Session 1: Starting the Writing Workshop



The Research-Based

Argument Essay

Grade 5-Unit 4 Unit of Study

A Common Core Workshop Curriculum

[pic]

Lucy Calkins

Teachers College Reading and Writing Project

Lesson Outlines

By Sarah Onorato

BEND I

Session 1: Investigating to Understand and Argument

In this session, you’ll teach students that when argument writers begin to research a topic, they investigate and collect information about both sides of the issue.

Mini-Lesson (10 min)

Connection:

❑ “Will you help me? I got a note from our principal today, asking me to weigh in on an issue. But I actually think this is something you know more about than I do, so I would love your advice.” Reveal and read letter from principal about whether the cafeteria should continue to offer chocolate milk or not. “What do you think? How would you answer her? Will you tell each other your thoughts?

❑ “Here’s the thing. It’s not so hard to have an opinion. In fact, it’s terribly easy. You just…have one. Right? I love chocolate milk. OR No way! Yuck! Your opinion is the first thing that comes to mind. But here’s the deal: what we think right away, what we personally prefer-that’s not the whole story! That isn’t all there is to know or think about an issue.” Our responsibility in the world is to try to understand more than ourselves. We can’t only say what we think off the top of our heads. Our position needs to be considered carefully from different angles.”

❑ Teaching Point: “Writers, today I want to teach you that when you are composing an argument, you will need to collect evidence not to support what you first think about the issue, but instead, evidence that allows you to think through the various sides of the argument.”

Teaching:

❑ “Let’s give this a try together, then with a partner, and later by yourself. Tomorrow you’ll fast-draft an argument for or against chocolate milk, which you can send to the principal. That means you’ll use the evidence you collect today to support your position in your writing tomorrow.”

❑ “There is a folder on each table, and to collect and organize information, you’ll need to come up with a system for recording notes. I’m going to show you how I set up my notes, knowing that I’ll be collecting towards both sides of the argument.” Reveal t-chart on chart paper.

❑ ‘Nutrition in Disguise’ article: Make prediction about which side this article is on based on title alone. Demo taking notes from part of a text on post-its, which can be moved around later.

❑ “Did you see what I did that you could try too? I’m still not sure what my position will be, but I’m collecting information that this author presents-not my own feelings, but evidence from the text.

Active Engagement:

❑ Use a different text that supports the other side, ‘Chocolate Milk: More Harmful than Helpful.’ Read it aloud bit by bit for students to practice taking notes with their partners. “Reading something from the other side will keep us from getting stuck on one side.” Stop periodically for students to jot notes and turn and talk.

❑ Point out an issue that students will come across: “These authors not only offer conflicting viewpoints, they even offer conflicting information! We’ll have to research and decide!”

Link:

❑ I hope you are willing to consider alternate views that your first opinion. I’ve put a stack of articles on each of your tables and have loaded the computers with some video resources. Tomorrow you’ll fast-draft a letter to the principal, so collect as much information as you can!

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ The Source of Your Information Matters! Noting Bibliographic Information. “If I said our class was the best, or if the principal, or the President said it, it would mean something different. We need to note who said our information, which article it came from as we take notes!”

Share Time (5 min)

❑ “Right now, will you look through the evidence you’ve gathered? Star the evidence you think is really convincing, and be ready to talk about why that evidence is convincing to you. Now based on your evidence only (not your own personal preference), will you decide for right now, whether the evidence suggests that should serve chocolate milk or not? Turn and talk.”

❑ “Writers, do you realize that what you just talked about can be what you write about? By talking through your thinking you’ve started planning the fast-draft letter you’ll write tomorrow. You may want to explain your side point by point by listing across your fingers, or by boxes & bullets.”

❑ “Let’s record what we’ve done so far.” Chart p.14

Homework: Be open-minded as you collect more research.

Session 2: Flash-Drafting Arguments

In this session, you’ll remind children that writers often use what they know about structuring an essay to help them quickly write a full, rough draft of their argument.

Mini-Lesson (10 min)

Connection:

❑ Teaching Point: “Today, I want to remind you that when a writer writes essays, the writer often organizes her opinion and reasons into boxes and bullets. And writers of any genre, once they have a rough idea of structure, often try to get the whole piece of writing down on the page quickly, roughly, and then go back to revise.”

Teaching and Active Engagement:

❑ “I’ve added planning in boxes and bullets to our chart. You’ll notice I’ve used the word claim. That’s what writers often call the specific statement that expresses their position. “

❑ “Thumbs up if you have chosen your side. Now you need to plan how you’ll support your position.”

Reveal chart paper with two possible claims, one for and one against.

❑ “Work with someone near you who shares your position to think of reasons that support your claim.” While they talk, add spaces for three reasons under each claim on the chart. Share how they might state their reasons for their claim following the format “Chocolate milk should (should not) be banned in school because A, because B, and most of all, because C.” You won’t all have the same A, B, Cs! You can use your fingers like this to keep track of your reasons.”

❑ Chart: “A Thesis Statement Often Goes Like This” and discuss terms (claim, reasons, thesis)

❑ Have some share their thesis statements. Point out if one has three reasons that are all really the same thing (maybe all have to do with it being sugary, etc.)

❑ Have them talk out their first paragraph with their partners. Channel students to refer to the articles or their notes to cite evidence.

❑ Have them talk out their second paragraphs. This time, remind them to use phrases like “for example,” “another example,” or “In the text, it says…”

Link:

❑ “Take another few minutes to talk out your writing, and when you are sure you can write most of it, move to your writing spot. Once you start writing, you won’t want to stop till it’s done.”

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Hook the reader before jumping right into your thesis.

❑ When you’re done, you’ve just begun: Look back into the articles!

Share Time (5 min)

❑ Reread what you have so far. Note parts of your letter that you really like or parts that need more work. Then get with your partner and talk about today’s work and what you might do next.

Homework:

❑ Give yourself an assignment, what do you think you need to do next?

Session 3: Using Evidence to Build Arguments

In this session, you’ll teach students that argument writers conduct research and provide evidence that supports their claim.

Mini-Lesson (10 min)

Connection:

❑ Tell students a personal story of a time when an argument you were trying to make was strengthened by gathering and including evidence. “Relying on my own feelings wasn’t going to be enough. That’s often true in arguments. When I was remembering this story, I starting thinking that making arguments on paper is exactly like making an argument in real life. Either way, a person needs to bolster claims-to actually convince readers of something.

