Opinion Mini-Unit Brenda Cole / Carroll County Middle Lessons adapted from materials developed by Jean Wolph, Louisville Writing Project and the National Writing Project i3 College Ready Writers Program, funded by the Department of Education. What Should We Do About the Problem of Pets Left in Hot Cars?

2 WritingReading Argument MINI-UNIT Emphasis # of Lessons ARGUMENT SKILLS PRODUCTELEMENTS OF ARGUMENTCLOSE READING STRATEGIES RESPONSE TO READINGSTOPICS Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop knowledge on topic or issue Making a strong claim 5 Lessons Entering Skills: Foundational Skills: Writing a claim that is debatable, defensible, and compelling. Use specific evidence from a text to support it, providing attribution. Making a comment about evidence. Digging Deeper: Developing the context (introductory material to provide background to the reader) Product: Multi- paragraph guided draft Kernel Essay Revision Claim Evidence Studying models to improve our writing Highlighting key words and definitions Highlighting sources of information Writing in response to texts Turn and Talk It Says/I Say notes WHAT SHOULD WE DO ABOUT THE PROBLEM OF PETS LEFT IN HOT CARS? 3 shared texts (chart, video, article) Mini-Unit Overview

Writing Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning. Conduct short research projects to answer a question, drawing on several sources …. Gather relevant information from multiple print and digital sources…and quote or paraphrase the data and conclusions of others while avoiding plagiarism …. Draw evidence from …informational texts …. Write routinely over longer and…shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

Day 1Day 1, cont.Day 2Day 3Day 4Days 5-6Day 7 Study chart. Turn and Talk. Write Explain what the chart says Tell what you think about it Review student model. Revise to lift the quality of our responses. Explore and explain the science. Add to our writing. Evidence Attribu- tion Note: This portion later becomes the OVERVIEW OF THE PROBLEM. Take notes from a video text. I Say/ They Say Review possible notes. Add to lift the quality of our notes. Write from I Say/ They Say chart Use sentence stems to attribute information to the source. Comment on evidence. Peer Feedback Revision Read article twice. Mark key words Note informa- tion that is important or that you have a reaction to Add to writing Reread writings and notes. Write what you are thinking now. Make a claim. Write a kernel essay. Revise to increase sense of authority and credibility Mini-Unit Sequence Mini-unit can be done in fewer days, depending on the time allotted each period.

In this unit, we will read about an issue, examine the facts, and make a claim. Claim: A statement of opinion that others can either agree with or disagree with

Writer’s Notebook (Day 1): What does the veterinary clinic.com say about pet safety in the summer? What do you think about these facts and statistics? (Insert chart here.)

Sample Response The Car Temperature Pet Safety Chart shows that the temperature in a closed vehicle can rise dramatically in a short period of time. It is shocking that a pet can die within minutes of being left in a hot car. Where do you see the writer explaining what the chart shows? Where do you see the writer telling what he thinks about this information? Did you do both of these moves as a writer? If not, try again!

Writer’s Notebook (Day 1, continued): Add to or revise your entry by using the words “For example,...” and then refer to the chart for specific information. Try to show the difference between ________________. Add a line that shows where this information came from. [insert chart again]

Sample Response: OVERVIEW OF THE ISSUE The Car Temperature Pet Safety Chart from veterinaryclinic.com shows that the temperature in a closed vehicle can rise dramatically in a short period of time. For example, at a cool outside temperature of 70 degrees, the temperature in a car can rise to a more uncomfortable 89 degrees in just 10 minutes. It is shocking that a pet can die within minutes of being left in a hot car. Where do you see the writer using words like “For example,...” to introduce specific information? Where do you see the writer showing us where this information came from? Did you do each of these moves in your writing? If not, try again!

Sample Response, cont. / HERE’S WHAT I AM THINKING ABOUT THIS ISSUE: The Car Temperature Pet Safety Chart from veterinaryclinic.com shows that the temperature in a closed vehicle can rise dramatically in a short period of time. For example, at a cool outside temperature of 70 degrees, the temperature in a car can rise to a more uncomfortable 89 degrees in just 10 minutes. It is shocking that a pet can die within minutes of being left in a hot car. A question some people raise is, should we arrest people for breaking the windows on a vehicle with an animal in it? Or should we arrest the pet owner who left the animal in the vehicle? Add a line like this: A question some people raise is __________. Fill in your own question. Example: what should be done about childhood obesity?

