Bell Work/Unpacking the Standard

• In the first box put the standard:• LAFS.7.RI.3.8 Trace and Evaluate the argument and specific claims

in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• In the nouns box, record any things that are important for your to learn this standard.

• In the verbs box include any action words that you must do to show you have learned this standard.

• Write your I Can… statements.• Example: I can trace and evaluate the argument in a text.

The 1st Amendment and Middle School

Standard

• LAFS.7.RI.3.8 Trace and Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• Academic Vocabulary• Trace-to follow the evidence or course of something• Evaluate-to judge or determine the quality of something• Argument-a statement, reason, or fact for or against a point• Claim-to assert or maintain as fact • Relevant-connected with the matter or subject in hand• Sufficient- enough to accomplish the goal

Objective

• I can trace the argument and specific claims in a text.

• I can assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• Academic Vocabulary• Trace-to follow the evidence or course of something• Evaluate-to judge or determine the quality of something• Argument-a statement, reason, or fact for or against a point• Claim-to assert or maintain as fact • Relevant-connected with the matter or subject in hand• Sufficient- enough to accomplish the goal

Direct Instruction• I can trace and evaluate the argument and specific claims

in a text.

Direct Instruction

Direct Instruction

Direct Instruction

After you trace how an author develops an argument, evaluate it further to decide if it is sound.

Ask: • Does each claim support the author’s argument and

make sense? • Does the author give reasons and evidence that support

each claim?

If you can ask and answer such questions, you’ll be able to distinguish strong, sound arguments from weak ones.

Modeled Instruction

Modeled Instruction

• Explore how to answer this question: “What is the author’s argument, and how does she support it with claims, reasons, and evidence?”

• First, identify what the author wants to convince you about. Then, find the claims she uses to show why her position is sound. Finally, identify reasons or evidence she gives to support each claim.

Guided Practice

• Analyze the author’s argument by completing the chart below. State what her argument is. Then add one reason and one claim she gives to support her position on hip-hop.

Guided Practice

Check for Understanding

• Chose the correct answer.

• What claim does the author make in the first paragraph on this page to support her argument that hip-hop should be taught in literature classes?

• A Hip-hop is more interesting than classic poetry.

• B Lyrics for hip-hop songs can teach students life lessons.

• C Teachers can better relate to their students’ experiences.

• D Students can learn to write hip-hop lyrics.

Check for Understanding

• Evaluate the essay you just read. Judge whether or not the author provides enough strong reasons and evidence to support her claims and argument. Use text details in your response.

• With a partner, discuss other reasons the author could have included to support her claims.

Independent Practice/Ticket out the door

• Read: Say No to Censorship by Marcos Suarez

• Answer the 4 follow up Questions (for a grade)

Bell Work

Use each of the following words in a sentence:• Trace-to follow the evidence or course of something• Evaluate-to judge or determine the quality of something• Argument-a statement, reason, or fact for or against a point• Claim-to assert or maintain as fact • Relevant-connected with the matter or subject in hand• Sufficient- enough to accomplish the goal

Standard and Objectives

• LAFS.7.RI.3.8 Trace and Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• I can trace the argument and specific claims in a text.

• I can assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

The Vietnam War • Video

• Video

• Vietnam War Protests

• In August 1964, North Vietnamese torpedo boats attacked two U.S. destroyers in the Gulf of Tonkin, and President Lyndon B. Johnson ordered the retaliatory bombing of military targets in North Vietnam.

• Beginning in May of 1964 small protests of the war and the draft began. Throughout 1965 the protests began to get larger and more involved.• In May protests were help on the steps of the Pentagon.• In August protestors tried to stop the movement of trains carrying troops.• By mid-October anti-war protests were drawing 100,000 people were held simultaneously in

as many as 80 cities around the world (that would 8,000,000 people protesting at the same time).

• In November of 1965 Protests were held in Washington DC and around the world again. The same day President Lyndon B. Johnson announced he was sending more troops to Vietnam.

Dr. Spock leading a march to the UN to demand a cease-fire in Vietnam, 1965

Anti-Vietnam War demonstration in Trafalgar Square, London, 1965

Reasons for Protest• The draft, moral, legal, and pragmatic• The draft, as a system of conscription which threatened lower class registrants

and middle class registrants alike, drove much of the protest after 1965. Conscientious objectors did play an active role although their numbers were small. The prevailing sentiment that the draft was unfairly administered inflamed blue-collar American and African-American opposition to the military draft itself.• Conscientious objectors were people who could avoid being forced into the military due

to religious reasons.

