Building Arguments: Consent

Grade Level: 11th Grade

Duration: 60 minutes

Class Size: 25 Students

Unit: Persuasive Power: Ethics Unveiled (Lesson 3 of 5)

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Common Core State Standards (CCSS) Alignment

• CCSS.ELA-LITERACY.RI.11-12.8
  Delineate and evaluate the reasoning in seminal U.S. texts, including the application of ethical reasoning and the use of evidence in text.

• CCSS.ELA-LITERACY.W.11-12.1.A
  Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), and organize reasons and evidence logically.

• CCSS.ELA-LITERACY.W.11-12.1.B
  Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both.

• CCSS.ELA-LITERACY.SL.11-12.1
  Initiate and participate effectively in a range of collaborative discussions, building on others’ ideas and expressing their own clearly and persuasively.

• CCSS.ELA-LITERACY.L.11-12.3
  Apply knowledge of language to understand how language functions in different contexts, and to make effective choices for meaning or style.

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Lesson Objectives ("I Can" Statements)

• I can identify and articulate persuasive arguments both for and against consenting to research use of Henrietta Lacks’s cells.
• I can organize and structure my arguments logically, using credible evidence to support my claims.
• I can engage effectively in group discussions to explore and evaluate ethical perspectives on consent.
• I can prepare groundwork for writing a persuasive essay by outlining clear arguments and counterarguments.

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Success Criteria

Students will demonstrate success by:

• Clearly stating at least two arguments in favor of, and two arguments opposing, consent for research use.
• Supporting each argument with specific evidence or ethical reasoning from class materials.
• Participating actively in the group discussion, respecting diverse viewpoints and responding thoughtfully.
• Producing a structured outline that highlights logical sequencing of arguments and counterarguments for their forthcoming persuasive essay.

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Materials Needed

• Excerpts/summaries of the Henrietta Lacks case focusing on consent issues (dyslexia-friendly text format, larger font, audio read-aloud option available)
• Chart paper or whiteboard for collaborative mapping
• Argument organizer graphic organizers (visual supports for structuring arguments)
• Markers or pens
• Student notebooks or laptops/tablets for note-taking

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Lesson Activities

1. Warm-Up (5 minutes)

• Objective: Activate prior knowledge and focus attention on ethical consent.
• Activity:
  • Quick-write prompt: “What does ‘consent’ mean in medical research? Why might it be important?” (Students write for 2 minutes.)
  • Volunteers share brief responses; teacher highlights key ethical concepts.

2. Introduction to Ethical Arguments (10 minutes)

• Objective: Review the case’s context and model how to build arguments using evidence.
• Activity:
  • The teacher briefly recaps Henrietta Lacks’s story emphasizing the consent controversy.
  • Using a projected example, teacher models constructing one argument for consent and one against, citing specific evidence.
  • Discuss logical sequence and language choice to strengthen arguments.

3. Group Discussion & Argument Development (25 minutes)

• Objective: Students identify and articulate arguments on both sides collaboratively.
• Activity:
  • Divide class into small groups (4-5 students). Assign two groups to focus on arguments for consent, two on arguments against, and one group explores counterarguments or middle-ground perspectives.
  • Provide each group with graphic organizers and dyslexia-friendly texts. Encourage the use of questions like:
    • What ethical principles support your stance?
    • What evidence from the case supports your position?
    • What objections might the other side raise?
  • Groups create a list of well-structured arguments and evidence.
  • Teacher circulates to scaffold understanding and ensure equitable participation, providing language frames for students who need support (e.g., “I believe because…”, “An opposing view is…”).

4. Group Sharing and Whole-Class Synthesis (15 minutes)

• Objective: Share ideas and deepen understanding of argument structures and ethical complexity.
• Activity:
  • Groups present their main arguments and evidence to the class.
  • Teacher records key points on chart paper or whiteboard, categorizing into “For Consent” and “Against Consent.”
  • Class discusses overlaps, strengths, and weaknesses in the arguments.
  • Teacher highlights critical language for persuasive writing (e.g., concession phrases, transitional phrases).

5. Assignment and Closure (5 minutes)

• Objective: Prepare students for next lesson’s essay writing.
• Activity:
  • Students individually complete a graphic organizer outline of at least one argument for and one argument against consent to use as a starting point for their essays.
  • Exit ticket prompt: “What is one piece of evidence you will use to support your argument, and why?”

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Differentiation Strategies

• For Students with Dyslexia:

  • Provide dyslexia-friendly texts with font adjustments and spacing.
  • Offer audio versions of readings to support comprehension.
  • Use graphic organizers that incorporate visuals and keywords to aid structuring of ideas.
  • Allow oral contributions or recordings instead of written notes when needed.

• For English Language Learners (ELLs):

  • Pre-teach key vocabulary (e.g., consent, ethical, evidence, argument, claim).
  • Use sentence frames and paragraph starters to scaffold oral/written responses.
  • Incorporate visual aids and context clues to explain complex ideas.

• For Students Needing Extra Support:

  • Pair with peer “discussion buddies” for guided talk.
  • Provide simplified summaries of the case.
  • Offer additional one-on-one support during group activities.

• For Advanced Learners:

  • Encourage them to develop nuanced arguments incorporating multiple ethical frameworks (e.g., utilitarianism, rights-based ethics).
  • Assign an extension task: research and present a real-world case study on consent in medical research outside Henrietta Lacks.
  • Suggest drafting a mini rebuttal paragraph refining counterarguments with sophisticated evidence.

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Reflection and Follow-Up

• At the next lesson, students will use these argument outlines to draft persuasive essays that incorporate counterclaims and supporting evidence.
• Teacher will assess group discussions and individual outlines for logical reasoning, use of evidence, and clarity of expression aligned with CCSS writing standards.
• Consider incorporating peer review with a focus on ethical argument strength in upcoming lessons.

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This lesson plan encourages critical thinking, ethical reflection, and coherent argument construction—key competencies embodied in the Common Core standards for 11th-grade ELA students. It balances student collaboration with individual accountability, integrating differentiated supports to ensure inclusive engagement and high academic challenge.