Explore and explain the science. WRITE: What does thermal energy have to do with pets in hot vehicles? According to the zeroth law of thermodynamics, heat is exchanged between thermodynamic systems in thermal contact only if their temperatures are different. [5] If heat traverses the boundary in direction into the system, the internal energy change is considered to be a positive quantity, while exiting the system, it is negative. Heat flows from the hotter to the colder system, decreasing the thermal energy of the hotter system, and increasing the thermal energy of the colder system. Then, when the two systems have reached thermodynamic equilibrium, they have the same temperature, and the net exchange of thermal energy vanishes and heat flow ceases. Even after they reach thermal equilibrium, thermal energy continues to be exchanged between systems, but the net exchange of thermal energy is zero, and therefore there is no heat.zeroth law of thermodynamics [5] thermodynamic equilibrium After the transfer, the energy transferred by heat is called by other terms, such as thermal energy or latent energy. [6] Although heat often ends up as thermal energy after transfer, it may cause changes other than a change in temperature. For example, the energy may absorbed or released in phase transitions, such as melting or evaporation, which are the gain or loss of a form of potential energy called latent heat. [6]phase transitions latent heat Thermal energy may be increased in a system by other means than heat, for example when mechanical or electrical work is performed on the system. Heat flow may cause work to be performed on a system by compressing a system's volume, for example. A heat engine uses the movement of thermal energy (heat flow)to do mechanical work. No qualitative difference exists between the thermal energy added by other means. There is also no need in classical thermodynamics to characterize the thermal energy in terms of atomic or molecular behavior. A change in thermal energy induced in a system is the product of the change in entropy and the temperature of the system. (Wikipedia)

Day 2: A text with an answer to our question A veterinarian sits in a car for 30 minutes to comment on his experience, and explain what a dog might feel. Rivulets- a small stream of water or liquid Oppressive-unpleasant or uncomfortable Link: /watch?v=aQlQKYfyVug /watch?v=aQlQKYfyVug

Watch the video. Jot down facts you hear in Column 1. Afterward, we’ll take time to add our reactions in Column 2. Watch it twice. Catch up your notes the second time through. It SaysI Say

Some Key Points You Might Have Captured It says: Dr. Ernie Ward, veterinarian, conducted an experiment to show what it’s like for a pet in a hot car. The initial temperature was 94. In 5 minutes, it jumped to 100 degrees. In 10 minutes, it was 106. In 15 minutes, it was 110. In 25 minutes, it was 113. After 30 minutes, the temperature was With windows cracked, the heat was oppressive, “almost unbearable.” Even though there was a breeze outside, no air stirred in the car. Small dogs and older dogs will be in trouble within 15 minutes. Within 20 minutes, the vet was drenched. While humans perspire, dogs do not. “What I can’t imagine is how helpless and frightening it would be for a dog to be left in a car, not knowing when you’re going to come, and slowly but surely having the energy and the life burnt out of them in this heat.”

What do YOU say? I say: Make a comment about each idea you recorded from the video.

Day 3: Add to your notebook entry...use your “They Say / I Say” chart to add a paragraph or more to your writing about the people breaking car windows to save animals. Use sentence starters like these: “As Dr. Ernie Ward, veterinarian, says, “ “The video “How Hot Does It Get in a Parked Car?” explains …” “ According to …” “Supporting my example, …” “Just as Dr. Ward says in his video…” “Although the YouTube video “How Hot Does It Get in a Parked Car?” says …” “While the veterinarian explains …”

Sample Response The Car Temperature Pet Safety Chart from veterinaryclinic.com shows that the temperature in a closed vehicle can rise dramatically in a short period of time. For example, at a cool outside temperature of 70 degrees, the temperature in a car can rise to a more uncomfortable 89 degrees in just 10 minutes. According to Dr. Ernie Ward, a veterinarian who sat in a car for 30 minutes with the windows cracked, the temperature in the car, 116 degrees, was life threatening for a dog. He was covered in sweat, which was evident by looking at his clothes. Unfortunately, dogs are unable to cool themselves down this way. They don’t sweat. It is shocking that dogs can die within minutes of being left in a hot car. A question some people raise is, should we arrest people for breaking the windows on a vehicle with an animal in it? Or should we arrest the pet owner who left the animal in the vehicle? (Continue with other facts from the They Say/I Say chart, starting new paragraphs as needed.)