❑ Teaching Point: “Today I want to remind you that argument writers don’t just say what they think personally. They give compelling evidence to prove their point. To do this, they pore over research materials, analyzing which evidence will really support their claim-and they often start by putting that evidence into their letter in their own words.”

Teaching:

❑ “I’m going to read you a letter written by a former student of mine. (CD) As I read, your job is to listen for evidence he used and to see if you can think of ways to help him use more text evidence-facts and information from your research-to strengthen his argument.” Read letter. “What do you notice? Everyone think about this-is saying that chocolate milk has vitamins and calcium really text evidence, or is that just common knowledge? He doesn’t really have any evidence from research!”

❑ Demonstrate the process writers go through when searching for and fitting in relevant and supportive text evidence. “First I need to think of a source that would support his claim. That article from yesterday would be good! Let’s look at it and skim read it, on the lookout for evidence that would support what Jack is saying!

❑ Demonstrate that it helps to ask “What is this piece of evidence mostly about?” when trying to decide which part of the draft it would best fit into. Then write it down, not the exact words, but paraphrase the evidence in your own words.

Active Engagement:

❑ “Let’s keep going, but now you’re in charge of helping Jack. What evidence could you add, and where would you put it? When you find something, jot it down, paraphrasing it in your own words.” After students work, share some examples.

Link:

❑ Suggest that students reread drafts and add relevant evidence to strengthen their arguments.

❑ Add to chart. Pg. 33

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Writers Consider Not Only Quantity by Also Relevance of Text Evidence: “How many of you have cited evidence twice? Three times? Here’s the thing: The evidence actually only works if you explain how it supports the reason. Let’s practice. Tell me if I’ve made my evidence support my reason. ‘Cities should outlaw smoking in city buildings everywhere because then people will smoke less.’” Show evidence: Thirty percent fewer people smoke in New York City this year than last year. “Does this evidence clearly support the reason or do I need to write something more to explain it so people see it supports my reason? How about this: ‘In New York City, a law was passed outlawing smoking in buildings and now, after that law, thirty percent fewer people smoke in New York City.’ Do you see that plopping down evidence isn’t enough?”

Share Time (5 min)

❑ “I’ve put two Opinion Writing Checklists on your tables-one is for fourth grade and one is fifth or sixth. You decide where your writing fits right now. You know that the best sports coaches are very tough on their athletes. They don’t let them get away with anything. Those coaches spot a sloppy move and they’re on it! They call out, ‘You can do better!’ You need to be like a really tough coach for yourself. Don’t say ‘Good enough,’ say ‘I can make this better!’ Aim for the sky. Please set a goal for yourself from the checklists you see.”

Homework:

❑ Pass out an essay that meets the 6th grade goals (on pg. 38 & CD) and checklist item labels that students will stick on to the essay where they see the student has met each goal.

Session 4: Using Quotations to Bolster an Argument

In this session, you’ll teach students that argument writers add relevant quotes to make their arguments more potent, and you’ll set them up to conduct an inquiry into what makes a quote powerful.

Mini-Lesson (10 min)

Connection:

❑ “Have any of you watched any of those reality TV shows where they do a make-over? I feel like your work when through one of those yesterday. We could do a display of ‘used to be’ and ‘is now’ to show how much you’ve improved by adding evidence. My job is to help you get sky high with how amazing your writing is!”

❑ “It whelps to include the exact words that people say. So, what makes a quotation powerful? When you’ve had an argument with a friend or family member, you’ve probably said, ‘He said…’ or ‘She said…’ and then you gave some particularly strong quotation. But how does this work in writing?”

❑ Teaching Point: “The question you’ll be exploring is this: what makes a quotation powerful?”

Teaching and Active Engagement:

❑ To get us started I’ll offer up a text-a girl telling about a fight she saw on the playground. Her account is full of quotations, and they make it powerful. Think about why its powerful. Display transcript (p. 41). What has she done that you could do in your writing? Turn and talk. Record observation on chart “What Makes a Quotation Powerful?” (chooses the quotes that stand out the most, chooses surprising quotes, chooses life lesson quotes, explained what was important about the quotation, showed who said each quote, etc)

Link:

❑ I bet you are anxious to get back to your texts and videos to try adding quotes to your letters. Don’t forget that writers also paraphrase, putting evidence into their own words sometimes. Add to chart (pg. 43)

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Using Transitional Phrases between Writing and A Quotation: Point out one student who has 0.ed phrases like ‘In the article…’ or ‘According to the video…’ to set up their quotation. Reveal chart and encourage students to do the same. (p.44)

Share Time (5 min)

❑ Share a student’s work who has given some background knowledge on a source she cited. “Listen to this section of her writing, paying attention to the way she introduced the person she was quoting. She included some background information on Jamie Oliver before she quoted him. ‘According to famous chef Jamie Oliver,…’ How else could she have worded an introduction for Jamie Oliver? This is such important work. As you continue to write, think about the information, but also the source!” Add to chart (p. 47)

Homework:

❑ Add more quotes, and include information on the sources too!

Session 5: Redrafting to Add More Evidence

In this session, you could teach students that writers draft and draft again, setting them up to write a new draft that incorporates additional evidence and thinking.

Mini-Lesson (10 min)

Today you will ask students to redraft their rough draft letters, incorporating the new evidence they’ve acquired over the past two days. You’ll find that when students start fresh, they may be more likely to integrate new learning into their new drafts, as opposed to sprinkling in little bits here and there.

❑ “Writers, a young man I know recently told me that he will be climbing Mount Denali in Alaska. Denali is the highest mountain peak in all of North America and climbs 20,320 ft about sea level! Can you imagine? Here’s the thing though, he isn’t just climbing by himself. He’ll be dragging a sled full of 130 pounds of supplies that he’ll need to survive. And carrying a heavy pack! It’s one thing to climb a mountain. It’s another thing entirely to do it with all those extra pounds of weight! A few days ago your essays were only carrying a few pounds of weight- a few quotes, a bit of evidence-and so the writing was much easier. Now, they are carrying pounds and pounds of evidence and quotes, gathered from their work across the past two days, and this makes writing their argument letters a bit more arduous.”

