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Argumentation Activities & ToolsOne of the major shifts emphasized by the Common Core Standards is an increased focus on argumentation. The following activities can be used to build students’ argumentation skills in preparation for debates, structured academic controversies, discussions, and argument-based written and multimedia products. 400050091440Pro-Con PosterTopics: video games, cell phones, texting, computers, TV, school, vacation, music, Facebook, Transitions: However, On the other hand, Then again butFrames:One advantage is…For example, …Another positive of ___ is ___ because…A negative aspect of ___ is ___ because…In spite of the positives of ___, …00Pro-Con PosterTopics: video games, cell phones, texting, computers, TV, school, vacation, music, Facebook, Transitions: However, On the other hand, Then again butFrames:One advantage is…For example, …Another positive of ___ is ___ because…A negative aspect of ___ is ___ because…In spite of the positives of ___, … Pro-Con ImprovToo many academic English learners are adept at saying the minimum to scrape by in school. The Pro-Con Improv (adapted from Duffala 1987; Zwiers, 2008) and its variations can be used to help students to: craft and say extended messages with connected sentences, use academic cohesion devices in speech, and build abilities to see two sides of an issue. You can have students practice with familiar topics like those in Figure 6.5. For academic topics, teachers often have students create T-charts with information for both sides that helps them prepare for the activity.4000500128905Figure 6.5 – Pro-Con PosterFigure 6.5 – Pro-Con PosterProcedureIf needed, have students prepare a two-sided T-chart before the activity to provide students with more ideas for what to say. They shouldn’t look at it during the activity.Students form pairs, and one partner in the pair is the “director” who names the topic (e.g., rain) and claps while saying, “Pro!” The other person (the speaker) thinks of positive aspects of the topic and says them. The speaker might say, “Rain is important because it waters the trees and plants such as crops and gardens. It also cleans the air and… Then the director, after hearing two or three points, finds a good time to interrupt with a clap and says, “Con!” The speaker starts with an academic transition from the board (e.g., However, On the other hand, Then again) and follows it with the negative aspects of the topic. (Students should not use the word but because it is so common in speech and writing.) For example, “On the other hand, rain can ruin people’s plans for weekend activities. For example, last weekend I went to . . .” Speakers can use sentence starters (based on CCSS) such as those in the poster. Moreover, students can be asked to use complex sentence frames and language such as: Because…, In order to…, In spite of the…, likewise, in a similar way, similarly, as well, in the same manner, in contrast, even though, nevertheless, yet, unlike, however, on the other hand,, despite, conversely, whereas, therefore, consequently, given that, for this reason, thus, this led to, in order to, in addition, moreover, equally important, furthermore, and finally.After going back and forth three times or so, you can stop them and have the director decide which side of the issue the speaker favored, based on what the speaker said. They can also write this down.Partners switch roles and choose a different topic. Or, students switch partners and talk about the same topic, but without looking at their notes.Directors tell the speaker which side they think the speaker leaned toward, citing evidence from the speaker’s performance.Variations: A variation is a whole-class version in which he has students respond back and forth as he calls their names (e.g., “Mario, Pro!”). They need to use the academic transition to contrast with the previous student’s comment, or start with a response such as, “I agree with Mario’s point about . . . because . . . I would like to add that…” To emphasize thinking skills, student directors can also say “Cause!” and “Effect!” or “Compare!” and “Contrast!” or “For!” and “Against!” or “Fortunately” and “Unfortunately” (like the children’s book by Michael Forman). Contrasting different perspectives (e.g., two different characters, historical figures, authors, animals, objects), an American history teacher had directors say the topic of the Civil War and then “Union Soldier” and Confederate soldier.4229100144780Argument & Evidence Scale This hands-on activity allows students to visualize and grasp the process of weighing reasons and evidence of two sides of an issue. They can use a two-dimensional visual or a three-dimensional one on 8.5”x11” pieces of paper, scissors and tape. Download either from . (For the 3D one, cut and fold it so it looks like the picture at the top of the figure below. Cut on the solid lines and fold on the dotted lines.) You should model this process on the screen or with a large replica of the scale made out of construction paper.ProcedureEach pair has their own balance scale and will add to both sides as they converse.Students write the issue in the center box and write each side of the argument at the ends.Decide on the most persuasive reasons and their evidence. Put each reason and its evidence in a separate box. The larger boxes are for the most important or “most valuable persuasive” reason and evidence for a side. This prompts students to prioritize and compare reasons, a key thinking skill within this skill. Factors and criteria used to generate reasons might include: long-run vs. short-run gains, money needed, risk, lives lost, ethics, freedom, environmental impact, future impact, health, culture, human rights, beliefs, human progress, etc. Have students explain how a reason and its evidence supports the side it is on. For example, if the criterion is money, then the reason might be that it will cost too according to the evidence of other similar cases and their costs. Students should include the evidence that they have found in texts, which can include quotations and statistics.Have students put the boxes (“weights”) on the scale, which will make it more or less balanced. Students move their heaviest reasons to the outer slot. Students then compare the opposing weights and see which one is more valuable, convincing, and/or has the strongest evidence. For example, a student may have two weight cards with “High cost of incarceration” on one and “Rehabilitation programs are more effective” on the other. She may decide that the cost of incarceration is too high and that the money could be used for other rehabilitation programs. She should have some evidence for each card. She might even tear a corner off of the “High cost of..” card so it will weigh less when put back on the scale. (She writes on a note card or note sheet why she tore that piece off and why the other card had a higher value.)Students then converse and compare the opposing reasons and see which one is more convincing and/or has the strongest evidence. For example, a student may have two opposing weight cards with “High cost