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DBQ Institute

DBQ Institute. Jackie Migliori. The DBQ Project jackie@dbqproject.com www.dbqproject.com. Part one: reviewing the process, preparing students to write at each step Part two: Assessing argument writing. The DBQ Project Method Step 1: The Hook ( Engaging the students)

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DBQ Institute

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  1. DBQ Institute Jackie Migliori The DBQ Project jackie@dbqproject.com www.dbqproject.com

  2. Part one: reviewing the process, preparing students to write at each stepPart two: Assessing argument writing

  3. The DBQ Project Method Step 1:The Hook (Engaging the students) Step 2:The Background Essay (Building Context) Step 3: Clarifying the Question (Defining Key Terms & Pre-bucketing) Step 4: Close Analysis (Understanding the Document ) Step 5: Grouping the Documents (Post-Bucketing) Step 6: Writing (From Thrash-out to Essay)

  4. The DBQ Project Method Step 2: The Background Essay 2-3 Sentence Summary of Background Essay • One Sentence - Full sentence describing time and place of background essay • One to Two Sentences - Full sentence summary of background essay

  5. 1 The DBQ Project Method Step 3: Clarifying the Question Pre-bucketing Scaffolding #1 – Give them the bucket labels #2 – Create bucket labels as a whole class assignment, requires prediction #3 – Students discover and label buckets themselves

  6. 1 The DBQ Project Method Step 3: Clarifying the Question Rewrite the question in your own words. Clarify any words or terms that would help someone better understand the question.

  7. Document Analysis Sheets: Building a Bridge from Document Analysis to Essay

  8. What Should Document Analysis Look Like? Identifying and extracting relevant evidence that supports baby thesis Understanding main idea and purpose of document. Cross-referencing documents to corroborate and clarify argument Identifying POV and bias to determine validity, credibility, and competence of author of document.

  9. Document Analysis Steps • Source the Source • Note the Note • Backdrop the Doc (build context) • Close read the document (interrogate) • Make meaning of the document (interpret) • Use the document to help answer the question

  10. Powell commissioned by US government during Reconstruction Document B Who is the focal point of this painting? How do you know? Why would Washington “present” the soldiers to the CC? What appears to be the mood of the soldiers? What might the CC be thinking?

  11. B National Archives Committee of Congress at Valley Forge William Henry Powell 1866 x Commissioned by US gov’t/to reunite the country • Washington “presenting” soldiers • Some soldiers are injured, some are without shoes • Soldiers holding up swords and lunging forward • CC have serious faces • George Washington is asking for help from Continental Congress • Washington’s army is suffering but hanging in there • CC Considering helping Quit – I would quit because the conditions at Valley Forge are unhealthy and I don’t want to die. Reenlist – I would stay because the men seem to be committed and Congress coming shows they care and will help. This gives me hope. Soldiers at Valley Forge need help from CC Poor conditions/Congressional support

  12. How do you make an argument? Document Analysis Evidence Inference Argument Evidence comes directly from the documents. Inferences are conclusions reached based on the evidence. An Argument summarizes and explains how the evidence & inferences answer the question.

  13. Document Analysis Activity Analyze document assigned as a group, completing a close read. Use the document analysis questions to interrogate the document. Mark up the document as you discuss. Transfer document analysis to document analysis sheet. Choose a spoke person to present document analysis to the whole class.

  14. The DBQ Project Method Step 5: Grouping the Documents Write chicken-foot in one to two full sentences.

  15. The Thrash Out: Building a Bridge from Document Analysis to Essay

  16. The DBQ Project Method Step 6: Writing The Thrash Out Round #1 – probably a lot of opinion Round #2 – want to see “evidence” used from documents Round #3 – want to hear arguments being made, “so what?” “what does that explain?,” “why does that matter?” Round #4 – try for counterargument and point of view

  17. The DBQ Project Method Pacing Step 1:The Hook Step 2:The Background Essay Step 3: Clarifying the Question Step 4: Close Analysis Step 5: Bucketing and Chicken-foot Step 6: Thrash Out Step 6: Writer’s Workshop Step 6: Timed Writing of Essay Day One Day Two & Three Day Four Day Five

  18. Assessing argument writing

  19. Whole Group Calibration Read and score two WWI student essays using a common rubric. You will have 10 minutes to complete. Presenter will call each element and calibrate the group.

  20. Small Group Calibration Number essays as a group. Make sure you are uniform. Choose calibration leader. Score papers 1-3 individually using common rubric. Calibration leader then leads calibration of essay scores by discussing points given to each element. Discuss student strengths and weaknesses after calibrating each paper. Repeat process on the 4th and 5th essays using the holistic rubric. Calibration leader leads discussion of scores given to each paper. Discuss student strengths and weaknesses after calibrating each paper.

  21. Writing Priorities 1. Organization of essay (Macro and Micro). 2. Effective Introduction and Conclusion. 3. Thesis and Baby Thesis as claim and sub-claim statements. 4. Appropriate use of documents as Evidence with Citation. 5. Clearly developed Arguments. 6. Point of View and Counterargument. 7. Style and Convention.

  22. General Feedback Thoughts Create a balance between seeing the potential in an essay and setting high expectations for what a student produces. Create your own writing priorities. Identify and communicate one or two achievements and one or two areas for growth. Keep it manageable for students. Keep portfolios of student work and have each student visit theirs before each DBQ. Have students begin to peer edit and self score.

  23. The DBQ Project Method Pacing Step 1:The Hook Step 2:The Background Essay Step 3: Clarifying the Question Step 4: Close Analysis Step 5: Bucketing and Chicken-foot Step 6: Thrash Out Step 6: Writer’s Workshop Step 6: Timed Writing of Essay Day One Day Two & Three Day Four Day Five

  24. The DBQ Project Method Step 1:The Hook (Engaging the students) Step 2:The Background Essay (Building Context) Step 3: Clarifying the Question (Defining Key Terms & Pre-bucketing) Step 4: Close Analysis (Understanding the Document ) Step 5: Grouping the Documents (Post-Bucketing) Step 6: Writing (From Thrash-out to Essay)

  25. Session EvaluationParticipants are asked to complete a session evaluation for each session attended. Credit will added following evaluation completion. For each question, use 1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree. Your responses will assist us in planning future professional development in Dorchester School District Two. • The instructor was well prepared for the workshop. • The materials for the workshop were appropriate. • The concepts presented were appropriate to my job. • I will benefit from attending this session. • I would recommend this training to others.

  26. Contact Information Jackie Migliori The DBQ Project jackie@dbqproject.com 847-475-4007

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