Should Elementary Students Have PE Everyday? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) by Stephanie Wilson A Mini-Unit on Teaching Argument: Claims and Text-Based Evidence

2 WritingReading Argument MINI-UNIT Emphasis # of Lessons ARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENT CLOSE READING STRATEGIES RESPONSE TO READINGS TOPICS Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop knowledge on topic or issue Integrate evidence from multiple sources to support a claim 4 Lessons Entering Skills: Annotating text Identifying evidence (quotations, facts, and statistics) to support the claim Citing sources Foundational Skills: Integrate evidence from several sources to support a claim Product: Draft with revision to integrate facts Peer Review Claim Evidence Coding textPartner shareShould elementary students have PE everyday? 1 print text 2 video texts Optional texts available Mini-Unit Overview

Students will support a claim with evidence from multiple texts. Objective

Grades 3-5 Writing Standards Emphasized in the Mini-Unit W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1.b. Provide reasons that support the opinion. W.4.1./5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.1.b. Provide reasons that are supported by facts and details. W.5.1.b. Provide logically ordered reasons that are supported by facts and details.

Grades 3-5 Reading Standards Emphasized in the Mini-Unit RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI 3.8 Describe the logical connection between particular sentences and paragraphs in a text (cause/effect). RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI 4.8 Explain how an author uses reasons and evidence to support particular points in a text. RI 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI 5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Grades 3-5 Speaking and Listening Standards Emphasized in the Mini-Unit SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL 5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

Day 1Day 2Day 3Day 4 View Text 1 (PE Everyday 2014). Take observational notes; record facts and key words. View Text 2 (Move Me) Record facts and key words. Partner Talk Read Text 3, Exercise & Memory by Jada and Maurna— DragonflyTV. Take notes. Start experiment. Partner talk. Write a claim. Write: Should ________ ? Read Text 4, (“Today’s kids run a lot slower” or m/junior/whats- willpower-and-why- dont-i-have-it) m/junior/whats- willpower-and-why- dont-i-have-it)) Annotate the article by marking compelling facts and key words. Respond in writing. Peer Review: Where could we add facts from Day 1 videos and text? Revise to add additional evidence. Mini-Unit Sequence

Text #1 View this video: PE Everyday 2014 Link: (Marshall Parker via YouTube) Published on Sep 22, 2014 Ilalko Elementary School, Auburn School District, Auburn WA. Program for PE Everyday for grades K-3. Many schools cut PE years ago when funding was cut. This program re-introduces what used to be standard in a re-imagined way. Let’s watch it twice! Listen for evidence, pro or con, for PE everyday.

Writing #1 Record what you observed. List facts and key words that would make good evidence in argumentative writing. Be sure to note the source! FACTSKEY WORDS Source: PE Everyday, Marshall Parker, Sept. 22, 2014

Text #2 / Writing #2 View this video about physical activity and obesity in children. "Move Me"- The importance of physical activity and healthy eating We’ll watch it twice, recording facts and key words as we view. Add to your chart, but note the new source. FACTSKEY WORDS Source: NAHPERD via YouTube The third video in the KWP version was of the student debate. It could be used as an alternative text and for a couple of teachable moments: statistics are tricky to use a evidence.

Text #3 Read Text #3 on the next two slides. Be prepared to write and share your thoughts.

Read Text #3 from Exercise & Memory by Jada and Maurna--DragonflyTV We heard that exercise can make our brain work better, but we wanted to know if that was true. Maybe it could be the answer to getting good grades at school. For our DragonflyTV investigation, we asked: Can exercise improve a person's memory? What did we do? To make a memory test, we grabbed 25 different things from around the house and covered them up with a towel. Next, we asked eight of our friends to take a test. We removed the towel and gave them one minute to stare at the items. When the minute was up, we covered the objects again and asked them to write down as many objects as they could remember. Then we split our friends into two groups. One group played board games (Team Slack Attack); the other group ran an exercise obstacle course (Team Jumping Jacks). Meanwhile, we put new items in the memory test. After 10 minutes, both teams took a second memory test with the new items.

Text #3, cont. from Exercise and Memory cont. What did we find out? We graded all the tests, giving one point for each correct answer. Then we made a chart that showed how each team's score changed. The Slack Attack's average score decreased by 2 points. The Jumping Jacks' average increased by 4 points. The improvement wasn't huge, but the team that exercised increased their memory test scores, while the group that sat still actually did worse on the second test. We thought that you'd have to exercise for a long time in order to really see the effects. What can you do? What's your favorite sport or exercise? Does long term exercise help you remember things better? Chart your physical activity over a few months and compare it to a memory test that you take every few weeks. Do your scores increase over time?

Writing #3 Spend five minutes responding to what you just read. Let’s do our own experiment! Start the graphic organizer to track your physical activities and your performance on weekly memory tests. Pairs to Squares—share with a partner; partners find another set of partners and the four of you share your thoughts. Discuss as a class.

Will exercise improve your memory? Each day, make a note about the time you spend exercising. At the end of the month, we’ll see if our memories are better when we exercise more! Memory Test Score MondayTuesdayWednesdayThursdayFridaySaturdaySunday Week 1 Week 2 Week 3 Week 4

Partner Talk In pairs, share what you thought was important from the videos and the text. Add to your notes after sharing. Then discuss this question: Should elementary students have PE everyday?

CLAIM Based on the information you’ve learned so far, form a working claim. A good claim often has these components: [WHO] should (or should not) do [WHAT] because [WHY].

Audience Who can needs to know about your position? Who can do something about it? For example, if you want to make changes to the daily school schedule based on your evidence, you would address people who make school decisions: The principal The PE teacher SBDM teachers and parents The school board members

Peer Review Does your partner’s claim meet our criteria? ▪Compelling (others will be interested) ▪Debatable (takes a stance or position) ▪Defensible (there is evidence to support it) ▪Clear and specific ▪Avoids “I think” or “I feel” ▪Avoids listing all the evidence in the claim. Switch papers and revise as needed.

Text #4 Read “Today’s kids run a lot slower, a study says” by Associated Press, adapted by Newsela staff on or go to this link for a different article: dont-i-have-it Annotate the article. Mark compelling facts and key words.

Writing #4 What do you think? Should elementary students have PE everyday? (Write about a page.) Use evidence from the article to support your claim. Remember to cite the source. In Newsela’s article, “Today’s kids run a lot slower, a study says,” ___________ According to… You may want to skip a line between each row as you write because we’ll be adding to our writing.

Integrating Research Should elementary students have PE everyday? Re-read your Writing #4. Underline your claim. Re-read your notes from the videos. What evidence from the two videos and texts #3 and #4 is RELEVANT (applicable) to your claim? Find 2-3 places in your writing to add specific facts and key words from these texts as evidence to support the reasons you have given. OR add new reasons/evidence from the videos that you did not use in your first draft. Remember to cite the source of the information.

Peer Review/Revision Read your partner’s draft. Put a star each time they used evidence from the articles and/or videos to support their ideas. Put a question mark each time you recognize a fact from the article or video that does not include the source. Suggest 1-2 additional relevant facts that they could add. Trade papers back and use your partner’s feedback to improve your draft.