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Selecting evidence to support an argument
This is a strategy lesson to teach students how to select evidence from a text to support an
argument for an essay. It was designed to take two class periods and is comprised of three
mini-lessons; these lessons include teacher modeling strategy to large group, student
practice with strategy in small groups, and student practice with strategy individually on
what will ultimately be the essay that they write.
A lesson plan for grades 9–12 English Language Arts
By Caroline Sain
Learn more
Related pages
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for similar elements.

2. Literature-based newspaper: Their Eyes Were Watching God: Students will create an
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Related topics
Learn more about African American literature, United States literature, arguments,
language arts, literature, selecting evidence, and writing.
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Learning outcomes

3. To teach students how to select several pieces of evidence, that, when used together, will
adequately support the argument of their essay.
Teacher planning
Time required for lesson
2 Days
Materials/resources
selection from “The Narrative of the Life of Frederick Douglass” by Frederick Douglass
Chief Seattle transparency and handouts with the full text of the “Speech of Chief Seattle”
(from The Heath Anthology of American Literature, edited by Paul Lauter). Teacher will
also need a transparency of this handout.
write-up of interview with family member, including questions and answers
Technology resources
overhead projector
Pre-activities
Students will need to have read and become familiar with the texts covered in the first two
lessons, as well as the text they will write about.
Students will also have completed interviews of a family member regarding a journey that
s/he had taken or experienced.
Activities
Lesson One: Modeling
What: Today you will learn to read a passage of information for pieces of evidence. These
pieces of evidence should work together to support an argument that you choose to make
from the given information. This strategy is called “Selecting Evidence to Support an
Argument.”
Why: Students often try to form the argument of an essay before considering how much, if
any, evidence they can find to support that argument. This strategy will save time because
it reminds you to consider the evidence before forming the argument so that the argument
will be easier to support.

4. How: Place the transparency of Chief Seattle’s speech on the overhead projector. There are
eight ideas within the passage that are highlighted in bold print; focus on these ideas after
you have read the passage. Choose the five that are interconnected, and can therefore be
used together to support the argument of the passage. For the three unrelated ideas,
explain how they contradict or weaken the argument. After selecting evidence ask
students to consider the following questions:
What argument can you make from the evidence?
How does each piece of evidence support that argument?
How do the pieces of evidence relate to and support each other?
What is the strongest evidence? the weakest?
As a class, articulate the connections among the pieces of evidence, and how each piece
works to support the argument. Turn on overhead projector and refer to an overhead you
have made of what you have just modeled, and allow students to quickly copy the process.
We are going to repeat this strategy as a class, using passages from Douglass’s Narrative.
For each passage, use the three steps of the “Selecting Evidence to Support an Argument”
strategy: select evidence, consider the 4 questions, and use the evidence you chose to
support an argument.
Lesson Two: Guided Practice
What: Now we will practice the “Selecting Evidence to Support an Argument” strategy in
small groups. Remember that the goal of this strategy is to select pieces of evidence from a
text that can be used together to support an argument. These pieces of evidence must be
interconnected, otherwise they will contradict and weaken the overall argument. Be sure
to consider the 4 questions to identify these connections, which will be important for
using the evidence to support an argument.
Why: This activity sheet will allow you to practice the strategy with your classmates so
that you can work together to learn to use it efficiently. Be sure to ask questions when you
are confused and to actively participate because you will need to employ this strategy
when writing your interview essay.
How: Divide the students into groups of four (plan groups ahead of time to try and balance
stronger and weaker writers; the idea is for the students to learn the strategy from one
another at this point). When they are settled, pass out the “Narrative of the Life of
Frederick Douglass handout (read before for this class). You will need to submit your
answer in writing, as a group.

5. Review the steps of the strategy:
Select evidence from the passage that supports the writer’s argument.
Do these pieces of evidence all say the same thing?
Are any of them contradictory?
Are they all interconnected?
Can you easily support an argument from them?
At this point they should have practice with all three steps in the strategy: 1. select
evidence, 2. consider the 4 questions, and 3. use evidence to support an argument.
Lesson Three: Independent Practice
What: Today you will read your findings from the interview you conducted with a family
member regarding a journey that s/he had taken or experienced. From the interview you
will choose five pieces of evidence that you can use to support the argument that you want
to make about journeys, using the “Selecting Evidence to Support an Argument” strategy.
Ask students to recall the class and group work from the day before, and allow any
questions. Once more, review the three steps of the strategy: 1. select evidence, 2. consider
the 4 questions, 3. use evidence to support an argument.
Why: Remind students that this strategy will save time and make their writing easier
because they will avoid arguments that they cannot adequately support with evidence.
How: Return the interview questions and answers to students and allow them time in
class to begin searching for evidence. They will have until the end of class to identify the
five pieces of evidence (or more if they find them), and to suggest an argument for their
essays given this support. I will evaluate their findings to determine whether or not they
understand the strategy.
Assessment
Collect each group?s written evaluations of the evidence at the end of Lesson Two to
evaluate the extent to which they are able to make connections among their pieces of
evidence, and to the validity of their argument given these connections.
Collect individual evaluations of evidence from their interviews to evaluate how well
students identify relevant evidence to support their argument.
Supplemental information

6. Comments
This lesson was created as part of a class I am taking for the MAT program. It is part of an
integrated unit that I have designed with four of my classmates, and is intended for an
11th grade class. It can, however, be adapted to any grade level and/or material that you
plan to have your students write about.
North Carolina curriculum alignment
English Language Arts (2004)
Grade 11
Goal 2: The learner will inform an audience by using a variety of media to research and
explain insights into language and culture.
Objective 2.03: Respond to informational texts by:
- using a variety of strategies for preparation, engagement, and reflection.
- paraphrasing main ideas and supporting details present in texts.
-explaining significant connections among the speaker's/author's purpose, tone, biases,
and the message for the intended audience.
Goal 3: The learner will demonstrate increasing sophistication in defining issues and using
argument effectively.
Objective 3.03: Use argumentation for:
- interpreting researched information effectively.
- establishing and defending a point of view.
- addressing concerns of the opposition.
- using logical strategies (e.g., deductive and inductive reasoning, syllogisms, analogies)
and sophisticated techniques (e.g., rhetorical devices, parallelism, irony, concrete images).
-developing a sense of completion.
Common Core State Standards
English Language Arts (2010)

