Mr.

Bishop, 2013-12-09, Finding and Using Anecdotal Evidence Preparation: Materials needed Things copied Technology Checked CCSS Standards Met Connection Name other strategies students have learned that connect to todays teaching Name the teaching point (which includes a skill and strategy and the purpose) Teach Restate the teaching point Demonstrate or give an example of the strategy Last week, you learned about gathering factual evidence from an article. Today, you will learn about the variety of evidence, specifically anecdotal evidence. Good argument writers use a variety of evidence in order to best support their claim. Students write the teaching point in their R/W notebook. Define factual and anecdotal evidence, students write definitions in R/W notebook Factual Evidence: statistics, facts, research (what they read and worked on Friday) Anecdotal Evidence: Anecdotal evidence is a reliable experts experiences or observations that support the writers claim. Show the class an example of anecdotal evidence. Claim: My school lunch isnt as healthy as it should be An Experts Experience: Matt, the boy I sit next to in history class, says he feels sick after eating fried chicken nuggets, which arent real chick but t hat parts of chicken processed and pressed together. Define an appositive for students as a way of giving their anecdotal evidence credibility. Appositive: a noun or noun phrase that immediately follows another noun. An appositive clearly explains or defines the noun it follows and is almost always set off by commas. Ex. Mrs. Kucinski, a middle school teacher for over ten years, believes that it is better for a student to persist in learning rather than giving up after the first attempt. Power point for lesson, Interview Popplet, chart paper, markers None Computer, presentations, doc camera, Promethean board, projector W.7.1, W.7.4, W.7.5, W.7.8, W.7.9, W.7.10

Highlight important writing steps from your demonstration or example

Effective evidence includes facts, details, and reasons that directly relate to and support a debatable claim. Remember, anecdotal evidence in only important if the source of the information directly relates to and supports your claim.

Active Involvement Restate the teaching point

Good argument writers use a variety of evidence in order to best support their claim. You already have some factual evidence, now it is time for you to gather anecdotal evidence. Before you do, you must develop a list of possible people to interview. For each person, create an appositive that describes their credentials, followed by potential questions that will help support your claim. Format: [NAME], [AN APPOSITIVE THAT ADDS CREDIBILITY], might be interviewed by me. Example: Mr. English, the principal of Bloomfield Hills Middle School, might be interviewed by me. Students work in their R/W notebook to brainstorm potential interviewees and generate questions. Finally, Return to instruction for how to conduct an interview using the Interview Flow chart. The remainder of class time will be used for students to begin conducting interviews.

Guide or coach all students as they ALL try the strategy

Share out 1-2 successful examples to highlight strategy again Link Restate the teaching point and remind students to add this strategy to what they can now do as writers Remind the class that some may have a reason to use the strategy today.

ASSESSMENT: Teacher circulates the classroom while students work, both making appositives and conducting interviews, checking on progress and handling any questions that arise. Good argument writers use a variety of evidence in order to best support their claim. You already have gathered factual evidence, now you know how to add credible anecdotal evidence.

You will now use what youve done today in class to find and interview credible people to gather strong anecdotal evidence for your argumentative claim.