Transcript AN INTEGRATED PLANFOR IMPROVING TEACHING AND …

Beyond the Basics:
Implementing and
Assessing Rigor in
the Classroom
Who’s Talking Now?
Beginning with the end in
mind…
Why do we teach what we do?
The Building Code Dilemma
So what role do
standards play in
what we teach?
Curriculum
Standards are the
Floor NOT the
ceiling!
So what role do
assessments
play in what we
teach?
Assessments don’t drive
instruction!
Goals drive Assessment!
Assessments
INFORM
instruction!
Now then…let’s
get on with
instruction!
IT DOESN’T MATTER…
*how rigorous our standards
are,
*how well our curriculum is
vertically/horizontally aligned,
*how strong our assessments
are,
IF…
Our lessons are designed
with students as ‘observers’
and aren’t student centered
then kids aren’t learning!
Simply put…
Students must be supported in taking on their
central role, by teachers who systematically
analyze their students’ needs, who carefully
articulate specific goals so students can reflect
on their success in achieving them, and who
devise engaging and carefully sequenced
instructional materials that both teach students
crucial procedural knowledge and content while
rewarding them for employing that knowledge in
meaningful social activities!
SO LET’S ANALYZE THESE
KEY POINTS AND PUT
THEM IN CONTEXT!
their central role – The one doing the READING, WRITING and
TALKING is the one doing the learning!
systematically analyze– data driven based on assessment
information
Clear learner targets– not an outline of activities or a “todo” list
reflect– opportunity to think about their work and revise their
work based on new knowledge or feedback
engaging– learning that is motivating and prevents apathy
carefully sequenced– no happy accidents, structured in a
way that kids will have intentional opportunities
crucial procedural knowledge– knowing what to do,
when to do it and HOW to do it…without you! GRADUAL release
content– no brainer
meaningful social activities– opportunity to work with
others cooperatively, collaboratively in research, acquisition of
knowledge and demonstration of knowledge (speaking and
listening)
So where can we begin in our
QUEST to ENSURE student
learning is meaningful and
RIGOROUS?
Now let’s think about how they
are related?
If I can read I can ___________.
If I can write I can ___________.
If I can speak I can
___________.
If I can listen I can __________.
Keep going do as many as you
can!
READING –
Why do
adults
read?
So where do we start?
Stone builder
SET THE STAGE FOR…
Why do I have to read this?
LEARN something new
CLARIFY something I’ve learned
REINFORCE what I think I know
EXTEND what I know with a deeper
understanding or new perspective
Power of Prediction
One of the first things we do is predict
(look at the cover of this book) SKIM
through it looking at pictures, headings,
read the blurb on the back…we make
predictions about what it would be about,
how interesting it would be, how long it
would take to read etc.
Based on this BOOK/TEXT walk…what do
we think it’s going to be about? What are
some words we might encounter?
Probably Passage
Choose several vocabulary words from
the text that are key to the story or topic discuss the meaning of each word, next
ask students to develop a paragraph that
uses all the words and predicts what they
think the gist of the text will be. Once
they read have them verify how close
their predictions were.
Anticipatory Sets
Ex “yesterday we talked about
__________ and read about the process
in our textbook. Work with your partner
and make a chart that shows as much as
you can remember about the process
from our discussion yesterday”
As we read today, we will be adding to the
information and expanding our
knowledge about the topic. (setting that
pupose)
Anticipatory Sets
Suppose you were going to run for mayor
of the town. Make a list of information
you would need to know to run for the
office.
Let’s say you want to open a restaurant
or clothing store in your town. Make a list
of information you would need to know
before you do it.
So what would be the
purpose here?
Round Robin-Brainstorming
1. assign groups…hang chart paper around the
room
2. groups spend 3-5 minutes at each station
and make a concept map (digestive,
muscular, skeletal, excretory, circulatory, etc)
3. groups move and add to them or place a
question mark next to info they feel may not
be correct
4. now they read and respond to any questions
from other groups (original chart)
Reading fills in holes, reinforces, clarifies,
extends!