7. Reading: Informational Text
Grade 11-12
11-12.RIT.1 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.
11-12.RIT.2 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.
11-12.RIT.3 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.
11-12.RIT.6 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.
Grade 9-10
9-10.RIT.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
9-10.RIT.2 Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
9-10.RIT.3 Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed,
and the connections that are drawn between them.
9-10.RIT.5 Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
9-10.RIT.6 Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Argument
Writing an Argument: Developing Support
Grade Level: 9-12
Concept: Use evidence to support a persuasive position

8. Estimated Duration: 90 minutes
Objectives
Students will be able to
•provide evidence to support a position
•write a persuasive essay using a coherent whole (topic sentence/position statement, and
main supports)
Materials
VEO SAFE CATS explanation
VEO SAFE CATS graphic organizer
White Board or Chalk board
2 Newspaper Articles
Highlighters
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
•Varying academic levels: use newspaper articles of varying reading levels
•Visual learners: students will use graphic organizers with a mnemonic device to allow to
help comprehension of the types of evidence used for support
•Auditory learners: students will discuss the types of evidence with a partner
•Kinesthetic learners: students will highlight key evidence found in the articles they read
Key Vocabulary
evidence
statistics
analogies
facts
opinions

9. anecdotes
credibility
Procedures
Warm Up
•On the board, write the following statement: What rule would you like to see changed at
school? After the class has brainstormed some rules, have them vote on one rule to
discuss. Write that rule on the board the position statement. For example: The school
dress code should be changed.
• Have students turn to a peer and brainstorm reasons as to why this change should
happen. As a class, ask students to share their ideas and write them on the board.
Direct Instruction
•Explain to students that they are creating evidence to support a position. Tell them that
their position is "The school dress code should be changed" and that their reasons why are
called evidence. Explain that having solid evidence creates credibility in the
speaker/writer.
• Distribute the worksheet called VEO SAFE CATS explanation. This is a mnemonic device
in order to help students remember the types of evidence that can be used to support a
position.
• Using the worksheet as a reference, label on the board the types of evidence that
students have brainstormed. If any types of evidence have not been brainstormed, ask
students to think of new evidence to add to the board. Make sure students understand
each of the types of evidence.
Practice
• Have students work with a partner. Give each group two different newspaper articles.
Articles can be easily downloaded from your local newspaper or from websites such as
www.nytimes.com. Each editorial should be of different degrees of difficulty so that
students may choose the reading level most fitting for them.
• Give each student a copy of the VEO SAFE CATS graphic organizer and a highlighter.
With their partner, students should highlight and note the types of evidence provided in

10. their article. Next, students should transfer the evidence they found to the correct section
of the graphic organizer.
• As a class, discuss the types of evidence they discovered. Monitor the discussion and ask
guiding questions to help students correct their misconceptions.
Assessment
•Have individual students choose a rule at home they would like to change.
• Using the VEO SAFE CATS graphic organizer, students complete their position statement
on the rule and create three types of evidence to support their position.
• Once the graphic organizers are completed and initialed by the teacher, students should
write a persuasive paragraph. The topic sentence of the paragraph should be the position
statement and the rest of the paragraph should include the evidence from the graphic
organizer.
Closure
•Remind students that there will be many times in life where they will need to convince
someone that their opinion should be considered. Explain to them that by using solid
evidence as support, their opinions will have a better chance of being viewed as credible.
•Applied learning: Ask students to consider using the types of evidence studied today the
next time they need to make a convincing statement to their parents or teachers.
Writing to argue
Lesson Plan
1. Starter: Writing to argue - Duration 5-10 mins
Episode Learning Objectives Resources
•Teacher explains the purpose of writing to argue and that the arguer needs three things:
a central argument, reasons for that argument and proof.
•Teacher identifies one of the first central arguments we all make as children: "I need a
new X". Class discusses the reasons and implications of this argument.
•Understand the purpose of writing to argue.
•Brainstorm ideas on a given topic.

11. •Practice the ability to identify language techniques designed to support a particular
purpose.
•Slides
Teacher Notes: 1. Starter: Writing to argue
2. Tools of arguing - Duration 15-25 mins
Episode Learning Objectives Resources
•Review mark scheme for writing to argue.
•Complete a range of exercises that practice techniques for students to make 'convincing'
arguments.
•Exercises include brainstorming 'rhetorical questions' for a given scenario, producing
introductions for 'experts' in a newspaper reporting style, writing an anecdote to support
an argument against a topical issue and debating an issue using cohesive devices.
•Understand marking criteria for writing to argue.
•Review definitions of four major argument techniques.
•Practice applying those techniques.
•Slides
•Student Worksheet 1
Teacher Notes: 2. Tools of arguing
3. Memorials - Duration 15-20 mins
Episode Learning Objectives Resources
•Use Slides 11-29 to introduce memorials and the Armed Forces Memorial.
•Distribute Student Worksheets 2a which tasks the students with writing to the 'Your
letters' section of a local newspaper arguing that a memorial should be erected in their
local area.
•Distribute Student Worksheet 3 and play Videos help students to extract facts, figures
and quotes to construct their argument.
•Student Worksheet 2b provides a framework for planning their written piece.

