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Building Evidence-Based Arguments (2 of 5)
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Building Evidence-Based Arguments (2 of 5)

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Grade Level Grades 9-12
Resource Type Activity
Standards Alignment
Common Core State Standards
License

About This Lesson

3 activities to help students build their arguments.

Aligned to CCSS:
RI.11-12.1, RI.11-12.2, RI.11-12.3, RI.11-12.4, RI.11-12.6, RI.11-12.8, RI.11-12.9
SL.11-12.1, W.11-12.1, W.11-12.2, W.11-12.4, W.11-12.5, W.11-12.9, R.11-12.7

This resource is provided through EngageNY, using the Creative Commons license:
http://creativecommons.org/licenses/by-nc-sa/3.0/us/

Resources

Files

Delineating_Arguments_Tool-_3C.pdf

Activity
February 13, 2020
129.1 KB

Delineating_Arguments_Tool-_4C.pdf

Activity
February 13, 2020
127.13 KB

Forming_EBC_Tool.pdf

Activity
February 13, 2020
135.44 KB
External resources

Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

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