of universal health care” on one and “moral right to have good health care” on the other. She should have some evidence for each card. Students come to some agreement and then use the ideas to write a persuasive essay.2-D Version3-D versionCriteria Bar Graph for Evaluating CriteriaOften, to decide what to do in life, we must use criteria to “weigh” supporting points against each other. Criteria are types of points used to make decisions, such as money, risk, environmental impact, human rights, etc. In this case, the decision to be made is whether or not to… . You can find the points in the texts or on your own, and here you must weigh them to evaluate how much they support a side of the argument. ProcedureIn pairs, partners try to come to an agreement for the three points on each side that most support each side. Students draw a bar below the point to show how strong it is as a point. As they work, they can use sentence starters such asYes, but does this point outweigh…Perhaps, but they don’t cite evidence for…The data suggests that…Pairs prepare to explain to another pair which side is more supported and why they believe that the strongest point most supports that side.3244850114935Should notShould not501650114935….should…….should…32893007226304927600609600410210060960032448506096001403350546100222885054610054610054610059055010160146050010160049911001651004165600190500229235063500Conversation CardsIn this pair activity, each student will be either A or B, playing different roles using different information that the other person needs or wants in order to solve a real-world-like problem. In this case, the two roles are a _______ and _______, who are deciding how to _______ on the issue. One of the key aspects of this activity is to use oral language (they shouldn’t look at the other’s card) to bridge the information gap. Students should challenge one another to provide evidence, when appropriate (adapted from Zwiers, 2008).266700134620A: f 00A: f 3155950134620B: c00B: cSentence Starters (choose two or three to put on the cards)That is an important point, but does it outweigh…But in the long run…Then again,Even though…., we believe that…If it requires…., then…Why is that important? Which is more important?Yet what about the influence of…Tell me more about why…How does that example support your argument?Procedure:Teacher previews key vocabulary on the cards & goes over sentence starters.Students read and try to memorize points and language on the cards.They discuss and respond to points. They can look at the cards, if needed, but not read from them.The debate the issue and come to a conclusion that they would recommend to the president. They can even take into account if it is an election year. Fortify a ConversationIn this activity, student pairs turn a basic conversation into a more formal, academic one. Procedure:You start with half of an informal, non-academic transcript of a dialog about the topic of -----. You then create the other half of the informal dialog in the rest of the ‘Basic’ column. Then in the ‘Fortified’ column, fortify the conversation with more academic responses, as shown in the first two rows below. Share your changes and justify them. Types of corrections and changes include: increasing the length each message; not overusing pronouns; using expressions such as in order to, however, in addition; softening all or nothing messages using some, could, might; and using evidence. Have students orally rehearse the new dialog in pairs and monitor their progress. BasicFortifiedAI think they should stay. The government is shaky.In my opinion, the U.S. troops should remain in Iraq. They help to keep politics stable.BMe, too. They gotta keep things calm. And they help the people who are homeless.I agree. The troops are needed in order to maintain the peace and to assist displaced people who no longer have homes. ABut how long, I wonder? It seems like they are less needed now.And yet I also wonder how much longer the troops should remain. The need seems to be diminishing.BYeah. And it costs so much. Millions of dollars. We need it. True. And we must consider the high cost of remaining. It is estimated that we spend 720 million dollars a day. Many people in this country could benefit from that money.ABABABSurvey GridThe survey grid is a matrix you can use to poll one another on issues. You get to hear similar ideas several times, reinforcing your thinking and vocabulary. Survey of Views on Mandatory Service Requirements NameShould ? Why?Should ? Why? What would you like to do?MarleneYes. Students Yes. LuisBenTotal forTotal againstTotal neutralProcedureTo fill in each row, talk to one person (no groups). Put his or her name in the left hand column, and ask the questions on the top. Jot down paraphrased answers in the corresponding boxes. If you hear a key word or version of it (voluntary, impose), write it down and circle it.When most spaces are filled in, read the notes and count up how many are for, against, or neutral in each of the first two columns; write the most popular service types on the third column.Students then write up their conclusions complete sentences. They might start with: The results of my survey show that the majority of students are against/for…. Reasons include…As a class, share out some of their findings.Opinion ContinuumProcedureAfter the teacher models what to do on a sample continuum, get into pairs. One partner (the opinion-giver) closes his or her book. The asker writes in his or her book.The asker asks where the opinion-giver is on the continuum and why. The asker might ask clarifying questions (as a teacher might do).The opinion-giver elaborates and justifies his or her opinion with evidence and/or examples. The opinion-giver student signs his or her name on the continuum at the appropriate point where it matches the level of his or her opinion. Students should not be directly in the middle. After gathering four or more signatures, or when indicated by the teacher, the asker students must put their own name on their continuum and provide elaboration and justification to an opinion-giver. -19050118745Regulate genetic testingNotregulategenetictesting0Regulate genetic testingNotregulategenetictesting Stronger & Clearer Each Time GridsStudents create a simple chart like the one below (one or two questions) to record their classmates’ answers to a prompt or two. They paraphrase partner responses in the blank spaces. Emphasize to students that you will be looking for evidence of thinking skills, complex language (connected sentences and academic vocabulary), and content understanding. You only want brief notes on the spaces and no one should be reading their fine print. You can also tell students to just talk initially, and then give a short time to take notes. They should meet with just one other student and have good eye contact in each exchange. You can also follow a student around and see if his or her language gets longer and stronger throughout the activity.NameWhat causes earthquakes?Should we spend extra money to prevent earthquake damage?Me (pre)Me (post)sample ................
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