teach argumentation effortlessly handout
TRANSCRIPT
An Argument Talk Protocol
Adapted from the Teachers College Reading & Writing Project Student Directions: 1. Name or set up the argument. You may want to use a t-chart to represent both sides of the argument. For
example:
Bats should not be feared because they provide benefits tour ecosystem.
Bats pose hazards to other animals and to humans and should be viewed cautiously.
2. Listen to teammates and/or text(s) and gather evidence for both sides of the argument.
You should be prepared to argue either way.
Watch for compelling quotations and statistics.
Be aware of personal bias. 3. Select your position.
Meet with others who agree.
Find your best evidence.
Rehearse what you will say when partnered with your opponents.
Jot notes as needed. 4. Face the opposition.
Match up and make your argument to your opponent. Talk for the entire allotted time.
Do not ask questions or make comments.
Jot notes as you listen. 5. Provide/receive feedback.
Tell your opponent the most compelling parts of his/her argument. Be specific.
Jot notes about the feedback your opponent gives you.
6. Meet with your team to plan rebuttal.
What were the opposition’s strongest arguments? How can our side refute these?
Do not restate your argument. Address the opposition.
7. Face the opposition again.
Meet with your assigned opponent. Talk for the entire allotted time (1-2 minutes).
Present your rebuttal.
8. Prepare next steps.
Start drafting your argumentative essay or take notes to prepare for the class debate.
Make sure you have a claim, reasons and evidence to support your claim, and sufficient rebuttal for the opponent’s claim(s).
Middle School Argumentative Writing and Debate
Shared by Eunice Brown, instructional coach, New Brunswick Public Schools, NJ
Grade 6 Argumentative Essays: Zoo Articles
Students were introduced to the characteristics of argumentative writing by reading several short
texts. During the reading, terms such as claim, reasons, evidence, and support were discussed.
Teachers next introduced the idea of tracking or tracing arguments using the support/refute graphic
organizer. Students read texts and tracked arguments for and against various issues.
Students were then shown several exemplars of argumentative essays. Structure was analyzed.
Teachers had students participate in a Four Corners activity. The Four Corners acted as a sort of
anticipatory set for the topic that students would be required to write about.
The Four Corners question was “Are Zoos Good for Animals?” Students were then asked to go stand in
the corner of the room where their choice was posted. The choices were strongly agree, agree,
strongly disagree, and disagree.
In groups, students discussed their reasons for their choices and then shared with the whole class. (The
Four Corners is revisited once students have completed the reading and writing about zoos).
Teachers begin preparing students for writing about the topic by reading the articles provided. They
used the support/refute graphic organizer for students to collect evidence for and against while they
read. Teachers have spaced out the reading so that they read and collect evidence FOR zoos in one or
two class periods and evidence AGAINST zoos in one or two class periods. During this time, the
strength/weakness of reasons/evidence was discussed.
Once students collected and evaluated the evidence for both sides, they took a position and stated a
claim, such as “Zoos are not beneficial for wild animals.”
Students use the support/refute graphic organizer to generate their reasons. Teachers instruct
students on the drafting an argumentative essay in support of their claim until completion.
Once essays are completed, Four Corners was revisited to determine what opinions changed based on
the research.
Name: _________________________________________ Date: _________________ Title of Text: ____________________________________ Directions: As your read the assigned text, search for evidence that may support or refute each statement.
Support/Refute Graphic Organizer
Evidence For Question Evidence Against
Are zoos good for animals?
Circle your position: I am for/against zoos for animals. State your specific claim: ____________________________________________________________ _________________________________________________________________________________
Grade 7 Argumentative Debate: “The Tell-Tale Heart”
Teacher began by building background about Edgar Allan Poe.
Next, teacher read aloud the original version of the story. Mood and tone were discussed.
Students then read a graphic novel version independently.
Reliable vs. unreliable narrator was discussed. Students used a graphic organizer to locate examples where the narrator is reliable/unreliable.
As a class, we discussed premeditated murder versus insanity. Students had to collect evidence for both defenses and then make a discussion about whether the narrator was guilty of premeditated murder or not guilty by reason of insanity.
Once students collected the evidence and decided on their position, we then prepared for debate.
The class was divided into groups by plea; students met in smaller groups to discuss their reasons and evidence.
The whole class then held a debate with several students acting as impartial judges who would then make a decision based on the arguments presented.
Definitions: Murder in the First Degree or Insanity? Murder in the First Degree: The distinguishing factor of first degree murder is pre-meditation. First degree murder is usually part of a larger scheme, done by poison, done after lying in wait and/or planned. It often involves weapons (especially guns). Often in conjunction with burglary, arson, serial murders and other felonies. Insanity: Mental illness or psychosis which causes the person to lose touch with reality. There can be a claim of “temporary insanity” or simply the argument of prolonged mental illness. Must be of a severe nature to be counted as a plea of insanity.
Arguments Textual Evidence
First Degree
Insanity
*Use page and paragraph references. Quote or paraphrase.