Agree or Disagree?

Activity:

• In pairs, have students listen to a selected passage from “The Lorax” by Dr. Suess and then discuss the following aspects of the passage: 
  • The contemporary topic or theme addressed.
  • The main argument presented by the Lorax and the Once-ler.
  • The persuasive techniques used by both characters to convey their messages.
• Have students engage in a class discussion about how children's literature, like "The Lorax," can effectively convey important messages and inspire action on contemporary issues such as pollution and environmental conservation.
• Have students read additional passages from “The Lorax” and highlight any intertextual elements related to themes from myths and religious works, such as the Garden of Eden and the Tree of Knowledge. Explain that these elements add depth to the story and allow for discussions about environmental responsibility and consequences.
• Have students analyze The Declaration of Independence to identify its main themes (i.e. independence, freedom, individual rights, sovereignty, etc.), while also considering the historical context in which it was written. 
• Have students examine the document's rhetorical features, such as persuasive language and appeals to ethos, pathos, and logos, utilizing a T-chart to record their answers. On the T-chart, they should create columns for ethos, pathos, and logos on the left column, and record examples of each they find in the document on the right
• Have students identify specific arguments within the document, along with the evidence used to substantiate these arguments, and also record them on the T-chart with arguments written on the left column and the evidence or reasons presented in the document on the right. 
• Have students select a contemporary topic e.g., pollution, school policies, electric cars, etc. that interests them and, in pairs or individually, brainstorm arguments for both agreeing and disagreeing with a specific aspect of their chosen topic.
• Have students conduct research on their chosen contemporary topic, gathering evidence from credible sources to deepen their understanding. They will then craft three well-substantiated arguments, ensuring that each argument is supported by compelling evidence, thereby honing their ability to construct persuasive and well-informed arguments.
• Have students share their chosen contemporary topics and briefly present their arguments (agree or disagree) to the class. Encourage them to use evidence and persuasive techniques learned during the lesson.
• Using the sample comic as a guide, have students create a comic in which they agree or disagree about a topic of their choice.