Author:
Eric Lougee, Oregon Open Learning
Subject:
Language Education (ESL), English Language Arts, Composition and Rhetoric
Material Type:
Activity/Lab, Homework/Assignment, Lesson, Lesson Plan
Level:
High School
Tags:
ELP Level 2, ELP Level 3, ELP Level 4
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English, Spanish
Media Formats:
Downloadable docs, Text/HTML

Education Standards

Claim, Counterclaim, and Rebuttal

Claim, Counterclaim, and Rebuttal

Overview

Students will be able to write claims, counterclaims and rebuttals.

Lesson Plan

LESSON DESCRIPTION

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 ___________________________.

Discourse: Sports/Health

LESSON PREPARATION

Considerations

Prerequisite Knowledge and Skills: Sharing an opinion, making a claim, finding evidence

Instructional Materials

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)

Graphic Organizer

Learning Supports

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.

Instructional Supports

Differentiation: strategic partnering, choice of sentence frames

L1 Supports: Sentence frames, strategic partnering

L2 Development (by level): Spanish translation of pros and cons article

LESSON PROCEDURES

Anticipatory Set/Motivation/Hook

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.

 Photo of handwritten counterclaim sentence starters from Supporting Academic Language section. Photo of handwritten rebuttal sentence starters from Supporting Academic Language section.

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?

Closure

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.

ASSESSMENTS

Formative Assessment

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

Rubric-

 

 321
ClaimsClaims 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.
CounterclaimsCounterclaims 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.
RebuttalRebuttal 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.

EXTENSIONS

Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: Research a controversial topic. Prepare claims, counterclaims, and rebuttals for a debate.