Evaluating Argument Graphic Organizer & Lesson Ideas

Link to Evaluating Argument Graphic Organizer:

Teachers' use the Evaluating Argument Graphic Organizer to support students as they delineate and evaluate claims made by the author or speaker throughout a text.
Lesson Preparation:
1.) Discuss and display a variety of text types
2.) Discuss and model how to locate evidence and how much evidence is sufficient within a text
3.) Model how to determine the relevancy of evidence within the text.
After highlighting critical features within text and demonstrating using models, teachers provide time for guided practice using the graphic organizer:
1) Students practice in pairs as they read short texts closely and evaluate evidence and reasoning. Students highlight critical features of texts and begin to complete graphic organizers in pairs.
2) Students work independently after working in pairs. The teacher provides support via prompting, as needed. Students continue to highlight critical features of texts and complete graphic organizers.

Possible Lesson Implementation:

Analyze the  Abraham Lincoln's 1st and 2nd  Inaugural Address, Emancipation Proclamation, and Gettysburg Address using the Librivox website which contain both spoken and written accounts.
President Abraham Lincoln's First Inaugural Address
President Abraham Lincoln's Second Inaugural Address
President Abraham Lincoln's Emancipation Proclamation
President Abraham Lincoln's Gettysburg Address
Timeline of important dates in President Abraham Lincoln's life

Level: This graphic organizer can be used with middle and high school students. It can be adapted according to students’ needs and abilities based upon the complexity of the text chosen. 

Connection to CCSS standard:
CCSS Correlation: Reading:  Integration of Knowledge and Ideas, RI.7-RI.9: Analyze accounts told via different mediums for similarities; Delineate and evaluate argument in specific textual claims, assess reasoning; Analyze themes and concepts of seminal U.S. documents of historical and literary significance

Principles of the Universal Design for Learning Framework
Principle 1: To support recognition learning, provide multiple, flexible methods of presentation
Principle 2:
To support strategic learning, provide multiple, flexible methods of expression and apprenticeship.
Principle 3:
To support affective learning, provide multiple, flexible options for engagement.Resources:

This page created on April 5, 2013
Last Update: April 9, 2013
Return to the main OOPS Page