Color coding…
As you read you will use the colored stickers to
identify: mood, characters, setting, problem,
solution, etc.
More complex: rising action, falling action,
climax, conflict (external, internal, man vs. man,
man vs. circumstances, man vs. society, man
vs. himself, character vs. nature, character vs.
himself), point of view, irony
Sets the stage for the KIND of reading they will
do…collecting evidence (connect to text,
support answers)
What about a mini-lesson to
front end load?
What literary
device does this
show?
Let’s build on that…SCAFFOLDED Learning
Few more visuals then transfer
pictures to words…
TEXT…
The water is as pure and transparent as
the mud.
I couldn't win the match, thanks to the
correct decisions of the referee.
The task is as simple as performing a
brain tumor surgery.
By setting the purpose we let
students know HOW to prepare
to read.
In other words, how carefully,
what’s important, when we can
skim and when we need to read
more carefully.
Think about a magazine…
We typically don’t read cover to
cover …we look at pictures,
headlines, caption and make a
judgment about whether we are
going to read an article in within
seconds.
We anticipate how much we might
learn, what will entertain us or what
will give us info we might need
later an then we decide to read it
based on one of these…
“So…do we have to know this?” what they
are really asking is “What am I going to do
with this information?”
What will they do with the
information from the reading?
Graphic organizer, writing a
summary of key points, writing
their own story using the same
pattern. (still setting that purpose)
Ex. Notecards
After the reading:
note card facts – 8-10 notes per group
one per card
Collect them as a larger group (group
similar cards together and then record
on the board)
CLASSIFY, ORGANIZE, REFLECT
INVEST THE TIME in
FRONT LOADING…
It will pay off in the end with
better quality of work and more
efficient use of their time!
AND MAKE NO MISTAKE…
It is THEIR time!
SOMETHING SHOULD HAPPEN
AS A RESULT OF READING
AND LISTENING… Info In
REACTION
WRITING AND SPEAKING…
Info Out
You hear teachers say all the time “My kids can’t write!”
You NEVER hear them say “My kids can’t talk!”
If they can talk they CAN write! If they
can’t write, it’s on us…they come
to us as effective talkers, what we
do with it is on us!
Let’s look at the power of connecting them.
THIS IS STRUCTURE…INTENTIONAL…NOT
A HAPPY ACCIDENT!
When arguing ain’t a bad thing!
Emphasis on teaching argument in addition
to persuasive and opinion pieces.
Why the shift?
What’s the difference?
ALPHA BLOCKS –
(P/O) or (A)
Example!
"Pretend you’re in the market
for a new car," "When we finish
the example, we'll talk about
the differences between what
the salespeople at the
dealerships do, and what you
will need to do."
You decide to look at a
Chevy dealership and
at a Volkswagen
dealership to compare
a few different cars
you’ve liked for a long
time.
When you go to the Chevrolet dealership, the
salesman tells you all about the new Camaro.
Using his persuasive skills and a bit of emotional
appeal and a few relevancy errors, he tells you
how safe it is, what great gas mileage it has, how
reliable it is, and how popular it is with people
who are exactly like you. He tells you how great
you’ll look behind the wheel of this American
classic. He makes you sit in an office for 6 – 8
hours while he and his manager “negotiate” the
price of the car. This salesman has used
persuasion, not argumentation, to try
to sell you the Camaro.
Then you go and look at Beetles at the Volkswagen
dealership. When you get to the Volkswagen dealership,
the salesman tells you all about the new Beetle. Using
his persuasive skills, including a little emotional appeal
and a few relevancy errors, he tells you how safe it is,
what great gas mileage it has, how reliable it is, and how
popular it is with people who are exactly like you. He tells
you how great you’ll look behind the wheel of this reliable
classic. He makes you sit in an office for 6 – 8 hours
while he and his manager “negotiate” a sales price. This
salesman has used persuasion, not argumentation, to try
to sell you the Beetle.
