Creating a Culture of Argument in your Classroom 2

What’s Your Point?

Creating a Culture of Argument in your Classroom

Robert Milholland – 6-12 Social Studies and Advanced Programs Curriculum Specialist
Christy Disinger – Professional Learning & School Improvement Specialist

Learning Targets

• Participants will learn the four elements of an argument.
• Participants will learn and discuss the misconceptions associated

with argument writing.
• Participants will participate in a model lesson utilizing the four

elements of argument.

Success Criteria

• Participants can explain the four elements of an argument.
• Participants will feel comfortable addressing common

misconceptions associated with argument in their classroom.
• Participants will leave with a model lesson involving argument

that they can take back to their classroom.

“Slip or Trip?”





“ Argument - In academic
writing, it is a main idea, often
called a “claim” or “thesis
statement,” backed up with
evidence that supports the
’’idea.

TURN AND TALK: What is the difference
between “persuasive writing/speaking” and
“argumentative writing/speaking?

CLAIM EVIDENCE/FACTS

• A claim is a thesis statement. • Supports the claim
• A claim is based on argument. • Observable, relevant, & useful

THE
ELEMENTS

OF
ARGUMENT

WARRANTS/RULE COUNTERARGUMENTS

* Common sense rules, laws, scientific • Know the other side of the
principles, studies, thoughtfully argued
definitions. argument.
• “Hedge Terms”
• Arguments need to be qualified.

Misconceptions about Argument

Read the student misconceptions about
argument. Discuss with your partner any “Aha
moments”, surprises, or wonderings.

Understanding the Standards

SL – Standards for Speaking &
Listening

RH – Standards for Literacy in
History/Social Studies

RST – Standards for Literacy in
Science & Technical Subjects

RI – Reading Standards for Information
Text

RL – Reading Standards for Literature

W – Writing Standards

N – Nature of Science

MP – Mathematical Practice

READING FOR INFORMATION needs to be at the
of your instruction.



Should the Electoral College be
Abolished?

AS YOU READ: Reacting to the
1. Circle words that you do not know Text

the meaning of. CODING
2. Left Margin – Summarize each
Y – Yes, abolish it
chunk (10 words or less) N – No, keep it
3. Right Margin - Use Codes ? – Question/Don’t
4. After each chunk, stop and discuss
Understand
using your notes in the left/right
margin and discuss unknown - Important
words.

Success Criteria

• Participants can explain the four elements of an argument.
• Participants will feel comfortable addressing common

misconceptions associated with argument in their classroom.
• Participants will leave with a model lesson involving argument

that they can take back to their classroom.