Lesson 8: Analyze an Argument About this lesson Students reread “What is an Inkblot? Some Say, Not Much” and analyze the argument to determine a central idea and then develop written claims.

We identified multiple claims made in “What’s in an Inkblot We identified multiple claims made in “What’s in an Inkblot? Some Say, Not Much” to summarize why projective tests are controversial. Let’s Review! Teaching Notes Suggested Pacing: ~1 minute Directions: Briefly review the previous learning. If students completed their H-chart for homework, collect the H-chart using an established classroom routine.

Develop thesis statements. Determine a central idea of the text. Today we will: Continue reading “What’s in an Inkblot? Some Say, Not Much” by Erica Goode. Develop thesis statements. Determine a central idea of the text. Let’s Prepare! Teaching Notes Suggested Pacing: ~1 minute Directions: Read the slide. Briefly explain how this lesson prepares students for another lesson and/or the end-of-unit assessments. Throughout the lesson, compare students’ responses and work to the student look-fors. Determine the students who need additional support with reading, understanding, or expressing their understanding of complex, grade-level texts. During this lesson or before the next lesson, support those students individually or in a small group using the Additional Supports for Diverse Learners.

“What is an Inkblot? Some Say, Not Much” by Erica Goode You will need: “What is an Inkblot? Some Say, Not Much” by Erica Goode The argument analysis handout Your H-chart handout Let’s Prepare! Teaching Notes Suggested Pacing: ~ 5 minutes Directions: Distribute the text. Access and distribute the argument analysis handout. Ask students to locate their H-chart handout.

Work as a class to understand the structure of a thesis statement for an argument. Work in pairs or small groups to complete the first page of the argument analysis handout. Let’s Practice! Teaching Notes Suggested Pacing: ~ 18 minutes Directions: Say to students: “At the end of this unit, you are going to write a literary analysis essay which argues how the surgery improved and/or worsened Charlie's life. What distinguishes an argument from other kinds of essays is that an argument is based on claims the writer--you--make. A claim is an assertion or statement of belief; an evidence-based conclusion the writer presents to the reader to consider.” Project the following statement or write it on the board: “Eighth grade is more difficult than seventh grade because there is more homework and the assignments are more complex.” Say: “This is an example of a thesis statement. Writers include a thesis statement in their writing to help organize the essay for the reader. A strong thesis statement for an argument is made of a claim and general reasons which support the claim. These reasons then become the main ideas of the essay’s body paragraphs.” Ask students to identify the claim in the model (“Eighth grade is more difficult than seventh grade.”) and the reasons (“There is more homework and the assignments are more complex.”). Then have them identify possible evidence they could use to support the claim. Ask: “What conjunction introduces the reasons in the claim about eighth grade?” Remind students that the conjunction “because” provides the writer an opportunity to explain or provide reasons and that an effective thesis statement for an argumentative essay must have both a claim and at least one reason to support it. Divide the class into pairs using an established classroom routine. Purposefully pair together students with different levels of language proficiency. Establish norms for the group work and explain that students will be held accountable for their learning by completing the argument analysis handout. Direct each group to complete the first page of the argument analysis handout. As students work together, prompt them to use their notes, including their completed H-chart, and the conversation stems learning tool. Conclude the group work by projecting or displaying a few, either student- or teacher-written, thesis statements on the board or chart paper. As a class, deconstruct the model thesis statements to identify the writer’s claim and reason(s). Discuss possible evidence which could support each reason, and, if the thesis statement doesn’t contain a claim and reason(s), work as a class to revise the thesis statement. Use teacher talk moves so students clearly express their ideas (Goal One), listen carefully to understand others’ ideas (Goal Two), and establish new ways of thinking (Goal Four). Possible Supports During the Lesson: For pairs with different levels of language proficiency, be sure that each student is held accountable for demonstrating their understanding. For example, direct partner A, who has lower language proficiency, to orally dictate a thesis statement while partner B, who has higher language proficiency, writes the thesis statement. Tell them to swap roles for the second thesis statement. Student Look-Fors: Access the completed argument analysis handout.