After you visit both dealerships, you
go home to put your critical thinking
skills to the test and consider your
options. You do additional research
on both cars to check the facts given
to you by the dealers, make pro and
con lists for both vehicles, rate your
priorities, and make a sound decision
about which car to buy. Once you
complete your research, you choose
to buy the Volkswagen Beetle.
The day after your purchase, you drive your
new car to work where you’re greeted by a
co-worker who says, “That’s not even an
American car! Why’d you decide to buy that
car?” Now you’re in a pickle. You have to
defend your position to your co-worker while
refuting his assumption that an American car
was the best choice for you. In other words,
responding to your co-worker will require
skills in argumentation.
Argument is about making a
case in support of a claim in
everyday affairs—in science, in
policy making, in courtrooms, and
so forth. It will help students
become critical thinkers, and help
students evaluate the arguments of
others, arguments they hear
every day—a skill critical to
participating in a democratic
society
REMEMBER HOW WE BUILD A
HOUSE!
Developing ARGUMENTS is not a Language
Arts skill/concept or understanding.
It has an important place in EVERY area of
content.
It develops critical thinking skills,
Promotes problem solving,
Incorporates research and collaboration,
Requires sound communication skills like
writing and speaking,
Expects sound reading an listening skills
Helps students synthesize, apply and learn THE
CONTENT.
Don’t forget we are preparing
students to be CCR!
That means we can’t be CCC!
We have to plan/create
opportunities!
Just like with the irony example we have to
scaffold this kind of thinking!
Move students from simple to COMPLEX.
Start with arguments of FACT.
This will let them use knowledge they already have
so that they can learn the STRUCTURE of
arguments in general and how to draw conclusions
that are defensible.
SO how do we prepare them
for CCR?
Well our textbooks won’t do it.
An average high school text spends 45 pages “covering”
persuasive writing and only 1.5 pages covering “logical
appeals”…the heart of argument.
In a 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.
The same might be said of propaganda and advertising.
Argument, on the other hand, is mainly about logical
appeals and involves claims, evidence, warrants,
backing, and rebuttals.
Elevator Talk
Here’s the process…
a claim
» based on evidence of some sort
» a warrant that explains how the
evidence supports the claim
» backing supporting the warrants
» qualifications and rebuttals or
counter arguments that refute
competing claims (TOUGH – higher
level)
Data that supports the claim.
The claim is the answer
to a question.
Some call the Thesis
It comes in stages…
First level of argument we are pretty
good at…
MAKING claims
*usually in response to a teacher’s
question
*rarely require support or justification for
their answers
*an undefended claim has NO place in
argument
*focus is on whether the claim is correct
rather than whether they are plausible
given the evidence/support
Claims
Every day we are inundated in electronic and
print media with claims about products and
what they can do for us, how they can make us
happy, healthy, attractive, productive, or
popular. Almost without exception, these are
never substantiated. Yet we are being asked to
spend our earnings to obtain the
product purported to make us happy or
productive. And people do spend, usually
without questioning the claims.
Research shows that teenagers, including
college freshmen, see no reason to question or
substantiate claims in any context.
Look at this example…
Some people believe that all teenagers should be
required to perform one year of unpaid service for
their community right after they graduate from high
school. This community service might include
helping to clean up parks, delivering food to the
elderly, or working in a hospital.
What is your position concerning this issue? Write a
letter to your senator in which you state your
position and support it with convincing reasons. Be
sure to explain your reasons fully.
TYPICAL PROMPT…is it argument/persuasion
What do you think?
As a teenager about to graduate from high school, I think it is
rather unfair to do these services without being paid for it.
Therefore, I believe we shouldn’t have to do these services
right when we get out of high school.
First of all, when people graduate from high school, a majority
of the people will either go to a junior college or college.
During the summer break,All
most
of them
claims
arewill get jobs to help
pay for college. Another reason
is, it takes money to drive
minimally
around town and do these services.
sufficient…but this is
Personally, I think you all should use all of the unemployed
largely looked
at asbecause they’re the
people that receive unemployment
checks
ones that have nothing to do. okay!
