Transcript Green Belt: Lesson # Lesson Title

Orange Lesson:
Understanding the elements of
argument with evidence
writing and strategies for
embedding into your
curriculum
School Certification
Learner Objectives
• Define argument
• Identify characteristics of argument writing
with evidence
• Evaluate types of question stems that demand
argument writing with evidence
• Identify 4 tips or strategies for teaching
argument writing with evidence
Pre-Lesson Reflection
Part I: A Closer Look at the
Elements of Argument with
Evidence
College and Career Readiness Anchor Standards
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
•
*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
Defining Argument
“Arguments are used for many purposes—to change the
reader’s point of view, to bring about some action on the
reader’s part, or to ask the reader to accept the writer’s
explanation or evaluation of a concept, issue, or problem. An
argument is a reasoned, logical way of demonstrating that the
writer’s position, belief, or conclusion is valid. In English
language arts, students make claims about the worth or
meaning of a literary work or works. They defend their
interpretations or judgments with evidence from the text(s)
they are writing about. . . “
Argument vs. Persuasion
Argumentative
Essay
Persuasive Essay
Makes claims based on evidence
May make claims based on
opinions
Makes counter-claims/addresses
opposing views
May not acknowledge opposing
ideas
Aims to convince the audience
through the merit and rationale
of claims and proof
May seek to persuade primarily
by relying on the character of the
writer or appealing to the
audiences emotions
Often references other texts or
ideas to support position
Logic-based
Emotion-based
Sometimes written merely for
the sake of having ones
Often asks the reader to take
some action to remediate an
Writing from sources & evidence-based
writing
100%
90%
80%
70%
60%
Grade 12
50%
Grade 8
Grade 4
40%
30%
20%
10%
0%
To Persuade
To Explain
To Convey
Experience
Persuasive writing
progression
• K – 5: Write “opinion”
• As grades progress, add more details,
evidence to support opinion, argument
structure
• Grades 6 to 12: Write “argument”, use
evidence, evaluate best evidence,
create best structure
Pause and Discuss
What reasons could you give
to students who fail to see
the relevance and
importance of evidencebased writing? Write down
2-3 reasons.
Argument is all around
us. . . .
What are the
components of a good
argument?
1. Introduction with a proposition or thesis
statement (claim)
2. Evidence
o Facts (By Scientific Measurement, By the Way Nature
Works, By Observation, By Statistics)
o Professional Opinions
3. Warrant
4. Counter Claims or Qualifiers
5. Summary and Conclusion
2nd grade exemplar:
Introduction
Opinion/Claim
Evidence/Grounds
Warrant/Backing
Summary and
Conclusion
Annotation
The writer of this piece…
 Introduces the topic (with some words from the book) and the title.
When you go owling you don’t need words, or worm (warm) or any thing, but
hope. This is (from) the book of Owl Moon.
 States an opinion about the book and supplies reasons to support the
opinion.
I like that phrase Because The boy was happy becaus (because) he got to go
owling and hes (he’s) been wonted (wanting) to go owling for a long time and
he finally got to go. When other kids are happy that makes me happy.
 Uses linking words to connect opinion and reasons.
I like it Because it makes me feel good Because you don’t haf’t (have) to have
words to go owling but you haf’t to have hope to see an owl.
 Provides a concluding statement.
I like it Because it makes me feel good Because you don’t haf’t (have) to have
words to go owling but you haf’t to have hope to see an owl.
 Demonstrates growing command of the conventions of standard written
English.
This piece illustrates the writer’s understanding that capital letters are used in a
title, that the pronoun I should be capitalized, and that sentences should begin
with a capital letter. The title of the book is underlined, and most words are
spelled correctly. The use of the comma and the apostrophe is not consistent,
but all sentences end with periods.
6th grade exemplar:
Introduction
Opinion
Evidence
Warrant
Conclusion and
Summary
Annotation
The writer of this piece…
• Introduces a claim.
o I would not have any smokers in my movies for many reasons.
• Organizes the reasons and evidence clearly.
o The first reason is it sets a bad example for children.
o Another reason not to promote smoking is it ages and wrinkles your skin.
o It turns your teeth yellow and may lead to gum disease and tooth decay.
• Supports the claim with clear reasons and relevant evidence,
demonstrating an understanding of the topic.
o Lastly, smoking is a very expensive habit. A heavy smoker spends
thousands of dollars a year on cigarettes.
• Uses words, phrases, and clauses to clarify the relationship between the
claim and reasons.
o The first reason . . . Another reason . . . Lastly . . .
• Establishes and maintains a formal style (except for the postscript).
o Dear Mr. Sandler . . . Thanks for reading my letter. I hope you agree with
my opinion. . . . Sincerely . . .