❑ Teaching Point: “When you are not just writing a letter, but writing a letter in which you carry the cargo of evidence, you’re doing ambition, challenging work. It is not likely that your first draft will be your best effort. Chances are you’ll want to reread that draft, decide what parts of it work and what parts don’t work, and then plan and write another draft.”

❑ “You could make the new draft practically the same as the old one, keeping the general structure, but adding more along the way. You might have new thinking and need to reorganize your reasons. Will you do a drumroll, saving the most important reason for last? Or will you go for shock value, putting the most surprising reason first? You could put 1s next to anything you want in paragraph 1, or try a different method.”

Writing and Conferring (40+ min)

Create boxes on a paper with predictable problems you anticipate children having, and walk around the room observing, and jotting names into boxes. Then pull small groups. (p.53)

Mid-Workshop Teaching Point:

❑ Support stamina and velocity, use voiceovers: “You should be on your second paragraph now.”

Share Time (5 min)

❑ Divide children into four groups, in four corners of the room, having 1-2 children sharing in each corner (carefully chosen as excellent examples). Encourage remaining students to be active listeners, and listen with a checklist in hand that could help them give specific feedback.

❑ Personal reflections

Homework:

❑ Start revising your draft.

Session 6: Balancing Evidence with Analysis

In this session, you’ll teach students that writers analyze their evidence and explain their thinking, so that their own voice is powerful throughout their writing.

Mini-Lesson (10 min)

Connection:

❑ Show visuals and tell story of the balances of different layer cakes. “The first one was a really dense cake, with only a little bit of frosting. It just crumbled and needed more frosting to hold it together. The second one was all this frosting, with hardly any cake to support it. And the third one was…just right! It had just the right balance of cake and frosting!” (Show chart pg. 57)

❑ Teaching Point: “Today I want to teach you that a good argument is a bit like a layer cake- just the right balance of dense, researched evidence layered between rich thinking. To achieve this balance, you add your own thinking and explanations as some frosting to all your evidence cake!”

Teaching:

❑ “The trick to this work is not to just plop more and more evidence into your writing. You have to remember to explain the significance of your evidence in order to bind it together the way frosting holds together cake. This means explaining your thinking.”

❑ Show anchor chart of questions writers can ask to help them add thinking to evidence (p.58)

❑ Give example of how these questions helped Jack, whose piece they studied a few days ago. He had just written a bunch of facts. (p.58) Hmmm…this does feel as if it’s all cake and no frosting! Its just pieces of evidence with no thinking! Listen to how the draft changed after he asked himself some of these questions.” (p. 58)

❑ “We can also use some sentence starters/thought prompts to help us push our thinking.” Reveal Ways to Push Our Thinking chart (p.60)

Active Engagement:

❑ “Look at your letter and put your finger on one place where you used a lot of evidence. With your partner, try these questions or sentence starters to help you add thinking!”

❑ Highlight the work a successful partnership did.

Link:

❑ Add to chart (p.61)

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Whittle Away Everything that Doesn’t Support the Point: “Some of you have quotes that are really long, that they dwarf the other parts of your writing. Michaelangelo, one of the most famous artists in all of history, once described how he went about taking a block of marble and turning it into a sculpture. He said, ‘I just carve away anything that doesn’t look like a lion, and I’m left with a lion.’ In a way, you need to do that same work. Cut away parts of a quote that aren’t important to making your point!

Share Time (5 min)

❑ When to quote, when to paraphrase longer quotes.

Homework: Quotations are often overused, see where you can paraphrase and eliminate some quotes.

Session 7: Signed, Sealed, Delivered

In this session, you could teach students that writers carefully consider a variety of formats and choose the one that will effectively convey their message.

Mini-Lesson (10 min)

Today you will set students up to make choices about how their argument will be published and how it will be delivered to its audience, the principal.

❑ Share a piece of your own writing executed in several different formats (email, printed on fancy paper, handwritten with colored pen, notecard, etc). Ask them to think about how the letter’s format and style affects the tone of the text, the way it will be perceived by the recipient.

❑ Send students off to prepare their letter in the format of their choice.

❑ Make copies for their portfolios before delivering to the principal.

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Editing Tips

❑ Glimpse of tradition around letters: Chapters 27 and 8 give some enjoyable rules for letter-writing.

Share Time (5 min)

❑ As we wait for your replies, you have a great opportunity to step back and examine and celebrate what you’ve done! Now is a good time to notice how your writing has grown since the last time we did this, early in the unit. Your arguments have become much more sophisticated, so you should see a lot of growth!

❑ Give students time to do this work on their own, and then in small groups look over copies of their letters –what they’ve done well.

BEND II

Session 8: Taking Arguments Up a Notch

In this session, you’ll teach students that when starting a research project, writers think about how to capture the information they need, setting up systems to collect their knowledge and research, thus setting themselves up to write a lot.

Mini-Lesson (10 min)

Connection:

❑ “Writers, I have some exciting news. You know how you sent your letters to the principal? Just today, someone from her office delivered a response. I thought we’d read it together! (Letter on p.74) Oh my goodness, writers, you have really started something. Your words are being taken so seriously! A series of panel discussions with grown-ups from the school committee and with parent representatives, too? Position papers-based on much more research-soon! Wow!”

❑ “Writers, think hard about what this means. When you are actively engaged in changing something small, then others get interested, and pretty soon a whole group of people are working together to created a change you want or defend something you care about! This feels gigantic! I need to know if you are game to participate in the panel, to work on the essays, to say ‘Yes!’ This is going to be a lot of work, because what this means is that you start your research over-much more deeply. I’ve got more resources you can read. You game?”

❑ Teaching Point: “Today I want to teach you that when writers get started on big writing projects, they often start by making sure they have systems in place to gather knowledge and to hold onto all their thinking so none of it gets lost as they research and draft. Also it sets them up to think a lot and write a lot.”

Teaching and Active Engagement:

❑ “So what systems do you know that will best let you gather evidence and hold onto your thinking? Let’s make a chart.” (folder for each reason, booklets, notecards)

❑ “Does one of these systems seem right for you? Can you think of another way? Turn & talk.” (Could combine, use notecards and then add to folders).

