Argumentative writing in all subjects

1. Argumentative writing in all subjects Wednesday, September 3, 2014

2. Quick Write* “The test of our progress is not whether we add more to the abundance of those who have much it is whether we provide enough for those who have little.” -Franklin D. Roosevelt Jot down your thoughts to this quote. Share thoughts with elbow partner.

3. Agenda • Objectives • Review of shifts • Elements of Argumentative Writing • Essential Question/Big Idea • Annotate the Text* • CEI Organizer* • They Say…I Say….* • Exit slip: 3, 2, 1

4. objectives Teachers will be able to: • Explain and identify the key elements for argumentative writing • Identify at least two culturally responsive (CR) strategies that promote effective critical thinking among all learners, particularly African American and Latino students. • Answer essential question citing evidence to support claim.

6. Write your definitions of these terms.

7. Compare your definition with given definition, make changes as necessary.

8. Rigor at Each Grade Level

9. IBO mission statement • The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. • To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. • These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

10. Essential question/big idea* • Is it our responsibility to help others around the world? • Discuss at table. • Fosters inquiry, self-reflection, sociopolitical awareness, understanding, and transfer of learning • Emphasizes the reciprocal nature of education, one where students and teachers learn from each other. • Links the unit of study to the writing task/performance assessment (what students know & can do) • Prompts SUBSET QUESTIONS that promote further inquiry. • Sets up different plausible responses based on multiple perspectives rather than a single answer or single point of view

11. Annotate the text* • As you read the article, In the Ongoing Ebola Crisis, Emergency Aid is Not Enough • Underline the author’s claim. • the evidence supporting the author’s claim. • Put an Inext to any interpretations the author makes. Circle

12. Discuss at table • Did everyone identify the same claim? If so, what was it? • Does the evidence circled support the claim? Strong evidence? • What are the interpretations the author makes? • Is the argument the author makes a strong, well-written one? Why or why not?

13. CEI Organizer*

14. They say…I say…* • The general argument made by author X in her/his work, _______________, is that ______________. More specifically, X argues that _______________. She/he writes, “ _______________.” In this passage, X is suggesting that ______________. In conclusion, X’s belief is that _______________. • In my view, X is wrong/right, because _________. More specifically, I believe that _______________. For example, ___________. Although X might object that __________, I maintain that ______________. Therefore, I conclude that _______________.

15. Essential question/big idea* • Is it our responsibility to help others around the world? • Answer the question, in the context of the Ebola crisis, by stating your claim and support with evidence.

16. Exit slip • Write: • 3 new things you learned today • 2 concerns or questions • 1 thing you will implement right away or change right away based on AZCCRS