***** LAWYERS USE EVIDENCE TO SUPPORT THEIR ARGUMENTS
Step 6: USING EVIDENCE TO MAKE AN ARGUMENT/POSITION
When we write a Text Dependent Analysis, we use evidence to prove an argument/thesis.
To support our argument/thesis, we use many different pieces of evidence.
Imagine being a lawyer defending a suspect in court. The lawyer can't JUST say the suspect is innocent and leave it at that. The lawyer will instead use many pieces of evidence and explain how those pieces of evidenceSHOW the suspect’s innocence. Here are some examples:
The lawyer may provide an ALIBI, showing that the suspect is innocent because she couldn’t have been at the crime scene.
The lawyer may claim that the suspect didn’t have a MOTIVE, showing that there was no reason for the suspect to commit the crime.
The lawyer may provide PHYSICAL EVIDENCE, showing that the suspect doesn’t match characteristics of the criminal.
By using several different pieces of evidence and explaining each, the lawyer will try to prove the suspect’s innocence.
When we write persuasively or write TDA’s, we use evidence like a lawyer to build our case.
In order to use evidence to develop our argument/thesis, we will create ICEE points. We will:
INTRODUCE evidence
CITE evidence (a fact or quote from the text)
EXPLAIN what is important about the evidence (including paraphrasing the meaning)
EXPLAIN how the evidence proves the argument (This may include using a complex sentence that first refers to the previous explain sentence and then connects to the argument).
CASE 1 - The Vandalized Apartment:
Mitch’s house was broken into at 10 pm on August 20.
Several small sentimental items were stolen.
The house was vandalized.
Nothing worth a lot of money was stolen.
To think about: Examine the evidence so far. Why would someone do this? What might their motive be?
Prosecutors are accusing Tina, Mitch’s ex-girlfriend, of the break-in and vandalism.
You must defend Tina.
Question to answer: How can you prove that Tina is innocent?
The ARGUMENT: TINA IS INNOCENT.
ICEE POINT 1:
INTRODUCE and CITE: According to the police, the robbery happened at 10 pm in Mitch’s house. There is security camera footage of Tina going into Texas Roadhouse, 3 miles away from Mitch’s house, at 10 pm.
EXPLAIN WHAT'S IMPORTANT: The security footage shows that Tina was 3 miles away from the crime scene during the time the crime was taking place at 10 pm.
EXPLAIN HOW THE EVIDENCE PROVES THE ARGUMENT: If Tina wasn’t at the crime scene in time, she couldn’t have committed the crime.
ICEE POINT 2:
INTRODUCE and CITE: According to several witnesses, Tina began dating Sam on August 8, and she texted and told her friends that she really liked him.
EXPLAIN WHAT'S IMPORTANT: Based on the text messages, Tina seemed happy in her new relationship.
EXPLAIN HOW THE EVIDENCE PROVES THE ARGUMENT: Because Tina was focused on a new relationship, it seems likely that she was over Mitch, and so it wouldn’t make sense for her to take revenge on him.
ICEE POINT 3:
INTRODUCE and CITE: Security camera footage from Mitch’s apartment building shows a masked person leaving the apartment building at 10:05. Investigators say the person in the footage was around 5’ 4“ tall and weighed about 130 lbs.
EXPLAIN WHAT'S IMPORTANT: The person in the footage was fairly small, but Tina is 5’ 7” and 165 pounds.
EXPLAIN HOW THE EVIDENCE PROVES THE ARGUMENT: Tina must be innocent because she isn't a physical match for the suspect in the security footage.
Complete the Step 6 Reflection Activity on your Explore 2 Packet on Classroom.
Step 7: Case 2 - The Messy Kitchen
Case 2 - The Trashed Kitchen:
Tim came home from work one summer evening, ready to take his two sons, Daniel and Mark, out to dinner. (Daniel and Mark had been home alone all day). When Tim walked into his kitchen there was no sign of either boy, and he was shocked at the mess he found. An open container of Oreos was on the floor; several of the Oreos had fallen out and were crushed and crumbling. There was a puddle of water in front of the refrigerator. Peanut butter, jelly and crumbs were smeared across the countertop, and there was also an open bag of bread on the counter. The freezer door was open, and Tim could see the carton of ice cream had no lid. A large spoon was sticking out of the carton. When Tim went to take the spoon out, he saw that the ice cream inside the carton was melted. As Tim left the kitchen to get his sons to yell at them, he found small sticky jelly fingerprints on the wall about two feet above the floor.
