14nov13+Class

flat **Standards** [|CCSS.ELA-Literacy.RH.11-12.3] Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. [|CCSS.ELA-Literacy.RH.11-12.6] Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. [|CCSS.ELA-Literacy.RH.11-12.9] Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. =AIM= How do fallacies help me in debates? =Do Now= Describe one of the fallacies (other than your own) that students presented last week. =Presentations= Anthony Shayquan Sabrina Craig Michael =Class Activity= Short debate on "Stop & Frisk" policy. =Closing= Write a reflection about one of the fallacies used during the short debate. = Absence Make Up = In order to make up missed material, students need to do the following in their notebooks: Go to Previous Class Go to Next Class
 * 1) Complete the Do Now.
 * 2) Write two short arguments, one that supports & one that opposes "Stop & Frisk" policies.
 * 3) Complete the closing reflection.

= Lesson Plan =

Please feel free to add comments about this lesson and how Mr. Van Nort can make them clearer and better. Use the Discussion button below and join in the discussion.