These are the reasons why I think we shouldn’t have to do
these services.
Evidence
Although many teachers begin to teach some
version of argument with the
writing of a thesis statement (a claim), in
reality, good argument begins with
looking at the data that is likely to become the
evidence in an argument and
which gives rise to a thesis statement or major
claim. That is, the thesis statement
arises from a question, which in turn rises from
the examination of information
or data of some sort.
So what’s the problem?
Most teachers begin by having students write
thesis statements with no mention of data of
data of any kind. Students were supposed to
find problems somewhere and make
some claim about them. However, without
analysis of any data (verbal and
nonverbal texts, materials, surveys and
samples), any thesis is likely to be no
more than a preconceived idea or assumption
or clichéd popular belief that is
unwarranted and, at worst, totally indefensible.
Start with data sets that require some
interpretation and give rise to questions.
When the data are curious and do not fit
preconceptions, they give rise to
questions and genuine thinking. INQUIRY
Attempts to answer these questions become
hypotheses, possible future thesis statements
that we may eventually write about after further
investigation.
The process of working through
an argument is the process of inquiry. At its
very beginning is the examination
of data, not the invention of a thesis statement
in a vacuum.
Here are the steps…
1. Examine data
2. Ask questions based on data
3. Reexamine data
4. Try to answer the questions
5. Data that supports our
answer = Evidence
Evidence, to be useful, must be relevant and verifiable. In some
disciplines and fields of work, such as science and criminal justice,
special procedures
must be followed so that evidence will not be impeached. But basic
to
any kind of argument is the verifiability of the evidence.
*A literary critic must cite the works discussed and quote from the
texts to prove a claim.
*An historian must carefully note the artifactual or documentary
evidence basic to the argument being made.
*A scientist must explain the nature of observations or experiments,
the collection of data, the conditions, so that the study
can be replicated.
why
Readers will want explanations of
the data we produce support the claims we make and are trying to
demonstrate.
This is the job of the warrant
.
Warrants
In contemporary crime scene investigation programs on TV, considerable
time is devoted to establishing warrants. Most viewers of such programs are
likely to be fully aware, for example, that fingerprints at a crime scene may
lead to an arrest of the person to whom those prints belong because any
given person’s prints are unique, and therefore indicate the presence of that
person at the scene.
Similarly, we also know that pistols and rifles leave distinctive markings
on bullets fired from them. Thus, a bullet found in a victim or at a crime
scene may become the evidence that links a gun owner to the shooting of the
gun and the commission of the related crime. The prints and the markings
on bullets are the evidence that indicate the identity of perpetrators by way
of warrants concerning their uniqueness.
For example, consider this scenario given to a class…
Consider a sketch of a dead man’s body hanging from a chandelier, his
feet dangling a distance above a stool on which the dead man had
presumably stood before hanging himself. The sketch is accompanied by
a note explaining the man’s reasons for committing suicide.
Students were encouraged to examine the evidence of the sketch and the
note to determine what had occurred.
As students began their discussion in small groups, they attended to the
note and seemed to examine the picture only cursorily. Before long,
however,
one boy proclaimed to his group that it could not be a case of suicide.
“Look where his feet are,” he explained. “If he hanged himself, his feet
would’ve been below the top of the stool. They’re not. They’re way above
it.”
The young man had hit upon an important warrant.
He explained it as follows.
“When a person hangs himself, he has to drop from some height so
that the noose will tighten and strangle him. See, look where his feet are, a
couple of feet above the stool. He couldn’t have jumped up, fastened the
rope, put the noose around his neck, and hung himself.”
These were statements
of evidence and a warrant that the class could accept.
SO where do we start?
Begin with a specific problem—a crime that needs to be
solved—that contains data about which
claims may be made and for which warrants may be
developed.