Discuss how the author uses words and phrases to recognize opposing claims in “What’s in an Inkblot? Some Say, Not Much.” Complete the first box on the second page of the argument analysis handout. Let’s Express Our Understanding! Teaching Notes Suggested Pacing: ~ 18 minutes Directions: Ask students to locate the transitions learning tool. Say: “Authors use transitions to signal to the reader how different sentences and ideas relate to each other. These transitional words or phrases also signal the structure of a text. For example, look at the first four paragraphs of ‘What’s in an Inkblot? Some Say, Not Much.’ As I read aloud these paragraphs, pay attention to the transitions the author uses to shift her ideas.” Read aloud the first four paragraphs. Ask: “What is the initial idea the author presents? What is the second idea the author presents? How are these ideas related? How do you know?” Refer students to the first box on the second page of the argument analysis handout. Model how to write a response based on the class conversation about the first four paragraphs of “What’s in an Inkblot? Some Say, Not Much.” While modeling, emphasize the qualities of a strong response (e.g., restates the question, demonstrates understanding of the text, includes relevant evidence to support the ideas, written in complete sentences, etc.). Direct students to record the model on their paper and work with their partner to finish their answer to the first question about the remaining sections of the text. As students work together, prompt them to use their notes, including their completed H-chart, and the conversation stems learning tool. Conclude the group work by sharing an exemplar response for the first question on the second page of the argument analysis handout and discussing what makes the exemplar quality. Possible Supports During the Lesson: For pairs with different levels of language proficiency, be sure that each student is held accountable for demonstrating their understanding. For example, direct partner A, who has lower language proficiency, to orally dictate a response while partner B, who has higher language proficiency, writes the response. If students are not writing a response similar to the Student Look-Fors: Ask students them to mark the transitional words and phrases in the first four paragraphs of the text and identify the meaning and/or purpose. Point out places in the text where transitional words or phrases signal a shift in ideas. Ask: “What is the author saying before the transitional word or phrase? What is the author saying after? Why does the author use this word or phrase to connect these ideas? What is the author’s purpose?” Student Look-Fors: Students should understand that the author presents the Rorschach tests as popular at the beginning of the article, but then she explains that they are also controversial. These two ideas contradict each other. She transitions from one idea to the next by using the phrase, “Yet almost since its creation,” which starts with the conjunction “yet.” This transition signals a contrast. Using it in a sentence is similar to “but nevertheless” or “but at the same time,” which means that what follows is an example of contrast of what came before. Access the completed argument analysis handout.

Materials you will need Assignment Materials you will need Complete the second question on the second page of the argument analysis handout. “What’s in an Inkblot? Some Say, Not Much” by Erica Goode Your completed H-chart Your argument analysis handout Homework Teaching Notes Suggested Pacing: ~3 minutes Directions: Explain the homework assignment and share the qualities of a strong response (e.g., restates the question, demonstrates understanding of the text, includes relevant evidence to support the ideas, written in complete sentences, etc.). Say: “A central idea is the main point the author is trying to make to the reader about the article’s topic. To answer this question, identify the main topic of ‘What’s in an Inkblot? Some Say, Not Much.” Then ask yourself, ‘What does the author want the reader to know about the topic?’” Make sure students understand the materials they will need to complete the work. Prompt them to use notes they took in their reading log. Use your established classroom routines to ensure that students have noted the assignment in the appropriate place (e.g., notebook, student planner, weekly homework calendar, etc.). If you do not wish to assign homework, this work can be completed during class according to your schedule. Use the supports below to help students as needed. Possible Supports During the Lesson: Pull together a small group to conduct a shared writing. Work with students to orally craft a response to the question. Prompt them to direct you in writing a response. Emphasize the qualities of a strong response during the shared writing (e.g., restates the question, demonstrates understanding of the text, written in complete sentences, etc.). Use an answer frame as needed. For example: A central idea of the article is that while projective tests ____, some ____. The author writes this because ____. Since the new article ____, the author wants to ____. As a result, she provides ____. Even though the author ____, she does not ____. Student Look-Fors: Access the completed argument analysis handout.

In this lesson, you learned how written arguments present claims, reasons, and evidence and recognize opposing viewpoints. You also developed evidence-based written claims and determined a central idea of an informational text. Let’s Close! Teaching Notes Suggested Pacing: ~1 minute Directions: Read this slide