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  3. Grade 7
  4. English Language Arts and Reading
  5. Analyze characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author uses various types of evidence and consideration of

Grade 7 · English Language Arts and Reading

Analyze characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author uses various types of evidence and consideration of

Quarter 3 · Week 3 · TEKS

Standards Alignment

  • TEKS.110.23.08E primary
    analyze characteristics and structures of argumentative text by: (i) identifying the claim; (ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and (iii) identifying the intended audience or reader; and
  • TEKS.110.23.08F primary
    analyze characteristics of multimodal and digital texts.; and

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Lesson Overview

This Grade 7 English Language Arts lesson focuses on analyzing the characteristics and structures of argumentative texts. Students will learn to identify the claim, explain how authors use various types of evidence and consider alternatives to support their arguments, and identify the intended audience. The lesson also includes analysis of multimodal and digital texts, helping students understand how different formats convey arguments.

Learning Objectives

  • Identify the claim in an argumentative text.
  • Explain how the author uses different types of evidence and considers alternatives to support the argument.
  • Identify the intended audience or reader of an argumentative text.
  • Analyze characteristics of multimodal and digital argumentative texts.

Success Criteria

  • Students can clearly state the claim of an argumentative text.
  • Students can describe at least two types of evidence used by the author and explain how these support the claim.
  • Students can identify the intended audience and explain why the author targets this audience.
  • Students can recognize features of multimodal or digital texts that contribute to the argument.

Prerequisite Knowledge

Students should be familiar with basic text features and have experience reading different genres. They should understand what an argument is and have some experience identifying main ideas in texts.

Key Vocabulary

  • Argumentative text
  • Claim
  • Evidence
  • Consideration of alternatives
  • Intended audience
  • Multimodal text
  • Digital text

Materials and Resources

  • Copies of short argumentative texts (print or digital)
  • Examples of multimodal texts (e.g., videos, digital articles with images)
  • Graphic organizers for identifying claims and evidence
  • Whiteboard or chart paper
  • Markers

Teacher Preparation

  • Select short argumentative texts appropriate for Grade 7 that clearly show claims and evidence.
  • Prepare examples of multimodal and digital texts with argumentative content.
  • Create or print graphic organizers to help students identify claims, evidence, and audience.
  • Prepare guiding questions to support student discussion and analysis.

Detailed Lesson Notes

Understanding Argumentative Texts

Argumentative texts are written to persuade the reader to accept a particular point of view or take a specific action. The main part of an argumentative text is the claim, which is the author's position or opinion on a topic. Supporting the claim are various types of evidence, such as facts, statistics, expert opinions, examples, and logical reasoning. Authors may also consider alternative viewpoints to strengthen their argument by showing why other opinions are less convincing.

Identifying the Claim

The claim is usually a clear statement that expresses the author's main argument. It can often be found in the introduction or conclusion of the text. Teaching students to look for sentences that state an opinion or a position helps them identify the claim. For example, in a text arguing for school uniforms, the claim might be 'School uniforms improve student focus and reduce bullying.'

Types of Evidence and Consideration of Alternatives

Authors use different types of evidence to support their claims. These include: factual evidence (data, statistics), anecdotal evidence (personal stories), expert testimony, and logical reasoning. Additionally, authors may acknowledge opposing views and explain why these alternatives are not as strong or valid. This consideration of alternatives shows critical thinking and strengthens the argument. Teaching students to recognize these types helps them understand how arguments are built.

Identifying the Intended Audience

The intended audience is the group of readers the author wants to persuade. Clues about the audience come from the language used, the examples chosen, and the topics discussed. For instance, a text using formal language and technical terms might target professionals, while one with simple language and relatable examples might target teenagers. Understanding the audience helps students see why the author presents the argument in a certain way.

Analyzing Multimodal and Digital Texts

Multimodal texts combine words with other modes such as images, videos, sound, or interactive elements to communicate an argument. Digital texts may include hyperlinks, animations, or audio clips. These features can strengthen the argument by appealing to different senses or providing additional evidence. Students should learn to analyze how these elements contribute to the author's purpose and how they affect the audience's understanding and response.

