Barry Gilmore Hutchison School www.barrygilmore.net @barry_gilmore

Evaluate the effectiveness of these two appeals.

1. Determine criteria (prior knowledge) 2. Identify strengths and weaknesses 3. Consider improvements or alternatives 4. Gather evidence 5. Draw conclusions

Shall I compare thee to a summer's day Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed, And every fair from fair sometime declines, By chance, or nature's changing course untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st,    So long as men can breathe, or eyes can see,    So long lives this, and this gives life to thee.

Develop (Content Areas) Why Moves? Sample Move 1: Argue Sample Move 2: Develop Develop (Content Areas) Discuss Strategy Sample Move 3: Support Student Ownership

SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position.

PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.   Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Interpret Organize Develop Argue Interpret words and phrases as they are used in a text (R4) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (SL2.6) Read closely to determine what the text says explicitly and to make logical inferences from it (R1) Analyze and interpret data to provide evidence for phenomena. (NGSS, MS-LS2-1) ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. What do students think when they see this verb? How do you teach this skill? Interpret Organize Develop Argue

Read the following quotation. Weeds are flowers too, once you get to know them. —A. A. Milne First impressions can sometimes be misleading. Think carefully about this statement. Write an essay explaining the importance of getting to know people before forming an opinion about them. Be sure to — • clearly state your thesis • organize and develop your ideas effectively • choose your words carefully • edit your writing for grammar, mechanics, and spelling

Interpret Explain Argue Organize Develop Read the following quotation. Weeds are flowers too, once you get to know them. —A. A. Milne First impressions can sometimes be misleading. Think carefully about this statement. Write an essay explaining the importance of getting to know people before forming an opinion about them. Be sure to — • clearly state your thesis • organize and develop your ideas effectively • choose your words carefully • edit your writing for grammar, mechanics, and spelling Interpret Explain Argue Organize Develop

Talk the List

Why Moves? Sample Move 1: Argue Sample Move 2: Develop Discuss a Move Share a Strategy Sample Move 3: Support

Before During After

Anton’s introduction: Consider the many examples of injustice that occur throughout The Crucible. What does the play teach about the importance of standing up against injustice? Anton’s introduction: “Injustice is a huge theme in the Crucible. Throughout the novel, there are many characters who are injust and many examples of injustice. For instance, Abigail is injust to Proctor and the town. Proctor is injust to his wife. And the court is injust to lots of people. These are examples to prove that injustice happens throughout the book, yet only Proctor really stands up for injustice, and he is killed for it.”

Does an individual have the right to violate an unjust law Does an individual have the right to violate an unjust law? If so, under what circumstances? Write an essay in which you argue that individuals do or do not have this right. Use examples from history or from your reading to support your argument.

Before Argue Persuade Example lead sentence: While some might argue that students should be expelled for the complaints they make about their teachers online, the law supports their freedom of speech in the digital arena as well as the real word. Example lead sentences: Should schools allow students to post negative comments about their teachers online? Absolutely not; recognizing the potential damage of posts to real human beings is a vital component of any student’s education.

“There are points at which individuals should break a law.” During (part 1) Mental Moves Make a Claim Agree Disagree “There are points at which individuals should break a law.”

The Fishbowl

When does an individual have the right or responsibility to violate an unjust law? Inner and outer circle Inner circle only may talk Outer circle take notes Tap in/tap out Waiting period Immediate follow-up Variations

What makes a law just or unjust? During (part 2) What makes a law just or unjust? Can one person determine that a law is unjust? Should there be consequences for breaking unjust laws?

Any law approved of by a majority of the population is just. During (part 2) Any law approved of by a majority of the population is just. If a law is unjust, then the consequences for breaking it must be unjust.

During (part 2) Partners: Find lines from texts Sticky notes on board

Partners: Find lines from texts During (part 2) Claim: Because laws represent the collective wisdom of a society, no one individual has the right to violate those laws. Partners: Find lines from texts Counterclaim: Because the majority group in a society can overlook the rights of minorities or can be misled by a powerful view, individuals have the right to violate laws that are clearly unjust. Sticky notes on board Reading and note-taking Citizens should obey: “I will obey those in control. That’s what I’m forced to do.” (Ismene) Citizens should resist: “I’ll lie down there forever. As for you, well, if you wish, you can show contempt for those laws the gods all hold in honour.” (Antigone) Class claim and counterclaim

Anticipate Opposition Evidence: Textual, observation, experience Mental Moves During Make a Claim Support the Claim Anticipate Opposition Evidence: Textual, observation, experience

Anticipate Opposition Mental Moves Make a Claim Support the Claim Agree Disagree Anticipate Opposition

Consider Your Audience Integrate (Structure) Mental Moves Dring Consider Your Audience Claim, then counterclaim Integrate (Structure) Point by point