Peer Feedback: Review your partner’s new paragraph(s). Did he/she use sentence starters that show where the evidence came from? Did he/she make a comment about the evidence? “As Dr. Ernie Ward says, “ “The video “How Hot Does It Get in a Parked Car?” explains …” 1. Underline the starters you find. 2. Make a * anywhere you see an opportunity for your partner to add one of these phrases. 3. Circle the comments your partner wrote about the evidence (the facts). 4. Draw an arrow to show where your partner COULD make comments about the facts. 5. Switch papers and talk about your suggestions. 6. REVISE your own writing based on these suggestions. “According to veterinarian Ernie Ward, ” “Although the video “How Hot Does It Get in a Parked Car?” says …”

Day 4: Researching READ the title: “Love Your Pet: Leave Them at Home Campaign” by SPCAwake.org/2007 A headline gives the GIST (main idea) of the news article. What is best for animals? What do we think the main idea of this article will be?

Day 4, cont.: Mark the Text READ the flyer created by the Society for the Prevention of Cruelty to Animals (SPCA), “Love Your Pet: Leave Them at Home Campaign” by SPCAwake.org/2007 First reading: Highlight important terms, sources, and definitions: SPCA Pediatrics (2005) McLaren, C., Null, J., & Quinn, J. (2005) animal cruelty heat exhaustion distress / distressed This will help us later when we quote the text!

Day 4, cont.: Second Reading and Note-Taking RE-READ “Love Your Pet: Leave Them at Home Campaign” by SPCAwake.org/2007 On sticky notes, capture facts and data that seem important or that you’d like to comment on (you have a reaction to share). A study published in Pediatrics* in 2005 showed that regardless of outside air tempera- tures (measured 72 to 96°F), temperatures inside a car increased an average of 40°F within an hour with 80% of the temperature rise occurring dur- ing the first 30 minutes. For outside temperatures from 74°F and higher, it took less than 30 minutes for tempera- tures to rise above 110°F Many people think that parking in the shade, cracking the windows, or running the air conditioner from home to the store keeps Fido safe from the heat. However, the study in Pediatrics showed that this did not impact the rate at which the temperature increased inside a vehicle.

Add your sticky notes to the notebook writing you have completed so far Try to a find place that this information “fits” and stick your notes there. OR Add it to the end of your notebook writing, if your sticky note is something you haven’t talked about yet. Look back at your article highlighting. Add a line that tells where the information came from. Use and define a key term.

Writer’s Notebook (Day 5): Re-read what you have written so far. Then write what you are now thinking. These questions may help: Is leaving pets in vehicles on hot days a good idea or not? Is leaving pets in hot cars a problem or not? Is preventing pet deaths important or not? Explain your thinking.

Day 5, cont.: What’s your answer to the problem? What should we do HERE? Bring it home! WRITE A CLAIM! We’ll brainstorm claims about this issue (next slide). But first… Good claims Are debatable: There is more than one side; it’s not just your opinion. “I like saving pets from heat exhaustion” isn’t a good claim because even though it shows your preference or opinion, there’s no argument to be made. Are defensible: There is text-based evidence available to support the claim. Are compelling: Others will care about debating the issue. “Saving pets is important in our lives” is not a good claim. We would say, “So what? Everybody knows that.” Show the writer’s position on the issue We should or we should not … It would be better to …. Are focused--so we’ll try to narrow the topic. We could, for example, focus on convincing owners not to leave their pets unattended or changing the law about breaking into a vehicle that has a pet inside or increasing punishment for owners who put their pets at risk. Or we could say that it’s no one’s business but the owners.

Use this framework to write your claim: [WHO] should (or should not) do [WHAT] because [WHY]. Samples: Citizens should be allowed to break the windows of vehicles when pets are in distress. Schools should educate students about the dangers of leaving dogs in hot cars. Government should not be involved in an owner’s decision to leave a pet in a locked car. Because heat exhaustion is preventable, pet owners should be jailed if they cause an animal’s death by leaving them in a hot vehicle. While pet deaths are unfortunate, we should concentrate our efforts instead on eliminating the practice of leaving CHILDREN in hot cars. What Other Claims Could We Make?