• Provides a concluding statement that follows from the argument
presented.
o Instead of having your characters smoke have them do healthy things.
That will set a positive influence for children instead of poisoning their
minds.
• Demonstrates good command of the conventions of standard written
English (with occasional errors that do not interfere materially with the
underlying message).
Part II: Stepping into the
Classroom with Strategies
for Teaching Argument
with Evidence
Tips for Teaching Argument to Students
• Lay out the task with clear-task verbs.
• “Why?” “Explain”, “Identify reasons in the
text”, “Cite two statements from the text”,
etc.
• Teach the components of an argumentative
essay.
• Incorporate argument into a variety of short and
longer tasks.
• Engage collaborative learning and speaking
activities to prepare students for argumentative
writing tasks.
• Provide a word bank of limited words for specific
assignments.
• Use sentence frames that are assignmentspecific to teach the language of argument.
• Analyze mentor texts with students.
x
Question Stems (Adapted from Race to
the Top/Strategies for Close Reading)
• Do you agree with x? What clues show you … Point to the
evidence …
• How does the author describe X in paragraph X? What are the
exact words?
• What reasons does the book give for X? Where are they?
• Share a sentence that (tells you what the text is about, or
describes X, or gives a different point of view)
• What is the purpose of paragraph X? What are the clues that
tell you this?
• What does the author think about X? Why do you think so —
what is your evidence?
• What do you predict will happen next? What are the clues that
make you think so?
x
http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm
Question Stems
http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm
4th Grade Anchor Standard
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
What is the message so far?
What does the author mean when he/she says ____?
Which details in the text led you to that conclusion?
Why do you think that ___ ?
Can you give specific examples from the text that support your thinking?
What was the purpose of this piece?
Give examples of other pieces that were written with the same purpose.
•
•
•
•
•
•
What was the author’s purpose in writing this text ?
What does the author mean when he/she says ____?
Which specific details in the text lead you to that conclusion?
What can you infer from what you have read so far?
Why do you think that___?
Can you give specific examples from the text that support your thinking?
Question Stems
9th-10th Grade Anchor Standard
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
• What textual evidence did you identify to support your analysis of the
text? Cite several examples.
• What inferences can you draw from your analysis of the text?
• Show me in the text what makes you think that.
• What evidence (textual or informational) most strongly supports your
analysis?
http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm
•
•
•
•
What is stated explicitly in the text?
What inferences can you draw from specific textual evidence?
What evidence leads you to this conclusion?
What evidence is most supportive of your analysis?
Question Stems
9th-10th Grade Anchor Standard
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
• What is the theme or central idea?
• Cite evidence from the text to support your determination of the
theme/central idea.
• Which detail or event first presented an indication of the theme?
• Identify additional details that shaped the theme or central passage.
• How can you objectively summarize the text?
http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm
Question Stem Resources
Grade 3 ELA Common Core Sample Questions
Short Answer Constructed Response for “The Poplar Tree”
Why is the old man in the forest at the beginning of the story? Use
two details from the story to support your answer. Write your answer in
complete sentences.
Grade 7 ELA
Common Core Sample Questions
Short Answer Constructed Response for “The Quest of the Silver Fleece”
How does the author use sound to establish the mood of the story? Use two
details from the passage to support your answer. Write your answer in
complete sentences.
Tips for Teaching Argument to Students
• Lay out the task with clear-task verbs.
• “Why?” “Explain”, “Identify reasons in the
text”, “Cite two statements from the text”, etc.
• Teach the components of an argumentative
essay.
• Incorporate argument into a variety of short and
longer tasks.
• Engage collaborative learning and speaking
activities to prepare students for argumentative
writing tasks.
• Provide a word bank of limited words for specific
assignments.
• Use sentence frames that are assignment-specific
to teach the language of argument.
• Analyze mentor texts with students.
x
Pause and Discuss
What are the components of an
argument essay or short response
and how do you go about teaching
those to students?
Major Components of
Argument
1. Introduction with an opinion,
proposition or thesis statement
(claim)
2. Evidence (Grounds)
3. Warrant (Backing)
4. Counter Claims or Qualifiers
5. Summary and Conclusion
Teaching Evidence
•
•
•
•
Define it- Give students a clear definition and
examples of what evidence is and what it is not.
Teach evidence types.
• By Scientific Measurement
• By the Way Nature Works
• By Observation
• By Statistics
• Professional Opinion
Teach students to collect the evidence. Teach
students how to create focused search terms; how to
evaluate a website for reliability accuracy, currency,
and bias; how to incorporate information into their
essays (when to quote and when to paraphrase, and
what constitutes a real paraphrase vs. plagiarism);
and how to cite sources.