Link:

❑ “Whichever system you decide on, take the first couple of minutes of workshop time to collect your materials, then dive into researching and gathering evidence right away!”

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ “It’s time to settle into your system and maximize it. You want to get a lot done, not tinker with jotting down little bits of information. Now is the time to research and think and write a lot!”

Share Time (5 min)

❑ “We can learn from studying the work of others. We won’t have time to study everyone’s note-taking, but I’m going to call on a few of you to go back to your workspaces and set up a museum of your note-taking strategy for us to see.” While they are getting ready, demonstrate how you studied another writer’s system, gleaning ideas for how you could classify your own notes. (color coded notes, lettered codes to side of evidence, etc). Send students off to study other systems, then reconvene to make chart of what students noticed as options (p.81).

Homework:

❑ Find your own sources and collect research.

Session 9: Bringing a Critical Perspective to Writing

In this session, you could teach students that writers bring all that they know about reading critically into writing critically.

Mini-Lesson (10 min)

Connection:

❑ “I’m rereading Harry Potter right now, and I’m seeing so much more in their early books than I did the first time. You’ve probably had this happen. For example, the scene in book 1 when Harry is at the zoo and sees the big snake behind the glass, Dudley mocks and pushes him, Harry gets mad and melts the glass, and the snake slides out of the cage and says ‘Thanks.’ The first time I read it I just thought ‘Cool, the glass melted. And the snake talked. Very cool.’ But now that I’ve read all the other books, I know so much more. This time I thought, ‘The glass didn’t just melt-that was Harry using his magic for the first time! And the snake didn’t speak English. That was the first time Harry understood Parseltongue, the snake language he got when he got some of Voldemort’s power. What changed was that now I know more, so I saw more in the text. The text didn’t change, but I changed, and that made my reading change.”

❑ Teaching Point: “Writers, today I want to teach you that to write well about information, you need to know it well. When you know information well-like I know the Harry Potter series well-you realize that information you read recently fits with information you read earlier. A big part of writing about information is seeing connections and contradictions between sources of information. The more clearly writers read their sources, the better they can see those links.”

Teaching:

❑ “When you become more expert on a topic, it is amazing how much more you see in a text. This means it is worthwhile to go back to texts you read a while ago and look at them with fresh eyes. Let’s revisit one of our first texts, ‘Chocolate Milk: more Harmful than Healthful.’ I’ll read it aloud and let’s all look at it, expecting that we will bring more to it now.” Add new thoughts in the margin. Teacher think-aloud on pg. 87

❑ Because of all I now know, that one little bit of text sparked so much more thinking in me! This only work, though, if you bring the right attitude into rereading.

Active Engagement:

❑ Let’s read a little more of this, continuing to bring new knowledge to the text. What do you notice, think, remember? What are your connections? Turn and talk. Share out.

Link:

❑ Review choices students may make as they go off to work. You have tons of new notes already. Today you might want to reread also to find hidden treasure you didn’t notice the first time. Add to chart (p.90)

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ “I realize that often, what looks like different points are actually the same thing, stated differently. ‘Flavored milk contains as much sugar as soda’ and ‘Drinking flavored milk is like having candy’ may be listed as two different points for you. But pay attention! They are really the same! Ask yourself ‘What is this point really about? Is it a new idea or a restatement of something I already have? Cross out duplicates or combine them to one.”

Share Time (5 min) What can you keep from your first letter? Mark it and transfer it!

Homework: Get all your materials and research ready to draft tomorrow!

Session 10: Rehearsing the Whole, Refining a Part

In this session, you’ll teach students that writers often plan for and rehearse the entirety of a draft, and then choose a tricky place to focus on as they work.

Mini-Lesson (10 min)

Connection:

❑ Tell a story of an athlete, like Olympic gymnast Gabby Douglas, who envisions the whole of her event before beginning. “Before the floor routine that won her gold, she wasn’t just stretching with her hand movements, she was envisioning and practicing the whole of her routine before starting. Its like a singer who sings their whole song backstage right before going on. Writers do this too. It helps to imagine what you’ll be doing, the introduction, a thesis, first paragraph, and so on.”

❑ Teaching Point: “Today I want to teach you that writers, like athletes, often envision themselves going through the process before getting started. Sometimes as they imagine writing a beginning, middle, and end of a text, they realize there is trouble ahead. In those instances, it can help to tackle that bit of trouble before picking up the pen to draft.”

Teaching and Active Engagement:

❑ “Right now, take a blank paper, and in your mind, to your self touch the top of the paper and imagine the work you will be doing there? Remember that a good introduction will first draw the reader in to care about the topic. And it will include your thesis. Before you write your reasons, think out how you will order them. Are they going from least to most important? So now, think about your first paragraph. List your evidence across your fingers and think of which order for the evidence makes the most sense. Touch the part of the page where that part will go. You’ll want to include at least one direct quote. Keep going down the page envisioning how your paper will go.”

Link:

❑ “Will you think right now if one part was harder to envision? Is there a part of your essay that you think you still need some help on? If so, stay here on the carpet. But if you have your plan in mind and are ready to write fast and furious, give me a thumbs up and I’ll send you to work.”

❑ If a student on the floor says they are struggling with something, ask if someone else on the floor feels good about that and could help mentor. Pair students up to help each other.

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Front-end revision is better than back-end revision. “Gabby imagined her routine being better than anything she’d ever done. If you essay feels blah…cross out that part right then and there and try again. Realize you can do more and do it!” Give an example of a student who did this.

Share Time (5 min)

❑ Conclusions: Study sample student Jack’s ending (CD and pg102-also put on chart paper). Turn and talk. Tell you partner specifically what you notice about the way Jack uses his conclusion to bring his argument together. Chart p. 102

Homework:

❑ Craft Powerful Introductions: Send home with a copy of an anchor chart p.104

Session 11: Rebuttals, Responses, and Counterclaims

In this session, you’ll teach students that argument writers strengthen their claims by including evidence supporting the opposing viewpoint and then offering a rebuttal.