Introducing Claims: Here’s What I’m Thinking The Car Temperature Pet Safety Chart from veterinaryclinic.com shows that the temperature in a closed vehicle can rise dramatically in a short period of time. For example, at a cool outside temperature of 70 degrees, the temperature in a car can rise to a more uncomfortable 89 degrees in just 10 minutes. According to Dr. Ernie Ward, a veterinarian who sat in a car for 30 minutes with the windows cracked, the temperature in the car, 116 degrees, was life threatening for a dog. He was covered in sweat, which was evident by looking at his clothes. Unfortunately, dogs are unable to cool themselves down this way. They don’t sweat. It is shocking that dogs can die within minutes of being left in a hot car. A question some people raise is, should we arrest people for breaking the windows on a vehicle with an animal in it? Or should we arrest the pet owner who left the animal in the vehicle? The answer seems clear. Not only should we not arrest people who help break animals out of hot cars, we should honor them for saving a life.

Is this a good claim? Good claims are debatable, defensible, and compelling. Not only should we not arrest people who help break animals out of hot cars, we should honor them for saving a life. Does the writer take a position on the issue, pro or con? Is there evidence to support it? Will others care? Does the writer narrow the topic? Can we see what direction the writer plans to go?

Create a class list of Claims. Check each one! Does the writer take a position on the issue, pro or con? Does the writer narrow the topic? How? Can we see what direction the writer plans to go? How? If your claim has been “approved,” go with it! Otherwise, choose one that interests you.

Day 6: Completing a Draft: Here’s What I’m Thinking Option 1, Kernel Essay (Bernabei) Overview of the problem... Some people think... Here's what I'm thinking... because In the end, I say...

You’ve already written your introduction, which gives the overview of the problem. Sample Overview of the Problem: The Car Temperature Pet Safety Chart from veterinaryclinic.com shows that the temperature in a closed vehicle can rise dramatically in a short period of time. For example, at a cool outside temperature of 70 degrees, the temperature in a car can rise to a more uncomfortable 89 degrees in just 10 minutes. According to Dr. Ernie Ward, a veterinarian who sat in a car for 30 minutes with the windows cracked, the temperature in the car, 116 degrees, was life threatening for a dog. He was covered in sweat, which was evident by looking at his clothes. Unfortunately, dogs are unable to cool themselves down this way. They don’t sweat. It is shocking that dogs can die within minutes of being left in a hot car. A question some people raise is, should we arrest people for breaking the windows on a vehicle with an animal in it? Or should we arrest the pet owner who left the animal in the vehicle? The answer seems clear. Not only should we not arrest people who help break animals out of hot cars, we should honor them for saving a life.

Some People Think… Explain what your opponents may be saying or thinking about this issue. --If you are PRO (you want animals to be protected), you may have trouble imagining why a human would treat an animal this way. Do you think it’s a matter of not being aware of the consequences of leaving a pet alone in a hot vehicle? --If you are CON, then you may think others should stay out of the issue, but you can admit that there is scientific evidence about the effects of heat on animals. If you are having trouble defending your opinion, check out debate.org to get ideas about animal rights.animal rights

Here’s What I’m Thinking Restate your claim. Then introduce the strongest evidence that you’ve found to support your claim. 1. Remind your reader about any evidence that you’ve written about so far. Explain how it supports your claim. 2. Review the chart, notes, and article for any other support that will help you convince your readers. 3. Use a starter to introduce each piece of evidence (fact). Explain how and why it helps prove your claim.

Day 6, cont.: Completing a Draft: Write a conclusion (IN THE END, I SAY) Overview of the problem... Some people think... Here's what I'm thinking... because In the end, I say...

Completing a Draft: Option 2 Drafting Organizer EvidenceConnectionPossible Outcome or Result The text says…I say…If we do this… Review your notebook entries and notes. Select the most compelling and relevant pieces of evidence and try to apply them to your claim. When you start writing on paper, begin with your claim paragraph from Day 5. Then use this chart to help you draft a paragraph from each row. Finally, draft a closing paragraph in which you make clear what readers should now know, do, or think. You’ll turn each row into a paragraph for your essay.

Writer’s Notebook, Day 7, Revision. Read what you have written so far. What Key Words or Phrases might you want to provide definitions of for your reader? These will give your writing authority. Who says? Go back to the highlighting of the article and add any names of people or programs that you need. These will give your writing credibility.

Teacher Feedback Writing a strong claim Identifying the source of the evidence Accurately representing facts Selecting facts to support the claim Commenting on the facts (explaining how they apply to or support the claim)