Students will learn the definitions of argument, claim, and reasons in this lesson. At the end of the lesson, students are able to: 
- Determine the arguments' claims and supporting details. 
- Elucidate the use of arguments in nonfiction writing.

- How can readers decide which information from what they hear, read, and see to believe?
- How do literary and informational texts become meaningful to strategic readers?
- How does interaction with text elicit thought and response?
- What is the true purpose of this text?
- How do strategic readers decode informational and literary text?

- Claim: A statement of position on an issue. 
- Reason: A general statement that offers support for a claim. 
- Argument: A fact or statement offered as proof or evidence.

The following Web articles were chosen because they offer pros and cons on an issue relevant to the targeted grade. Teachers may substitute other texts to provide a range of reading and level of text complexity. For any Web site, preview the content of the articles to ensure they are appropriate for your students.
- New School Lunch Menus Stir Debate http://www.hpj.com/archives/2012/oct12/oct22/1015AgriPulsesr.cfm
Other Web articles about this issue include:
- Your Health: School Lunch Debate Is in Session http://usatoday30.usatoday.com/news/health/painter/2010-04-05-yourhealth05_ST_N.htm
- Nutritious School Lunches, or the New Hunger Games?http://www.thedailybeast.com/articles/2012/09/28/nutritious-school-lunches-or-the-new-hunger-games.html
- Identifying Arguments handout (L-6-2-3_Identifying Arguments)

- This lesson aims to familiarize students with the fundamental components of an argument.
- Watch the students as they learn. Assess their proficiency in the following areas:
+ Determine the claims and supporting evidence in an argument; 
+ Explain the use of arguments in nonfiction texts.
+ Give each student a note card so you can gauge their understanding. Request that students define "claim" in writing and provide an example of one. After that, ask them to write two arguments in favor of the assertion. As exit tickets, gather the cards.

Explicit instruction, modeling, scaffolding, and active engagement
W: Assist students in recognizing arguments' claims and justifications and learning how these serve to bolster the author's attempt to persuade. 
H: Involve students by introducing the idea of a claim and presenting a case in an argument through the use of a shared experience. 
E: Give students a general introduction to argumentation by discussing a topic that interests them. Then, use a group exercise to help them identify arguments and supporting evidence on opposing sides of a given issue. 
R: As a class, discuss the group results and give students a chance to assess the strength of the arguments made. This will give them a chance to add more arguments in favor of either side of the dispute. 
E: To ascertain whether students comprehend and can recognize the fundamental components of an argument, gather and assess the Identifying Arguments handout and utilize the Formative Assessment exit ticket. 
T: Provide a range of resources so that students can access the concepts and learn the fundamentals of argumentation at all skill levels. 
O: After establishing a personal connection to the concepts, the lesson proceeds into activities that offer the chance for analysis through discussion and instruction in large groups, small groups, and individual responses. 

Main Question: What arguments do writers employ to convince readers?

Ask, "What is your favorite dessert?" Give pupils some time to react. Select a well-liked answer (ice cream, for example) and write it on the board.

Say, "You are making a claim when you say, 'Ice cream is the best dessert for a party.'" Suppose you are hosting a party and you are limited to one dessert. How can you persuade your friends that the best option is ice cream?" Let students answer with statements like, "It tastes good, it's cool and refreshing, it's sweet, and it has lots of flavors."

Declare, "These are all the reasons why the best option is ice cream. You're providing proof to back up your assertion." Inform students that, while they may not be able to persuade everyone of their point of view, having solid arguments is crucial. People will respect your way of thinking even if they don't agree with you.

Part 1

Say, "We studied how prejudice and exaggeration can be used to persuade earlier. However, presenting a compelling argument requires more than just exaggeration or bias. What is  arguing?"(two people with opposing viewpoints on a topic or issue)

Declare, "An argument is not the same as arguing. An argument presents support for a specific assertion regarding a matter. One example of a problem is whether or not pupils should be permitted to ride bikes to school. The problem has two sides to it. One argument is that "students ought to be permitted to bike to school." Another argument is that "students should not be allowed to ride bikes to school." A proponent of either position must provide justifications and supporting data for their position."

Ask, "What is the author trying to accomplish when they present an argument?" (to influence the listeners) Say, "The author's goal in an argument is always to persuade."

On the board or whiteboard, write the definitions of the terms listed below.

A claim is an assertion of one's stance on a matter.
Reasons: the broad assertions the writer makes to support the claim
To make sure the students understand, go over the terms with them. Ask them to list the benefits of riding a bike to school (personal freedom, fitness, enjoyment, etc.) and the drawbacks (safety, arriving at school on time, etc.). You could try utilizing exaggeration to persuade your parents to allow you to ride your bike to school, such as saying, "It takes forever to walk to school." However, emphasize that they must have solid justifications if they are to genuinely persuade their parents of their position. Inform them that they will read about a topic and recognize the arguments' claims and supporting details.

Part 2

Assign students to read the following articles in small groups: Debate: http://www.hpj.com/archives/2012/oct12/oct22/1015AgriPulsesr.cfm. (You can use different texts in place of this one to offer a variety of reading levels and text complexity.) Give a copy of the Identifying Arguments handout (L-6-2-3_Identifying Arguments) to each student after they have finished reading. Inform students that the following assignment is due today: Explain each side's claim, along with any supporting evidence for it. Keep an eye on the groups' comprehension while the students read and discuss, and respond to any queries they may have.

After the groups have finished the handout, have a class discussion of the outcomes. Write each assertion (e.g., The new school lunch menus are beneficial for students/The new school lunch menus are not beneficial for students) on the board or whiteboard. Next, list the arguments in favor of each assertion. (For: There is more nutrition in the lunches. The meals combat obesity. Against: Schools pay more for lunches. There is a lot of waste from the lunches. Some of the children go without lunch.)
Ask, "Does one claim appear more credible than the other? Give students time to react; there is no right or wrong response. Next, find out why they believe the claim they selected to be more persuasive.

After reading the argument, find out if any students have changed their opinions on the matter and, if so, why. Remind them that just as the author provides evidence to support claims, so too must they provide support for their opinions. After encouraging students to review the justifications they provided on their handout, find out if they have any more justifications for either assertion. Say, "An argument always has two sides. You have to determine your own feelings about a matter. However, strong reasoning must underpin a successful argument."

Gather the student handouts so you can assess their comprehension of the lesson.

Extension:

Students who are willing to go above and beyond can collaborate with a partner to develop arguments that support opposing points of view on a given subject. Students should present their arguments to the class in pairs. Ask other students to list each argument's claims and arguments in support of them.
Those who require more learning opportunities can look up another article (see Materials) that addresses the same topic as the class discussion and determine the arguments made.