By starting with a problem, students learn the strategies
for making arguments:
» analyzing evidence critically in light of existing
knowledge
» interpreting the evidence to explain what it shows
» developing warrants that show why the evidence is
relevant
» using the evidence and the explanations to solve the
problem
“Slip or Trip?”
At five-feet-six and a hundred and ten pounds, Queenie
Volupides was a sight to behold and to clasp. When she tore out of
the house after a tiff with her husband, Arthur, she went to the
country club where there was a party going on.
She left the club shortly before one in the morning and invited
a few friends to follow her home and have one more drink.
They got to the Volupides house about ten minutes after
Queenie, who met them at the door and said, “Something terrible
happened. Arthur slipped and fell on the stairs. He was coming
down for another drink—he still had the glass in his
hand—and I think he’s dead. Oh, my God—what shall I do?
The autopsy conducted later concluded that Arthur had died
from a wound on the head and confirmed that he’d been drunk.
“We need to try to determine what
happened. Our first
question should be, ‘Can we
believe what Queenie says?’ Most
of you have learned, from watching
various crime shows, that
witnesses are not always
reliable. What do you think? Is
what you see in the picture
consistent with what Queenie
says?
The rule is the warrant!
Activity
Example 1 student responses
Example 2 student responses
Example 1 student responses
In general has the idea!
But…Needs more explanation to
connect to the evidence
Does this reveal anything about
whether she’s lying
Example 2 student responses
Hard to interpret
Close but unclear
Hypothetical and unclear
Writing the report
“If we were really an investigative team and if this were a real
crime, to whom would we have to write a report?” students make suggestons the
boss, the chief inspector, the district attorney, or the chief of police. We settle on the
chief of police. “What would we need to explain to the chief?”
List their suggestions on the overhead (if they miss any, I ask a leading
question: “Should we explain when we arrived on the scene?”):
when we arrived
what we found
what Queenie said
what the autopsy found
whether the evidence supports what Queenie said
our conclusion and/or recommendation
explanation of evidence supporting our conclusion and recommendation
Whole class Example…
We found Arthur Volupides lying at the bottom of the main stairs on his
back, faceup, his feet on the third step. He was still holding a glass in
the fingertips of his left hand. His clothes were neat. Nothing on the
wall beside the stairs was disturbed. The carpet where he lay was
undisturbed.
Queenie said that Arthur slipped and fell on the stairs. He was
coming down for another drink. He still had the glass in his hand.
Next we have to present our thinking about the situation. By this time,
students have given up any claim that Queenie is telling the truth. A few
questions lead to: We believe Queenie is not telling the truth. The
evidence does not support what she says happened.
Now gradual release
Ask them individually to write out the evidence and the
rules (warrants) that allow them to interpret the evidence. They need to
include at least five pieces of evidence, each with an appropriate warrant
and any necessary explanation.
sample from student
We believe that the evidence does not support her claim. First, the
cup is in his hand. When people fall down the stairs, they let go of
what they are holding to try and get a grip of something to stop.
Second, the way Arthur is facing is weird. When someone falls
down the stairs, their body would be facedown. Arthur, though, is
faced upwards. Third, she waited to long to call the police or ambulance.
She waited for her friends to do anything. When someone
sees another person hurt they automatically call the police for help
The last reason I believe she is lying is because the things on
the wall are all straight. They seem like if they hadn’t been disturb.
If someone falls down the stairs, they will try to hold on to
anything. Especially if they you see things in the wall you will try
to brake your fall.
Developing independence
The Assignment
You are the investigator reading the reports above and inspecting
the picture of the scene. Mr. Karazai’s son claims that his father
hanged himself. What do you think is the truth? From the evidence
available, make a case for what you think really happened.
If you believe that other evidence is necessary, make a recommendation
about what other evidence might need to be collected.
Before you begin to write your report, list the evidence
and warrants you will use in making your case.
Students did this work in class.
What are the data sets?
Who is the audience?
Revise on feedback and criteria
Checklist for Revisions
1. Have you described what was found at the scene and
what the autopsy
revealed?