12. •Practice close reading and scanning to obtain relevant pieces of information for various
sources.
•Practice identifying facts from a text.
•Practice applying text planning skills.
•Practice reviewing a plan in order to ensure that all assessment objectives are being met.
•Slides 11-30
•Student Worksheet 2-3
•Video: HRH Prince Charles and remembrance
•Video: Personal accounts of loss
Teacher Notes: 3. Memorials
4. Argument letter - Duration 15-30 mins
Episode Learning Objectives Resources
•Students write an argument letter.
•They must ensure that there is clear structure to achieve a desired effect and they should
employ a wide range of argument techniques and details.
•Reiterate marking focus.
•Students swap their work and grade their partners' piece. They should offer three tips to
help their partner to improve their writing.
•Practice writing under timed conditions using information from prior planning and
research.
•Practice evaluating another's work against a mark scheme.
•Practice giving and receiving feedback in an appropriate, supportive and useful manner.
•Student Worksheet 2b
•Writing paper
•Slide
Teacher Notes: 4. Argument letter

13. 5. Peer assessment - Duration 5-10 mins
Episode Learning Objectives Resources
•Reiterate marking focus.
•Students swap their work and grade their partner's piece. They should offer three tips to
help their partner to improve their writing.
•Practice evaluating another's work against a mark scheme.
•Practice giving and receiving feedback in an appropriate, supportive and useful manner.
The Art of Persuasion-
Analysis of Argument Sherry Spencer
Introduction Standards Objectives Activities Assessment Results Resourc
Introduction
In this lesson, the students will explore the types of persuasion (arguments) used in
various speeches, letters and advertisements. They will learn to identify arguments by
causation, analogy, authority, emotion and logic. The student will present their own
persuasive piece in writing and an oral presentation.
Subject: Sophomore English
Topic: Persuasive arguments
Grade Level: Sophomore
Student Lesson URL: http://ctap295.ctaponline.org/~sspencer/student/
California State Standards Addressed
1.0 Listening and Speaking Grades 9 and 10
Students formulate adroit judgments about oral communication. They deliver focused and
coherent presentations of their own that convey clear and distinct perspectives and solid
reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose
Analysis and Evaluation of Oral and Media Communications
1.13 Analyze the types of arguments used by the speaker, including argument by
causation, analogy, authority, emotion, and logic

14. 1.0 Writing Strategies Grades 9 and 10
Students write coherent and focused essays that convey a well-defined perspective and
tightly reasoned argument. The writing demonstrates students' awareness of the
audience and purpose. Students progress through the stages of the writing process as
needed
2.3 Write persuasive compositions
a. Structure ideas and arguments in a sustained and logical fashion
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through
reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or
analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert
opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
Instructional Objectives
After viewing examples of advertisements, the students will be able to identify the
persuasive technique used with at least an 80% accuracy.
After reading or listening to and analyzing various speeches from the provided list, the
student will be able to correctly identify the type of argument used in the presentation
with at least 80% accuracy.
After completing objective 2, students will be able to provide an example of each type of
argument listed (argument by causation, analogy, authority, emotion and logic) with
100% accuracy.
Students will be able to read a document or listen to a speech and correctly identify the
type of argument used with an 80% accuracy.
After completing objective 4, students will be able to present a persuasive speech to the
class.
After completing objective 4, students will be able to write a persuasive essay.
return to top of document
Student Activities

15. Introductory Activity
Class discussion:
Possible ice breaker.....
How will you use this knowledge in real life?
How often do you think someone molds your opinion?
Over 25,000 times each day, we are bombarded with advertisements persuading us to buy
this, use that, or join this group.
People in advertising are paid excellent salaries to persuade you to do something that you
are not yet doing. How do they do that?
Let's look at some samples and see how we are being persuading to change our behaviors.
(Can use magazine, newspaper advertisements, video of television or radio commercials
that the teacher has prerecorded or examples on the internet - for example
advertisements on search engine home pages. )
Show advertisements ...(magazine, newspaper, video clips from television ads) talk about
the categories of argument, while you are showing the samples, display an overhead
defining the categories of argument while you show samples and identify argument style,
then show more samples and let the students provide the classification.
Then ask the students to tell you other ways we are persuaded in our everyday lives.
When, where and how do this events take place. Why do they happen?
For the speeches that the students listened to there was also an added benefit from the
internet, the students could hear the tone and emotion in the voice. With the
speeches/documents that are visual only, the students have to determine on reading only.
Enabling Activities
As a group, look at and listen to some examples of persuasive speeches.
Martin Luther King, Jr's "I have a dream"
Malcom X
Hitler
JFK's Ask Not

16. President's July 4th Speech from the movie Independence Day
PRESIDENT Good morning. In less than one hour planes from here and all around the
world will launch the largest aerial battle in the history of mankind... (beat) Mankind. The
word has new meaning for all of us now. We are reminded not of our petty differences but
of our common interests. oup, listening. Perhaps it's fate that today, July the Fourth, we
will once again fight for our freedom. Not from tyranny, persecution or oppression. But
from annihilation. We're fighting for our right to live, to exit. From this day on, the fourth
day of July will no longer be remembered as an American holiday but as the day that all of
mankind declared we will not go quietly into the night. We will not vanish without a fight.
We will live on. We will survive.
Might supplement with a clip from the movie
Speech from the movie Braveheart:
Yes, I have heard! He kills men by the hundreds! And if he were here, he would consume
the English with fireballs from his eyes, and bolts of lightning from his ass!
I am William Wallace. And my enemies do not go away. I saw out good nobles hanged. My
wife... I am William Wallace. And I see a whole army of my countrymen, here in defiance of
tyranny. You have come to fight as free men. And free men you are! What will you do with
freedom? Will you fight?
Yes. Fight and you may die. Run and you will live, at least awhile. And dying in your bed
many years from now, would you be willing to trade all the days from this day to that, for
one change to come back here as young men, and tell our enemies that they make take our
lives, but they will never take our freedom?
Look! The English comes to barter with our nobles for castles and titles. And our nobles
will not be in the front of the battle!
No! They will not!
And I will.
As you read and listen to these speeches identify the type of persuasion used. (Hint: In
the better speeches, there may be more than one method used.)
Offer extra credit for examples the students bring in for web sites or written speeches.
They have to identify the type of persuasive technique(s) (arguments) in their submission.
Culminating Activities

17. Students present an original 3-5 minute persuasive speech to their classmates
Students prepare an original persuasive paper.
Student may select their own topic ( a list of possible topics)
Minimum of 2 pages -
typed, double spaced, 12 font (times roman or courier),
one inch margins
including visuals (pictures, graphs, etc.) return to top of document
Assessment
The following rubrics are based on the California High School Speech Association
Curriculum.
Scoring Criteria for Persuasive Essay Student page
Scoring Criteria for Persuasive Speech Student page return to top of document
Pre-Test
15 multiple-choice questions which cover identifying examples of each type of argument
listed (argument by causation, analogy, authority, emotion and logic)
Post-Test
20 multiple-choice questions which cover identifying each type of argument listed
(argument by causation, analogy, authority, emotion and logic). return to top of document
Results
After implementing your lesson (sometime between January & March), insert a chart of
your pre-test, post-test, and culminating assessment data.
Web Resources & Supplementary Materials
Introductory Activity
Pretest - Look at advertisements and read short excerpts from documents or speeches
answering a multiple choice quiz on selecting type of argument

