Charting New Territory Helping Students Understand Argument MOSAICS Academy February 11, 2013

Today’s Goals Understand the difference between argument and persuasion Participate in strategic lesson activities to help you learn about argumentation

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The Role of Argument Reading Anchor Standard 8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Writing Anchor Standard 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Speaking and Listening Anchor Standard 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Elements of Argument from DESE Glossary Argument: a claim supported by reasons, facts and details; argument have various structures, but all are based in an initial claim developed through logic Claim: assertion of the truth of something, typically considered as disputed or in doubt Evidence: facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science. Counterclaim: a claim that negates or disagrees the the thesis/claim

Persuasion vs. Argument Ethos (author credibility) Pathos (emotional appeals) Persuasion Logos (logical appeals) Reason Argument

Subtle, but Significant Differences Persuasive vs. Argument Goal General Technique Viewpoint Audience Attitude

Point of View Annotation You will be reading this piece as one of the following people: – Teenager #1 – Parent #2 – Coach #3 Underline information that is important, surprising, puzzling or thought-provoking. For each time you underline information, jot a sentence or two about why you chose that bit to underline. The goal is to explain your role’s thoughts, opinions or questions.

Watch…Turn and Talk 4 What was your initial reaction to the clip? What would you like to know more about?

Football? Is it a dangerous sport? You will watch this clip two times. As you watch, record the main ideas and supporting details that connect to those ideas. Don’t forget, if you hear an important quote, you’ll want to record that somehow, so you’ll know later that it was a direct quote.

Next… Record any questions you would like to have answered on the back of the organizer. Read another article about concussions and dangers in playing football. Annotate as you read. Then fill out the graphic organizers. You will fill one in as for, and one against, playing football.

Role Playing Activity SET-UP  Groups of Four 2 A’s-teensAA 2 B’s-parentsBB Situation: The teen wants to play football on the school team. The parent does not want him/her to play because of the risk of concussion. Job: Using the organizer, prepare your argument using all the sources we have used today: videos, articles and new article sheet.

T-Chart Activity You each have a different “arguable” topic. Create a Yes/NO T-Chart and begin listing reasons for and against your topic. Visit with three other people and share your T-Charts, helping each other add to your lists. Complete a Quick Write taking a stance on your topic: – If your topic is an even number: Argue For/Yes – If your topic is an odd number: Argue Against/NO

Review… Understand the role of argument in the Common Core Understand the difference between argument and persuasion Participate in strategic lesson activities to help students learn argumentation

Exit Slip 1. One thing I heard that validated my thinking about argument writing was… 2. Something I heard that challenged my thinking was… 3. The most important learning I am taking away from this lesson is…