English Language Arts · Grade 9

Active learning ideas

Introduction to Argumentation

Active learning helps students grapple with the abstract concepts of argumentation by making them do the work of identifying, sorting, and evaluating. When students actively engage with claims, evidence, and reasoning, they develop a more concrete understanding than through passive listening alone. This hands-on approach is key to building foundational argumentation skills.

• Ontario Curriculum Expectations
• CCSS.ELA-LITERACY.RI.9-10.8

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Chalk Talk
• 45 min · Small Groups

Argument Scavenger Hunt: Identifying Components

Provide students with short persuasive texts (editorials, advertisements). In small groups, they must identify and highlight the main claim, list all supporting evidence presented, and explain the reasoning connecting the evidence to the claim. Groups then share their findings.

Differentiate between a factual statement and a debatable claim.

Facilitation Tip

During the Argument Scavenger Hunt, circulate to ensure groups are focusing on identifying all three components—claim, evidence, and reasoning—and not just finding examples of arguments.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Activity 02

• Chalk Talk
• 20 min · Pairs

Claim vs. Fact Sort

Present students with a list of statements. Individually, they must categorize each statement as either a factual statement or a debatable claim. Following the sort, students discuss their choices in pairs, justifying why each statement fits its category.

Explain how evidence strengthens or weakens an argument.

Facilitation Tip

When students are sorting statements during the Claim vs. Fact Sort, encourage them to articulate *why* they are placing a statement in a particular category, especially for borderline cases.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

Activity 03

• Chalk Talk
• 30 min · Pairs

Evidence Strength Evaluation

Give pairs of students a claim and several pieces of evidence, some strong and some weak. They must rank the evidence from strongest to weakest and write a brief justification for their ranking, focusing on relevance and credibility.

Analyze the connection between a claim and its supporting reasons.

Facilitation Tip

In the Evidence Strength Evaluation, prompt pairs to consider not just if the evidence supports the claim, but *how well* it supports it, referencing the types of evidence they are given.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Self-Management

A few notes on teaching this unit

Teachers often find success by first explicitly modeling the identification of claim, evidence, and reasoning using clear examples. It is crucial to address the common misconception that any strong opinion constitutes a debatable claim. Emphasize that sound argumentation requires logical connections and credible, relevant evidence, not just assertion.

Students will be able to confidently identify claims, differentiate them from facts, and begin to evaluate the quality of evidence presented. Successful learners will show an understanding of how evidence and reasoning connect to support a claim, moving beyond simple identification to critical analysis.

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Watch Out for These Misconceptions

• During the Claim vs. Fact Sort, watch for students labeling any statement they personally agree with as a 'claim'.

  Redirect students by asking them to consider if the statement could reasonably be argued against by someone else; if not, it's likely a fact or a personal preference, not a debatable claim.

• During the Argument Scavenger Hunt, watch for students identifying any statement following a claim as 'evidence'.

  Guide students to look for specific information—statistics, examples, expert quotes—that directly supports the claim, rather than just any sentence that comes after it.

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Methods used in this brief

• Chalk Talk