Objectives (5 - 7 minutes)

1. Understand the Structure of Argumentative Texts: Students will learn to identify the key components of argumentative texts, including the claim, evidence, and reasoning. They will also learn how these components are organized within the text.
2. Identify Arguments and Counterarguments: Students will be able to recognize the main argument or claim in a text and identify the supporting evidence and reasoning. They will also learn to identify counterarguments and how they are presented.
3. Analyze the Effectiveness of Arguments: Students will develop the skill of critically analyzing the effectiveness of arguments in a text. They will be able to evaluate whether the evidence and reasoning presented support the claim, and whether counterarguments are effectively addressed.

Secondary Objectives:

1. Improve Vocabulary: Through the reading and analysis of argumentative texts, students will encounter new words and phrases. The lesson will provide opportunities for students to expand their vocabulary and understand the meaning of these new terms in context.
2. Develop Critical Thinking Skills: The lesson will encourage students to think critically about the arguments presented in the texts. They will be asked to form their own opinions and defend them with evidence, helping them to develop their own skills in argumentation.

Introduction (10 - 12 minutes)

1. Review of Necessary Content: The teacher reminds students of the basics of reading comprehension, focusing on the skill of identifying main ideas and supporting details in a text. This will be essential for understanding argumentative texts. The teacher can also review the concept of a claim and different types of evidence to support it. (3-4 minutes)

2. Problem Situations: The teacher presents two hypothetical situations to the students.

   • Situation 1: "Imagine you and your friends are trying to decide on the best movie to watch. Each of you has a different opinion. How would you convince your friends that your choice is the best one?"

   • Situation 2: "Suppose your school is considering changing the school uniform policy. Some students are in favor, and others are against the change. How would you present your argument and counter the arguments of the other side?" (4-5 minutes)

3. Real-World Application: The teacher emphasizes the importance of argumentation in everyday life, such as in discussions, debates, and even in writing essays. They can provide examples from the news or current events where people are presenting arguments and counterarguments on various issues. This will help students understand the relevance of the topic. (2-3 minutes)

4. Topic Introduction and Engagement: The teacher introduces the topic of argumentative texts by presenting a short paragraph from a controversial article or essay. They can choose a topic that would be interesting and relevant to the students, such as the benefits of homework, the use of technology in the classroom, or the importance of physical education.

   • The teacher then asks the students, "What do you think about this? Do you agree or disagree with the author's point of view? Why?" This will spark the students' interest and get them thinking about arguments and counterarguments. (3-4 minutes)

5. Curiosity and Fun Fact: To make the introduction more engaging, the teacher can share a fun fact or a curiosity related to argumentative texts. For example, they can share that the oldest known argumentative text is the ancient Greek philosopher Plato's "Apology," in which he defends himself against charges of impiety and corrupting the youth. This can help students understand that argumentation is not a new concept and has been used throughout history. (1 minute)

Development

Pre-Class Activities (10 - 15 minutes)

1. Reading Assignment: The teacher assigns a short argumentative text for the students to read at home. The text should be at the appropriate reading level for 6th graders and should include a clear claim, supporting evidence, and counterarguments. The students' task is to read the text and identify these elements. (5 - 7 minutes)
2. Video Resource: The teacher provides a link to an engaging online video that explains the structure of argumentative texts and how to identify arguments, counterarguments, and supporting evidence. Before watching the video, students should review their reading assignment and prepare any questions they may have. (5 - 7 minutes)

In-Class Activities (25 - 30 minutes)

Activity 1: Argument Detective Game (10 - 12 minutes)

1. Preparation: The teacher prepares a set of argumentative texts (printed or projected on a screen) that contain clear claims, evidence, and counterarguments. The texts should cover a variety of subjects such as education, environment, technology, etc. The teacher should also prepare a list of questions based on Bloom's Taxonomy, which will help students analyze the effectiveness of the arguments in the texts.
2. Dividing the Students: The class is divided into small teams of 4-5 students. Each team is given a different argumentative text. The texts are shuffled, so that no team gets their own argument.
3. Instructions: The teacher explains the game: The teams must identify the claim, supporting evidence, and counterarguments in their text. Then, they must discuss within their team and decide whether they agree or disagree with the argument. They should write down their reasons for their decision.
4. Play: The teams begin by reading their argumentative text and discussing it. They then write down their decision and the reasons for it. Once all teams have finished, they present their text and decision to the class. The teacher moderates the discussion, ensuring that each team has a chance to present and that the discussion remains respectful and on topic.

