Note

1. Note • This is the presentation slide order– some of which is shortened for the purposes of a one hour presentation • If you would like a complete unit PowerPoint or an editable PowerPoint, please contact Jcochran@eburg.wednet.edu

2. Entry Task Crime and Puzzlement (Book 1, p. 22) By Lawrence Treat

3. Solving Mysteries to Teach Simple Arguments of Fact Jeff Cochran Central Washington Writing Project Ellensburg High School Based on Teach Argument Writing: Grades 6-12 by George Hillocks

4. The Place for Argument “…the proper context for thinking about argument is one “in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own”” Common Core State Standards Appendix A

5. Outcomes • Participants will understand a process for understanding and teaching the vocabulary of an argument of fact. • The goal is to clearly define the vocabulary of an argument of fact.

6. Common Core State Standards • Writing • Text Types and Purposes 1 • Production of Writing 4 and 5 • Reading • Key Ideas and Details 1, 2, and 3 • Language • Vocabulary Acquisition and Use 4 and 5

7. Student Friendly Targets • I can… • understand and apply content vocabulary to an argument of fact (evidence, warrants, claim). • deconstruct an argumentative conclusion. • write for real audiences (The Brethren). • write a precise claim with supporting relevant evidence. • edit for audience and purpose. • identify commonly shared warrants by discussing with peers. • write an argument of fact.

8. Order of Unit • Entry Task • Crime and Puzzlement Image • Elicit responses of evidence • Use “Generally” and “Therefore” when talking about the image • Introduce Vocabulary • Group Task • Focus first on Evidence • Sherlock • Begin film clip Day 1

9. New Vocabulary Definitions Examples Evidence There are flowers “From Joe” and a picture of Joe on display Warrants Generally when flowers and a picture are on display, the person is special Conclusions Therefore Joe is special to Amy • Evidence • Observable data either physical or reliably reported • Warrants • Common sense rules, general statements about how people and things behave • Conclusions • Reasoning that must be supported with evidence and warrants

10. Investigative Team Task Crime and Puzzlement (Book 3, p. 18) By Lawrence Treat Find all of the evidence you can that indicates who tampered with Danny’s paddle.

11. Sherlock Season 1 Episode 1 23 minutes-26minutes Netflix-"Sherlock" BBC

12. Order of Unit • Entry Task • Crime and Puzzlement Image • Elicit responses of evidence • Use “Generally” and “Therefore” when talking about the image • Write responses in format from “Sherlock” worksheet • Classroom Role Play Mystery • Sherlock • Review from yesterday • Finish Day 2

13. Entry Task Crime and Puzzlement (Book 1, p. 36) By Lawrence Treat

14. Classroom Role PlayMystery See handout(s)

15. Order of Unit • Entry Task • Crime and Puzzlement Image • Elicit responses of evidence • Use “Generally” and “Therefore” when talking about the image • Write a report with a teammate • Sherlock • Write an argument of fact in the form of report Day 3

16. Entry Task Crime and Puzzlement (Book 1, p. 20) By Lawrence Treat

17. Sherlock: Report On the back of the graphic organizer

18. Order of Unit • Entry Task • Crime and Puzzlement Image • Elicit responses of evidence • Use “Generally” and “Therefore” when talking about the image • Write a report individually • Sherlock • Revise report Day 4

19. Entry Task Crime and Puzzlement (Book 1, p. 6) By Lawrence Treat

20. Sherlock: Revision Checklist • Have you described what was found at the scene and what the autopsy revealed? • Have you incorporated at least three pieces of evidence? • Have you provided the warrants that explain why the evidence is important to your claim? • Have you made a recommendation about what should happen next or what more evidence is needed?

21. Common Core State Standards Standards Addressed in Detail

22. Common Core Writing Standards • Text types and purposes • (1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. • Production and Distribution of Writing • (4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. • (5) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

23. Common Core Reading Standards • Key Ideas and Details • (1) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • (2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • (3)Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

24. Common Core Language Standards • Vocabulary Acquisition and Use • (4)Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • (5) Demonstrate understanding of word relationships and nuances in word meanings.

25. Research supported pedagogy Key Research

26. Key Research on Teaching Argument:: Writing To Read • “Writing Practices that Enhance Students’ Reading” • “Have students write about the texts they read.” • Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read, specifically when they Respond to a Text in Writing (Writing Personal Reactions, Analyzing and Interpreting the Text) […] • Write Notes About a Text • Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text” (13)

27. Key Research on Teaching Argument: Common Core Standards • “If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, must include oral language in a purposeful, systematic way, in part because it helps students master the printed word. Besides having intrinsic value as modes of communication, listening and speaking are necessary prerequisites of reading and writing” (Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright, Grigor, & Howey, 2002).

28. Key Research on Writing as a Process: Writing Next “Eleven Elements of Effective Adolescent Writing Instruction” • Writing Strategies, which involves teaching students strategies for planning, revising, and editing their compositions • Summarization, which involves explicitly and systematically teaching students how to summarize texts • Collaborative Writing, which uses instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions • Prewriting, which engages students in activities designed to help them generate or organize ideas for their composition • Inquiry Activities, which engages students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task • Process Writing Approach, which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing • Study of Models, which provides students with opportunities to read, analyze, and emulate models of good writing • Writing for Content Learning, which uses writing as a tool for learning content material

29. The Place for Argument of Fact “A logical argument […] convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer.” Common Core State Standards Appendix A