Introduction to Argument

Class began as usual. The WA had students correct a sentence that covered some new and old skills.

The last two welcome activities have covered that v. who. Often times, people say that when they should say who. For example, someone might say, “The person that stole the car was arrested;” however, since people aren’t things, the correct grammar is “The person WHO stole the car was arrested.” Since this is a more straightforward grammar concept, students don’t have an extended teach tool or exercises that go along with it, but it will be something we talk about often through WA since it does show up on the grammar test at the end of this month.

After discussing the WA, students moved into NBT, and we watched CNN10 as our prompt.

Today marks the beginning of our last unit of the year: argument. (Look at that colon usage!) To kick off the unit, students did a little brainstorming about the things in their homes, community (which includes their school), county, and world that they want to change.

If I had my way, I would change

Students had a chance to partner up with someone around the room, share with them, and generate some more ideas together.

After this, I said to students that if they ever really want to change something worth changing, they are going to need to know how to argue! Hank Green also helped me out with explaining the importance of this skill in the video below. (We watched the first 90 seconds.)

Together, we went through some different examples of claims, reasons, and evidence before students moved on to working on an activity with their partners where they read an article and then looked at different cards with sentences from the article on them, sorting those sentences into piles of claims, reasons, and evidence. This is called “delineating” an argument, and we will work on it more in the days and weeks to come.


  1. Read for 25 minutes.
  2. Bring headphones tomorrow!