Mini-Lesson (10 min)

Connection:

❑ Use a gym dumbbell analogy to explain that encountering challenges or resistance can make us stronger. “I saw a guy at the gym using the biggest dumbbells and he looked like he was in so much pain, he was struggling so much. I asked him why he didn’t use a smaller dumbbell if he was in that much pain. He said, ‘I’m not here to waste my time pretending to exercise. I’m here to get stronger. If it gives you no resistance, then it isn’t really making you stronger. Muscles need to be challenged if you want them to grow stronger. Go heavy or go home!’” Draw a parallel to how we need to do this as writers too, accept challenges.

❑ “Writers can strengthen their writing by mentioning the ideas that people would raise when challenging their argument. They acknowledge counterclaims! Think of that prefix counter- (counterclockwise, counterstrike, counteract, etc…counter means against).”

❑ Teaching Point: “Today I want to teach you that persuasive writers anticipate the counterclaim to an argument and acknowledge that counterclaim. They might use language like ‘Skeptics may think…’ or ‘Some will argue…’ Then writers rebut the main counterargument.”

Teaching:

❑ “Demonstrate the way writers need to imagine counterarguments, those who will say “Yeah, but…” You’ll need to be prepared with a rebuttal to strengthen your argument. Here’s an argument essay I wrote about the issue of letting dogs play loose in the park early in the morning: Reveal on chart paper (text on p. 107). I’ve included no resistance to any of my points. I’m not taking on any of the “Yeah, buts’” out there.”

❑ “I want to show you how writers address the “Yeah, buts.” Reread your piece pretending you are someone who disagrees. Watch me try this now.” Use the “Yeah, buts” on page 108.

❑ “Writers, did you see what happened here? For every part in my essay, I thought about what the rebuttal might be. My original argument looked a lot weaker after all those counterarguments! I have to do something about these if I’m to win my reader back.”

Active Engagement:

❑ “Now you try it. Think about the next two claims, and in your notebook, write a passage that I can add into my essay that acknowledges the first counterclaim.” Chart of sentence starters pg.108 Share out.

Link:

❑ “Writers, here’s the point. You need to imagine how a person will argue against your claim. Grab a partner to help you think it through!” Add to chart (pg.110)

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Using prompts for rebutting counterclaims (show chart p.111). Try one of these with your partner.

Share Time (5 min) Let’s look back at this revised essay by Jack to see what he does that we can try. Pay attention to how he weaves counterclaims in, but also where.” Pass out copies and underline counterclaims. Reveal a chart (pg.114).

Homework: Revise and work on counterclaims.

Session 12: Evaluating Evidence

In this session, you’ll teach students that argument writers evaluate evidence to ensure that their own arguments are solid.

Mini-Lesson (10 min)

Connection:

❑ “Have you ever heard the expression ‘a house of cards?’ It’s an expression that means something with an unsound or not a strong foundation.” Start building one for visual. “Look how these two bottom cards support the top card. I bet I could keep going and keep building this house, 5 or more tiers up. But here’s the thing, no matter what, it will always be a house built out of cards. And that means it’s weak. If I take just one card away, the whole thing will collapse.”

❑ Teaching Point: “Writers, today I want to teach you that some reasons and evidence are better than others. Some are stronger and lead to valid arguments, and some are weaker and can create invalid arguments. To be sure you provide the strongest possible reasons and evidence, it helps to keep asking the question, “How do I know?’ and be sure that you can give precise, exact answers.”

Teaching and Active Engagement:

❑ “You know I love crime shows on TV. You’ve seen ones where the guy goes to court and his lawyer makes an argument, saying ‘My guy didn’t do it and I can prove it because he, one, has an alibi, and tow, he has a witness.’ And then the lawyer from the other side takes the stand and rips apart the first statement. The alibi was for the wrong time. The witness wasn’t reliable because… You need to do this same lawyer-like thinking. Test the strength of your own argument as you work it. Ask ‘How do you know?’”

❑ “Researchers have found common problems with arguments, but instead of telling these to you, I want you to help me figure it out. I’ll give you a situation and a bunch of reasons so you can rank whether those reasons are strong or weak. Don’t think whether you agree or not. Think whether the person supported their argument.” Situation and reasons on pg. 120-121

❑ Coach partnership conversations by pushing “How do you know?” Share out.

❑ Create chart as they share (p.122-123) “So some of you were noticing that some arguments had a flaw because they gave evidence about what one person did and used that example to assume that’s what everyone would do (Persons C and B). Some of you noticed another flaw, that the argument tried to convince by talking badly about the people, not their arguments (Person D). Some just assumed consequences would happen when there was no evidence that it would (Person B). Some were basing their whole argument on something that they are saying is true but maybe isn’t really (Person A).”

Link:

❑ “You’ll want to start today by rereading your evidence suspiciously, checking for these flaws!”

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ “If you catch a flaw in your evidence, turn back to research in order to correct it.”

Share Time (5 min)

❑ “Look over your evidence and point to a spot you could explain further, or where you see a flaw.” Share. Update chart (p.127)

Homework: Read your paper suspiciously!

Session 13: Appealing to the Audience

In this session, you’ll teach students that writers think carefully about their audience and then tailor their arguments to particularly appeal to that audience, conducting an inquiry into how this might be done.

Mini-Lesson (10 min)

Connection:

❑ In America, when someone is on trial, they are guaranteed a jury of peers, a diverse group of people to ensure the trial is fair. The lawyer needs to think about all the different people sitting on the jury and how he can convince them that his client is innocent. The lawyer has to think about his audience.”

❑ “Up until now, you’ve been working hard to determine what you believe about the role of chocolate milk in schools. Now comes the hard part-now you have to figure out how to convince not only yourselves, but you audience as well.”

❑ “In just days, some of you will present to other kids in our school, some to parents, cafeteria staff, and principal. Your audience will judge the various arguments they hear and cast votes. (Reveal who will present to whom). That’s a whole lot of people to convince, and different kinds of people! We might need to tweak our arguments depending on who we are presenting to.”

❑ Teaching Point: “The question we’ll be exploring is: What persuasive techniques help us address-and sway-a particular audience?”

Teaching and Active Engagement:

❑ “I want you to observe a little reenactment of something I witnessed in another school recently. Who wants to be my volunteer? You’ll be the principal at that other school. I’m going to be the kids who are trying to convince the principal that recess should be longer. If I fail to convince you with me reasons, cross your arms and make a buzzer sound. When I convince you, say ding ding ding!” Script on p.132.