18. Show different advertisements - ask students to identify the way they are being
manipulated by the advertisers. Discuss ways that we as consumers and members of our
society are manipulated.
Search engine home pages
Enabling Activity
Students are able to read and listen to some examples of great speeches before they
present their essay and/or persuasive speech to the class.
Guides for a persuasive speech
http://members.aol.com/chssa/PDFFiles/PerPack.pdf
Sample Speeches
History Place
http://www.historychannel.com/speeches/index.html
Culminating Activities
Persuasive essay submitted. (The class could determine the best 5 essays to be uploaded
on a web page for the school's web site.)
Persuasive speech presented to class, video taped.
Students watch their own video (TV turned to allow private viewing)
Student submits to the instructor five things they see that they like and five things they
think they can improve in their next presentation.
With proper permission slips completed, the video can also be presented at open house
for parents or during a teacher development dedicated to sharing good practices. (Tape of
the class presentations can be running on television set up at a booth, or off to the side)
Objective vs. Subjective Elements of Writing
Writing can be very difficult to judge, as many factors are subjective (what an individual
thinks) as opposed to objective (independent of thought or individual preference, such as
rules of grammar). In guaranteeing the quality of writing, it’s important to constitute
exactly what you’re guaranteeing.

19. Objective Aspects in Writing
Writing questions that you can answer with with a “right” or “wrong” would be classified
as objective. For example, having a period outside of quotation marks, typos, and other
parts of sentence structure that are incorrect would be objectively incorrect.
These types of writing elements can be easily guaranteed, such as “we guarantee this
article to be free of grammar mistakes.”
Subjective Aspects in Writing
On the other hand, items such as professional tone, interesting content, gripping dialogue,
etc., would be classified as subjective. Items that people can argue, judge, believe, and have
feelings one way or another for are harder to guarantee. Just like paintings, music, and
other art-related matters, what is “good” and what is “bad” depends on the eyes of the
beholder.
Remember What You’re Guaranteeing
I would stay away from guarantees such as “I know you’ll be 100% satisfied with our
writing” or “We guarantee complete satisfaction with your article” because that is
promising approval on subjective items. How do you know the exact tastes of the reader
(your client)? Just because you or your writers feel it reads well doesn’t mean everyone
will.
Grades: High School (9-12)
Subjects: Visual Arts, English—Language Arts
Time Required: 2-part lesson
Two class periods
Author: J. Paul Getty Museum Education Staff
Featured Getty Artwork:
Head with Horns, Paul Gauguin, 1895–1897
http://www.getty.edu/art/gettyguide/artObjectDetails?artobj=144617
Lesson Overview

20. Students will analyze the sculpture Head with Horns by Paul Gauguin through objective
and subjective writing activities and class discussion. They will then consider the meaning
of this sculpture and examine the differences between objective and subjective analysis.
Lesson Objectives
Students will be able to:
• explain the differences between objective and subjective writing, when writing
about an art object.
• consider a work of art within the context of the artist’s life.
• develop opinions about a work of art.
• chart the changes in their own opinions about a work of art—from their first
impressions, to understanding the ways that their acquired knowledge about the work of
art affects new interpretations.
• explore the meaning of the word savage within the contexts of Paul Gauguin's works
of art and historical and contemporary attitudes and beliefs.
Materials List
• Image of Head with Horns by Paul Gauguin
• Pen or pencil and paper
Lesson Steps
1. Begin by displaying an image of the front view of Head with Horns by Paul Gauguin.
Ask students to write down their initial thoughts about the work.
2. Explain to students that they are now going to learn about objective versus
subjective analysis through writing about a work of art. Begin by discussing as a class
what the terms objective and subjective mean.
3. Next, show students the image of the back of the sculpture (available in the Image
Bank information), and have them write a paragraph describing what they see. Ask
students to begin by writing only things they can see, as discussed earlier when defining
objective writing. At this point they will just look for details to describe, and try to avoid
forming any opinions or interpretations.

21. 4. Reintroduce the image of the front view of Head with Horns. Have students write
another, longer objective paragraph (at least six sentences) describing what they see on
the front of the sculpture.
5. Discuss as a group the students’ descriptions of the sculpture.
6. After discussing what students have written about what they see in the sculpture,
explain that some art scholars who study the work of Paul Gauguin believe that this
sculpture includes some of the artist’s own facial features. The sculpture could possibly be
a self-portrait of Gauguin. As a class, or as part of a computer lab assignment, ask students
to find self-portraits by Paul Gauguin on the Internet.
7. Discuss whether students agree with the scholars that there is a resemblance
between the sculpture and Gauguin's self portraits?
8. Have the students return to their writing. This time, ask them to speculate
subjectively about what they think Gauguin might have wanted to communicate when
making this sculpture.
9. Next, refer to the biographical information about Paul Gauguin (available in the
Image Bank information). Discuss some of the aspects of Gauguin’s life and work with
students, and speculate on the impulses behind his work. Call to their attention the fact
that Gauguin thought of himself as a “savage.” What do you think he meant by that?
10. Have students return to their own subjective writings about the sculpture. Ask them
to re-read their own analyses and then compare what they have learned about Paul
Gauguin and his life with their own earlier interpretations. Gauguin said of his own work:
• “In order to do something new we must go back to the source, to humanity in its
infancy.”
• “I have tried to make everything breathe in this painting: belief, passive suffering,
religious and primitive style, and the great nature with its scream.”
• “To me, barbarism is a rejuvenation.”
Discuss the following:
• Would you classify Gauguin’s comments as subjective, or objective?
• What do you think these quotations reveal about Gauguin and his ideas about art?

