- analysis: Students read a sample essay and identify issues -Students see models of information correctly integrated into writing avoiding plagiarism and following a standard format for citation. -Correctly attribute evidence to sources Students practice citing appropriately using a sample source Students see models of correct citation
Lesson 3: Students will be given a set of sources. Students begin by identifying an argumentative source and will then evaluate the claim(s) made in the argumentative source. Students will evaluate which information is most relevant to support the claim they made in the previous lesson. 1-2 CCSS.10.W.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Evaluate the made in a text Determine the relevance of a text to a CCSS.10. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Lesson 4: Students will practice correctly incorporating quotations into writing. Additionally, students will how to balance paraphrasing with their own original thought. 1 CCSS.10.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Lesson 5: Students have previously written argumentative essays. Students will return to the notes they took in previous lessons. Students will develop an argument that supports the claim they made in the second lesson. Students will create an outline in which they do the following: 1 CCSS.10.W.: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant sufficient evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
The teacher should make it clear that this needs to be detailed. This should include all similar and different information, including statistical information, any costs, values of products, availability dates, programs, memory, etc. If necessary, the teacher can provide an example on the board. Assessment Prompt for Learning Activity 1: The teacher asks for volunteers to share answers. Alternately, the teacher can circulate the room and look at what students have recorded on their papers. Student Look Fors Include textual evidence (ideally, direct quotes.) Answers may vary depending on students’ opinions. Inappropriate answers include responses that are too general or responses based on students’ outside knowledge. Learning Activity 2:Analyzing and Comparing collected Data Working in pairs students will analyze and compare what information they found important from each article and positive and negative aspects for each. Each partner takes a turn explaining what information they feel is the most important. They will then discuss WHY they may have had different opinions. Questions that can be asked include the following: Can be more than one factor to determine how and why an item may be more appealing to one person than another? Does this have to be a certain type of data? Or can it be a combination of things? Assessment Prompt for Learning Activity 2: Students should make notes on their graphic organizers as to what they may have found to be Assignment: Students compose a paragraph response to the following prompt: Briefly describe the differences between objective and subjective analysis and how these pertain to the comparison of different items. Students should provide a logical answer to the question and use specific textual evidence from the in-class activity to support their response.
Lesson2 Attachment1: Accurate vs. Inaccurate Chart Accurate and Inaccurate Statement from Mac vs. PC ads Name of Ad Inaccurate Statements Accurate Statements Implications Corrections Example: “The Sniffles” Macs dont get viruses There are a lot of viruses out there for Windows OS Macs are immune to computer viruses and therefore safer than a Windows OS Macs are not immune, however, hackers tend not to make malware for Macs as the Windows OS accounts for over 90% of the market.
Know: MLA format What citations are What plagiarism is Do: integrate information while avoiding plagiarism Create parenthetical citations, including citations where the author’s name or article title is referenced in writing Essential Question: How do I correctly use MLA format when writing a research Activating Strategy: The teacher will inform students that they will watch a video about writing a research paper. Before students view the video, they will be asked to consider which person they agree with, the student or the teacher. The class watches the video together; after the video is complete, the teacher posts the following questions on the board: Questions that be asked after the video include: - “What did you hear in the video that you think is false?” - “Why do you think that citing sources is important?” Students turn to a partner and take turns sharing answers. After all students have had the opportunity to respond to the question, the teacher will ask for pairs to share out. The teacher should listening for comments such as “writing research papers is an important skill” and “citing sources is important so that you give ownership to the words you are using.” If necessary, the teacher can guide the conversation so it focuses on why citations are necessary. Prerequisite Vocabulary: Quoting/Quotations: Students have been taught to use quotations in writing in previous lessons and in other classes. Students should already understand what is meant when the teacher talks about “quoting from the text” or “integrating quotations.” If some students do not understand the term, the teacher can elaborate when reviewing the definition of “paraphrase.” Vocabulary Strategies: Cite/Citations: Because some students may already know the definition of this term, the teacher asks for volunteers to define what it means to “cite.” The teacher records student responses on the board to create a definition.
(i.e., a 1 would find a 2.) Students share their responses with a partner and add additional comments if necessary. Assessment Prompt for Learning Activity 2: Students share their responses with the class; students can choose to share something their partner said if they feel more comfortable that way. This activity can also be done as a discussion on a website like Schoology. Teacher Note: Student Look Fors include comments directly related to the relevance or persuasiveness of the reasons. For example, a student may cite a and comment that it is directly related to the claim, making it relevant. Conversely, a student could cite a quote and comment that while it is related to the general topic, it is not relevant to the specific claim. Learning Activity 3: How to address counterclaims Teacher Note: The expectation is that students have already encountered counterclaims in previous lessons. This section can be expanded or condensed as necessary; for example, students may not need additional practice with counterclaims if it has been a regular expectation throughout the year. Other students may struggle and may benefit from additional examples. The class returns to the sample essay. Currently, the sample essay does not contain a counterclaim or rebuttal. The class brainstorms ideas for a possible counterclaim together; the teacher records ideas on the board. The class votes on a counterclaim to use. Assessment Prompt for Learning Activity 3: Students write a rebuttal for the counterclaim.