2. Have you incorporated at least three pieces of
evidence?
3. Have you provided the rules or warrants that explain
why the evidence
is important to your claim?
4. Have you made a recommendation about what
should happen next
or what more evidence is needed?
How can these types of
activities help you introduce
elements and structure of
arguments?
Writing Arguments in the
History Classroom
Allows us to approach history the way historians do,
focusing on analysis and argumentation over
memorization and summary.
While history may begin with facts, it does not end there. The excitement and
rigor of learning history lies in the interpretation—how one makes sense of
the facts. Learning history provides an opportunity for our students to have a
voice in an ongoing dialogue about what happened in the past and why it
matters. To engage in this scholarly dialogue, our students must learn what it
means to think, read, and write like historians.
When students read the genre of historical argument with the purpose of
identifying and evaluating the author’s claim and the evidence used to support
that claim, they are not only exposed to the content of history, but also the
discourse of history. When students “analyze a case in which two or more texts
provide conflicting information on the same topic and identify where the texts
disagree on matters of fact or interpretation” they are experiencing a discipline
that holds the possibility of multiple interpretations and invites participation in the
making of meaning.
Scaffold…
Explain to students that they have been hired by town
officials to consider whether the town should continue to
recognize Columbus Day as a holiday. In recent years,
protests from Native American groups have increased and
town officials have been under increasing pressure to stop
celebrating Columbus Day. Those groups argue that
Columbus's legacy is one of murder and theft and is not
worthy of memorializing. On the other hand, many other
community members feel it is unfair to judge the morality of
a man who lived 400 years ago by today's standards. They
argue that Columbus was a man of his times, when
expansion and conquest were accepted as normal. They
further argue that even if Columbus was not a moral icon, it
is really the spirit of adventure, exploration, and innovation
that we celebrate on Columbus Day.
Task #1 Set a purpose
Tell students that in the course of their research they will
have to determine exactly how much is known about
Columbus and what he did. They will have to evaluate the
actions of the man and the results of his actions (i.e.,
present-day American culture). Finally, they will have to
decide the best course of action the town can take to
resolve the conflict between its residents.
Task 2: Plan the structure
Have students work in groups to put together an action plan. The action
plan should list:
where to look to find the answers to the questions (the Internet is not
always the best place);
who will gather the information for each question and deadlines for
completing research;
what outside texts group members will read;
a detailed description of what the group will do on each day of the oneweek project;
who will do the actual writing; this should probably be more than one
person and the entire group should discuss what is going to be written;
Tell students that each group should hand in its final report and "division
of labor" sheet by the end of the week. The division of labor sheet should
list what each group member did on the project and should look similar
to the information provided in the plan of action. The information in this
document should reflect whether each group member met his or her
responsibilities within the group.
Task 3 – role of research
Tell students that each group may send one member
to the computer center or library during class time.
Point out that, although they can find an enormous
amount of information about Columbus on the
Internet, they should not use only the Internet for their
research.
5 ipads per
class…amazing
What other areas of history could
we consider…thoughts???
Writing Arguments in the
Science Classroom
In this framework, the claim is the answer to a question or a
problem. Evidence is the scientific data, which are used to
support the claim. Scientific data is information, such as
observations and measurements, that can either be collected
by the students themselves (i.e. first hand data) or be collected
by another individual and provided to the students (i.e. second
hand data). Typically, scientists’ selection and use of scientific
data is influenced by their understandings of scientific
principles. The reasoning articulates the logic behind that
choice and articulates why the evidence supports the claim.
Finally, the rebuttal makes a claim about why alternative
arguments (counter-arguments) are incorrect and uses
additional evidence and reasoning to justify that rationale.
Scientific collaboration takes the form of disagreement and
argument about evidence. In this way, communities of
scientists challenge and validate one another’s ideas in
order to advance knowledge.
