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Writer's Workshop Unit of Study 10th Grade - Writing the Argument: Film Study

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Andrew Henwood

on 27 June 2013

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Transcript of Writer's Workshop Unit of Study 10th Grade - Writing the Argument: Film Study

Thursday, June 27, 2013
Writer's Workshop Unit of Study
10th Grade - Basics of Argumentation: Film Study

The Cinematic Lens allows us to "see" the choices made by directors and editors.
Wrap Up
Argumentative Thinking and Writing
BRIEF overview of Critical Media "Reading"
Role of Media "Texts" in Common Core
Active Learning Opportunity
Work with table groups
Teaching Point #1:
Arguments depend on a clear stance/claim, but they also depend on valid evidence. There are several types of evidence that can support arguments and effectively convince readers.
Let's begin by saying our names and 3 words to describe how we feel about teaching film and argument.
Andrew Henwood
Excited
Hopeful
Ambitous
Please have your Writer's/Reader's Notebook (WRN) ready. During Teacher to Student learning moments, I will ask you to write in them just as your students will in your classrooms.
Reading Media:
Digital Literacy Skills
Concept #1:
Becoming a Critical Reader
of Argument
Examining The Unit Assessments
Lens 1 - The Literary Lens
Debrief
Discussion 1: Large Group

What are the general feelings regarding the Common Core Units?
Activity Part I
Feedback
Don't hesitate to contact us!
Concept #1:
Becoming a Critical Reader of Argument
Concept #2:
Exploring Ideas - Generating, Planning, and Drafting
Concept #3:
Developing Ideas - Revising and Editing
Writing the Argument:
Key Unit Concepts
Agenda for Today
But first...
1. Reduction of the reduction of the unit
2. Unit work broken into 3 central concepts, of which we will cover 1 1/2 to 2
Session 1 Agenda
10:30 - 12:00
Here, we would have:
Seen an article that took an obvious stance / made claim
Identify and label the following elements of a logical argument:
Activity Part II
Fill in the events/plots section of the Reading on Multiple Levels handout
Independent Practice
Teacher Model and Think aloud
Concept #2
Exploring Ideas - Generating, Planning, and Drafting
Skills: Determine point of view; Cite textual evidence when writing or speaking to support conclusions drawn from the text
Being a Critical Reader of Argument
Reading Media necessitates identifying and practicing new skills, or new "moves"
The ability to recognize and understand "moves" intended by the creator of the text.
This lens allows us to "see" elements of Media Text that are also found in traditional texts such as:
Characters
Plot
Theme
Conflict
What questions do you have about using the Dramatic Lens to Read Media
Lens #2 - The Cinematic Lens
For Starters
Final Questions or Thoughts?
Afternoon Session:
Review, Debrief, Q&A

Unit Overview
STOP!
Point 2
Literary Lens: Summarize Plot
Literary Lens: What is at stake?
Literary Lens: Which character portrays the problem? Provide Evidence
1. Take a position - "Who would you stand up for at dinner?"
2. Choose at least 2 pieces of evidence to support a CHARACTER'S claim about the social issue
3. Write a character's argument using the SEW model
FINISH
Teacher to Teacher
Online Surveys
Note about this lens
This lens is complicated due to the amount of terminology associated with it. Please check the GoogleDoc for a link to a page that can explain these terms
Lens # 3 The Dramatic Lens
This lens allows us to "see" how an actor or actress makes choices with their physical actions and verbal choices
Physical Posture
Physical Movement
Verbal Tone
Verbal Volume
Verbal Pacing
Activity
Part II
Independent Practice
Argument writers develop a line of inquiry as they explore a subject. Inquiry leads to a stance / claim after writers & readers become invested. This leads to develop a stance / claim on a character and / or social issue
Viewing a "text"
Seinfeld "The Strike"

