Claim, Counterclaim, and Rebuttal
Students will be able to write claims, counterclaims and rebuttals.
Claims and Counterclaims
Author of the Lesson: Eric Lougee
Lesson Summary/Overview: Students will be able to write counterclaims and rebuttals.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards: OR.ELA.9-10.W.1 and OR.ELA.11-12.W.1
ELP Standards: ELP.9-12.4
An ELL can construct grade-appropriate oral and written claims and support them with reasoning and evidence.
Language (ELP) Objectives: Students will be able to write counterclaims and rebuttals.
Supporting Academic Language
Language Functions: Argumentation
Language Modalities: Writing
Vocabulary: claim, counterclaim, rebuttal, argument, evidence
Syntax or Sentence Structure(s):
A common argument against the position is _______________.
The opposing view is __________________________.
Others may believe that __________________.
There is some support for the idea that _____________________.
Despite this information, evidence shows that ___________________________________.
Nevertheless, evidence proves that_____________________________.
However, there is information that suggests ___________________________.
Prerequisite Knowledge and Skills: Sharing an opinion, making a claim, finding evidence
Resources, Materials, and Technology required or recommended for the lesson: Sentence stips with example claims, counterclaims, and rebuttals. These could be teacher or student written.
Article: The Pros and Cons of Youth Sports Aren't Only Physical (English version; Spanish version)
Socio-emotional supports: Chunking of material to provide breaks for students. Assign students to specific “jobs” during the lesson or when working in pairs.
Cultural & Linguistic Responsiveness: Provide pros and cons articles in Spanish. Use universally common topics when discussing claims, counterclaims, and rebuttals.
Accessibility: Article can be provided digitally and print.
Differentiation: strategic partnering, choice of sentence frames
L1 Supports: Sentence frames, strategic partnering
L2 Development (by level): Spanish translation of pros and cons article
Time: 10 mins
Teacher Does/Students Do: Teacher will hand out slips of paper to each student with either a claim, counterclaim, or rebuttal. There will be one of each that corresponds together. Example- Claim: Cell Phones should be allowed in the classroom. Counterclaim: Cell Phones should not be allowed in the classroom. Rebuttal: By allowing cell phone use in the classroom, students learn how to use and manage their cell phones as a digital resource as they should outside of school. Students must find the other students in the class that have matching claims, counterclaims, or rebuttals. Groups will share out loud to class their set of arguments.
Focused Instruction (Teacher-as-Model)
Time: 20 mins
Teacher Does/Students Do: Teacher will create an anchor chart of possible counterclaim sentence starters and rebuttal sentence starters. Teacher will model creating counterclaim sentences and rebuttal sentences.
Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 5-10 mins
Teacher Does/Students Do: Teacher will select a claim from the prepared sentence strips. Together the class and teacher will create model counterclaim sentences and model rebuttal sentences.
Group Application (Student-to-Student Joint Responsibility)
Time: 5-10 mins
Teacher Does/Students Do: Teacher will divide students into pairs and continue to select sentence strips with claims. In pairs, the students will work together to create a counterclaim and rebuttal for each of the selected claims.
Individual Learning (Independent Practice and Application)
Time: 20 mins
Teacher Does/Students Do: Teacher will hand out the article “The Pros and Cons of Youth Sports Aren't Only Physical” to students. You could use another article of teacher or students’ choice that presents pros and cons of a topic. Use text to speech with digital copy as needed. (English version; Spanish version)
Students will read the article. As they will fill out the graphic organizer with pros and cons. After filling out the graphic organizer. Students will write a claim, counterclaim, and rebuttal for each side of the question: Are sports good for students’ mental/psychological health?
Time: 5 mins
Teacher Does/Students Do: Students will share a counterclaim and a rebuttal that they developed from the article with a partner in the class.
Content & Language: Group/partner practice with sentence strips.
Students will be able to effectively give a logical counterclaim and rebuttal using the provided sentence frames.
Plans for Summative Assessments
Content & Language: Graphic Organizer
|Claims||Claims are logical and have evidence to support.||Claims are logical but not do not have evidence to support.||Claims are illogical and evidence is missing.|
|Counterclaims||Counterclaims are logical and have evidence to support.||Counterclaims are logical but not do not have evidence to support.||Counterclaims are illogical and evidence is missing.|
|Rebuttal||Rebuttal effectively refutes the counterclaim. It is logical and has evidence to support.||Rebuttal refutes the counterclaim however it is missing some logic OR evidence to support.||Rebuttal does not refute the counterclaim. It is not logical and has no evidence to support.|
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: Research a controversial topic. Prepare claims, counterclaims, and rebuttals for a debate.