Anticipate Opposition Consider Your Audience Integrate (Structure) Make a Claim Support the Claim Mental Moves for Argue Anticipate Opposition Consider Your Audience Integrate (Structure)

After

Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Make a Claim

Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Support the Claim

Anticipate Opposition Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Anticipate Opposition

Consider Your Audience Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Consider Your Audience

Integrate (Structure) Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Integrate (Structure)

Anticipate Opposition Consider Your Audience Integrate (Structure) Make a Claim Support the Claim Mental Moves for Argue Anticipate Opposition Consider Your Audience Integrate (Structure)

Jessie at private school Government controls his dreams Dreams used to create future profession He’s in love with a girl named Gwen Jessie and Gwen figure out how to “skip dreams” Enter other people’s dreams Figure out how govt is controlling them Conflict A. Fight against a bad guy? Jessie and Gwen run away Use dreamworld to commu7nicaite with rebel group ??

Caesura

Develop (Content Areas) Why Moves? Sample Move 1: Argue Sample Move 2: Develop Develop (Content Areas) Discuss Strategy Sample Move 3: Support

Narrative Non-Narrative Scientific Write narratives to develop real or imagined experiences (W3)   Non-Narrative Scientific Develop a topic for an informational or analytical essay or presentation (W2)   Develop a model to predict and/or describe phenomena such as the earth-sun-moon relationship (NGSS)  

In regards to the object I would bring to college with me, I have chosen the cork bulletin board that hangs on the wall above my bed. This object may seem to be just a bunch of simple words and pieces of paper to the casual observer, but due to a large number of years during which the bulletin board has been collecting scraps and mementos of my life, it has become a meaningful repository of memories that I treasure. There are a pictures, concert tickets, and even immature love letters, all of which are like a puzzle that together forms the pieces of my life. Knowing its with me, college will be easier to take and I won’t feel homesick, but instead I will look forward to the new tacks, nametags and bumper-stickers I can fill it with depending on my future.

1. Gather Information 2. Ask Questions Mental Moves: Develop 3. Qualify 4. Make Connections 5. Organize and Discuss

It was the playbill that won the first tack in the cork board; “The Phantom of the Opera” inspired me not only to seek out the ones refused compassion from the world, but also to learn the ways of the theatre, to desire to create the next Don Juan who would bring the ghosts of people’s hearts up from the basements to the center stage. Then, rolling across the board, a time-stream of pictures: friends, family, boys, better times. The one my eyes always find amidst the multitude is of a young girl and a handsome boy, his arms wrapped around her with a smile and glowing face, the same tack pinning down a ticket to a concert, a first date, a first kiss.

The simple words, the simple pieces of paper, the simple incidents that make a person; how can someone put into words the colorfulness of the mind and soul without showing the cork board, filled with not only thousands of tacks, but empty holes, from papers taken out and never replaced? Try reading between the lines of immature love letters, asking what happened at the birthday parties, concerts and movies after reading the invitations and tickets, studying the expressions of faces in the dozens of pictures, attending the various conventions commemorated by nametags, laughing at all the cheap bumper-stickers with mind-provoking sayings, or crying on the drawings from appreciative camp children. Here before me, staring me in the face at every break and eve, is all the inspiration I need to fit together the puzzle of my life: just a smaller piece of the puzzle I will find myself connected to when my new cork-board is being filled on the first day of college.

Before Develop After

Mental Moves Student thesis: Prompt: In a well-organized essay, discuss whether or not Romeo and Juliet is a play about true love. Develop your answer with ample evidence from the play. Student thesis: “Despite their young ages, Romeo and Juliet find true love, they are willing to sacrifice everything including their lives for love, which is proof of true love in the novel.”

1. Gather Information 2. Ask Questions Mental Moves: Develop 3. Qualify 4. Make Connections 5. Organize and Discuss

During Poison Flowers and herbs Churches and tombs Eyes and ears (sight, etc.) Sun, moon, and stars Weather: rain, storms, sunshine Disguises and masks Animals (especially birds) Blood Weapons Names Light and Dark Gestures (thumb-biting) Mythological allusions Natural and civil laws Religious symbolism

During Gather Information Ask Questions Qualify Make Connections Choose a symbol Return to the text (search online) Find quotations Include citations Ask Questions Qualify Discuss or fast-write: what do the quotations tell you? Make Connections

During Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts.

Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

After

In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, 1. Gather Information 2. Ask Questions despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play.

However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. 1. Gather Information 2. Ask Questions Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love. 3. Qualify 4. Make Connections 5. Organize and Discuss

Develop a list of references to the stars. Level One: Recall Develop a list of references to the stars. Level Two: Skills Develop an explanation for each quotation. Level Three: Strategic Thinking Develop your essay with evidence from the text. Level Four: Extended Thinking Develop a lesson that compares star images in this play to those in Hamlet.

