A. Engage the Learner - RI.7.2 (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 3. 

MEETING STUDENTS' NEEDS 

Before students complete the entrance ticket, challenge them to discuss the difference between central ideas and main claims. They can define these terms and give examples of them from the "Kindness Contagion" article for their classmates who need heavier support. Orally processing their thoughts and teaching others will enable them to produce a stronger response on the entrance ticket.

• Once students have completed their entrance tickets, use a total participation technique to review their responses.

• Repeated routine: follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

MEETING STUDENTS' NEEDS 

Before students complete the entrance ticket, encourage them to discuss the difference between central ideas and main claims with classmates who need lighter support. These classmates can define these terms and give examples of them from the "Kindness Contagion" article. Orally processing their thoughts and understanding the terms will enable them to produce a stronger response on the entrance ticket.

• Direct students' attention to the learning targets, and remind them that in this lesson they will be looking more closely at the evidence and reasoning in the article "Kindness Contagion." As necessary, use the vocabulary strategies on the Close Readers Do These Things anchor chart together with students to determine the meanings of the words relevant (related to what is being discussed), sufficient (enough, as much as is needed), and sound (having a solid base; makes sense). As necessary, record these words on the academic word wall with translations in home languages, where appropriate, and invite students to record these words in their vocabulary logs.

A. Whole Class: Evaluate Argument: "Kindness Contagion" - RI.7.8 (15 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

"I can evaluate whether evidence is relevant and sufficient to support the argument."

"I can evaluate whether reasoning is sound."

• Ask students to take out their copies of the "Kindness Contagion" and the Argument: "Kindness Contagion" note-catchers.

• Remind students of their work in the previous lesson identifying the main claim, points, and evidence in the article. Tell students that in this lesson, they will look more closely at evaluating the evidence and reasoning, to see if it is relevant and sound.

MEETING STUDENTS' NEEDS 

After Work Time A, invite students to participate in a Mini Language Dive in small groups to explore a sentence from "Kindness Contagion" that provides relevant evidence in support of the main argument in the text. The sentence also helps students to address L.7.2a because it contains an example of how commas are used to separate coordinate adjectives.

Challenge students to make an argument evaluation checklist to support their analysis. Items may include:

Relevant evidence: Does the evidence relate to the point? 

Sufficient evidence: Are there at least two pieces of evidence for each point?

Sound reasoning: Does the author explain the evidence? Do the explanations make sense?

• Direct students' attention to the Argument: "Kindness Contagion" note-catchers. Together, review the author's main claim (Kindness is contagious and takes on new forms as it spreads.).

• Ask:

"What are the main points that the author uses to support this claim?" (Kindness is contagious. Kindness can take on new forms as it spreads.)

• Focus students on the first point they identified on the note-catcher. Tell them that first, they will discuss the validity of the evidence, and then the reasoning.

• Ask students to draw on their work with vocabulary in Opening A as they Think-Pair-Share:

"What does it mean to say the evidence is relevant?" (It means that it is related to the claim or point being made.)

"What does it mean to say the evidence is sufficient?" (Sufficient means "enough." So it means that there is enough evidence to prove a claim.)

• Direct students' attention to the Argument: "Kindness Contagion" note-catchers, focusing on the evidence they identified for the first point as they Think-Pair-Share:

"Is the evidence we identified for the first point relevant? Why or why not?" (It is relevant because it is related to how kindness is contagious.)

"Is the evidence we identified for the first point sufficient? Why or why not?" (It is sufficient because there is enough evidence to prove the author's point about how kindness is contagious.)

• Instruct students to underline the occurrence of every "Yes" in column 3 on their note-catchers. See the Argument: "Kindness Contagion" note-catcher (example for teacher reference) for guidance.

• Now tell students that they will evaluate whether the reasoning used to connect the pieces of evidence to each other and to the claim is sound. Ask students what they think sound means in this context. Guide students to an understanding that sound means, tight, or reasonable, and without any unsupported gaps.

• Ask students to Think-Pair-Share:

"Is the reasoning we identified for this evidence and point sound? Why or why not?" (It is sound because it connects the evidence from the study to show how the ideas relate. It also connects the evidence to the point and helps support the author's overall argument.)

• Instruct students to underline every instance of "Yes" in column 3 on their note-catchers. See the "Kindness Contagion" note-catcher (example for teacher reference) for guidance.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

B. Pairs: Evaluate Argument: "Kindness Contagion" - RI.7.8 (15 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

"I can evaluate whether evidence is relevant and sufficient to support the argument."

"I can evaluate whether reasoning is sound."

• Inform students that they will now work together in pairs to evaluate the evidence and reasoning for another point in the text. Circulate and support student partners as they identify and discuss the point, evidence, and reasoning. Identify and discuss with the class any common misconceptions coming from the discussion.

MEETING STUDENTS' NEEDS 

During Work Time B, invite students to use the Argument: “Kindness Contagion” note-catcher ▲. from Lesson 2. This resource supports students’ writing and analysis with sentence frames.

Provide an argument evaluation checklist to support student analysis. Items may include:

Relevant evidence: Does the evidence relate to the point? 

Sufficient evidence: Are there at least two pieces of evidence for each point?

Sound reasoning: Does the author explain the evidence? Do the explanations make sense?

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

A. Discuss to Evaluate Argument: "Kindness Contagion" - SL.7.1 (10 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

"I can evaluate the strength of an argument."

"I can acknowledge new information expressed by others and, when warranted, modify my own views."

• Inform students that they will now engage in a discussion of the validity of the argument in "Kindness Contagion." Remind them to use their work evaluating points, evidence, and reasoning on their note-catchers as the basis of discussion. Tell students that as they discuss the individual points, evidence, and reasoning, they will naturally begin to discuss whether the overall argument is valid. Students should use the Conversation Cues they identified in the previous lesson to expand conversation and ask peers for more information. If necessary, post the Discussion Norms anchor chart, and review the cues.

MEETING STUDENTS' NEEDS 

Before the discussion, display the prompts listed in the lesson and challenge students to orally rehearse with a partner responses to each prompt. Rehearsal gives students confidence with language structures they can use in their discussions.

• To increase participation, consider having students form small groups. If necessary, display or prompt students with question such as:

"How do the points support the main claim? How are the points supported by the evidence and reasoning? Which of the points do you find most convincing? Which of the points do you have more questions about? Is the evidence relevant and sufficient? Is the reasoning sound? Overall, do you find the argument convincing?" See the Argument: "Kindness Contagion" note-catcher (example for teacher reference) for possible responses.

• Circulate to monitor discussions and highlight use of relevant Conversation Cues.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets and the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

Before the discussion, display the prompts listed in the lesson and provide students with the following sentence starters.

The points support the main claim by . . .

The points are supported by evidence/reasoning such as . . .

I think the point about . . . is most convincing because . . .

I have more questions about the point about . . . For example, . . . 

The evidence is/is not relevant and sufficient because . . . 

The reasoning is/is not sound because . . .

Overall, I do/don't find the argument convincing because . . .

Allow time for students to complete the sentence starters in writing and orally rehearse their statements with a partner. Writing down and practicing sentences they can use in a discussion gives students confidence to increase their successful participation.