Provide guiding questions in activities and sample
texts that show them how to find evidence.
Tips for Teaching Argument to Students
• Lay out the task with clear-task verbs.
• “Why?” “Explain”, “Identify reasons in the
text”, “Cite two statements from the text”, etc.
• Teach the components of an argumentative essay.
• Incorporate argument into a variety of short and
longer tasks.
• Engage collaborative learning and speaking
activities to prepare students for argumentative
writing tasks.
• Provide a word bank of limited words for specific
assignments.
• Use sentence frames that are assignment-specific
to teach the language of argument.
• Analyze mentor texts with students.
Source: Reading Rockets
Guiding Questions to Find Evidence
Slip or Trip?
At five-feet-six and
a hundred and ten pounds,
Evidence
Rule
Conclusion
Queenie Volupides was a sight to behold and to clasp.
Group Work
Assignment
on Evidence
Rules
When
she tore
out ofand
the
house after a tiff with her
husband,
Arthur,
she
went
to theYou
country
You group isArthur
an investigative
that
determine
what
may have
happened.
can
eitherclub where
still teamAs
amust
rule,
Queenie
is
probably
lying.
agree or disagree with Queenie’s version.
there was a party going on.
has a glass
when people
1. Do you
think
Queenie
is telling theProbably=Qualification
truth?
in his
hand.
fall
Shedown
left the club shortly before one in the morning
2. Find all the evidence
you they
can that indicates whether or not
stairs,
and invited
a few friends to follow her home and
Queenie is telling the truth. Make a list of all the evidence.
drop
they drink. They got to the Volupides
havewhat
one more
Evidence includes concrete, observable information; personal
house
abouttoten minutes after Queenie.
are
carrying
testimony; written document;
and material objects and their
save
condition or appearance.
Queenie, who met them at the door and said,
themselves.
3. Next explain how each
piece of evidence supports your claim
“Something terrible happened. Arthur slipped and
that Queenie is or is not telling the truth. Each explanation will
fell on the stairs. He was coming down for another
be a generally accepted rule, which may begin with a phrase
drink—he still had the glass in his hand—and I think
such as, “As a rule…” If other members of your team disagree
he’s dead. Oh, my God—what shall I do? The autopsy
with you, find evidence that will convince them.
conducted later concluded that Arthur had died
4. Be prepared to explain why your evidence supports your case.
from a wound on the head and confirmed that he’d
Eventually this evidence will result in a written report.
been drunk.
Pause and Discuss
Four Corners
• The Supreme Court was right this week to
reverse the ban on the sale of violent
video games to children.
• Strongly Agree? Agree? Disagree?
Strongly Disagree? Write for 3 minutes on
your opinion.
• Go to corner of room matching your
response. In your groups, you have
several minutes to create an argument:
claim, convincing evidence (yes, you can
use your laptops), and explanation to
present a two-minute argument to the
rest of the groups.
Observation and
Reflection
• How does the teacher frame the assignment
so that students respond in an argumentative
way?
• Does the teacher set criteria in terms of a
number of paragraphs? Why or why not?
Tips for Teaching Argument to Students
• Lay out the task with clear-task verbs.
• “Why?” “Explain”, “Identify reasons in the
text”, “Cite two statements from the text”,
etc.
• Teach the components of an argumentative
essay.
• Incorporate argument into a variety of short and
longer tasks.
• Engage collaborative learning and speaking
activities to prepare students for argumentative
writing tasks.
• Provide a word bank of limited words for specific
assignments.
• Use sentence frames that are assignmentspecific to teach the language of argument.
• Analyze mentor texts with students.
Sentence Frames for
Argumentation
Use these noun phrases to negatively characterize your opponents:
those who disregard
those who take a narrow view
pessimists
people who live in the past
naysayers
people who are unaware
those who would have us believe
those on the sidelines
those who live only for the moment
hardliners
Use these noun phrases to positively characterize your supporters:
progressive thinkers
those who think about
those who care about
those who know about
those who understand
optimists
Amybenjamin.com
prudent thinkers
proactive people
civic-minded people
serious people
people with regard for
realists
Sentence Frames for
Argumentation
Use these frames at the outset of your argument to establish what others
have been saying on this topic:
In recent __________, we have been hearing a great deal about
__________________________ by ______________________.
_______________________ has been in the news recently
because ________________________________________.
Amybenjamin.com
Sentence Frames for
Argumentation
Use these frames as you acknowledge that the opposing side has a
certain degree to validity:
While at one time it may have been true that__________________,
we can now state that____________________________________.
___________________ makes sense when he/she/they say________
________________, but _____________________________________.
Despite the validity of ______________________’s claim about ____________,
he/she/they miss the mark when it comes to________________________
because___________________________________________________.