Develop (Content Areas) Why Moves? Sample Move 1: Argue Sample Move 2: Develop Develop (Content Areas) Discuss Strategy Sample Move 3: Support

Academic Moves across content areas? The Task: Our class challenge this week has revolved around the difficulties Kenyan women have with handwashing stations in isolated areas. Come up with a possible solution to this problem. Develop your ideas through research, group collaboration, and trial and error. Then build a handwashing station of your own that addresses the problems of the Kenyan women.

Mental Moves: Develop Gather Information Ask Questions Qualify Make Connections Organize and Discuss

Gather Information

Ask Questions

Ask Questions

Qualify (Trial and Error)

Make Connections

Make Connections

Organize and Discuss (Present)

Develop (Content Areas) Why Moves? Sample Move 1: Argue Sample Move 2: Develop Develop (Content Areas) Discuss Strategy Sample Move 3: Support When assigning academic writing (argument): --I usually give my students the focus of the paper --I usually have students create the focus of the paper

Develop (Content Areas) Why Moves? Sample Move 1: Argue Sample Move 2: Develop Develop (Content Areas) Discuss Strategy Sample Move 3: Support

Support 1. 2. 3. 4. 5.

Before During Support After

Spencer (10th grade)   Considered one of William Shakespeare’s greatest plays, A Midsummer Night’s Dream reads like a fantastical, imaginative tale: however, its poetic lines contain a message of love, reality, and chance that are not usually present in works of such kind. All characters in the play are playful, careless and thoughtless, and Puck: one of the central characters in the play: is significant to the plot, tone, and meaning of A Midsummer Night’s Dream, thus becoming a representative of the above-mentioned themes. In the last stanza of the play, he shows that he is a catalyst for almost every single one of these themes.

Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.) Look/Read Closely Select Details Find Patterns Infer Draw Conclusions

Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

Come up with one essential / big / thematic question about the play based on words you identified.

Sample student-generated questions (prompts) Does the play suggest it is okay to lie? Why is it called a “dream?” Why do both Theseus and Puck use the word “shadow”? Why are some people “pardoned” in the play? Why do only Puck and Bottom break the fourth wall? Is Puck ultimately benevolent or malicious?

Before During After

Spencer’s Group Question Why are some people “pardoned” in the play and who does the pardoning? Is there poetic justice in this play?

“She is mine, and all my right of her I do estate unto Demetrius.” -Egeus, act one “Egeus, I will overbear your will.” -Theseus, act four “When I had at my pleasure taunted her And she in mild terms begg'd my patience, I then did ask of her her changeling child; Which straight she gave me, and her fairy sent To bear him to my bower in fairy land. And now I have the boy, I will undo This hateful imperfection of her eyes.” -Oberon, act four

Spencer’s Group Question Why are some people “pardoned” in the play and who does the pardoning? Is there poetic justice in this play? Spencer’s Thesis Shakespeare’s world seems to include justice, but it can be seen that events in MSND are decided by power, not right and wrong.

From question to prompt Create topics Go back to the text—find examples Discuss in pairs or groups Write a thesis Share and discuss (PINE)

Spencer’s Organization How Theseus uses power Power over Hippolyta Power over Egeus (follows law when convenient) 2. How Oberon uses power Power over Titania (unjust) Power over humans 3. Women are abused by power of men None of the women really have choices Play within a play—Thisbe suffers like Hermia

Before During After

Spencer’s Revision When Puck asks us to “pardon” him at the end of A Midsummer Night’s Dream, he points out the deep irony of the play: there is no justice in Shakespeare’s comedy, poetic, legal, or otherwise. We have no more power over Puck than the humans have over the fairies, their own fates, or love itself. Shakespeare’s world seems to include justice, but it can be seen that events in MSND are decided by power, not right and wrong.

1. Be explicit, but not prescriptive. 2. Model. Scaffold. Engage. 3. There’s more to cognition and learning than just the verb. 4. What are the teacher verbs? 5. How can your colleagues help? How can you help them?

Coda

Anticipate Opposition Consider Your Audience Integrate (Structure) Read the following quotation. Weeds are flowers too, once you get to know them. —A. A. Milne First impressions can sometimes be misleading. Think carefully about this statement. Write an essay explaining the importance of getting to know people before forming an opinion about them. Be sure to — • clearly state your thesis • organize and develop your ideas effectively • choose your words carefully • edit your writing for grammar, mechanics, and spelling Make a Claim Support the Claim Anticipate Opposition Consider Your Audience Integrate (Structure)

Barry Gilmore www.barrygilmore.net @barry_gilmore