22. • How do you think these comments relate to Gauguin's vision of himself as a “savage”
untamed by civilized society?
Gauguin did not lead a conventional life. He abandoned his job as a banker and his wife
and five children in the early 1880s in order to turn his full attention to painting. He would
later remove himself further from modern Europe by traveling to the South Pacific island
of Tahiti in 1891, and to the Marquesas in 1895. Head with Horns could be Gauguin’s
representation of himself as a savage. In this way, he may have been revealing a part of his
character through his art.
11. Have students research the term savage. They should write down the definitions
they find and answer the following questions:
• What does the word savage mean to us today?
• What do you think the word may have meant in Gauguin’s time? Have students
research the etymology of the word.
• Why is this term so controversial today, when it is used to describe people?
12. Revisit students’ initial thoughts about this sculpture, recorded in their objective
and subjective writings, in a class discussion.
• Were your initial thoughts subjective or objective?
• How has research and discussion about the sculpture changed your initial
perceptions about it?
Assessment
Students will be assessed on their understanding of objective vs. subjective writing,
writing assignments in complete paragraphs, participation in class discussion, and
research of the use of the word savage.
Extensions
"May the day come soon when I'll be myself in the woods of an ocean island! To live there
in ecstasy, calmness, and art…There in Tahiti I shall be able to listen to the sweet
murmuring music of my heart's beating in the silence of the beautiful tropical nights." —
Paul Gauguin
From Gauguin’s own writing we can interpret that he valued his time in the South Pacific.
Have students write about a trip that changed them. What was it about the trip that had

23. such an impact on their life? Was it the place? Or was it the activities they participated in?
The people they met? Have them reflect on how the experience impacted their life.
Standards Addressed
Visual Arts Content Standards for California Public Schools
Grades 9–12, proficient
1.0 Artistic Perception
Analyze Art Elements and Principles of Design
1.3 Research and analyze the work of an artist and write about the artist's distinctive style
and its contribution to the meaning of the work.
Impact of Media Choice
1.5 Analyze the material used by a given artist and describe how its use influences the
meaning of the work.
3.0 Historical and Cultural Context
Diversity of the Visual Arts
3.3 Identify and describe trends in the visual arts and discuss how the issues of time,
place, and cultural influence are reflected in selected works of art.
4.0 Aesthetic Valuing
Derive Meaning
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and
political contexts influence the interpretation of the meaning or message in a work of art.
English—Language Arts Standards for California Public Schools
Grades 9–10
Reading
Vocabulary and Concept Development
1.1 Identify and use the literal and figurative meanings of words and understand word
derivations.
Writing

24. 2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write biographical or autobiographical narratives or short stories:
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the
specific actions, movements, gestures, and feelings of the characters; use interior
monologue to depict the characters' feelings.
2.3 Write expository compositions, including analytical essays and research reports:
b. Convey information and ideas from primary and secondary sources accurately and
coherently.
Grades 11–12
Reading
1.1 Trace the etymology of significant terms used in political science and history.
Vocabulary and Concept Development
1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well
as relationships and inferences.
Writing
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write fictional, autobiographical, or biographical narratives:
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the
specific actions, movements, gestures, and feelings of the characters; use interior
monologue to depict the characters' feelings.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and
sensory details.
2.3 Write reflective compositions:
a. Explore the significance of personal experiences, events, conditions, or concerns by
using rhetorical strategies (e.g., narration, description, exposition, persuasion).
Search: Lesson Plan
Lesson Plans > Language Arts & Literature > Grades 9 - 12 > Argument
[24 votes]

25. Kinesthetic LearnerVisualLearnerAuditoryLearnerTechnologyIntegrationArgument
Writing an Argument: Developing Support
Grade Level: 9-12
Concept: Use evidence to support a persuasive position
Estimated Duration: 90 minutes
Objectives
Students will be able to
•provide evidence to support a position
•write a persuasive essay using a coherent whole (topic sentence/position statement, and
main supports)
Materials
VEO SAFE CATS explanation
VEO SAFE CATS graphic organizer
White Board or Chalk board
2 Newspaper Articles
Highlighters
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
•Varying academic levels: use newspaper articles of varying reading levels
•Visual learners: students will use graphic organizers with a mnemonic device to allow to
help comprehension of the types of evidence used for support
•Auditory learners: students will discuss the types of evidence with a partner
•Kinesthetic learners: students will highlight key evidence found in the articles they read
Key Vocabulary
evidence
statistics

26. analogies
facts
opinions
anecdotes
credibility
Procedures
Warm Up
•On the board, write the following statement: What rule would you like to see changed at
school? After the class has brainstormed some rules, have them vote on one rule to
discuss. Write that rule on the board the position statement. For example: The school
dress code should be changed.
• Have students turn to a peer and brainstorm reasons as to why this change should
happen. As a class, ask students to share their ideas and write them on the board.
Direct Instruction
•Explain to students that they are creating evidence to support a position. Tell them that
their position is "The school dress code should be changed" and that their reasons why are
called evidence. Explain that having solid evidence creates credibility in the
speaker/writer.
• Distribute the worksheet called VEO SAFE CATS explanation. This is a mnemonic device
in order to help students remember the types of evidence that can be used to support a
position.
• Using the worksheet as a reference, label on the board the types of evidence that
students have brainstormed. If any types of evidence have not been brainstormed, ask
students to think of new evidence to add to the board. Make sure students understand
each of the types of evidence.
Practice
• Have students work with a partner. Give each group two different newspaper articles.
Articles can be easily downloaded from your local newspaper or from websites such as

27. www.nytimes.com. Each editorial should be of different degrees of difficulty so that
students may choose the reading level most fitting for them.
• Give each student a copy of the VEO SAFE CATS graphic organizer and a highlighter.
With their partner, students should highlight and note the types of evidence provided in
their article. Next, students should transfer the evidence they found to the correct section
of the graphic organizer.
• As a class, discuss the types of evidence they discovered. Monitor the discussion and ask
guiding questions to help students correct their misconceptions.
Assessment
•Have individual students choose a rule at home they would like to change.
• Using the VEO SAFE CATS graphic organizer, students complete their position statement
on the rule and create three types of evidence to support their position.
• Once the graphic organizers are completed and initialed by the teacher, students should
write a persuasive paragraph. The topic sentence of the paragraph should be the position
statement and the rest of the paragraph should include the evidence from the graphic
organizer.
Closure
•Remind students that there will be many times in life where they will need to convince
someone that their opinion should be considered. Explain to them that by using solid
evidence as support, their opinions will have a better chance of being viewed as credible.
•Applied learning: Ask students to consider using the types of evidence studied today the
next time they need to make a convincing statement to their parents or teachers.
Is That a Fact?
By JENNIFER RITTNER and BRIDGET ANDERSON
Note: This lesson was originally published on an older version of The Learning Network;
the link to the related Times article will take you to a page on the old site.
Teaching ideas based on New York Times content.
See all lesson plans »
.Overview of Lesson Plan: In this lesson, students investigate commonly-accepted
scientific claims and gather evidence that supports or refutes them. They synthesize their

