Finders Keepers?

• Give students a minute to preview the text features­—the headlines, illustrations or photos, any charts or graphs, etc. Ask students what they think the article is going to be about.
• Project the Vocabulary Definitions.
  
• Follow up with the Vocabulary Activity to practice using the words that are highlighted in bold in the debate.

• Read both texts once through as a class.
• Ask: “No matter what you personally think about the issue, which author do you think makes the better argument?” Take a poll and tally the results on the board.
• Project the first text. For this text only, have students complete the Scavenger Hunt box at the end of the article, modeling text marking on your whiteboard while students mark their magazines. Or print and distribute the Scavenger Hunt graphic organizer to help students develop their arguments. Note that a lower-level version of the graphic organizer that does not include counterargument is available.
• Have students complete the Scavenger Hunt box in the magazine and/or the Scavenger Hunt graphic organizer for the second text in small groups.

As a class, discuss the question at the end of the Scavenger Hunt: Who makes the stronger argument? Then ask:
        1. What do the authors agree about? What do they disagree about?
        2. How do the images support each author’s argument?
        3. What is each author’s tone? Explain your answer.

• Divide students into groups according to which author they think makes the best argument. Have the groups stand on opposite sides of the room.
• Students should then debate: One student offers a reason (support) for his or her opinion; a student from the other group responds.
• Students should quietly switch sides if at any point during the debate they change their position on the issue; be sure to ask any student who does this why he or she did so. Encourage students to use evidence to support their opinions.
• At the end of the debate, compare the number of students who support each author with the number who supported each author before the debate.

• Have students complete the Write an Argument Essay activity sheet and write their essays. 
• Students should revise their essays using the Argument-Essay Checklist.