❑ “What convinced you, principal? Partners turn and talk about what you think convinced the principal.” Create chart p.134

❑ Set partners up to role play convincing an audience of their stance on chocolate milk. First have partner 1 try to convince partner 2 (representing a panel of kids). Then switch (panel of parents). “How did it change when talking to a different audience?” Add to chart.

Link:

❑ “Take a moment to review some of the charts we’ve made together as a way to get ready to do your best writing. I hope that all of you will also think of your audience as you work today. Ask yourself, ‘What can I add to my draft that will angle it to get that group of people on board with what I believe?’ Off you go!”

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Choose the right words for your audience: kid talk vs. professional talk

Share Time (5 min)

❑ Divide kids into groups by audience across room, and encourage them to work together to brainstorm ways to affect their particular audience.

Homework:

❑ Follow up on plans made in share time, on how to best convince your audience.

Session 14: A Mini-Celebration: Panel Presentations, Reflection, and Goal-Settting

In this session, you could guide students to present their arguments in panels, noting that argument writers aim to share their arguments in real-life situations in order to sway audience opinion and enact positive change.

Today’s Minilesson will be to set students up for the big work of the day-the panel presentations. When you say “Off you go” today, they’ll head to their various positions around the school to present their position papers on chocolate milk to a variety of preselected audiences. After, you’ll gather them together to reflect on their presentations and the writing process and to set goals for Bend III of the unit.

❑ Secure volunteers for the panel

❑ For an official feel, print and staple each group’s position papers and put a few on display for the audience to peruse, perhaps side by side with the sources children drew on to support their arguments.

❑ Once both sides present, allow time for audience questions.

❑ Determine what the outcome will be for the winning side. (post findings in cafeteria, actually remove chocolate milk, presentations to classrooms, etc)

Mini-Lesson (10 min)

❑ “Writers, let’s not waste a minute, because very soon each one of you will be presenting your findings to an audience. Give your selves a pat on the back! All the work you’ve done to prepare for today’s panels will be for naught if you don’t give equal care to how you present yourself today. You’ll need to stand up tall, speak in a loud, clear voice, avoid fidgeting and giggling, and greet and engage your audience!”

❑ Demonstrate presenting poorly, and then presenting clearly.

❑ Set children up in partnerships to do the same practice.

❑ Then send them off to their panels with their position papers.

Panel Presentations

Share Time (5 min)

❑ First, help students reflect on the work they’ve done that culminated in their presentations, thinking, “What worked especially well?” and “What might I have done differently?”

❑ Second, revisit the Opinion Writing Checklist, passing out copies, and help them consider which of these they have within grasp and which they might cultivate going forward. That is, you’ll want them to set very specific goals for the next bend.

Session 15: Argument Across the Curriculum

In this session, you could teach students that writers use argument skills in a variety of ways, in a variety of contexts.

This isn’t a traditional lesson. Rather, we suggest that you make time in other parts of your day to strengthen your students’ skills in argument. Immerse them in the culture of debate, or argumentation.

You could set up a debate about a text in class.

❑ Select a whole class read-aloud that would be fitting for debating an argument.

❑ Let them know that instead of listening to develop ideas about the characters and the story, they’ve listen with an argument in mind, weighing which position they want to take on the argument.

❑ Possible text: “Stray,” a short story from Every Living Thing by Cynthia Rylant. The debate could be on whether Doris is strong or weak. Ask your students to listen in a way that allows them to decide which position they will take and why.

❑ Nudge students to think deeply by pausing in selected spots to react and to ask students to stop and jot, pushing them to think about the argument at hand. You might offer prompts to nudge students to turn and talk or stop and jot:

o “Let’s stop here to think about what we know about _____ so far. What position are you starting to take on the character so far? Make some notes to yourself. Jot, ‘So far, I am taking the position that…’”

o “Are you thinking about that question? What position are you taking right now? What reasons and evidence have you gathered? Tell your partner what position you are taking and why.”

o “Now that we’ve finished reading, what are you thinking? What position do you take? Look over your notes and get ready to choose a position. You can revise or add to your notes. Do that now.”

❑ Run a debate with their positions. Go over what that would look like. Anchor chart p.149. Give them time to plan. Form two lines facing each other, one position on one side, one on the other. Shake hands. Debate.

❑ Coach them to raise the level of their arguments:

o Teach them to strengthen the organization of their argument.

o Teach them to consider counterarguments as they plan.

o Teach them to be strategic about presenting evidence.

o Teach them to connect evidence to the point.

o Teach them to rebut each of the opponent’s points systematically.

❑ Conclude the debate. Perhaps have them work together to form a “position C,” a more nuanced statement that each can agree on.

You can also debate across the curriculum.

❑ Debate processes and solutions in mathematics.

❑ Debate which hypothesis is more likely to be proven in science.

❑ Debate historic events from multiple perspectives in social studies.

BEND III

Session 16: Taking Opportunities to Stand and Be Counted

In this session, you’ll teach students that argument writers stand up for what they believe in, drawing on all they have learned to build a strong case.

Mini-Lesson (10 min)

Connection:

❑ “You may have thought, writers, that the past few weeks were all about chocolate milk. And that issue was certainly the focus of your arguments. But as I watched you research and argue, I have realized that, actually, you have been learning to become effective activist, to become people who fight hard to make changes in the world. Now that you’ve made people look differently at chocolate milk, I’m thinking you can use your writing to make others in your community think differently about other things as well. That’s huge.”

❑ Teaching Point: “Social activists fight to make change. They get involved with things they know and care about, do their research, and then write or speak to affect the ways others see that same topic. To become social activists, you need to use all the skills you’ve learned up until today to argue for things that matter to YOU!”

Teaching:

❑ Tell a story about how you used writing to make a difference several times to effect change. Explain that when you wrote to make a different, you not only made change, but you began a lifetime of writing for real-world purposes. (Example on pg. 157- Mold in dorm room)

❑ “The reason I’m telling you all this is that I want you to see that when I looked around me, at my life, I noticed stuff that was not right around me, that had gone on for quite a while, and that was something worth researching and arguing.”

