Grade 5 Argument Writing – Arguing Two Sides - South ...

Grade 5 Argument Writing ? Arguing Two Sides

Instructional Unit Resource for the South Carolina College- and Career-Ready Standards for English Language Arts

South Carolina Department of Education Office of Standards and Learning August 2016

Grade 5: Argument Writing: Arguing Two Sides

Unit Rationale/Overview: This unit introduces students to the writing genre of argument. Its purpose is to prepare students to learn to write an argument piece, which will include an introduction, a claim, supporting facts and details from credible sources, and a conclusion. Students will decide on their own topics and will support their claims with clear reasons and relevant evidence. They will have opportunities to read online argument pieces and to have thoughtful respectful conversations with those who hold opposing viewpoints. As students learn more about argument writing, the teacher will support them as a class, in small groups, and as individual learners through mini-lessons designed to address students' needs.

The final assessment for this unit allows students to voice a concern, research the topic, pick a side, and write a supporting argument paper.

Through collaboration, analysis of literary texts, and writing, students will learn skills that will help them in develop the world class skills listed in the Profile of the South Carolina Graduate.

Estimated Time Frame: three weeks. Standards and Indicators Targeted implies that these standards are the focus of the unit.

Embedded implies that these standards will be naturally integrated throughout the units.

Targeted Standards/Indicators

Reading - Informational Text

5.RL.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing

conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

5.IR.5.1 Quote accurately from a text to analyze meaning in and beyond the text.

5.RL.8 Interpret and analyze the author's use of words, phrases, text features, conventions and

structures, and how their relationships shape meaning and tone in print and multimedia texts.

5.IR.8.1 Analyze how the author uses words and phrases to shape and clarify meaning.

5.RL.11 Analyze and critique how the author uses structures in print and multimedia texts to craft

informational and argument writing.

5.RL.11.2 Explain how an author uses reasons and evidence to support particular points, identifying which reasons and

evidence support which points.

Writing

5.W.1

Write arguments to support claims with clear reasons and relevant evidence.

5.W.1.1 Write arguments that:

a. introduce a topic or text clearly, state a claim, and create an organizational structure in which related ideas

are grouped to support the writer's purpose;

South Carolina Department of Education | Office of Standards and Learning

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b. use information from multiple print and multimedia sources; c. provide logically ordered reasons supported by relevant facts and details; d. use transitional words, phrases, and clauses to connect the claim and reasons; e. develop and strengthen writing as needed by planning, revising, editing, rewriting; f. use paraphrasing, summarizing, quotations, and original language to avoid plagiarism; and g. provide a concluding statement or section related to the claim presented.

Communication

5.C.1

Interact with others to explore ideas and concepts, communicate meaning, and develop logical

interpretations through collaborative conversations; build upon the ideas of others to clearly express

one's own views while respecting diverse perspectives.

5.C.1.1 Consider the viewpoints of others by listening, reflecting, and formulating questions before articulating

personal contributions.

5.C.1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning

a topic, text, or issue.

5.C.1.3 Apply effective communication techniques and the use of formal or informal voice based on audience and

setting.

5.C.1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others; pose

specific questions; respond to clarify thinking, and express new thoughts.

5.C.1.5 Explain personal ideas while building on the ideas of others to demonstrate understanding of diverse

perspectives.

5.C.2

Articulate ideas, claims, and perspectives in a logical sequence, using information, findings and credible

evidence from sources.

5.C.2.1 Analyze ideas, perspectives and information using, examples and supporting evidence related to the topic.

5.C.2.2 Analyze the credibility of information presented in diverse media and formats.

Embedded Standards/Indicators

Inquiry-Based Literacy

5.I.1

Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

5.I.1.1

Formulate questions to focus thinking on an idea to narrow and direct further inquiry.

5.I.2

Transact with texts to formulate questions, propose explanations, and consider alternative views

and multiple perspectives.

5.I.2.1

Explore topics of interest to formulate logical questions, build knowledge, generate possible explanations, and

consider alternative views.