28. learning by writing their own “Really?” columns modeled after those found in The New
York Times’s weekly Science Times section.
Author(s):
Jennifer Rittner, The New York Times Learning Network
Bridget Anderson, The Bank Street College of Education in New York City
Suggested Time Allowance: 1 hour
Objectives:
Students will:
1. Consider five commonly-accepted scientific claims and determine the sources of those
assumptions; brainstorm additional claims.
2. Review the research on the relationship between eating carrots and eyesight by reading
and discussing the article “Really? The Claim: Eating Carrots Improves Your Eyesight.”
3. Gather evidence about common scientific claims.
4. Share their findings by writing articles modeled after the article read in class.
Resources / Materials:
-five large piece of poster board, prepared as described in the Warm-Up activity below
(one per small group)
-markers (one per small group)
-pen/pencils
-classroom board
-copies of the article “Really? The Claim: Eating Carrots Improves Your Eyesight” (found
online at
http://www.nytimes.com/learning/teachers/featured_articles/20050503tuesday.html)
(one per student)
-resources for researching health and science topics (computers with Internet access,
textbooks, encyclopedias, library resources, etc.)
Activities / Procedures:

29. 1. WARM-UP/DO-NOW: Prior to class, prepare five pieces of poster board by creating
three columns on each, each column labeled with the following titles: “The Claim,” “True
or False?,” and “Why Do You Think That?” In the “The Claim” column, write one of the
following assertions (or create your own), making sure that each poster has a different
focus:
-Sitting in the sun ruins your skin.
-Cracking your knuckles causes arthritis.
-Using aerosol hairspray destroys the ozone layer.
-Reading in the dark damages the eyes.
-The temperature of the earth is getting warmer.
Arrange desks in to five groups, and place one of these posters and a marker at each
grouping. Upon entering class, students should divide themselves into the five groups, and
each group should complete the following assignment, written on the board for easier
student access: “On your desk, you will find a poster with a common scientific or health
claim written on it. As a group, discuss this claim and decide, based on your existing
knowledge, if you believe it is true or false. (If there is dissent in your group, indicate
which students believe the statement is true and which students think it is false.) Then, in
the third column, jot down examples of the evidence that support your claim. Also include
the sources of your information (teachers, personal experience, etc.)”
After a few minutes, ask each group to appoint a spokesperson, who should then present
the group’s ideas with the class. Why do students think there are so many health and
science claims that are seemingly constantly proven or refuted? How do scientists prove
or disprove these claims? What are some additional claims that they can think of? List
these claims on the board for use in a later activity. If necessary, provide some of the
following suggestions to prompt further student brainstorming: eating spinach makes you
strong; drinking coffee stunts growth; eating too much sugar causes diabetes; going
outside with wet hair causes colds; eating chocolate causes acne. Help students to see that
each claim has a cause and an effect.
2. As a class, read and discuss the article “Really? The Claim: Eating Carrots Improves Your
Eyesight”
(http://www.nytimes.com/learning/teachers/featured_articles/20050503tuesday.html),
focusing on the following questions:
a. What scientific claim does the article address?

30. b. What initial statement does the article make about the validity of the claim?
c. What primary facts about carrots does the article include?
d. According to the article, under what conditions is poor vision rampant?
e. Why might people who eat carrots still need glasses?
f. In what ways does the article support the assertion that carrots improve eyesight, and in
what ways do they not have any effect?
g. What was the purpose of the 1998 Johns Hopkins study? Who were the subjects? What
were the findings?
h. Does the 2003 study at Brigham and Women’s Hospital in Boston support or refute the
1998 research? How?
i. What conclusion does the article draw with regards to the original claim?
3. Explain to students that today they will be gathering evidence about common scientific
claims and writing articles modeled after the “Really?” column article read in class.
Students will work individually or in pairs to conduct their research using all available
classroom resources. Each individual or pair should select one of the claims written on the
board in the Warm-Up activity. To guide their research, students should answer the
following questions (written on the board for easier student access):
-What is the claim that you are attempting to prove or disprove?
-Look at the cause-and-effect relationship established by this claim. What basic facts does
one need to know to understand this claim? (For example, if your claim is “milk builds
strong bones,” what does one need to know about milk’s properties and about the
structure of bones that link these two parts of the claim together?)
-What evidence is there that either supports or refutes this claim? In other words, what
research has been done on this topic, and what does it show?
-What is the “bottom line” about this claim? To what degree is it true or false?
4. WRAP-UP/HOMEWORK: Synthesizing the research conducted in class, each student or
pair prepares a “Really?” column article about their claim. The article should state the
claim as the headline, provide ample facts supporting or refuting the claim, and provide a
bottom line summarizing the validity of the claim. Articles can be shared in a future class,
and might be submitted to the school newspaper for possible publication.

