How to Introduce Your Arguments and Claims Unit
I love when we get to this standard! I think it is so much fun to teach and there are a lot of different activities that you can do with it.
In fact, one of the student’s favorite activities from the section is when we put Goldilocks on trial.
But more on that later.
First, let’s look at what I do to prepare the students for the trial.
Before we begin with anything, I think it is super important that students have an understanding of the vocabulary. For this unit, students need to know and understand - Argument, Claim, Relevant Evidence, Counterclaim, Rebuttal, and Credible.
Vocabulary Teaching Tip!
I have found that if students engage with the vocabulary words before I give them the fancy language arts definitions, then they are more likely to remember and connect with the concepts. It’s kind of like priming the pump.
Before we start the mini-lesson, I have my students complete a quick matching activity with their table groups. Each group is given an envelope with cards that have the vocabulary word, the definition, and characteristics. Students work together for five minutes to try and make matches. When the timer goes off, we check their matches with the fancy definitions on the Google Slides.
The matching activity makes them invested in learning the definitions. If you would like this matching activity, it’s yours! Just click the image at the bottom of the post for your copy.
After everyone grasps the vocabulary, we need to put it into practice.
To do this, we put Goldilocks on trial!
Our goal is to answer the question-
When Goldilocks entered the home of the Three Bears, did she commit a crime?
Steps:
1. To build their case for or against Goldie, students first have to read the story. (I actually use a modern version that I wrote along with witness statements from each character, but the original version would work as well.)
2. Students pick a side - yes, she did commit a crime, or no she didn’t. They use this opinion as a basis for their claim.
3. Once they have the claim nailed down, students go back through the text and find details they want to use to support their claim. Tell students to look for the WHY. If they thought she committed a crime, what happened in the text that made them think that way?
4. Students then work to identify the counterclaim by thinking about what people on the other side of the argument would say. After they have identified it, students write a rebuttal. I give them the sentence starter, While this may be true, ….
5. Finally, students take on the role of a lawyer or prosecutor, put all of this together, and write an opening statement.
This activity provides a fun and engaging way for students to practice using and applying the vocabulary!
Resources to Help You Get Started
Arguments and Claims Mini-Lesson and Goldilocks Activity Bundle on TpT.
ELA Unlimited
Find these resources, plus arguments and claims bell ringers, assessments, activities, and posters ready to download and use today! Minimal prep required!
Arguments and Claims Matching Activity
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