Prove It! Is This a Myth?

Learning Resource Type

Learning Activity

Subject Area

English Language Arts

Grade(s)

9

Overview

This activity is designed to help students write an argumentative paragraph using textual evidence to support their claim. Through this activity students will be able to use a graphic organizer, Determining if a Myth is a Myth as they read two myths and analyze whether or not they meet the criteria of a myth. This activity can be used after the learning activity What Makes a Myth a Myth. Students will then use the information from the graphic organizer to complete an argumentative paragraph template. The final product will be a well-written argumentative paragraph.

This activity was created as a result of the ALEX Resource Development Summit.

Phase

After/Explain/Elaborate
English Language Arts (2021) Grade(s): 9

ELA21.9.9

Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

UP:ELA21.9.9

Vocabulary

  • Short writings
  • Extended writings
  • Narrative writing
  • Argumentative writing
  • Informative/explanatory writing
  • Writing development
  • Writing organization
  • Style
  • Tone
  • Task
  • Purpose
  • Audience
  • Command of language

Knowledge

Students know:
  • Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
  • A narrative is a piece of writing that tells a story.
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
  • The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
  • Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:
  • Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
  • Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
  • Demonstrate command of the written language.

Understanding

Students understand that:
  • There are different genres of writing that serve various purposes.
  • The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
  • Formal academic writing should display their command of the English language.

Learning Objectives

Following this activity the students will be able to:

1. Determine whether the evidence provided supports the claim that their myth is an actual myth.

2. Complete a graphic organizer with relevant evidence and support.

3. Write an argumentative paragraph that does the following:

  • States an argument
  • Provides textual evidence to support that argument
  • Proves their argument true

Activity Details

To begin this activity, students will view the short video on how to write an argumentative paragraph. After viewing the video, students will turn-and-talk to a neighbor about what they learned from the video. For this activity, students will complete an argumentative paragraph answering the following: The myth _____________(insert your myth's title) meets the criteria of a myth because of the following two reasons _____________ and _____________ (insert two criteria from the myth patterns list.) .  To complete this phase of the activity the students must have access to at least two myths to read through, analyze, and discuss. Possible myths to use are Arachne the Spider and How the Crocodile Got It's Skin. Using their notes on the Patterns in Myths to further analyze each myth, there should be a brief time to share findings with the class. Students will use their Determining a Myth graphic organizer to organize and support their claim that one of the myths read in class is a myth. Once this is complete, students will then begin working on their argumentative paragraph outline/graphic organizer to organize their thoughts. The final phase of this activity is the final writing/typing of the argumentative paragraph. Students will participate in a peer review session. This session will allow them to collaborate with their peers about their writings while getting their work edited for common grammatical, content, and sentence structure issues. Here is an acceptable peer editing form.

Assessment Strategies

The following methods will be used to evaluate mastery of the objectives:

1. Completion of the argumentative paragraph graphic organizer.

2. Completion of the peer editing form (for both parties).

3. The final draft of the argumentative paragraph (attached is an acceptable Argumentative Paragraph Rubric.)

Variation Tips

To expand this activity, the teachers can extend the one paragraph writing to a five paragraph essay with multiple sources.

Background / Preparation

To prepare for this lesson, teachers should have copies of the graphic organizers and rubrics ready for student use. Students need some basic knowledge on how to write an argumentative paragraph.

https://www.youtube.com/watch?v=UO1dqhXwq5Ahttp%3A//

Approved Date

Owner (Author)

sbonner3
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