31. Further Questions for Discussion:
-How do you know if information that you receive is true?
-When and why is it important to back up claims with evidence?
-How often do you conduct research on your own to determine if something you have
heard or read is true? When do you not bother to research something?
-What sources can you consult to find evidence to back up information that you hear? How
do you know if those sources are correct?
Evaluation / Assessment:
Students will be evaluated based on participation in the initial group exercise,
participation in class discussions, and thoroughly researched and thoughtfully written
articles supporting or refuting common scientific claims.
Vocabulary:
baseless, beta carotene, coincidence, staple, scarce, rampant, deficiency, decline, placebo,
cataracts
Extension Activities:
1. Using The Food and Nutrition section of the U.S.D.A. Web site
(http://www.usda.gov/wps/portal/!ut/p/_s.7_0_A/7_0_1OB?navtype=SU&navid=FOOD_
NUTRITION), research other foods that address specific ailments or parts of the body. For
example, what other foods provide vitamin A or beta carotene? What foods or vitamins
affect specific ailments or parts of the body? Create a resource book filled with tips for
people with some health problems that might be in part remedied through dietary
changes.
2. What is the placebo effect? Conduct research to find evidence of cases in which the
findings suggested that a placebo had the same effect as the object of the study. Create a
poster explaining the findings. What does this suggest about the how a person’s state of
mind affects physical health?
3. Create a “How It Works” poster on how beta carotene or vitamin A affects the eyes.
What does it do to keep the eyes healthy?
4. As a class, read and discuss each week’s new “Really?” column, available online at
http://www.nytimes.com/pages/health/columns/index.html. Using the same
methodology as practiced in the Warm-Up exercise, write the claim on the board and asks

32. students to share their views on whether it is true or false; then read the column and
discuss the findings. Do the evidence and bottom line support or refute students’ initial
assumptions?
5. What are some of the other columns found throughout The New York Times? Choose a
column that interests you and follow it over the course of a month or longer. Clip each
article and write a response in your journal. (Columns might include Science Q&A,
Observatory, or Vital Signs in Science Times; Beliefs in the National section; White House
Letter in the Politics section; Public Lives or Metropolitan Diary in the New York Region
section; On Education in the Education section; or Playlist in the Arts section, among many
others.)
Interdisciplinary Connections:
American History/Global History- Conduct research to find well-established historical
theories that have been debunked due to new evidence or research. What was the initial
theory? What was the evidence that proved it? What new evidence was discovered that
altered the original findings? What is the new theory? Is it possible that new evidence can
be found to refute this claim? Is there ongoing research in this area? Write a paper sharing
your findings.
Journalism- Interview journalists from a local newspaper. How do they investigate claims
or assertions for their articles? How do they ensure that they are providing readers with
accurate information? Based on what you learn, write an article for student journalists
utilizing some of the tips or suggestions from the professional journalists.
Media Studies- Choose a segment from a radio or television news program. Can you find
evidence that supports and/or refutes the information provided in the news piece? Write
an analysis paper that argues the validity of the news segment. Be sure to include all
evidence you gathered and to cite your sources.
Other Information on the Web:
Previous articles from the “Really?” column can be found in the Health section of
NYTimes.com (http://www.nytimes.com/pages/health/columns/index.html).
Academic Content Standards:
Grades 6-8
Health Standard 6 – Understands essential concepts about nutrition and diet. Benchmark:
Understands how eating properly can help to reduce health problems

33. Health Standard 7 – Knows how to maintain and promote personal health. Benchmarks:
Knows personal health strengths and risks (e.g., results of a personal health assessment);
Knows how positive health practices and appropriate health care can help to reduce
health risks; Knows strategies and skills that are used to attain personal health goals
Science Standard 14-Understands the nature of scientific knowledge. Benchmark:
Understands that questioning, response to criticism, and open communication are integral
to the process of science
Science Standard 15- Understands the nature of scientific inquiry. Benchmarks:
Understands the nature of scientific explanations; Knows that scientific inquiry includes
evaluating results of scientific investigations, experiments, observations, theoretical and
mathematical models, and explanations proposed by other
Science Standard 16- Understands the scientific enterprise. Benchmark: Knows ways in
which science and society influence one another
Language Arts Standard 1- Demonstrates competence in the general skills and strategies
of the writing process. Benchmarks: Uses style and structure appropriate for specific
audiences and purposes; Writes expository compositions
Language Arts Standard 4- Gathers and uses information for research purposes.
Benchmarks: Uses a variety of resource materials to gather information for research
topics; Organizes information and ideas from multiple sources in systematic ways
Grades 9-12
Health Standard 6 – Understands essential concepts about nutrition and diet.
Benchmarks: Understands how nutrient and energy needs vary in relation to gender,
activity level, and stage of life cycle; Understands the reliability and validity of various
sources of food and nutrition information; Understands the role of food additives and
their relationship to health
Health Standard 7 – Knows how to maintain and promote personal health. Benchmarks:
Knows how personal behaviors relate to health and well-being and how these behaviors
can be modified if necessary to promote achievement of health goals throughout life;
Understands the short – and long-term consequences of safe, risky, and harmful behaviors
Science Standard 14-Understands the nature of scientific knowledge. Benchmark: Knows
that scientific explanations must meet certain criteria to be considered valid

34. Science Standard 15- Understands the nature of scientific inquiry. Benchmark: Knows that
conceptual principles and knowledge guide scientific inquiries (historical and current
scientific knowledge influence the design and interpretation of investigations and the
evaluation of proposed explanations made by other scientists)
Science Standard 16- Understands the scientific enterprise. Benchmark: Knows that
creativity, imagination, and a good knowledge base are all required in the work of science
and engineering
Language Arts Standard 1- Demonstrates competence in the general skills and strategies
of the writing process. Benchmarks: Writes compositions that are focused for different
audiences; Writes compositions that fulfill different purposes; Writes expository
compositions
Language Arts Standard 4- Gathers and uses information for research purposes.
Benchmarks: Determines the validity and reliability of primary and secondary source
information and uses information accordingly in reporting on a research topic; Identifies
and defends research questions and topics that may be important in the future
Would you really buy that? Persuasive techniques in advertising
By Andrea Fedon, Gail Frank, and Cindy Neininger
Provided by CareerStart
Essential question: How can awareness of the different methods of argument make you a
more informed consumer?
Learning outcomes
Students will respond to various advertisements by addressing the ads’ use of bias,
emotional factors, and semantic slanting.
Teacher planning
Materials needed
•Examples of television, magazine, newspaper, and internet advertisements (See “pre-
activities” below.)
•Optional: Access to a video resource site such as Learn 360, United Streaming, or Teacher
Tube.
•LCD projector or other means of viewing advertisements as a class