Amybenjamin.com
Analyze Mentor Texts
Utilize Technology!
 Have students analyze commercials and videos
as content for their arguments.
 Utilize blogs and instant chat tools as places
for students to express their opinions.
A Checklist for Students
 Have I offered my reader evidence to
substantiate each assertion I make in my paper?
 Do I thoroughly explain why/how my evidence
backs up my ideas?
 Do I avoid generalizing in my paper by
specifically explaining how my evidence is
representative?
 Do I provide evidence that not only confirms but
also qualifies my paper's main claims?
 Do I use evidence to test and evolve my ideas,
rather than to just confirm them?
 Do I cite my sources thoroughly and correctly?
Reference
Materials
•
Benjamin, Amy. Sentence Frames for
Argumentation—PPT. 14 May 2013.
www.amybenjamin.com
•
Davis, Lauren. “How to Shift from Teaching
Persuasion to Teaching Argument.” Eye on
Education. 14 May 2013.
http://eyeoneducation.com/Blog/articleType/
ArticleView/articleId/1939/How-to-Shift-fromTeaching-Persuasion-to-TeachingArgument#.UZFMl8oxhNI
•
Elements of an Argumentative Essay.
University College Illinois State University. 14
May 2013.
•
Hillocks, George Jr. Teaching Argument Writing,
Grades 6–12: Supporting Claims with Relevant
Evidence and Clear Reasoning. Heinemann:
2011.
http://www.heinemann.com/shared/onlineresour
ces/E01396/introAndChapter1.pdf
Motsinger, Carol. “Ironing Out Policies on School
Uniforms”. USA Today: 6 Aug 2007. Web 14 May
2013.
http://usatoday30.usatoday.com/news/education
/2007-08-05-uniforms-protest_N.htm
•
New York State Education Department: Office of
Assessment. 14 May 2013.
http://www.p12.nysed.gov/assessment/common
-core-sample-questions/ela-grade-3.pdf
•
http://universitycollege.illinoisstate.edu/down
loads/elements_argumentative_essay.pdf
•
English Language Arts Resources. Tulare
County Office of Education. 14 May 2013.
http://www.tcoe.org/ERS/CCSS/ELA/Resourc
es.shtm
•
“Small Group Writing”. The Teaching Channel. 14
May 2013.
https://www.teachingchannel.org/videos/highschool-writing-lesson-idea
•
Focus “Convince Me”! : An Introduction to
Argumentative Writing Common Core Writing
Standard1. Southern Nevada Regional
Professional Development Program. 14 May
2013. http://rpdp.net/files/ccss/ELA/ELA_910_Curr_Res/Writing%20910/Writing%20Standard%201%20%28910%29.pdf
•
“Using Evidence”. Indiana University
Bloomington. Writing Tutorial Services. 14 May
2013.
http://www.indiana.edu/~wts/pamphlets/using_
evidence.shtml
•
The Writing Center: Evidence. The University of
North Carolina at Chapel Hill. 14 May 2013.
http://writingcenter.unc.edu/handouts/evidence/
Knowledge Check
Question: Which of the following are
characteristics that describe good
argument writing with evidence?
a) Often references other texts or ideas to
support a position
b) Avoids opposing views
c) Aims to convince the reader by relying
heavily on the character or credentials of
the writer
d) Logic-based
Knowledge Check
Question: Name two tools or strategies mentioned in this
lesson for teaching students to appropriately address
counter-arguments in an argument response.
a)Requiring 5- paragraph essay criteria
b)Exposing students to longer rather than shorter
assignments
c) Analyzing mentor texts with students
d)Using sentence frames
Homework
Assignments
Homework
Assignment
•
Further explore the incorporation of technology into argument writing
tasks. Read Caitlin Tucker’s lesson and answer the following questions:
http://catlintucker.com/2012/10/common-core-standards-teachingargument-writing/
o
o
o
o
•
What criteria did Caitlin use to select her topic for the lesson?
Read the instructions she gave to the students before they completed the blog
assignment. Do you feel these were clear and concise instructions that would
promote the type of writing we have discussed in this lesson? Provide a short
response giving evidence for your answer.
What other types of technology did Caitlin incorporate into her lesson?
Reflecting on the main components of an argument that we discussed in this
lesson, which of the components do you think would receive the most instruction
and where would this take place in the lesson? What do you think she would be
doing during this time?
Go to the following link, watch one or two of the videos, and answer the
guiding questions that are posted along with the video there.
http://wheretheclassroomends.com/evaluating-an-argument-chevy-voltcommericals
o
o
1) Why is this an important lesson to teach?
2) Share on the comment board other ideas or methods you have used for
teaching students to avoid logical fallacies in their arguments writing.
THANK YOU!
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