Creating Arguments Using Evidence from Multiple Sources
Objective
Students will evaluate evidence from multiple texts to construct a well-supported argument on a debatable topic.
Materials
- Chart paper
- Markers
- Sticky notes
- Whiteboard
- Paper
- Pencils
Hook
Present students with the statement: 'Schools should eliminate homework completely.' Ask them to quickly write on a sticky note whether they agree or disagree and post it on the board to see the class divide.
Main Activity
In groups of three, students receive three different short texts about homework policies from various perspectives (teachers, students, parents, researchers). Each group member reads one text and identifies two pieces of evidence supporting their assigned position. Groups then collaborate to decide which position has the strongest evidence overall and create a poster showing their chosen argument with supporting evidence from all three texts. Groups must address at least one counterargument and explain why their evidence is stronger. Finally, groups present their arguments to the class in a gallery walk format.
Discussion Questions
- What made certain pieces of evidence more convincing than others?
- How did reading multiple perspectives change your initial opinion?
- What strategies did your group use to evaluate conflicting information?
- Which counterarguments were hardest to address and why?
- How might bias in sources affect the strength of evidence?
Exit Ticket
Write one sentence stating your final position on homework and identify the single strongest piece of evidence that influenced your decision.
Differentiation
Support: Provide texts at varying reading levels and allow students to use graphic organizers to track evidence and organize their thinking before group discussions.
Extension: Challenge students to research and incorporate additional evidence from outside sources or have them write a formal argumentative paragraph using their group's findings.