35. •Post-it notes
•Advertising vocabulary handout (Note: These terms are also listed under “critical
vocabulary” below.)
•Several magazines — You may choose to have students bring in magazines they usually
read.
Time required for lesson
30 minutes or one class period
Pre-activities
•Before the lesson, find several examples of television, magazine, newspaper, and internet
advertisements that you can share with the class. Try to find examples the demonstrate a
variety of the advertising techniques mentioned in the lesson. (See “critical vocabulary”
below.)
•Ask students to bring in magazines they usually read, or compile a variety of magazines
— enough for each group of students to look at a few different magazines.
Activities
1.Activating strategy: Show the class a few television or print advertisements using a
projector and video resource website. Ask the students questions about the
advertisements: Would they buy the products being advertised? Who is the ad targeting?
What caught their eye about the advertisement?
2.Have a class discussion about advertising techniques and the way advertisers target
specific groups of people: men, women, children, teens, athletes, senior citizens, etc. Hand
out the advertising vocabulary sheet and discuss each term with students. Ask them to
name examples of each technique from ads they’ve seen.
3.Show the examples of advertisements, and ask the students who they think the
advertisers are targeting with each ad, using examples from the advertisement to support
their answers. Ask them which advertising technique is being used in each ad.
4.Put students into small groups. Pass out several different magazines to each group and
ask them to find various examples of advertising and to decide which demographic each
ad targets and which techniques are used. Have the students use post-it notes to label
each advertising example.

36. 5.Have students work individually to choose an advertising technique that they were not
able to find in the magazines they viewed. Each student will create an ad that uses this
technique and is targeted to a teen audience.
6.Wrap up the lesson with a discussion of some of the careers involved in advertising. (See
Career Information below.)
Extension
This lesson provides a great opportunity for students to write a persuasive paper. Some
suggested writing prompts:
•You are trying to obtain a patent for a new product. What is your product and why is it
more effective or better than existing products?
•You want to convince an audience that you deserve a new iPhone. You must write two
persuasive letters to different audiences (parents, grandparents, Santa Claus, a friend, etc.)
In these letters, you must present information that you believe will persuade the audience
to buy the iPhone for you.
Critical vocabulary
Note: These terms are listed on the vocabulary handout.
Loaded words
Words with strong associations such as “home,” “family,” “dishonest” and “wasteful.”
Transference
Attempts to make the audience associate positive words, images, and ideas with a product
and its users.
Name calling
Comparing one product to another and saying it is weaker or inferior in quality or taste.
Glittering generality
Using words that are positive and appealing, but too vague to have any real meaning, like
“pure and natural.”
Testimonial
A product is endorsed by a celebrity or by an expert.

37. Bandwagon
The advertiser tries to make you feel like everyone else has the product and if you don’t
have it too, you’ll be left out.
Snob appeal
The opposite of the bandwagon technique, snob appeal makes the case that using the
product means the consumer is better/smarter/richer than everyone else.
Repetition
A product’s name or catchphrase is repeated over and over, with the goal of having it stick
in the viewer or listener’s mind.
Flattery
The advertiser appeals to the audience’s vanity by implying that smart/popular/rich
people buy the product.
Plain folks
The advertiser says or implies that people just like you use a product. (This often takes the
form of a testimonial.)
Emotional appeals
The advertiser appeals to people’s fears, joys, sense of nostalgia, etc.
Facts and figures
Using statistics, research, or other data to make the product appear to be better than its
competitors.
Special offer
The advertiser offers a discount, coupon, free gift, or other enticement to get people to buy
a product.
Urgency
The advertiser makes you feel like you need the product right away.
Career information
Career information comes from the Bureau of Labor Statistics’ Occupational Outlook
Handbook.

38. Advertising and public relations services
Nature of the industry
Firms in the advertising and public relations services industry prepare advertisements for
other companies and organizations and design campaigns to promote the interests and
image of their clients.
Training and qualifications
Most entry-level professional and managerial positions in advertising and public relations
services require a bachelor’s degree, preferably with broad liberal arts exposure.
Earnings
In 2006, nonsupervisory workers in advertising and public relations services averaged
$724 a week—significantly higher than the $568 a week for all nonsupervisory workers in
private industry.
Job prospects
Competition for many jobs will be keen because the glamour of the advertising and public
relations services industry traditionally attracts many more job seekers than there are job
openings. The best job opportunities will be for job seekers skilled in employing the
increasing number and types of media outlets used to reach an increasingly diverse
customer base.
Advertising, Marketing, Promotions, Public Relations, and Sales Managers
Nature of the work
Advertising, marketing, promotions, public relations, and sales managers coordinate their
companies’ market research, marketing strategy, sales, advertising, promotion, pricing,
product development, and public relations activities. In small firms, the owner or chief
executive officer might assume all advertising, promotions, marketing, sales, and public
relations responsibilities. In large firms, which may offer numerous products and services
nationally or even worldwide, an executive vice president directs overall advertising,
marketing, promotions, sales, and public relations policies.
Training and qualifications
A wide range of educational backgrounds is suitable for entry into advertising, marketing,
promotions, public relations, and sales managerial jobs, but many employers prefer those
with experience in related occupations.

39. For marketing, sales, and promotions management positions, some employers prefer a
bachelor’s or master’s degree in business administration with an emphasis on marketing.
Courses in business law, management, economics, accounting, finance, mathematics, and
statistics are advantageous. Additionally, the completion of an internship while the
candidate is in school is highly recommended.
Earnings
Median annual earnings in May 2006 were $73,060 for advertising and promotions
managers, $98,720 for marketing managers, $91,560 for sales managers, and $82,180 for
public relations managers.
Job prospects
Advertising, marketing, promotions, public relations, and sales manager jobs are highly
coveted and will be sought by other managers or highly experienced professionals,
resulting in keen competition. College graduates with related experience, a high level of
creativity, and strong communication skills should have the best job opportunities.
North Carolina curriculum alignment
English Language Arts (2004)
Grade 8
Goal 3: The learner will continue to refine the understanding and use of argument.
Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or
viewed by:
monitoring comprehension for understanding of what is read, heard and/or viewed.
analyzing the work by identifying the arguments and positions stated or implied and the
evidence used to support them.
identifying the social context of the argument.
recognizing the effects of bias, emotional factors, and/or semantic slanting.
comparing the argument and counter-argument presented.
identifying/evaluating the effectiveness of tone, style, and use of language.
evaluating the author's purpose and stance

40. making connections between works, self and related topics.
Responding to public documents (such as but not limited to editorials, reviews, local, state,
and national policies/issues including those with a historical context).