Transcript Document

Argument Writing Units
and other MAISA Units
Thursday, January 26, 2012
Day Two
Facilitator:
Pam Rickli, Allegan Area ESA
ELA Consultant
Introductions
• Please introduce yourself to a partner at your table
• With your partner, please share effective advice
you’ve received or given about good writing
• Be ready to share one piece of advice with the group.
Agenda: Part 2
-Welcome and Grounding
-Immersion
-Model Lesson & Writing Invitation
-Conferring: Notice and Name
-Walk Through Lessons
-Organize and Integrate
Outcomes: Part 1
Establish baseline knowledge of Common
Core State Standard and text type of the
units
Interact with a Michigan-created
Argument Unit
Have awareness of upcoming Units
Anchor the Standard of Focus
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, well-chosen 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
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.
Opinion/Argument Writing
•K-5 Opinion
•6-12 Argument
Reading like a
Detective
&
Writing like an
Investigative
Reporter
It’s all about
Evidence
http://sitemaker.umich.edu/argument/home
http://www.theopedproject.org/
Purposes of Argument
• In contrast to the
traditional Western
concept of argument
as being about
disputation or
combat…
• … Communication
theorists describe an
invitational
argument, the kind
that aims not to
defeat another
person or group but
to invite others to
enter a space of
mutual regard and
exploration.
• (Everything is an Argument, p. 5)
Quote from CCSS Appendix A, p. 25
…The proper context for thinking about
argument is one “in which the goal is not victory
but a good decision, one in which all arguers
are at risk of needing to alter their views, one in
which a participant takes seriously and fairly
the views different from his or her own”
Such capacities are broadly important for the
literate, educated person living in the diverse,
information-rich environment of the twenty first
century.
Argument as Critical Thinking
• Argument is not simply a dispute, as when people disagree
with one another or yell at each other.
• Argument is about making a case in support of a claim in
everyday affairs – in science, in policy making, in courtrooms,
and so forth.
Persuasive Writing vs. Argument…
• “‘In persuasive essay, you can select the most favorable
evidence, appeal to emotions, and use style to persuade your
readers. Your single purpose is to be convincing’ (Kinneavy
and Warriner, 305)
• Argument, on the other hand, is mainly about logical appeals
and involves claims, evidence, warrants, backing, and
rebuttals.” (Hillocks, xvii)
• From Page 24 of Appendix A of ELA Common Core State Standards
Document
Elements of Argument
Toulmin’s concept
A claim
Qualifications
and rebuttals
refute
competing
claims
Based on
evidence
Argument
Backing
supports
the
warrants
A warrant
explains how
evidence
supports the
claim
They Say … I Say
Moves that matter in Academic Writing
Begins
Not with an act of
assertion, but an
act of listening,
of putting ourselves
in the shoes of
those who think
differently from us.
As a Result
We advise writers
to begin not with
what they
themselves think
about their
subject (“I say”)
but with what
others think
(“They say”)
This Practice
Adds urgency
to writing,
helping it
become more
authentically
motivated.
(Graff &
Berkenstein,
xiii)
Immersion
Immersion Work:
It is recommended that immersion work take
place during reading, a week or more prior to
beginning the writing unit of focus. It is also
suggested that text selection should include
published reviews as well as student authored
work.
Modeling Mini Lesson
What, Why, and How
of Writing Through
Mini Lesson
What?
• Write through the mini lesson
with two perspectives
• Teacher eyes
• Writer eyes
Why write through a mini
lesson?
Teachers should write so they understand the
process of writing from within.
Excerpt from Donald Murray,
A Writer Teaches Writing 2003
Why?
“Teachers should write, first of all, because it is fun. It is a satisfying
activity that extends both the brain and the soul. It stimulates the
intellect, deepens the experience of living, and is good
therapy. Teachers should write so they understand the process of
writing from within. They should know the territory intellectually and
emotionally: how you have to think to write, how you feel when
writing.
Teachers of writing do not have to be great writers, but they should
have frequent and recent experience in writing. If you experience the
despair, the joy, the failure, the success, the work, the fun, the
drudgery, the surprise of writing you will be able to understand the
composing experiences of your students and therefore help them
understand how they are learning to write.”
Donald Murray,
A Writer Teaches Writing 2003
Ink Your Think
Take a moment and write a
notebook response to Donald
Murray’s quote
Write through session 2
We’ll write through this session just as
your students will
Please hold your “teacher” questions
until after the mini lesson has been
completely modeled.
Reflection
Turn to a partner and respond to these prompts:
What did you notice about this mini
lesson as a writer?
What did you notice about this mini
lesson as a teacher?
Debrief the Architecture
of a Mini Lesson
CONNECTION:
Yesterday we were working on…
Today I am going to teach you…
Because…
TEACHING POINT:
Let me show you how I…
Hmmm…I’m thinking…
Did you see how I…
ACTIVE ENGAGEMENT:
Now you are going to have a try. You are going to…
LINK:
Today and everyday when you are writing, you can…
CONNECTION:
TEACHING POINT:
ACTIVE ENGAGEMENT:
LINK:
Turn and Talk
• With an elbow partner, turn and talk
about what you noticed regarding the
flow of the minilesson segments.
• Be ready to share with the whole
group.
Conferring
Notice
Name
Nudge
Notice
• Notice what the writer is doing that you taught
or what works for you as a reader.
What are you trying to do as a writer in this
piece?
What have you done so far?
• Listen!
Name
• Name something you noticed in a way that’s
general so the writer can use this strategy in
other situations.
I can see that you used. . . (name the
strategy) that will be useful any time you…
This part where you . . . works for me as a
reader. . . because....
Nudge
• Nudge the writer to do some part of this work even better, maybe
reiterate a teaching point, maybe help him/her try another way to
get to the same goal, another strategy related to the same skill.
There’s a strategy writers use that may be helpful to
you as you are _______.
May I give you a tip?
• As the conference is coming to a close...
So, tell me what you are going to do now as a writer on
this piece?
Teleprompter
Purpose of Teleprompter:
• Overview the entire unit
• Become familiar with the lesson
plan format and translate the
lesson into a teaching format
On Chart Paper:
• Write the session number
• For the Teaching and Active
Engagement portions of your lesson:
• words, phrases
• bulleted lists
• sketches
Progression of K-5 Skills for
Opinion Writing
Organize and Integrate
Road Map to the Next Level
Do-able Goals Start End
Goal #1
Goal #2
Goal #3
Criteria for
Success
Accountability
Making it Real
• With a partner, talk about your doable goals
• Write your goals
• Stand up and share your goals with an eye
partner
Happy Writing and Teaching