Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
High School
Grade:
11
Provider:
Pearson
Tags:
Digital Immigrants, Grade 11 ELA
License:
Creative Commons Attribution-NonCommercial 4.0
Language:
English

Argument Evaluation

Argument Evaluation

Lesson Overview

In this lesson, you will continue to consider the effects constant digital connections have on human psychology. You'll evaluate the argument Rutledge makes and begin the introduction of your essay.

In this lesson, students will continue to consider the effects constant digital connections have on human psychology. They'll evaluate the argument Rutledge makes and begin the introduction of their essay.

Lesson Preparation

  • Read the lesson and student content.
  • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
  • If you haven't already, you should finalize the students' museum exhibit teams by this lesson so they can work together in these activities.

Section 1: Rutledge's Main Argument

  • Students should work with their museum exhibit teams for this activity.
    • ELL: If you have ELLs who need extra support as they work to identify the main argument, you can gather these students and conduct a Guided Reading Group.

Opening

Working with your small group, identify the author’s main argument in “Social Networks: What Maslow Misses” and make sure you understand her reasons for making it. Answer these questions.

  • What is her purpose in this article?
  • In what parts of the article does she make this purpose clear?
    • Include relevant quotations to support your ideas.
  • What passages help you identify the main ideas of the article?
  • What are the main pieces of evidence the author uses in order to support her argument?

Open Notebook

Section 2: Rutledge Argument Evaluation

  • If necessary, model the use of using relevant quotations in a response.
    • SWD: Quotations in this reading are language-rich and include multiple key ideas. Consider ways to support student access to these texts:
      • ✓ Provide multiple means of representation of the text (text, TTS, visual supports, and so on) to promote comprehension.
      • ✓ Highlight critical features/ideas in the text using text features (e.g., bold-faced type, highlighting).
      • ✓ Break the quotations into chunks of text so that students can grapple with the main ideas one at a time.
      • ✓ Provide a side-by-side “translation” of quotations into simpler terms.
      • ✓ Provide annotated versions of the quotations.

Work Time

Continue working with "Social Networks: What Maslow Misses."

Next, judge whether the argument is clear, convincing, and engaging by looking at the author’s proof of her main ideas. Include relevant quotations from the article in your answers.

  • How do people take advantage of digital connectivity to satisfy the various needs identified on Maslow’s pyramid?
  • How do people take advantage of digital connectivity to satisfy the various needs identified on Rutledge’s rewired version of Maslow’s model?
  • Based on how you function in your own life and what you see others do, how clear and convincing do you think Rutledge’s argument is?
    • Provide some reasons for your judgment about her argument’s accuracy and persuasiveness.

Open Notebook

Section 3: Intro and Thesis Revision

  • This is a good opportunity to take some one-on-one time with students you've identified as struggling with the comprehension.
    • SWD: Students with expressive language difficulties can benefit from audio recording their ideas to play back as they compose their drafts. This can be done independently, with peer partners, or with the support of a teacher.
    • ELL: Remind students that their focus is on the content of their writing and that their spelling and grammar do not need to be perfect at this stage. Their focus should be on generating ideas and arguments.

Work Time

An introduction is a chance for your reader to understand what the topic of the paper is, what stories and other texts the paper will look at, and what the paper’s main argument—the thesis—will be.

In order to accomplish that purpose, an introduction typically has:

  • A smooth introduction to the topic—not a cheesy hook or a bland, general statement.
  • An appropriate level of formality.
  • A thesis that is specific, challenging, and based on evidence the paper will provide and analyze.

If you feel stuck as you search for ways to make your introduction interesting, look back over the first sentences of paragraphs in “Are you a Digital Native?” and “Social Networks: What Maslow Misses” for effective ways to introduce concepts and engage an audience.

  • Using your notes on the articles and video, revise your working thesis.
  • Then begin writing the introduction of your essay.

Open Notebook

Section 4: Digital Divide Class Discussion

  • The amount of time you spend on this task is flexible, but it's a great opportunity for students to hear ideas that might influence their work.
  • This share can be fairly informational, but be sure to get input from at least a couple of students who are fairly far along in their process and have relatively strong arguments. That can help raise the bar for other students and provide them with models for their own thinking and writing.
  • Emphasize the importance of developing an argument that's truly specific so it differentiates itself from the other arguments on the same topic.

Closing

  • Share your evolving idea about your paper’s main argument with the full class.
  • Listen to the ideas your classmates are sharing and consider how you will make your own argument specific, creative, and persuasive.
  • Make notes as new ideas occur to you.

Open Notebook

Remember to compile relevant notes in the document you created in Lesson 3 for Unit Accomplishments.

Section 5: Digital Divide Essay

  • Remind students that they will not be able to participate effectively in the next lesson if they have not finished their disconnection experiment, and also that they need to finish their interviews of Digital Immigrants by Lesson 8 .
    • SWD: This is a good time to check in with students who need more guidance during the essay process. You can provide them specific feedback about what they have accomplished and what needs to be completed for homework.

Homework

  • Finish the introduction of your essay that you began.
  • Don’t forget that you need to spend one evening disconnected if you haven’t already, and you need to finish your interview of a Digital Immigrant before Lesson 8.