Transcript Note • This is the presentation slide order– some of which is shortened for the purposes of a one hour presentation • If you.

Note
• This is the presentation slide order– some of
which is shortened for the purposes of a one
hour presentation
• If you would like a complete unit PowerPoint or
an editable PowerPoint, please contact
[email protected]
Entry Task
Crime and Puzzlement
(Book 1, p. 22)
By
Lawrence Treat
Solving Mysteries
to Teach Simple
Arguments of Fact
Jeff Cochran
C e n t r a l Wa s h i n g t o n Wr i t i n g P r o j e c t
Ellensburg High School
B a s e d o n Te a c h A r g u m e n t Wr i t i n g :
Grades 6-12 by George Hillocks
The Place
for
Argument
Common Core State
Standards
Appendix A
“…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””
Outcomes
• Participants will understand a process for
understanding and teaching the vocabulary of
an argument of fact.
• The goal is to clearly define the vocabulary of
an argument of fact.
• Writing
– Text Types and Purposes 1
– Production of Writing 4 and
5
• Reading
Common
Core State
Standards
– Key Ideas and Details 1, 2,
and 3
• Language
– Vocabulary Acquisition and
Use 4 and 5
Student Friendly Targets
–I can…
• understand and apply content vocabulary
to an argument of fact (evidence,
warrants, claim).
• deconstruct an argumentative conclusion.
• write for real audiences (The Brethren).
• write a precise claim with supporting
relevant evidence.
• edit for audience and purpose.
• identify commonly shared warrants by
discussing with peers.
• write an argument of fact.
• Entry Task
– Crime and Puzzlement
Image
– Elicit responses of evidence
– Use “Generally” and
“Therefore” when talking
about the image
Order of
Unit
Day 1
• Introduce Vocabulary
• Group Task
– Focus first on Evidence
• Sherlock
– Begin film clip
New Vocabulary
Definitions
Examples
• Evidence
• Evidence
– Observable data either
physical or reliably
reported
• Warrants
– Common sense rules,
general statements about
how people and things
behave
• Conclusions
– Reasoning that must be
supported with evidence
and warrants
– There are flowers “From
Joe” and a picture of Joe
on display
• Warrants
– Generally when flowers
and a picture are on
display, the person is
special
• Conclusions
– Therefore Joe is special
to Amy
Investigative
Team Task
Find all of the evidence
you can that indicates
who tampered with
Danny’s paddle.
Crime and Puzzlement
(Book 3, p. 18)
By
Lawrence Treat
Sherlock
Season 1
Episode 1
23 minutes-26minutes
Netflix-"Sherlock" BBC
• Entry Task
– Crime and Puzzlement
Image
– Elicit responses of evidence
– Use “Generally” and
“Therefore” when talking
about the image
– Write responses in format
from “Sherlock” worksheet
Order of
Unit
• Classroom Role Play
Mystery
Day 2
• Sherlock
– Review from yesterday
– Finish
Entry Task
Crime and Puzzlement
(Book 1, p. 36)
By
Lawrence Treat
Classroom
Role Play
Mystery
See handout(s)
• Entry Task
Order of
Unit
Day 3
– Crime and Puzzlement
Image
– Elicit responses of evidence
– Use “Generally” and
“Therefore” when talking
about the image
– Write a report with a
teammate
• Sherlock
– Write an argument of fact in
the form of report
Entry Task
Crime and Puzzlement
(Book 1, p. 20)
By
Lawrence Treat
Sherlock:
Report
On the back of the
graphic organizer
• Entry Task
– Crime and Puzzlement
Image
– Elicit responses of evidence
– Use “Generally” and
“Therefore” when talking
about the image
– Write a report individually
Order of
Unit
Day 4
• Sherlock
– Revise report
Entry Task
Crime and Puzzlement
(Book 1, p. 6)
By
Lawrence Treat
Sherlock: Revision Checklist
• Have you described what was found at the
scene and what the autopsy revealed?
• Have you incorporated at least three pieces of
evidence?
• Have you provided the warrants that explain
why the evidence is important to your claim?
• Have you made a recommendation about what
should happen next or what more evidence is
needed?
C O M M O N C O R E S TAT E
S TA N D A R D S
Standards Addressed in
Detail
Common Core Writing
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.
• 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.
Common Core Reading
Standards
• Key Ideas and Details
– (1) 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.
– (2) Determine central ideas or themes of a
text and analyze their development;
summarize the key supporting details and
ideas.
– (3)Analyze how and why individuals,
events, and ideas develop and interact over
the course of a text.
Common Core Language
Standards
• Vocabulary Acquisition and Use
–(4)Determine or clarify the meaning
of unknown and multiple-meaning
words and phrases by using context
clues, analyzing meaningful word
parts, and consulting general and
specialized reference materials, as
appropriate.
–(5) Demonstrate understanding of
word relationships and nuances in
word meanings.
RESEARCH SUPPORTED
PEDAGOGY
Key Research
Key Research on Teaching
Argument:: Writing To Read
• “Writing Practices that Enhance Students’
Reading”
– “Have students write about the texts they read.”
– Students’ comprehension of science, social studies, and
language arts texts is improved when they write about
what they read, specifically when they Respond to a
Text in Writing (Writing Personal Reactions,
Analyzing and Interpreting the Text) […]
– Write Notes About a Text
– Answer Questions About a Text in Writing, or Create
and Answer Written Questions About a Text”
(13)
Key Research on Teaching
Argument:
Common Core Standards
• “If literacy levels are to improve, the aims of the
English language arts classroom, especially in
the earliest grades, must include oral language
in a purposeful, systematic way, in part because
it helps students master the printed word.
Besides having intrinsic value as modes of
communication, listening and speaking are
necessary prerequisites of reading and writing”
(Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey,
2010; Pence & Justice, 2007; Stuart, Wright, Grigor, & Howey,
2002).
Key Research on Writing as a
Process: Writing Next
“Eleven Elements of Effective Adolescent Writing Instruction”
1.
Writing Strategies, which involves teaching students strategies for planning, revising, and
editing their compositions
2.
Summarization, which involves explicitly and systematically teaching students how to
summarize texts
3.
Collaborative Writing, which uses instructional arrangements in which adolescents work
together to plan, draft, revise, and edit their compositions
4.
Prewriting, which engages students in activities designed to help them generate or organize
ideas for their composition
5.
Inquiry Activities, which engages students in analyzing immediate, concrete data to help
them develop ideas and content for a particular writing task
6.
Process Writing Approach, which interweaves a number of writing instructional activities in
a workshop environment that stresses extended writing opportunities, writing for authentic
audiences, personalized instruction, and cycles of writing
7.
Study of Models, which provides students with opportunities to read, analyze, and emulate
models of good writing
8.
Writing for Content Learning, which uses writing as a tool for learning content material
The Place
for
Argument
of Fact
Common Core State
Standards
Appendix A
“A logical argument
[…] convinces the
audience because of the
perceived merit and
reasonableness of the
claims and proofs
offered rather than
either the emotions the
writing evokes in the
audience or the
character or credentials
of the writer.”