors and evaluate the effectiveness of these claims in conveying the
intended message.

Review Motivation:

- Teaching Strategy: Interactive Quizzes

- Instructional Materials: Quiz questions on claims and their importance

1) Conduct a quiz competition where students answer questions related to claims

and their importance. Offer rewards for correct answers to motivate active
participation.

2) Show a short video clip of a famous speech that contains strong claims. Engage
students in a discussion about the impact of persuasive claims on the audience.

3) Divide students into groups and assign them different scenarios. Each group must
come up with claims related to their scenario and present them to the class. The
class will vote on the most persuasive claims.
Activity 1: Analyzing Claims in News Articles

- Teaching Strategy: Cooperative Learning

Materials:

- News articles from different sources

- Highlighters or colored pens

Significance: Students will learn to identify claims in news articles and evaluate the
evidence supporting those claims.

Instructions:

1) Provide students with news articles from different sources.

2) In pairs or small groups, students will read the articles and identify the claims
made by the authors.

3) They will use highlighters or colored pens to mark the claims and underline or
annotate the evidence supporting those claims.

4) After analyzing the articles, students will discuss their findings and present
examples of claims and evidence to the class.

Rubric:

- Criteria: Correct identification of claims and evidence

- Points: 5 points for each correctly identified claim and evidence

Assessment Questions:

1) What is a claim? Provide an example.

2) How do you determine if a claim is supported by evidence?

3) Why is it important to evaluate claims in news articles?

Activity 2: Creating Claims of Policy

- Teaching Strategy: Brainstorming

Materials:

- Chart paper or whiteboard

- Markers

Significance: Students will practice formulating claims of policy and develop critical
thinking skills by considering different perspectives.

Instructions:

1) Present a controversial topic to the class, such as the use of plastic bags or the
legalization of marijuana.

2) Divide students into small groups and provide each group with chart paper or a
whiteboard.

3) In their groups, students will brainstorm and write down claims of policy related to
the given topic.

4) Each group will present their claims to the class and engage in a discussion about
the different perspectives and potential consequences of each claim.

Rubric:

- Criteria: Clarity of the claim, consideration of different perspectives, logical

reasoning

- Points: 5 points for each criteria, totaling 15 points

Assessment Questions:

1) What is a claim of policy? Provide an example.

2) How can considering different perspectives strengthen your claim of policy?

3) Why is logical reasoning important when formulating claims of policy?

Activity 3: Evaluating Claims of Value in Literature

- Teaching Strategy: Discussion

Materials:

- Excerpts from literary works

- Discussion questions

Significance: Students will analyze claims of value in literary works and develop
their critical thinking and interpretation skills.

Instructions:

1) Provide students with excerpts from different literary works that contain claims of
value, such as statements about the importance of love or the meaning of life.

2) In small groups or as a whole class, students will discuss the claims made in the
excerpts, analyze the evidence provided by the authors, and evaluate the
effectiveness of the claims in conveying the intended message.

3) Facilitate a class discussion where students can share their interpretations and
opinions about the claims of value in the literary works.

Rubric:

- Criteria: Analysis of claims, interpretation of evidence, participation in the

discussion

- Points: 5 points for each criteria, totaling 15 points

Assessment Questions:

1) What is a claim of value? Provide an example.

2) How does the author provide evidence to support their claims of value in the
literary work?

3) How does analyzing claims of value in literature enhance your understanding of

the text?

ANALYSIS:
Activity 1 - Analyzing Claims in News Articles: This activity allows students to
practice identifying claims and evaluating evidence in real-world contexts. By
analyzing news articles, students can develop critical thinking skills and become
more discerning consumers of information.

Activity 2 - Creating Claims of Policy: This activity encourages students to think

critically and consider different perspectives when formulating claims of policy. By
engaging in a group discussion, students can develop their argumentative skills and
learn to support their claims with logical reasoning.

Activity 3 - Evaluating Claims of Value in Literature: This activity promotes critical

thinking and interpretation skills by analyzing claims of value in literary works.
Students learn to evaluate the effectiveness of these claims in conveying the
intended message and develop a deeper understanding of the text.

ABSTRACTION:

Through these activities, students will learn to identify the different kinds of claims
(fact, policy, value) and understand their importance in supporting opinions. They will
develop critical thinking, interpretation, and argumentative skills, allowing them to
formulate their own claims and evaluate the claims made by others.

APPLICATION:

Task 1 - Students will choose a current social issue and write an argumentative
essay that includes claims of fact, policy, and value. They must support their claims
with evidence and address counterarguments. (Inquiry-Based Learning)

Task 2 - Students will participate in a class debate on a controversial topic. They will
be assigned different perspectives and must formulate claims of policy based on
their assigned stance. They will present their claims and engage in a structured
debate with their classmates. (Cooperative Learning)

ASSESSMENT:

Question 1: Identify and explain the three different kinds of claims.

Question 2: Choose a topic and formulate a claim of fact, policy, and value based
on that topic. Provide evidence to support each claim.
Question 3: Why is it important to evaluate claims when forming opinions or making
decisions?

Assignment:

1) Write a persuasive letter to a local government official advocating for a specific

policy change. Include claims of fact, policy, and value to support your argument.
(Project-Based Learning)

2) Create a visual presentation (e.g., infographic, poster) that showcases different

claims of value found in literature. Explain the significance of these claims and their
impact on the reader. (Visual Aids)