Students will investigate how writers bolster claims in nonfiction texts in this lesson. Students are going to: 
- Cite the arguments made in nonfiction writings. 
- Determine the claims made in nonfiction texts and evaluate the author's methods of supporting them.

- 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? 

- Claim: A statement of position on an issue. 
- Reason: A general statement that offers support for a claim. 
- Evidence: Facts, reason, statistics, and other information used to support reasons. 
- Argument: A discussion that involves opposing views on an issue; a fact or statement offered as proof or evidence.

- “Why We Should Not Ban Plastic Bags,” by Kate Pullen http://greenliving.lovetoknow.com/Why_Should_We_Not_Ban_Plastic_Bags 
- “Banning Single-Use Plastic Bags Fact Sheet,” http://www.saveourshores.org/what-we-do/documents/CCSA-Bag-Ban-FactSheet_000.pdf 
- Teachers may substitute other texts to provide a range of reading and level of text complexity.
- Analyzing Arguments Worksheet (L-8-1-3_Analyzing Arguments Worksheet)

- This lesson aims to familiarize students with the basic components of an argument and assist them in recognizing and evaluating these components in nonfiction texts. 
- Observe students as they finish their analyses to gauge their understanding of the material. 
- Give students comments on their work so they can gauge how well they're doing in achieving the lesson's objectives: 
+ Cite the arguments made in nonfiction writings. 
+ Determine the claims made in nonfiction texts and evaluate the author's methods of supporting them.

Active Participation and Clear Instruction 
W: Assist students in comprehending the fundamental components of an argument, namely claims, reasoning, and evidence, and how these components combine to further the author's main goal. 
H: Involve students by finding out what they know about a common problem and allowing them to share their opinions. 
E: Explain to students how arguments are made and what kinds of evidence are used to support them. Then, assign them to look for examples of these arguments in texts that deal with the subject at hand. 
R: Allow students to explain what they understand about arguments by having them analyze one in groups and then present their findings to the class as a whole. 
E: Ask students to locate examples of various kinds of evidence to show that they understand the material, and then assess their understanding by contrasting their examples with those that have been found by others. 
T: Adapt instruction to the intrapersonal, interpersonal, visual-spatial, and verbal-linguistic multiple intelligences by offering resources at different levels of complexity. 
O: Arrange the lesson so that it begins with teacher-guided instruction, moves into individual and small-group argument analysis exercises, and concludes with a class discussion that summarizes and clarifies key points. 

Main Question: How do writers formulate arguments?

Say, "Consider an issue you feel strongly about in your community or school, and share it with the class." The answers can differ widely. Write multiple examples on the board, but don't talk about them just yet. (Examples include adding a sport or activity to after-school events, reducing or lengthening school lunch hours, and starting a community service program.)

Say, "A discussion involving divergent opinions on a subject is called an argument." You might have strong opinions about something. You might think you're "right." But you have to make a strong case if you want people to agree with you. You ask, "What could help you win your case?" Answers may contain justifications, data, and facts.  Say, "We're going to look at the fundamental components of argument in this lesson."

Part 1

On the board or interactive whiteboard, write the following terms:

Claim: an assertion of one's stance on the matter
Reasons: the broad assertions the writer makes to support a claim
Evidence: data that an author provides to bolster arguments, such as facts, figures, and examples.

Give definitions for the terms. Then say, "We are going to read about a specific issue and use these terms to analyze its arguments."

Ask, "What is the usual method for you and your family to bring groceries home from the grocery store?" Allow students time to respond (possible responses include plastic bags, paper bags, cloth bags, and boxes). Say, "Most of us have shopped with plastic bags. What makes plastic bags so widely used?" (Reactions could include things like how affordable, practical, and transportable they are.) Subsequently, ask, "Are there any drawbacks associated with plastic bags?" (Reactions could include things like "They rip easily," "They are bad for the environment," and "They don't decompose in landfills.") Say, "Communities are debating whether to outright outlaw plastic shopping bags. We're going to read up on this topic and consider the arguments made by both sides."