Activity 2: Counterargument Showdown (15 - 18 minutes)

1. Preparation: The teacher prepares a list of controversial statements related to the argumentative texts used in the previous activity. These statements can be either for or against the arguments in the texts. The teacher also prepares a set of 'Reason Cards' with different types of reasoning (logical, emotional, ethical, etc.).
2. Dividing the Students: The class is divided into pairs. Each pair receives a controversial statement and a set of 'Reason Cards'.
3. Instructions: The teacher explains the activity: each pair has to create a counterargument to the controversial statement using the 'Reason Cards'. They can only use each type of reasoning once. The aim is to create the most persuasive counterargument possible.
4. Play: The pairs start by reading their controversial statement and discussing the best way to counter it. They then use their 'Reason Cards' to construct their counterargument. Once they have finished, the pairs take turns presenting their controversial statement and counterargument. The rest of the class listens and provides constructive feedback.

These activities foster collaboration, creativity, and critical thinking. They provide a fun and engaging way for students to practice their skills in identifying and critiquing arguments. The teacher's role is to facilitate the activities, provide guidance when necessary, and ensure that the discussions remain respectful and on topic.

Feedback (8 - 10 minutes)

1. Group Discussion (4 - 5 minutes): The teacher facilitates a whole-class discussion about the solutions or conclusions reached by each group during the activities. The teacher ensures that each group has an opportunity to share their thoughts and findings. This discussion should focus on the process of analyzing the argumentative texts and constructing counterarguments, rather than on whether the arguments were right or wrong. The teacher can ask guiding questions to prompt the students to reflect on their work, such as:

   • "How did you decide on your counterargument?"
   • "What types of reasoning did you use in your counterargument?"
   • "How did you determine whether the arguments in the text were effective?"

2. Connection to Theory (2 - 3 minutes): After the group discussions, the teacher summarizes the main points of the lesson, emphasizing how the activities relate to the theoretical concept of argumentative texts. They can point out how the students used their pre-class learning to analyze the texts and construct their own arguments. The teacher also highlights the importance of critical thinking and collaboration in understanding and engaging with argumentative texts.

3. Reflective Questions (2 - 3 minutes): The teacher then asks the students to take a moment to reflect on the lesson and answer the following questions:

   • "What was the most important concept you learned today?"
   • "Which questions do you still have about reading argumentative texts?"
   • "How can you apply the skills you learned today in your everyday life?"

4. Closing the Lesson (1 minute): The teacher concludes the lesson by thanking the students for their active participation and encouraging them to continue practicing their skills in reading and understanding argumentative texts. They can also remind the students about any upcoming assignments or assessments related to the lesson.

This feedback stage is crucial in the learning process as it allows students to consolidate their understanding of the lesson and reflect on their learning. It also gives the teacher valuable insight into the students' understanding and any areas that may need further clarification or review.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher summarizes the main points of the lesson, reminding the students about the structure of argumentative texts, the identification of arguments and counterarguments, and the evaluation of their effectiveness. They also recap the activities the students participated in, emphasizing how they applied their knowledge in these activities.

   • The teacher can also use visual aids, such as a concept map or a PowerPoint slide, to help illustrate these main points and reinforce the students' understanding.

2. Connection of Theory, Practice, and Applications (2 - 3 minutes): The teacher explains how the lesson connected theoretical knowledge, practical skills, and real-world applications. They can point out that:

   • The pre-class activities of reading an argumentative text and watching a video provided the theoretical knowledge about argumentative texts.
   • The in-class activities of the Argument Detective Game and Counterargument Showdown allowed the students to practice their skills in identifying arguments, constructing counterarguments, and evaluating the effectiveness of arguments.
   • The real-world examples and applications discussed throughout the lesson helped the students understand the relevance and importance of these skills in everyday life.

3. Additional Materials (1 minute): The teacher suggests additional resources for students who want to further their understanding of the topic. These resources could include:

   • Online articles or videos about argumentative texts and critical thinking.
   • Books that contain argumentative texts, such as essays or opinion pieces.
   • Websites or apps that provide practice in analyzing and writing argumentative texts.

4. Everyday Life Connections (1 minute): The teacher ends the lesson by highlighting the importance of the topic in everyday life. They can mention that the skills of reading and understanding argumentative texts are not only necessary for academic success but also for making informed decisions and participating in meaningful discussions in the real world. For example, these skills can be used when reading news articles, participating in debates, or even when arguing a point in a family discussion.

5. Closing Remarks (1 minute): Finally, the teacher thanks the students for their active participation and encourages them to continue practicing their skills in reading and understanding argumentative texts. They can also remind the students about any upcoming assignments or assessments related to the lesson.

The conclusion stage provides a necessary wrap-up to the lesson, allowing students to consolidate their learning and understand the relevance of the topic. It also gives the teacher an opportunity to assess the students' understanding and provide additional resources for those who want to further their knowledge.