In persuasive texts, students will learn how to recognize counterarguments. At the end of the lesson, they are able to: 
- Define a counterargument.
- Determine and evaluate the opposing viewpoints in a convincing text.

- 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?

- Propaganda Techniques and Persuasive Tactics: Propaganda techniques and persuasive tactics are used to influence people to believe, buy, or do something. Students should be able to identify and comprehend the propaganda techniques and persuasive tactics listed below. 
+ A claim is a statement that a person asserts as true. 
+ Name-calling is an attack on a person instead of an issue. 
+ A bandwagon appeal tries to persuade the reader to do, think, or buy something because it is popular or because “everyone” is doing it. 
+ A red herring is an attempt to distract the reader with details not relevant to the argument. 
+ An emotional appeal tries to persuade the reader by using words that appeal to the reader’s emotions instead of to logic or reason. 
+ A testimonial attempts to persuade the reader by using a famous person to endorse a product or an idea (for instance, the celebrity endorsement). 
+ Repetition attempts to persuade the reader by repeating a message over and over again. 
+ A sweeping generalization (stereotyping) makes an oversimplified statement about a group based on limited information. 
+ A circular argument states a conclusion as part of the proof of the argument. 
+ An appeal to numbers, facts, or statistics attempts to persuade the reader by showing how many people think something is true. 
- Counterargument: An argument used in opposition to another argument.

- Letter to Parents (L-6-3-2_Letter to Parents)
- Letter to Brandon (L-6-3-2_Letter to Brandon)
- overhead projector/document camera
- Persuasive Strategies (L-6-3-1_Persuasive Strategies), a collection of letters to the editor and the counterargument letters that go with them. Teachers may substitute other materials to provide a range of reading and level of text complexity. The following online newspapers are good sources:
+ http://www.onlinenewspapers.com/usstate/uspennsy.htm
+ http://www.externalharddrive.com/usa/usalinks/usa-newspapers.html
+ http://www.cnn.com/studentnews/
+ http://www.tweentribune.com/
- Debate Planning Sheet (L-6-3-2_Debate Planning Sheet), one copy per team
 http://library.thinkquest.org/C005627/Learn/Instruction/HOWADE_1/howade_1.HTM

- The purpose of this lesson is to help students understand how to recognize a counterargument in a persuasive text and how this helps the reader understand the text better. Making notes during class debates allows teachers to evaluate how well students understand the material and whether they have achieved the objective of identifying counterarguments in nonfiction texts. Whenever necessary, give more instructions.
- Take a look at the students as they converse with their partners. Assess pupils' proficiency in the following areas: 
+ Recognize and evaluate the opposing viewpoints in a convincing text.
+ Describe how the ability to recognize a counterargument aids in the reader's comprehension of persuasive texts.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Go over the qualities of a persuasive text and argument. Next, ask students to examine a persuasive letter and follow the logic supporting or refuting a given point of view. Finally, ask them to examine the response letter in order to identify any counterarguments.
H: Assign students to work independently to identify the points made in the response and in a letter to the editor.
E: Give students the chance to collaborate in groups to talk about their findings and the methods they used to identify the opposing viewpoints.
R: Give students the chance to share and debate their understandings with a partner, or the larger group, and to either defend or revise their understanding.
E: Monitor the students to see how well they comprehend how to identify counterarguments in nonfiction texts.
T: Through an independent activity, small-group and large-group participation, and the use of texts at various levels of complexity, give students the chance to demonstrate their understanding of how to evaluate counterarguments in nonfiction texts.
O: This lesson's learning exercises include large-group instruction and discussion, small-group inquiry, partner work, and individual application of the material.

Focus question: What is the definition of a counterargument?

Review the definitions of "persuasive text, argument, claim, reasons, and evidence". Review a variety of persuasive strategies. A PowerPoint presentation or copies of Lesson 1: Persuasive Strategies (L-6-3-1_Persuasive Strategies) are possible resources.

Part 1

Say, "Let's say I'm arguing with someone about which chocolate bar is better, Kit Kat or Snickers. Because Snickers contains peanuts, in my opinion, it's superior. In response, the other person says that since many people are allergic to peanuts, they are bad for you. What would you term the reply from the other person?" (counterargument ) Introduce and define the term if needed. Describe how an argument against the original argument is a counterargument. Reiterate that a counterargument is a direct refutation of the original argument, not merely a claim on the other side of the dispute.

Use an overhead projector or document camera to display the Letter to Parents (L-6-3-2_Letter to Parents). After reading the letter, assign students to have a partner discussion on the following: "What reasons and supporting details has Brandon included in this letter?" Encourage students to present their solutions to the class. Highlight the reasoning and evidence in the letter.

"With your partner, imagine counterarguments that Brandon's parents might make in response to his request," you can say. Ask students to present a portion of their solutions to the class.

Show the Letter to Brandon (L-6-3-2_Letter to Brandon) using a document camera or overhead projector. Ask students to read the response letter and determine the defense and justification offered by Brandon's parents. Highlight the reasoning and evidence in the letter. Ask students to compare Brandon's reasoning to his parents'.

Part 2

Put students in groups and give each group an editorial. Ask students to respond to the editorial's claim with a counterargument. Next, have a class discussion about the answers.

Part 3

Explain the process of a debate. A useful resource is the website located at http://library.thinkquest.org/C005627/Learn/Instruction/HOWADE_1/howade_1.HTM.

With the class, come up with a list of potential debate topics. Ask students to recommend topics that they have strong opinions about. Some ideas include the following:

Should iPods be permitted in school?
Should bullies face expulsion from their schools?
Should uniforms be required for students to attend school?
Divide the class into groups of three or four people, then pair off the teams. Put the suggested debate topics on paper slips and store them in a box. Assign a topic for debate to every team pair. To find out which team is arguing for and which is against the topic, flip a coin.

Distribute the Debate Planning Sheet (L-6-3-2_Debate Planning Sheet) to the students. Give students enough time to prepare their points of contention, guess what the opposition will say, and prepare rebuttals.

Permit a debating session with each team. Decide who will be the chairperson of each debate and hold a vote to determine which team presented the strongest case. For instance, ask students to get up if the arguments made by a team convinced them.

Extension:

Encourage students to cut out letters to the editor and responses from a local newspaper to help them remember the lessons' concepts. Ask students to design a discussion-oriented bulletin board display for the classroom.
Write a letter as a class to the principal regarding a school-related issue or to a local politician regarding a community-related issue like parks, recycling, or curfews. Ask students to evaluate the reasons behind the arguments' potency.