Lesson 3 Activity 3.1 and 3.2

Using Claim Evidence Warrant as a Foundation for Argument

 ^[1]

Your benchmark assessment in this unit is a persuasive literary essay in which you argue that a particular characteristic in the reading qualifies the story as a dystopian work. No doubt you have some life experience in arguing a point. And if you were successful in proving your position, your argument or claim probably included solid evidence and a strong explanation of how the evidence proved your point. In short, you used the claim, evidence and warrant approach to persuasion. In this lesson you’ll learn to apply it in writing. Like a three-legged stool, the claim, evidence and warrant hold up your argument.

Benchmark:

11.7.1.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Learning Target

I can explain claim, evidence, and warrant, and I can write a paragraph successfully integrating each.

Essential Question

What makes a strong and effective claim, evidence and warrant argument?

What you’ll need

A digital tool with internet access

Your taxonomy from Lesson 2

Approximately two class periods

Resources

The Claim, Evidence and Warrant Presentation

Aesop’s Fables^[2]

Activity 3.1

STEP 1:

Using the taxonomy you created in Lesson 2, develop a definition of dystopia that you can share with the class.

STEP 2:

Post your definition to the class discussion board. Comment on at least 2 other people’s definition.