• Opposition to the war arose during a time of unprecedented student activism which followed the free speech movement and the civil rights movement. The growing opposition to the Vietnam War was partly attributed to greater access to uncensored information presented by the extensive television coverage on the ground in Vietnam.• In other words, more people were outraged by what war was like when they were able

to see it first hand on the news. Mothers didn’t want those violent things happening to their babies. Some of those babies were not so sure they believed in the cause enough to let those violent things happen to them.

Anti-Vietnam war protest in Montreal, 1965

More Reasons• Beyond opposition to the draft, anti-war protesters also made moral

arguments against the United States’ involvement in Vietnam.

• This moral imperative argument against the war was especially popular among American college students, who were more likely than the general public to accuse the United States of having imperialistic goals in Vietnam and to criticize the war as "immoral." • These college students were studying philosophy and other subjects which made

them question more what the motivation of the government was in the war.

• Civilian deaths, which were either downplayed or omitted entirely by the Western media, became a subject of protest when photographic evidence of casualties emerged. • The media was not making the public aware of exactly how many soldiers were

being killed. As evidence of the deaths came out the people were very angry and felt betrayed.

Student protest against the Vietnam War in 1965

This brings us to our article…

• Before Reading-• If you were the same age you are now, in December 1965, would you participate

in the protests against the Vietnam war?

Close Read 1

• The first read is to familiarize yourself with the text. It should be done independently.

• As you are reading, if you come across any words or ideas that are unfamiliar or confusing code them.• Unfamiliar word- underline• Confusing piece of text-?

• Identify the author’s argument-this is the author’s position about a topic.

Trace and Evaluate an Argument• Identify the author’s argument-this is the author’s position

about a topic.

Summary/Ticket out the door

• Do you think that the school policy banning armbands was fair? Why or why not? Cite text evidence to support your position. (You may answer in booklet page 23 #1)

Bell Work

• Paraphrase or rewrite the standard in your own words:

• LAFS.7.RI.3.8 Trace and Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims

Standard and Objectives

• LAFS.7.RI.3.8 Trace and Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• I can trace the argument and specific claims in a text.

• I can assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Close Read 2

• Yesterday we read the article and determined the author’s argument. Today as we read we are going to work on the second objective.

• I can evaluate an argument; assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• As you read this time you need to look for the reasons that support the argument and the evidence.

• Complete the graphic organizer as you read.

Trace and Evaluate an Argument• Identify the

author’s claims to support their argument-the reasons they think they are right.

• What evidence or support do they provide for each reason.

Close Read 2• Remember to evaluate means to judge on the quality of something. So

we are looking at the quality of evidence the author provided.• Did the author provide high quality reasoning and evidence?• Not only was the evidence of high quality, but also was there enough (sufficient)

evidence to persuade a reasonable person?

• With a partner, look back at your graphic organizer and the text.

• Find evidence the author provides. • Is the evidence sufficient (is there enough)?• Is the evidence provided high quality? • Are the facts from reliable resources?

• Do they present any counter claims and address why their point is correct.

• Did they provide quality and sufficient evidence to make a good argument?

• Discuss these questions with your partner and then on your own write your answer.

Summarizer

• How can you assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims made in a piece of text?

Bell Work

• Paraphrase or rewrite the first amendment in your own words:

• Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Standard and Objectives

• LAFS.7.RI.3.8 Trace and Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

• I can trace the argument and specific claims in a text.

• I can assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Close Read 3

• Read the discussion questions #2-5 in your booklet, as you read you will need to be thinking of the answers to these questions.• You may want to underline or highlight text that you could cite to

support your answers.

• After reading answer the questions. Be prepared to participate in a class discussion.

Class Discussion1. The students knew they would be suspended if they wore armbands to school and chose to do so anyway. Why do you think they ignored the rule?

2. The First Amendment says "Congress shall make no law . . . abridging the freedom of speech." Why do you think the Supreme Court of the United States has ruled that certain actions should have the same protection as verbal speech? Are these reasons valid? Use text evidence to support your position.

3. Explain how the Supreme Court ruled in favor of the students in Tinker citing First Amendment rights, but still indicated limits to those rights. Cite textual evidence to support your response.

4. Pretend that students in your school wanted to protest the school-wide ban on smoking. Should they legally be allowed to protest by wearing T-shirts that read "Up with 'Butts'!"? Why or why not? Cite valid reasons from the text to support your position.