Transcript Argumentative writing in all subjects

Quick Write*
“THE TEST OF OUR PROGRESS IS NOT WHETHER WE ADD
MORE TO THE ABUNDANCE OF THOSE WHO HAVE MUCH IT IS
WHETHER WE PROVIDE ENOUGH FOR THOSE WHO HAVE
LITTLE.”
-FRANKLIN D. ROOSEVELT
Jot down your thoughts to this quote.
Share thoughts with elbow partner.
AGENDA
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Objectives
Review of shifts
Elements of Argumentative Writing
Essential Question/Big Idea
Annotate the Text*
CEI Organizer*
They Say…I Say….*
Exit slip: 3, 2, 1
OBJECTIVES
Teachers will be able to:
Explain and identify the key elements for
argumentative writing
Identify at least two culturally responsive (CR)
strategies that promote effective critical thinking
among all learners, particularly African American
and Latino students.
Answer essential question citing evidence to
support claim.
Write your definitions of
these terms.
Claim
Evidence
Interpretations
Counterclaim
Rebuttal
Compare your definition
with given definition,
make changes as
necessary.
RIGOR AT EACH GRADE LEVEL
IBO MISSION STATEMENT
The International Baccalaureate aims to develop inquiring,
knowledgeable and caring young people who help to create
a better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments and
international organizations to develop challenging programmes of
international education and rigorous assessment.
These programmes encourage students across the world to become
active, compassionate and lifelong learners who understand that
other people, with their differences, can also be right.
ESSENTIAL QUESTION/BIG IDEA*
Is it our responsibility to help others around the world?
Discuss at table.
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Fosters inquiry, self-reflection, sociopolitical awareness, understanding, and transfer of
learning
Emphasizes the reciprocal nature of education, one where students and teachers learn
from each other.
Links the unit of study to the writing task/performance assessment (what students
know & can do)
Prompts SUBSET QUESTIONS that promote further inquiry.
Sets up different plausible responses based on multiple perspectives rather than a single
answer or single point of view
ANNOTATE THE TEXT*
As you read the article, In the Ongoing Ebola Crisis, Emergency Aid is Not Enough
Underline the author’s claim.
Circle
the evidence supporting the author’s claim.
Put an I next to any interpretations the author
makes.
DISCUSS AT TABLE
Did everyone identify the same claim? If
so, what was it?
Does the evidence circled support the
claim? Strong evidence?
What are the interpretations the author
makes?
Is the argument the author makes a strong,
well-written one? Why or why not?
CEI ORGANIZER*
Evidence
(Facts, Examples, Definitions,
Statistics, Expert Ideas)
Interpretation
(What does the evidence mean?
Why is it important?)
Claim (My conclusion that pulls
the argument together)
THEY SAY…I SAY…*
The general argument made by author X in her/his work, _______________, is that
______________. More specifically, X argues that _______________. She/he writes, “
_______________.” In this passage, X is suggesting that ______________. In
conclusion, X’s belief is that _______________.
In my view, X is wrong/right, because _________. More specifically, I believe that
_______________. For example, ___________. Although X might object that
__________, I maintain that ______________. Therefore, I conclude that
_______________.
ESSENTIAL QUESTION/BIG IDEA*
Is it our responsibility to help others around the
world?
Answer the question, in the context of the Ebola crisis, by
stating your claim and support with evidence.
EXIT SLIP
Write:
• 3 new things you learned today
• 2 concerns or questions
• 1 thing you will implement right away
or change right away based on AZCCRS