1. Lesson 13
I can participate in collaborative discussion and support my analysis of a text with evidence.

2. Agenda Overview of Argument Essay (35 minutes)
Sharing out/Class Discussion
Model
Peer Score
Write Socratic questions (5 minutes)
Passage Analysis (5 minutes)
Socratic Seminar (40 minutes)

3. The Argument

4. The Prompt
Consider the distinct perspectives expressed in the following statements.
If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible.
William Lyon Phelps, American educator, journalist, and professor (1865–1943)
I think we ought always to entertain our opinions with some measure of doubt. I shouldn’t wish people dogmatically to believe any philosophy, not even mine.
Bertrand Russell, British author, mathematician, and philosopher (1872–1970)
In a well-organized essay, take a position on the relationship between certainty and doubt. Support your argument with appropriate evidence and examples.

5. Sharing out/Class Discussion (10 minutes)
What position did you take?
Agree with Phelps?
Agree with Russell?
Qualify?
What did you use as evidence?
What problems did you encounter as you wrote your argument?
No matter which position you took, you had to talk about the relationship between certainty and doubt.

6. Model (5 minutes)
Read the models and scoring criteria to help calibrate scoring.
Questions?

7. Peer Score
Reminders:
Essays must take a CLEAR position about BOTH certainty and doubt.
A well-developed essay will arrange the essay by REASONING, not by evidence.
Evidence and Explanations should be sufficient and should connect back to the thesis within each body paragraph.
In order to score a 6, the argument must be coherent (makes sense) and adequately developed (have enough evidence to prove the thesis).
To score an 8 or 9, the argument must be CONVINCING.

8. How to Approach the Argument Prompt
Choosing a Position: So, How do I decide?
Identify the possible sides.
Many prompts will have more than just two possible positions.
Consider the reasoning and evidence for each side.
What do I know about the topic?
What evidence can I generate for each side? Remember your connections chart and current events topics – historical, literary, political, science, psychology, sports, medicine, pop culture, etc.
Determine which side has the most/best evidence.
Eliminate positions with weak or little evidence.
Pick your side.
Ask yourself, “Which position do I really want to take? Why?”
Write a thesis statement
It should clearly state your position and reasoning, as well as any qualifying statements.
Pre-Writing
If you don’t pre-write to determine your position/reasoning/possible evidence, you will not write a strong argument.

9. Socratic Seminar

10. Preparing for Socratic
Prepare for a Socratic Seminar over the entire book, especially 2nd half!
Write at least 3 questions:
F – Fact: An answer you could find in the text.
I – Inference: An answer that requires making an inference based on information from the text.
G – Global: Connect the text to the real world or another text.

11. Preparing for Socratic
Pick out one section of the text (write it out on a new sheet of paper) from these chapters that best exemplify O’Brien’s Style.
With your selected style passage:
Identify the type of diction used and provide two examples
Explain the syntax used in this passage (sentence lengths, types, purpose)
Identify the rhetorical strategies used in the passage.
Then, determine which category of style best fits O’Brien’s writing in The Things They Carried.

12. Reminders: Socratic Seminar Rules
All students must come to the discussion prepared.
All students must participate in the discussion (2 comments, 1 question)
Students are expected to take turns speaking and refrain from interrupting others.
All comments should be school- appropriate and non-confrontational.
Students are expected to listen closely to the commentary made by other students.
Students will be expected to demonstrate respect for peers through acceptable behavior.
Side conversations (even 1) will result in an automatic letter grade reduction for the discussion grade.

13. Developing: may comment once meaningfully or twice basically.
Formative Rubric
SL.1 I can initiate and participate effectively in a range of collaborative discussions with diverse partners on a range of 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
I/M 1 2
2.5 3 4
Incomplete
Did not participate
Attempted but comments are not meaningful. They do not advance conversation.
Developing: may comment once meaningfully or twice basically.
Competent: comments twice with room for a little more clarification or elaboration
Proficient: comments twice meaningfully, offering insight and advancing discussion
Exemplary: comments more than twice meaningfully and insightfully, advancing the conversation.

14. Socratic Part 1: Style Whip Around:
We will “whip around” the circle and each student will share their passage and analysis of O’Brien’s style.
This will get us warmed up and then someone can ask an opening question.

15. Socratic Part 2: Rhetorical Analysis
Free-form Socratic – ask away and discuss!
Remember, you cannot respond after you have used up your cards until EVERYONE has contributed and no cards remain.

16. Exit Slip (If time) Reflect on the Socratic
Do you understand anything differently based on our discussion?
Is there any part you are still unsure of?
Did you feel the process of the Socratic facilitated a positive, collaborative discussion?
What is O’Brien’s overall purpose and theme of the book?

17. Homework:
Study for The Things They Carried test!