Worked Examples

Worked Example 1

Scenario

Read the following excerpt: "School uniforms improve student focus and reduce bullying. Studies show that schools with uniforms have fewer disciplinary problems. Some argue that uniforms limit self-expression, but the benefits to school safety outweigh this concern." Identify the claim and explain the types of evidence used.

Explanation

The claim is the author's main argument: "School uniforms improve student focus and reduce bullying." The evidence includes a reference to studies showing fewer disciplinary problems, which is factual evidence. The author also considers an alternative viewpoint about limiting self-expression but explains why the benefits outweigh this concern, showing consideration of alternatives.

Answer Guide

The claim is that school uniforms improve focus and reduce bullying. The author uses factual evidence (studies) and acknowledges an alternative view about self-expression but argues the benefits are greater.

Engage

Teacher Activity

Introduce the concept of argumentative texts by asking students if they have ever tried to convince someone to agree with their opinion. Show a short example of a simple argument (oral or written).

Student Activity

Students share a time they tried to persuade someone and discuss what they said to support their opinion.

Explanation

This activity connects students' personal experiences with the idea of making a claim and supporting it, setting the stage for analyzing argumentative texts.

Examples

  • Students share examples of persuasion from their own lives.
  • Students recognize that supporting reasons help convince others.

Explore

Teacher Activity

Provide students with a short argumentative text. Guide them to read it carefully and highlight or underline the sentence that states the claim. Then, identify different types of evidence used in the text.

Student Activity

Students read the text, highlight the claim, and list evidence supporting the claim. They also note any mention of alternative viewpoints.

Explanation

This hands-on activity helps students practice identifying the claim and evidence, key components of argumentative texts.

Examples

  • Students correctly identify the claim sentence.
  • Students list at least two types of evidence from the text.
  • Students notice if alternatives are acknowledged.

Explain

Teacher Activity

Explain the definitions of claim, evidence, consideration of alternatives, and intended audience. Use examples from the text students just read. Discuss how authors choose evidence and consider alternatives to make their argument stronger.

Student Activity

Students take notes on definitions and examples. They participate in discussion by giving examples from the text.

Explanation

Direct instruction clarifies key concepts and terminology, reinforcing students' understanding of argumentative text structures.

Examples

  • Students can explain each term with examples.
  • Students understand the purpose of each part of the argument.

Elaborate

Teacher Activity

Introduce multimodal and digital texts with argumentative content. Show an example (e.g., a digital article with images or a short video presenting an argument). Guide students to analyze how the multimodal elements support the argument and appeal to the audience.

Student Activity

Students watch or view the multimodal text and discuss or write how images, sound, or other features help the argument.

Explanation

This phase extends understanding to different formats, showing how arguments can be presented beyond traditional print.

Examples

  • Students identify multimodal features that reinforce the claim.
  • Students explain how these features engage or persuade the audience.

Evaluate

Teacher Activity

Ask students to read a new short argumentative text and complete a graphic organizer identifying the claim, evidence, consideration of alternatives, and intended audience. Alternatively, have students explain these elements orally or in writing.

Student Activity

Students complete the organizer or provide an oral/written explanation demonstrating their understanding.

Explanation

This assessment checks if students can independently analyze argumentative texts using the skills taught.

Examples

  • Students accurately identify and explain all elements.
  • Students use evidence from the text to support their answers.

Classroom Activity

Students read the text, highlight the claim, and list evidence supporting the claim. They also note any mention of alternative viewpoints.

Guided Practice

Guided Practice 1

Prompt

What is the claim in an argumentative text?

Teacher Answer Guide

The claim is the main argument or opinion the author wants the reader to accept.

Guided Practice 2

Prompt

Identify the claim in the sentence: "Recycling helps protect the environment by reducing waste."

Teacher Answer Guide

The claim is that recycling helps protect the environment by reducing waste.

Guided Practice 3

Prompt

Explain how an author uses evidence to support a claim.

Teacher Answer Guide

The author uses facts, examples, expert opinions, or logical reasons to show why the claim is true or valid.

Guided Practice 4

Prompt

How does considering alternative viewpoints strengthen an argument?

Teacher Answer Guide

It shows the author has thought about other opinions and can explain why their own argument is stronger, making the argument more convincing.

Guided Practice 5

Prompt

Why might multimodal features make an argument more effective?

Teacher Answer Guide

Because they engage different senses, make information clearer, and help persuade the audience more strongly.