Active Engagement:

❑ “So my question to you today is this: What is it that you want someone in your world-someone in your life-to think differently about or do something about? What would you like to change? What little or big thing at home? What little something-or big something-that you notice on your way to school every morning? What about during school assembly? In the cafeteria? At the playground? In the halls? After school? On your team? You can take any issue and argue to change it. In silence for a minute, I want you to list things you’ve experienced or observed that you want to argue about and change.”

❑ “Now try jotting some boxes and bullets for one or two of these ideas. Imagine you were planning and argument right now. How might it go? Write a plan.”

Link:

❑ Take your partner and rehearse your favorite idea by giving a little speech about it.

❑ “Before you actually start flash-drafting, take a minute to make sure your claim is specific. Try a bunch of ways to say it until you’ve found a way to say exactly what you mean. Try that now in your notebooks: Pit bulls are bad > In other words, they are very dangerous > In other words, people shouldn’t have them as pets. They should be banned. Then circle the one that is the most specific and accurate. Then get started. Don’t forget about all our anchor charts!”

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point: Plan with your deadline in mind. Create a timeline for this week

Share Time (5 min) You are your own job captain. Make yourself a to-do list.

Session 17: Everyday Research

In this session, you’ll teach students that argument writers find some of the most persuasive evidence in everyday life.

Mini-Lesson (10 min)

Connection:

❑ Share the evidence you used to write the persuasive letter you cited in the last session. (Pictures of mold, doctors note, and interview with other dorm tenants, etc)

❑ “That letter was one of the most persuasive pieces of writing I have ever authored. Here’s the thing I want you to notice. I didn’t just sit at my desk to write it. I had to go out and do research, and I did that not just by reading, but also by meeting people, going places, and talking. I did use some print resources on mold, but a bigger part of my research involved collecting quotes from others and taking compelling photographs.”

❑ Teaching Point: “Writers, today I want to teach you that writers turn the world upside down to collect the information they need to clarify their writing and strengthen their arguments. As writers discover and collect information from their environment, they are thoughtful and deliberate as they decide what to include and how to include it.”

Teaching:

❑ “For today’s Minilesson, I want to give you some tips, and then later I’m going to give you some time to do a bit of planning. You’ll be planning the real-life research you need to do-and its research that needs to be done TODAY and this evening.”

❑ “Often researchers decide to write about topics that are grounded in their own life, and they know that it isn’t always that easy to do a computer search and turn up relevant information. Sometimes, the best source of information is right before your eyes-in your friends, your teachers, your principal, your family, in the police and shopkeepers and librarians in your town.”

❑ “I’m going to give you a few tips that can help you research what is right before your eyes:

o One-details matter. You can’t record every detail, so choose the best ones, the kind that will really make your readers see or feel something about your topic.

o Two-Once you get a one piece of information that feels important and interesting; try to get others that go with it. Instead of having each person talk about something different, try the same.

o Three-Remember that numbers can persuade as much as details. One out of five. Eighty percent. You’ll actually have some statistics behind your claim.”

Active Engagement:

❑ Give students a few minutes to do some planning. Suggest making a to-do list of places to go, people to talk to, surveys to conduct, and documents to copy, etc. Share with partner.

Link:

❑ Remind writers of evidence they could collect, including non-print, in-front-of-you sources.

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ A short project can lead to many more- keep a list of lingering questions and interests!

Share Time (5 min)

❑ Share questions and confusions you still have with a partner. Its important to attend to these.

Homework:

❑ Collect “in-front-of-you” sources from to-do list.

Session 18: Taking Stock and Setting Writing Tasks

In this session, you could teach students that writers stop, take stock of their progress, and use a variety of tools to help them set goals and move forward.

Workshop might seem disorderly now that everyone is working independently and that is okay. You can use voiceovers, or guidelines on the board, or drop note hints to students as reminders of what they know.

Mini-Lesson (10 min)

❑ Have students assess how they are progressing towards their deadline. They should ask themselves questions like: “Have I added in my quotes?” “Have I added my thinking to my evidence?” “Have I tried out an introduction and conclusion?” and “Have I been writing?”

❑ Share a tale of a time when you procrastinated too long on a paper.

❑ Teaching Point: “Today I want to teach you that as any writer moves toward a deadline, the writer takes stock of his or her draft often, making sure that the draft is coming along and making sure to leave time for significant revision as needed.”

❑ Demonstrate for students how you can do this sort of taking stock. You might use your own writing, or you may choose to use a student’s writing as a model.

❑ As you channel students to reflect, self-assess, and plan, be sure you remind them to look at the Opinion Writing Checklist for sixth grade, using it as a source of goals for themselves. Suggest that they jot sticky notes to spell out their next steps, such as “develop conclusion” and put them on their drafts as reminders.

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Invite writers to offer seminars to others.

❑ Stage on-the-run, quick debates, where they imagine counterclaims and try to refute them.

Share Time (5 min)

❑ Reflect on the extent to which their writing meets the expectations of the sixth-grade checklist.

Homework:

❑ Pass out labels of 6th grade checklist items and have them label their own writing (like they did a sample writing earlier in the unit).

Session 19: Using All You Know from Other Types of Writing to Make Your Arguments More Powerful

In this session, you’ll teach students that argument writers strengthen their arguments when they use all that they have learned about other types of writing.

Today you will want to give students both more direction and more tie to do the work of making their arguments as powerful as possible.

Mini-Lesson (10 min)

❑ Why do essayists include small moments in their essays? Think for a moment, then turn and tell your partner your ideas.

o The moment brings to life the issue.

o It can stir up the reader’s emotions.

o It can get to the heart of why they care about the issue.

❑ Teaching Point: “Today I want to remind you that whenever you are doing one type of writing, such as argument, you can still use everything you have learned from other types of writing to reach your audience. In particular, your storytelling craft can be a persuasive technique.”

❑ Show students how to do this work:

o One way is to include an invented or imagined moment. That’s where the writer says something like ‘Picture this…’ or ‘Imagine this…’

o Another way is to comb through your research for a true small moment and tuck part of that moment into your essay, an engaging way to present evidence.

Writing and Conferring (40+ min)

❑ Expect to lead some of these predictable conferences:

o Teach students to engage their readers by thinking harder about their audience.

o Help them find a real and important audience for their argument.

o Help students rehearse and revise the reasoning in their arguments by pulling small groups into debates.

o Invite your poets to consider language.

o Remind students that writers are accurate with their quotes and citations.