Questions
to Consider:
Role of Formative Assessment
Creating a standard for thoughtful responses
Discussion 2: Large Group
Clarifying Questions
Are there any clarifying questions about any units, sessions, assessments, or practice we demonstrated?
Independent Practice
Discussion 3: Small Group
Please ReGroup your tables based on your specific course needs
Future Contact Groups
This study develops personal inquiry and a working knowledge and vocabulary of a film/subject. It also develops a working knowledge of the basic elements of argument: claim, counterclaim, evidence, explanation (warrant), and refute. Through the inquiry, students write an argumentative essay in which they develop a claim in response to a prompt, support the claim with evidence from multiple texts, and explain and connect the evidence to establish a line of reasoning. Essays will also examine implications stating and refuting a counterclaim.
Pre-Unit Assessment Task
Can film make an impact on a person’s view of a social issue?
Brainstorm a list of films that have influenced the way you think or act when faced with a social issue and write on sticky notes the film and the social issue
Social Issue Continuum
"Where" We Are In the Sequence of Units
1 - Launching Writer's Notebook
2- 2013 DRAFT Independent Reading
3 - Basics of Argumentation - Film Review
4 - Narrative Reading
5 - Literary Essay
6 - Informational Reading
7 - Informational Essay
8 - Argument Writing Genres: Op-Ed
• Becoming a Critical Reader of Argument:
These sessions engage students in critical reading of texts collected around the assessment prompts. In this unit students are building theories and eventually claims about the topic at the heart of a film. Students will read the film as a text to identify the multiple perspectives portrayed in the text and multiple angles on the film’s topic and/or theme.
Where are our students at the opening of the unit?
They completed the launching unit
They just completed an independent novel reading unit.
This unit is an introduction to the BASICS of argumentation.
Students have multiple units after this one to return to the skill sets that are being introduced.
Session 2: Teaching Point #1
Arguments depend on a clear stance / claim, but they also depend on valid evidence. There are several types of evidence that support arguments and effectively convince readers.
As a reminder, in order to accommodate the closing session for the workshop, some of our activities and discussions needed to be removed.


CLAIM
TYPES OF EVIDENCE THAT SUPPORT THE CLAIM
PASSAGES THAT EXPLAIN AND CONNECT THE EVIDENCE (WARRANT)
TYPES OF EVIDENCE
NOT ALL EVIDENCE IS CREATED EQUALLY.
Examples / Stories
Facts / Statistics
Statement from an authority figure
Logical Fallacies
Such as Emotional Appeal, Slippery Slope, etc.
Warrant:

Sentences that explain or connect the evidence to the claim. This can be called reasoning as well.
•"[T]he Toulmin warrant usually consists of a specific span of text which relates directly to the argument being made. To use a well-worn example, the datum 'Harry was born in Bermuda' supports the claim 'Harry is a British subject' via the warrant 'Persons born in Bermuda are British subjects.'"
(Philippe Besnard et al., Computational Models of Argument. IOS Press, 2008)
•"The connection between the data and the conclusion is created by something called a 'warrant.' One of the important points made by Toulmin is that the warrant is a kind of inference rule, and in particular not a statement of facts."
(Jaap C. Hage, Reasoning With Rules: An Essay on Legal Reasoning. Springer, 1997)

What is a Claim?
When beginning to write a paper, ask yourself, “What is my point?” If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:
1. Proof that you understand the material, AND
2. A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.
http://writingcenter.unc.edu/handouts/argument/

What type of evidence seems to be the most convincing? What is it about this type of evidence that makes it so convincing?
The Literary Lens
Character
Activity! "Snapshot"
In order to better understand the skill of using the Dramatic Lens, we will isolate and practice using this lens
Situation Cards
Assigned Emotion
Determine Physical Actions for a Picture
STOP!
Point 1
Literary Lens: Summarize Plot
Literary Lens: What is at stake?
Literary Lens: Which character portrays the problem? Provide Evidence
Take a position on a character or the issue that is the focal point of the text
Which Character portrays the problem to the audience?
STEP 1:
Step 2:
Step 3:
STEP 1:
Step 2:
Take a position on a character or the issue that is the focal point of the text
Step 3:
Which Character portrays the problem to the audience?
Doc Cam:
List Characters and their connection to Social Issues
Stand and Shuffle
Please choose 1 character you want to focus on for the final segment
ReGroup with other students to view and think about the same character
Mid-Unit Formative Assessment
What is the social issue being exposed in this film? Why should anyone care about this social issue? After viewing My Sister’s Keeper [or other film] research films that are currently in theaters. Which of these films intentionally expose a social issue. Select one film that seems to expose a social issue and view it in order to identify the claim and counterclaims made in the film about the issue. Write 2-3 paragraphs that state the claim and counterclaim the film exposes and evaluates how effectively the filmmaker, actors, or story influenced your thinking or actions around the issue.
Post-Unit Summative Assessment
How effective are films that intentionally focus on a social issue? After viewing My Sister’s Keeper (or other film) and reading related texts, write an film review that discusses one social issue exposed in the film and evaluates how effectively the characters and events deal with this social issue. Be sure to support your position with evidence from the texts.

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