Teaching and Learning Conference 2017

Let's reflect on the term, "Argumentation"

Share a teaching moment that involves literary analysis or agrument.

Padlet: https://tinyurl.com/y9t2hbha

Starting with the Standards...

** Disclaimer: C.20-C.20d are introduced in Quarter 2; All other standards are in Q1 **

B.10 cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

C.20 write arguments to support claims with clear reasons and relevant evidence

a introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically

b support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

c use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence

C.23 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

C.26 conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation

C.28 draw evidence from literary or informational texts to support analysis, reflection, and research

Continuing the Standards...

D.30 engage effectively in a range of collaborative discussions (e.g., one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly

a come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

b follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed

c pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed

d acknowledge new information expressed by others and, when warranted, modify their own views and understanding

D.31 analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study

D.32 delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence

D.33 present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation

L.36 demonstrate command of the conventions of standard English grammar and usage when writing or speaking

L.38a choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

Pay close attention to the video...

Partner A: How does he normalize this invention? How does he make connections to the people he is speaking to?

Partner B: How does he set himself up as an expert?

most important take-away...

It's not the quantity of words, it's the quality and delivery of the words you choose to use that is imporant

Oh, Rats! The story of rats and people

Instructions:

During this READ ALOUD, you will be listening closesly to me read.

While listening, find and write down evidence that would support each of the following arguments:

Rats are HELPFUL

Rats are HARMFUL

Oh, Rats! The story of Rats and People

1. Circle THREE pieces of evidence from each side of the T-Chart that you think support each argument the best.

2. Using your read aloud notes, decide which side of the argument you will be on.

3. Stand in two rows: Rats are HELPFUL or Rats are HARMFUL

4. The people in your row are your Caucus group.

light

Debate Protocol

1. Listen

2. Caucus- 3 minutes

3. State your case- 2 minutes

4. Caucus- 3 minutes

5. Rebuttal- 1 minute

6. Conclude

Flash-Draft...

"I take the position that rats are ______ because _____________, ______________, and most of all because ______________."