Mid-Workshop Teaching Point:

❑ Have on hand a few well-chosen mentor texts. Box out or mark parts that you think would be productive to study. Make them available for students to study for revision ideas.

Share Time (5 min)

❑ Celebrate the ways students have made their writing more powerful.

Homework:

❑ Pass out copies of one student’s work to study as a mentor text tonight, asking what did this student do that make their writing powerful, that I could try too?

Session 20: Evaluating the Validity of Your Argument

In this session, you’ll teach students that arguments writers strengthen their claims by making sure their evidence doesn’t depend on flawed reasoning.

Mini-Lesson (10 min)

Connection:

❑ “I so proud to see you writing about real stuff-stuff that matters in your lives! And I’m also noting that you can be pretty persuasive when you set your minds to it! Remember that you don’t just want this reader to consider your point of view. You want to convert the reader, make a believer out of him or her. You want the reader to end your essay and think, ‘Yes! I agree with every word.’”

❑ “To achieve this level of persuasiveness, writers have to be clever about the way they present their evidence. They don’t just gather, gather, gather evidence and then plop this evidence into the essay. They test the logic of this evidence from every angle possible to make sure that no holes can be poked through it.”

❑ Teaching Point: “Today, I want to teach you that truly persuasive writers word and present their evidence in a way that is incontestable. One way they do this work is to make sure that they are not presenting specific evidence as being true for all times and occasions-unless it is.”

Teaching:

❑ “Writers, look at this point that I picked out of one persuasive essay.” Flip to chart paper with this excerpt: “Our school should force kids to wear school uniforms. One reason is that they are cheaper. ‘We have to spend more money buying different clothes for kids to wear to school everyday,’ complained a parent.”

❑ “Let’s analyze this evidence. Can we poke holes through this logic? Can we say, ‘Sorry writer, but I don’t agree with Mrs. Parent.’ Turn to your partner and share why you might disagree.

❑ “The solution is not to discard this evidence or try to find other evidence. This evidence can work! But to truly persuade us, the writer has to set it up differently.” Flip to next chart. (Revised excerpt on p.186)

❑ “Notice this time, we were careful not to just say ‘uniforms are cheaper’ like they always are. Instead, it used words like usually. As a result, this writing is more honest. It isn’t claiming that a point is 100% true, everywhere, every time.”

Active Engagement:

❑ “Lets look at a little more of this uniform essay. Again, see if you can poke holes in the logic. Show excerpt (Top of 187). Turn and talk. Think “How do you know?” “Is that always true?”

❑ Demonstrate how carefully chosen words like “can” “may” “for many” can help.

Link:

❑ Gesture towards previous chart “Common Flaws in Reasoning” and ask students to self-check.

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Quick debates to check accuracy and precision. Be suspicious of words like “always”, “definitely”

Share Time (5 min)

❑ Sometimes a quick addition of the word “most” isn’t enough. You may have to rephrase it all. (Dog parks example on p.191)

Homework:

❑ Write a new draft, making it the best it can be.

Session 21: Paragraphing Choices

In this session, you’ll remind students of editing strategies they know and will also teach them strategies writers use to make decisions about non-fiction paragraphs.

Mini-Lesson (10 min)

Connection:

❑ “Writers, as you get ready to publish your argument essays, I know that you have been searching for real audiences for them.” Share the audiences some children have selected. “Of course, you’ll want your writing to be as perfect as possible, so that nothing will distract from your argument. That means…editing! Turn and tell your partner, what are a few things that you know you really want to double-check and fix up as you get ready to publish.”

❑ Flip to Editing Checklist anchor chart or pass out copies. These are the quick fixes, writers. But there are grammar choices that you’ll need-and want-to think more deeply about, those which qualify as more important writing choices. One of these is when to make a new paragraph.

❑ Teaching Point: “Writers, today I want to teach you that nonfiction writers often use a paragraph to introduce a new part or a new idea or new reason. Nonfiction writers also use paragraphs to help the reader with density-they think about how much information a reader can handle at one time.”

Teaching:

❑ “The paragraph in a story is kind of like a signpost for the reader that something is changing. Well, it’s the same in nonfiction writing. Your paragraphs are like a signpost to the reader saying, ‘Pay attention! Something is changing!’”

❑ “I’m going to reread part of my argument about having dogs in school. (Pg. 195) Watch as I read through the lens of paragraphing.” Flip to excerpt on chart paper. “Just looking at that much text with no white space is hard, right? It’s just too dense. It’s hard for the reader to follow. So, what to do? How do you break this into paragraphs?” Think aloud. “Hmm..I think I would paragraph right after this….” Mark new paragraphs.

Active Engagement:

❑ Call on students to help you figure out where else to paragraph, and to explain their paragraphing decisions. (Make sure someone mentions to look for transitional phrases as a hint)

Link:

❑ “As you go off, remember to include all your insertions and notes out to the side as you publish. And remember, writers help each other. You’re so lucky to write in a community of writers. If you feel unsure about any of your fix-it work or your choices, reach out to another writer.”

Writing and Conferring (40+ min)

Mid-Workshop Teaching Point:

❑ Writers are daring with word choices, and are problem-solvers when it comes to spelling. Share example.

Share Time (5 min)

❑ Set students up to peer-edit

Homework:

❑

Session 22: Celebration: Taking Positions, Developing Stances

In this session, you could teach students that argument writers share and discuss their writing, and make plans for how and where it will live in the world.

Mini-Lesson (10 min)

Connection:

❑

Teaching:

❑

Active Engagement:

❑

Link:

❑

Writing and Conferring (40+ min)

❑

Mid-Workshop Teaching Point:

❑

Share Time (5 min)

❑

Homework:

❑

-----------------------

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

[pic] Unit 4 (Argument/Opinon) Roadmap:

❑ BEND I: Students draft letters to the principal taking a stance on the issue of chocolate milk. They collect and include evidence from articles and videos, paraphrasing and quoting it.

❑ BEND II: Students work towards panel presentations, as per the principal’s response to their letters. They research and write more, thinking critically, evaluating evidence, and considering their audience.

❑ BEND III: Students apply what they’ve learned in essays on individually chosen issues.

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