Independent Practice

  1. Foundational: What is a claim in an argumentative text?
  2. Developing: Identify the claim in this sentence: "Recycling helps protect the environment by reducing waste."
  3. Application: Explain how an author might use evidence to support the claim that "exercise improves mental health."
  4. Analysis: Given a text that mentions opposing views about a topic, how does considering these alternatives strengthen the author's argument?
  5. Challenge: Analyze how a digital article that includes videos and interactive charts might be more effective in persuading its audience than a print article with only text.

Independent Practice Teacher Answer Key

  1. 1. A claim is the main argument or opinion that the author is trying to prove or convince the reader to accept.
  2. 2. The claim is that recycling helps protect the environment by reducing waste.
  3. 3. An author might use evidence such as scientific studies showing reduced depression in people who exercise, expert opinions from doctors, or examples of individuals who feel better after exercising to support the claim.
  4. 4. Considering alternatives shows the author has thought about other opinions and can explain why their own argument is stronger, which makes the argument more convincing and balanced.
  5. 5. The videos and interactive charts can engage the audience more deeply by appealing to visual and auditory senses, making complex information easier to understand, and allowing readers to explore data themselves, which can make the argument more convincing and memorable.

Guiding Questions

  • What is the main claim the author is making?
  • How does the author support this claim?
  • Does the author mention other viewpoints? How are they addressed?
  • Who do you think the author wants to read this text?
  • How do images or other media help the argument?

Common Misconceptions

  • The claim is not just any opinion but the main argument the author wants the reader to accept.
  • All evidence is equally strong; some types of evidence are more persuasive than others.
  • Considering alternatives means the author agrees with those views, which is not necessarily true.
  • Multimodal features are just decorations and do not contribute to the argument.

Differentiation

Support and Intervention

Provide sentence starters to help identify claims and evidence. Use graphic organizers to visually separate claims, evidence, and audience. Allow students to work in pairs to discuss texts before writing responses.

English-Language Learner Support

Use visuals and examples to explain key vocabulary like claim and evidence. Provide bilingual glossaries for new terms. Use simple, clear language and check for understanding frequently.

Advanced and Extension

Analyze more complex argumentative texts with subtle claims and nuanced evidence. Explore how rhetorical devices strengthen arguments. Create their own multimodal argumentative presentations.

Assessment

  • Have students highlight claims and evidence in a short text and explain their choices.
  • Ask students to identify the intended audience of a given text and justify their answer.
  • Use exit tickets where students write the claim and one piece of evidence from a text.
  • Write the claim of the argumentative text you read today.
  • List two types of evidence the author used to support the claim.
  • Identify the intended audience of the text and explain why.
  • Write a short argumentative essay on a given topic, including a clear claim, supporting evidence, and consideration of alternatives.
  • Analyze a multimodal text and write a paragraph explaining how its features support the argument.

Answer Guide

  • What is the claim in an argumentative text?
    Answer: The claim is the main argument or opinion the author wants the reader to accept.
  • Identify the claim in the sentence: "Recycling helps protect the environment by reducing waste."
    Answer: The claim is that recycling helps protect the environment by reducing waste.
  • Explain how an author uses evidence to support a claim.
    Answer: The author uses facts, examples, expert opinions, or logical reasons to show why the claim is true or valid.
  • How does considering alternative viewpoints strengthen an argument?
    Answer: It shows the author has thought about other opinions and can explain why their own argument is stronger, making the argument more convincing.
  • Why might multimodal features make an argument more effective?
    Answer: Because they engage different senses, make information clearer, and help persuade the audience more strongly.

Real-Life Application

Encourage students to find an example of an argumentative text at home, such as an editorial or advertisement, and identify the claim and evidence used. They can share their findings with the class.

Homework or Home Connection

  • Encourage students to find an example of an argumentative text at home, such as an editorial or advertisement, and identify the claim and evidence used. They can share their findings with the class.

Lesson Summary

In this lesson, students learned to identify the claim in argumentative texts, explain how authors use different types of evidence and consider alternatives to support their arguments, and recognize the intended audience. They also explored how multimodal and digital texts present arguments using various features. These skills help students critically analyze persuasive texts and understand how arguments are constructed and communicated.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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