Part 2

Sort the students into smaller groups. Assign half of the groups to read the pro- and con-argument sections of the same argument. Make use of the articles listed below or any other you choose “Banning Single-Use Plastic Bags Fact Sheet,” http://www.saveourshores.org/what-we-do/documents/CCSA-Bag-Ban-FactSheet_000.pdf , or “Why We Should Not Ban Plastic Bags,” by Kate Pullen http://greenliving.lovetoknow.com/Why_Should_We_Not_Ban_Plastic_Bags 

Say, "As you read, focus on the author's assertion and consider the evidence that supports it." Remind students that the objective is to comprehend and evaluate the argument, not to accept the author's position.

Give each student a copy of the Analyzing Arguments Worksheet (L-8-1-3_Analyzing Arguments Worksheet) once they have completed reading. Reteach the terms on the board as needed and walk the class through completing the handout. Tell them that the section on "Conflicting Information" will be completed later in the lesson. Students may provide more than three arguments in favor of their assertion. In that case, they can write them on the handout's reverse side. Move between the groups to address any queries and ensure that everyone understands.

Encourage students to share their findings with their group after they have finished the handout on their own. They should determine collectively which three arguments are the strongest and offer the most proof and evidence to back up the assertion. The class as a whole will then hear them present these findings.

As a class, talk over the group findings. Put "Plastic bags should be banned" and "Plastic bags should not be banned" at the top of the board or whiteboard, respectively. List the primary arguments the groups make in favor of each claim below. (Possible reasons for banning: plastic bags are bad for marine life, they are made from a nonrenewable resource, they are non-biodegradable, and they are a major cause of litter; possible reasons against banning: people still need bags for trash and other uses, plastic bags are recyclable, the plastic bag industry is dying, recycling is bad for the economy, and reusable bags are unsafe.) Then record the particular proof that students discovered for the reasons. Each text includes a variety of evidence types, such as facts, statistics, and the application of authority.

Find out which argument the students think is most convincing and why. Allow them to retain their materials for Part 3.

Part 3

Allow students to read the contrasting article from the one they read during the previous group discussion when they get back to their groups. Say, "Authors can look at the same information and interpret it in different ways at different times. Go back over these articles and look for instances where the information is contradictory. In your handout, write the examples at the bottom." Inform students that reading the texts closely is a requirement of this task. Permit the groups to talk about their answers. Keep an eye on the groups to ensure they comprehend the assignment. (These two articles differ in several ways, including the amount of litter produced, the amount of plastic bags recycled, the comparison of personal fees and taxes, the toxins and bacteria linked to reusable bags, and the effect on lower-class individuals.)

Discuss the responses as a class. Say, "As you can see, different people will interpret the same information differently or use it to their own advantage. For this reason, dissecting an argument is crucial. These are the questions we must ask:

Does the evidence provide enough justification?"
Does the evidence have objectivity and fairness?
Does the evidence make sense?

The argument is most likely valid if you can say "yes" to these queries. But you should exercise caution if the response is no." To provide students with a resource, you might consider posting these questions in the classroom.

Ask, "Why might authors interpret the same information differently?" (Their interpretation might be influenced by their background or experience. They might try to twist the facts to fit their narrative or convince the reader of their point of view.)

Assign students to write a response to the final question on the handout: "What are some solutions for resolving conflicting data?" Next, have a class discussion about their responses. (Possible answers: look into the author's bias and motivations and conduct your own research to verify facts and statistics.)

Say, "In the end, we must determine our own opinions about a matter by gathering as much information as we can. However, sound reasoning and compelling evidence consistently support the strongest arguments."

Gather the student handouts so you can assess how well they understood the lesson.

Extension:

If students are willing to go above and beyond the requirements, they can look at the components of an argument (refer to the Related Resources) and compose a composition that includes a claim and arguments in support of it.
Students who require more learning opportunities can examine the arguments made for and against the ban on plastic bags in other articles by working in pairs. (Refer to Related Resources.)