Science requires careful communication and representation
of ideas. Scientists frequently share formulas, theories,
laboratory techniques, and scientific instruments, and
require effective means by which to understand and
disseminate these types of information. They share their
ideas and observations in myriad ways, including the use of
text, drawings, diagrams, formulas, and photographs. They
communicate via PowerPoint slides, e-mail exchanges,
peer-reviewed research articles, books, lectures, and TV
programs or documentaries. They participate in research
groups, academic departments, scientific societies, and
interdisciplinary collaborations.
Elementary Example
“Use your ecocolumn to develop a scientific argument about
some
of the
adaptations
of one
of the
organisms
found there.”
The
question
is open
with
multiple
potential
Teacher tells his students: “We will get into our arguments. I
answers, because the students could choose
want you guys to pick one organism, and start to write an
different
as wellevidence
as different
argument
withorganisms
a claim, supporting
and then the
adaptations
focus
on inwere
theirnotargument.
Theany
reasoning
for that.”toThe
students
provided with
additional
written
support;
however,
the teacher
one
students
also
defined
their own
dataset
bydid
circulate
aroundfrom
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the students
were writing
and
selecting
all ofastheir
observations,
which
helped
students
with their was
arguments.
Afterlarge
writing
their
meant
the dataset
potential
and
could
scientific arguments, the teacher asked a couple of students to
include both appropriate and inappropriate data
share their writing out loud and the class discussed their
to justify their
claim.
argumentative
products.
The students are using Google maps from three areas in their city to
predict the site that has the highest bird biodiversity. Area #1 included
mainly tall
buildings and little green space. Area #2 was a neighborhood that
included four parks.
Site #3 was on the outskirts of the city and contained a golf course.
The teacher asked his students to write their responses to the following
question:
“Comparing the three sites,
which site would you expect to have the highest bird biodiversity? Why?”
After
students recorded their responses, Mr. Dodson then led a class
discussion in which he asked the students to debate their answers to
the question
IS THIS ARGUMENT???
Student sample
I said three (CLAIM) because there’s less
distraction. There’s not a lot of noise
(REASONING) and even though there’s a street
right there, they still have all - for three they
still have a lot of places to go, like what Chloe
was saying. They still like have places to go –
that is what she said (EVIDENCE). But I
wouldn’t agree with golf course either because
that does not have anything to do with it.
There’s other places they can go. (EVIDENCE)
Gives a rebuttle , states, defends evaluates
Another sample
Comparing the three sites I would expect the
second site to have the highest bird biodiversity
(CLAIM). One because there is a good amount
of trees (EVIDENCE) to get food (REASONING).
There is different types of places (EVIDENCE)
they can go to in site two (REASONING).
What do you notice? Is it good?
We’ve looked at reading,
speaking, listening, research,
writing…now let’s tie it all
together!
Opportunities we create!
Start with a
question
relating to
your
topic/theme.
How can we make the prison
reform at eastern state
penitentiary piece an
argument?
Document Based learning –
Primary Source, SS
Look at your sample…
Is it an argument piece? How
can we make it one?
What other ideas could it lead to?
Watch the video:
http://www.youtube.com/watch?v=46
MpVGE6jJY
Can this video be an argument
piece???if not how could it be
adapted? Does it have a place?
Does this relate to the primary
source?
TASK:
* WATCH THE VIDEO
*READ THE
ARTICLE/HANDOUT
*DO YOUR OWN RESEARCH
ON LINE TO FIND
ARTICLES/DATA, ETC. THAT
SUPPORT OR REFUTE
*WRITE/PRESENT
Does an argument have to be a
completed writing piece?
Consider…
debates
presentations
photo essays
http://lmc.gatech.edu/~awood3
1/studentwork.html
What’s the argument?
What’s the value of this format?
Look at the print articles, blogs,
cartoons, etc. Do they support
or defend this argument?
GUT CHECK
What are the obstacles or
barriers?
What would you have to
give up?
Are we innovators and
problem solvers when
challenged or do we
make excuses as to
why we can’t and
complain?