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Argument

Argument. Making Evidence-Based Claims. Warm Up. What does it mean to “make an argument?” What are the different parts to an argument? How does it start? How does it end? How do you win?. Notes . So far we have been making CSET Claims What are the steps to creating a CSET? First Second

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Argument

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  1. Argument Making Evidence-Based Claims

  2. Warm Up • What does it mean to “make an argument?” • What are the different parts to an argument? • How does it start? • How does it end? • How do you win?

  3. Notes • So far we have been making CSET Claims • What are the steps to creating a CSET? • First • Second • Third • Etc.

  4. Notes—CSET Process • Make a claim by answering the question provided • Go find evidence to support your idea • Explain how the evidence proves your claim

  5. Question • What if you had to write a CSET without being provided with a question? • Where would your claim come from?

  6. Evidence-Based Claims • Read Passage • Note details (Evidence) that stand out • Find text-to-text connections between the details • Make an inference (Claim) based on the evidence.

  7. Activity 1 • Read paragraphs 1 and 2 of “Plato’s Apology” • Use the guiding question as you read: • What is Socrates being accused of? • Write the detail (evidence) that answers the question • Record the line number

  8. Activity 2 • Class reads paragraphs 1-3 aloud • Use the following two questions to guide reading • How does Socrates make it clear that he is innocent? • What kind of wisdom does Socrates say he has?

  9. Activity 3 • Review text aloud • Review questions and evidence

  10. Activity 4 • Forming an Evidence Based Claim • Use evidence to make text-to-text connections • Make an inference (Claim) about Socrates “In Plato’s Apology, Socrates believes…”

  11. Warm Up • What is the difference between an Evidence-Based Claim and a CSET Claim?

  12. Evidence-Based Claims Criteria • Content and Analysis • Clarity if Claim • Conformity to the Text • Understanding of the Topic • Command of Evidence • Reasoning • Use and Integration of Evidence

  13. Independent Activity • Read paragraphs 4-9 • Answer the guiding questions with evidence • What does Socrates think about the oracle’s message? • What does Socrates do in an attempt to test the truth of the oracle’s prophecy? • Why do Socrates’ actions incite the anger of his peers?

  14. Class Review • Review text aloud • Review questions and evidence

  15. Making Evidence-Based Claims • Work in pairs • Look at the evidence • Find text-to-text connections between the evidence • make evidence-based claims about the text

  16. Class Review • Present Claims and Evidence • Use Checklist to Evaluate Claims Independent Practice • Make a different claim on your own

  17. Warm Up • While Socrates attempts to prove the oracle wrong, what does he learn about wisdom and what it means to be wise?

  18. Guiding Questions • What do the people want to do to Socrates? • What does Socrates say to this? • What does he compare himself to? • Whose work does he believe that he is doing? • What is the verdict? • What is Socrates’ reason for why he did not defend himself better? • What does Socrates say is the only way one can escape death?

  19. Making Evidence-Based Claims • Work in pairs • Read paragraphs 10-17 • Use the Forming EBC tool and the Making EBC tool to make claims • Find interesting details that are related and stand out • Think about the details and explain the connections between them • State a conclusion that can be supported with evidence

  20. Warm Up • Socrates believes that it is better to die than to get an alternative that he knows is bad. If you were convicted of a crime that you didn’t commit, which punishment would you choose and why? • Go to prison for life • Be sent to a deserted island for life • Be put to death • Be locked in chains for life

  21. Apology—paragraphs 18-23 • Read paragraphs 18-23 using the guiding questions below to identify evidence to use for a claim • What is Socrates’ prophesy? • Why does Socrates believe death is good? • What does Socrates mean when he says, “Nothing evil can befall a good person either in life or in death?”

  22. Final Claim • Think back to all the claims you’ve made about Plato’s Apology • Choose ONE claim, OR make a NEW claim. Think about: • Ancient Greek society, rules, court • Socrates’ beliefs and arguments • Socrates’ guilt or innocence • Write an EBC Extended Response

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