Summary
This lesson guides students to examine and deconstruct published arguments based on social issues that are important to them. Students develop and present an argument related to issues in today's society, then evaluate their peers' work. While this lesson is currently aligned to 10th-grade standards, it would be appropriate to teach in grades 9–12, adjusting standards as needed.
Essential Question(s)
What issue is one of the most important to the current generation of youth in America?
Snapshot
Engage
Students share causes or issues that are important to them and connect with classmates who share interest in similar causes.
Explore
Students watch a video about argumentative writing and discuss the essential elements of an argument.
Explain
Students deconstruct a published argumentative article focusing on the thesis, evidence, and counterarguments.
Extend
Students create a visual representation of a selected topic.
Evaluate
Students evaluate their peers’ work, offer feedback, and reflect on their own learning through a brief writing activity.
Materials
Lesson Slides (attached)
Argument Essay Notes handout (attached; one per student)
Arguing With Evidence handout (attached; one per student)
Poster board (one per pair of students)
Markers, crayons, colored pencils
Sticky notes
Student devices (Chromebook, laptop, tablet, etc.; one per pair of students)
Engage
15 Minute(s)
Use the attached Lesson Slides to guide the lesson. Display slide 3 and have the question, "What are three issues or causes that are important to you?" posted in the classroom when students enter the classroom.
Have students read the question on the slide and allow them time to consider their cause or issue. Assure students there are no right or wrong answers and they should simply answer the question to the best of their ability.
Move to slide 4. On the class board space or poster paper, draw an axis to be used as part of the Sticky Bars instructional strategy. Add the following labels evenly spaced along the axis: “Education,” “Social Media,” “Politics,” “Health,” and “Personal Character.” Share with students that many of their causes or issues should fall under one of these categories.
Give each student one sticky note and have them write their response to the question on the note. Then, invite students to bring their sticky notes to the prepared Sticky Bars space and place their sticky note above the category they believe best fits their cause. As students place their sticky notes, guide them to stack their notes so that they move up the board like a bar graph. The structure of the graph should help students see which categories are most important to their class.
When students are finished placing their notes, organize students into pairs. Pair students based on their interests so that students passionate about a similar cause are working together. Students should work with their partners for the remainder of the lesson.
Use slides 5–6 to share the essential question and learning objectives with students.
Explore
25 Minute(s)
Move to slide 7 and distribute the attached Argument Essay Notes handout to each student. Play the video on the slide, How to Write an Argumentative Essay by Shmoop, and have students independently complete the handout as they watch.
Allow students extra time to finish the handout after the video is over. Then, have students discuss their responses with a partner. Invite pairs to share out some of the most significant components of argumentative writing.
Explain
Display slide 8 and pass out the attached Arguing With Evidence handout to each pair. Explain to students that they should use the handout to deconstruct argumentative articles.
Have students use a device to navigate to either Britannica or Kelly Gallagher’s Article of the Week to browse collections of argumentative articles. Share that these websites feature articles with an argumentative stance.
Have each pair choose an article that fits their chosen issue from the beginning of the lesson. For example, if students chose an issue related to social media, they should find an article about social media.
Once pairs have chosen their articles, have them complete the Arguing With Evidence handout using the information from their articles. They should identify the main thesis of the article, supporting evidence, and possible counterarguments. Begin the 20-minute timer on the slide and allow students time to complete the handout.
Extend
30 Minute(s)
Once students have deconstructed the argument from their articles, pass out markers and poster paper to each pair.
Display slide 9 and tell students that they should create posters to represent their arguments. Share that each poster should include a thesis, evidence, and counterarguments. Tell students that they should use the information from their handouts to create their posters. Encourage students to use creative, artistic symbolism or a visually appealing outline.
Begin the 15-minute timer on the slide and allow students time to work. Inform students that their work will be evaluated, and they should prepare to present to their peers.
Evaluate
15 Minute(s)
Have each pair hang their finished poster somewhere in the classroom.
Display slide 10 and review the Gallery Walk strategy. Give each pair of students sticky notes of two different colors. Tell students to use the sticky notes to give their peers feedback on their deconstruction of an argument. Share that they should use one color of sticky note to record one thing about the argument they agree with, and they should use the other color of note to record one thing about they argument they disagree with. They should then stick the sticky notes on the poster. Stress that their feedback should be meaningful and constructive.
Have each pair stand in front of a poster that is not their own and begin writing feedback. Allow approximately 2 minutes for students to write and post their feedback. Then, have groups rotate to the next poster and repeat the process until all posters have been reviewed.
Once the Gallery Walk is complete, ask students to return to their desks.
Move to slide 11 and have them take out a piece of paper. Introduce the prompts on the slide:
Has your opinion of the issue you first explored changed throughout the lesson?
If so, how has it changed? If not, why not?
Start the 2-minute timer on the slide and have students write a quick reflection on the prompt.
Resources
Gallagher, K. (n.d.). Article of the week. Kelly Gallagher. https://www.kellygallagher.org/article-of-the-week
IgniteED. (2014). [Visual representation of sticky bars strategy][Photograph]. http://fuelgreatminds.com/wp-content/uploads/2014/09/formative-assessment.jpg
K20 Center. (n.d.). Gallery walk / carousel. Strategies. https://learn.k20center.ou.edu/strategy/118
K20 Center. (n.d.). Sticky bars. Strategies. https://learn.k20center.ou.edu/strategy/12
K20 Center. (2021, September 21). K20 Center 2 minute timer [Video]. YouTube. https://www.youtube.com/watch?v=HcEEAnwOt2c
K20 Center. (2021, September 21). K20 Center 15 minute timer [Video]. YouTube. https://www.youtube.com/watch?v=m3zT2IxZQaw
K20 Center. (2022, April 6). K20 Center 20 minute timer [Video]. YouTube. https://www.youtube.com/watch?v=bjcwzinQlEE
The Learning Network. (2024, August 8). Open letters: Our opinion-writing contest. New York Times. https://www.nytimes.com/2024/08/08/learning/open-letters-our-opinion-writing-contest.html
Shmoop. (2013, March 26). How to write an argumentative essay by Shmoop [Video]. YouTube. https://www.youtube.com/watch?v=-lzGy5gizKg
