Growing Up in America - Arguments and Claims Teaching Guide

Teaching Guide

Recommended Text Set
Growing Up in America

 

Primary Skills
Arguments & Claims

Secondary Skills
Point of View / Author’s Purpose, Central Idea, Word Meaning & Choice

Reading Behaviors

Nonfiction

  • Cite evidence while summarizing
  • Make inferences about nonfiction from text evidence
  • Analyze multiple accounts of the same event or topic
  • Trace an argument and the claims that support it throughout a text
  • Analyze the text structure used to deliver the argument
  • Analyze how language developed and refines claims
  • Identify false statements and fallacies
  • Identify counterclaims and assess the effectiveness
  • Evaluate an argument and the claims by assessing if the reasoning is sound and the evidence relevant/sufficient
  • Make comparisons between two or more arguments within a text assessing reasoning and evidence

Newsela Articles

This section is organized by nonfiction skills necessary for students to become strong readers. These articles can help you target student understanding for skill. We’ve included at least three articles for each subskill. We suggest that you use one for guided instruction, one for independent practice, and one for re-teaching.

Determining argument by looking closely at claims Identifying reasoning and evidence Assessing reasoning and evidence Determining counterclaims to evaluate argument

PRO/CON: How to improve U.S. history and civics classes

Opinion: In a changing world, role of education must also change


PRO/CON: Should higher education come with a warning label?

Issue Overview: Skilled immigrants

 

Obama immigration plan blocked by 4-4 tie at Supreme Court


Library of Congress eliminates use of the term "illegal aliens"

 Missouri lawmakers seek to end physical discipline in state schools

Juvenile justice program teaches boys life lessons and accountability


At a school in Baltimore, mindfulness proves more effective than punishment

 

Opinion: "Moana" casts actors who match the culture of their characters

 

Disney discontinues costume after Pacific Islanders voice disapproval


Some say Disney's Maui got too much brawn and too little brains

Formative Tasks

The tasks provide teachers with relevant resources for classroom implementation. Teachers can use these activities and assessments to determine student learning.


PRO Teacher Resources & Lesson Plans

These resources are available right on the article.  They can be used whole class, small group, and as independent practice.

Class Debate-Group Activity

Opinion Writing- Writing Activity

Breaking down Text Features- Reading Strategy  

Immigration in America -Paired Texts

How do schools manage student behavior?-Paired Texts

 Topics, Subtopics, Details -Reading Strategy

How can analyzing multiples texts better our understanding of diversity in Hollywood?-Paired Texts

How can we use what we read to invent something new?-Writing Activity


PRO Assign

These are the instructions you can use when you assign any of the articles above.

Highlight in GREEN one sentence from the PRO section and CON section that shows the author's argument and supports the claims.

While reading, notice the author’s set of reasons and evidence. Highlight the reasons in PURPLE and the evidence in GREEN.

Annotate to share why you think the author used that particular set of reasons and evidence.

Authors use reasons and evidence to support their argument.  While reading, question the reasons and evidence provided.  Write at least three annotations in areas of the text that you questioned.

Authors make their argument more valid by citing a counterclaim.  Highlight the counterclaim in YELLOW. Annotate why or why not you think the counterclaim was effective.


Annotations
for all
Articles

These annotations can be used in any of the articles above. These annotations could be added to any Newsela article that targets Arguments & Claims. 

What claim is the author making?

What language does the author use to articulate the claim?

What did the author think you already knew?

 What is the difference between reasons and evidence?

What does the author focus on and continue to repeat?

Why was this person quoted or cited and what did this add?

Why did the author use these numbers or amounts?

Why did the author use this language?

How persuasive are the reasons used?

What makes this evidence sound?

Why did the author use these numbers or amounts?  

Why was this person quoted or cited and what did this add?

Why are false facts or fallacies cited here?

Why did the author use this language?

How did the author argue against the counterclaim?

What makes the argument valid?


Assessments
& Binder

These can be used as formative assessment throughout.  

For summative assessment insights, go to your Binder and filter by the date range you assigned these articles. Reflect on the progress students have made in the skill.

Quiz
Students should take quizzes for all articles.

Write
Have students respond to at least one write prompt from the articles listed above.

Annotations
Respond to at least one annotation for each student. Be sure to give specific feedback.

 

Quiz
Students should take quizzes for all articles.

Write
Have students respond to at least one write prompt from the articles listed above.

Annotations
Respond to at least one annotation for each student. Be sure to give specific feedback. 

Quiz
Students should take quizzes for all articles.

Write
Have students respond to at least one write prompt from the articles listed above.

Annotations
Respond to at least one annotation for each student. Be sure to give specific feedback.

Quiz
Students should take quizzes for all articles.

Write
Have students respond to at least one write prompt from the articles listed above.

Annotations
Respond to at least one annotation for each student. Be sure to give specific feedback.

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