Additional Facts:
Tim’s older son, Mark, is 15. Tim’s younger son, Daniel, is five.
The Oreos are kept in a cupboard above the counter.
A wooden stool was pushed up against the counter.
Mark is lactose intolerant and has Celiac’s disease. Daniel has no digestive issues.
Mark’s bedroom is extremely well organized. He has a dresser, a desk, and a bed. Everything is always put away.
Daniel’s bedroom looks like a tornado went through it. There are toys, clothes, books, candy wrappers, art supplies, and blankets all over the place.
Be a LAWYER: prove that one of the brothers is guilty.
On your Explore 2 Packet in Classroom, you will find space to examine the evidence for your ICEE Points for Step 7.
Work as a class or small group to come up with two ICEE Points to support your argument for who made the mess in the kitchen.
Use the paper TDA organizer to write your two ICEE Points.
Step 8: Case 3 - When should someone be considered an adult?
You will find a reading passage for Step 8 on your Explore 2 Packet in Classroom.
Working with a partner or small group, read the passage. Make sure you fully understand the passage.
In the space provided on your packet, create an argument responding to the question.
Use the paper TDA organizer to create 3 ICEE Points supporting your argument. To create the strongest ICEE Points, CITE information directly from the passage.
Step 9: Case 4 - Student Union
A union is an organized group of people that forms in order to protect and expand the union members' rights.
Imagine you are a representative representing a student union that works to protect and expand the rights of students.
The student union you represent wants to get an additional right/privilege in the school.
Pick one right that students at CYMS do not have right now, but that you think they should have.
On your Explore 2 Packet on Classroom, in the Step 9 space, you will find room to write your argument. You will have a few minutes to brainstorm your ideas with an elbow partner, but this should be completed individually.
On the paper TDA organizer, write your 3 ICEE Points.
Step 10: Arguing the Case
You are now going to create a persuasive video arguing and explaining why students should be given a new right. The steps you should take are listed below. You will also find a copy of these steps on your Explore 2 Packet on Classroom under Step 10. Use your packet as a checklist to make sure your work is completed with full group participation.
In your small group, take turns sharing the student rights you each feel students should have. Listen as the other group members share their ideas.
As a group, choose one of the student rights described by a member of your group. Come up with 3 ICEE Points that support the right. You may use ICEE Points that a group member has already written.
Each student should go on his/her iPad and preview the iMovie trailer options. As a group, select the best one.
As a group, examine the iMovie trailer template. Make sure you know how many spaces you have for pictures and how many boxes you have for text.
As a group, draft the words that will appear in your trailer. You need to make sure you include your argument and your 3 ICEE points, including brief explanations. Your titles don't need to be full sentences, but all of your thoughts need to be communicated.
Decide which picture slots you will use for each ICEE Point.
One student will be in charge of making the movie on his or her iPad. Each other group member will be responsible for finding images for 1 ICEE Point. Have your movie maker begin to enter the titles as the other group members look for pictures to support each ICEE Point. Share the pictures with the movie makers.
Make sure all of the images and titles are correct on your iMovie. Then it will need to be submitted on Classroom.
You will have 1 period to complete this process from start to finish, so it is important that everyone uses his/her time efficiently. The organizer on the Explore 2 Packet should help you with this.
Instructions to hand it in:
Use 1 person's iPad to create the movie. (You can e-mail images to that person as you find them).
When the iMovie is complete, person 1 will need to upload it to Classroom and attach it to the correct assignment (ACES Explore 2).
Person 1 needs to make a PRIVATE comment, listing the other members of the group who should get credit.
As backup, each other group member may wish to make a private comment identifying the student who turned in the assignment.
This assignment is worth 20 points:
5 - clear argument
5 - production quality (good titles, music, trailer template)
9 - ICEE Points (3 for each ICEE point: cite 1 pt., explains 2)