5.I.3

Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of

the world through exploration, collaboration, and analysis.

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5.I.3.1 5.I.3.2

5.I.5

5.I.5.1

Develop a plan of action for collecting relevant information from primary and secondary sources. Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings. Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively. Acknowledge and value individual and collective thinking.

Reading Literary 5.RL.12 Read independently; comprehend a variety of texts for the purposes of reading for enjoyment,

acquiring new learning and building stamina; reflect and respond to increasingly complex texts. 5.IR.12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

Writing

5.W.4

Demonstrate command of the conventions of standard English grammar and usage when writing and

spelling.

5.W.4.1 When writing:

a. show knowledge of the function of conjunctions, prepositions, and interjections;

b. form and use the perfect verb tenses;

c. use verb tense to convey various times, sequences, states, and conditions;

d. recognize and use appropriate continuity or shifts in verb tenses; and

e. use correlative conjunctions.

5.W.5.1 Apply correct usage of capitalization.

5.W.5.2 Use:

a. apostrophes and quotation marks; and

b. commas for appositives, to set off the words yes and no, to set off a tag question from the rest of the

sentence, and to indicate direct address.

5.W.6.1 Write routinely and persevere in writing tasks

a. over short and extended time frames;

b. for a range of domain-specific tasks;

c. for a variety of purposes and audiences; and

d. by adjusting the writing process for the task, increasing the length and complexity.

Clarifying Notes and "I Can" Statements

Clarifying Notes

Because this genre of writing is new to students, they will need a significant amount of guidance, support, and numerous writing

opportunities. Writing Standard 1 states that students are to write argumentative pieces. In prior grades the grade level indicators referred to writing

opinion pieces. At fifth grade, the indicators change to argument writing. Argument addresses the questions "So what?" and "Why should the reader

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care?" According to George Hillocks, argument is making a case in support of everyday affairs. At this age, students may think of argument only as a disagreement where individuals continue to disagree, often by yelling at one another until one side succumbs. As students consider the opposing side of an issue, they will be asked to strengthen their claims in order to counter a rebuttal.

The lesson format is that of gradual release. The Gradual Release Model is when a teacher models for students as a whole group, has them practice in a small group, and then work independently (Levy, 2007). The modeling portion (I do) is a mini-lesson shown by the teacher and should emphasize how to think through the process while demonstrating it. The guided practice (we do) might include teacher and students' working together, students' working in small groups, or both. It is recommended, but not required, that students complete the independent practice (you do) on their own to determine their individual mastery of the "I can" statement (and standard). Naturally, this format is not required, and teachers who choose to use the included lessons or structure should determine which suggestions fit best within the gradual release components (or other instructional method) based on their knowledge of students.

The suggested strategies are meant to build students' abilities to write an argument piece through process writing while incorporating reading, informational standards and indicators.

The strategies listed within this unit can be taught within Writer's Workshop. When Writer's Workshop is integrated with reading, students interpret meaning in a more authentic way. The components of Writer's Workshop are read aloud/mentor texts, mini-lessons, independent writing, conferring, guided writing, and sharing/publishing.

Teaching Elementary Students to be Effective Writer, provides evidence ?based recommendations for addressing writing for instructional practices. Those recommendations include the following: 1. Provide daily time for students to write. 2.a. Teach students the writing process. 2.b. Teach students to write for a variety of purposes. 3. Teach students to become proficient handwriting, spelling, sentence construction, typing, and word processing. 4. Create an engaged community of writers. (Institute of Education Sciences, 2012) For more information:

The Fundamentals of Writing (K-12) The Fundamentals of Writing provides the classroom structure for a writing community using a workshop approach. Students learn the recursive process of writing, act as collaborators of writing with their teacher and peers in the writing workshop, produce clear and coherent writing, and incorporate author's craft techniques in their work. The Fundamentals of Writing is designed for students in K-12; therefore, these are on-going expectations for English Language Arts classrooms. You may find The Fundamentals of Writing in the SCCR Standards document.

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