1. School Start Time Jean Wolph, Louisville Writing Project Inspired by a presentation by Tom Fox, National Writing Project (June 16, 2014) A Mini-Unit on Writing an Argument

2. 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 Making a claim and supporting it with evidence 3 Lessons Entering Skills: Annotating text Foundational Skills: Understanding qualities of a good claim Digging Deeper: Making a working claim Revising a claim Product: Single paragraph draft Claim Evidence Compelling evidence 3-column Argument Planner PQP feedback SCHOOL START TIME Video; 7 choice readings (print ) Mini-Unit Overview

3. Writing Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence…. 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…. Draw evidence from …informational texts to support …research. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

4. Day 1Days 2Day 3 Watch video. Capture facts and quotes on Argument Planner. Brainstorm Causes/Effects of Changing School Start Times Form working claims and identify relevant evidence from video Jigsaw reading of research on teens and sleep Share relevant, compelling evidence Draft paragraph response Present writing to class Receive feedback on use of evidence to support claim Consider other issues related to teens and sleep View PowerPoint “What is a Claim” Develop independent claim Test it using criteria from PowerPoint Write independent paragraph using evidence from our research Mini-Unit Sequence

5. How can science help us make good decisions? Watch “Let Them Sleep In: Docs Want Later School Times for Teens”“Let Them Sleep In As you watch the video, capture facts and quotes on the Argument Planner that will help you understand the science in this issue and to use it to make an argument about what schools should do.

6. Brainstorm! Cause and Effect: What would be affected if we start middle and high school later? After-school activities Sports practices and games Family schedules Bus schedules

7. Make a claim! What should we do? Keep the schedule we have or change it to start later? Because of the research on teens’ sleep patterns, we should delay the start of school till 9 a.m. In spite of the research on teens’ sleep patterns, we should keep our current schedule.

8. Find evidence Each person at your table will have a different piece of information about this issue. Read your passage. Annotate it to find the scientific facts. What lines will be most useful in supporting your claim? Underline or highlight them. Share your evidence with the group. Note: When you see things like this--(Wolfson & Carskadon, 1998)— those are the researchers who found out the information, and the year when they found it.

9. Writing As a group, write a paragraph explaining why you support a change or why you support the current schedule. Use science to prove your case! Prepare to share your writing with the class. Response: How did the group’s evidence support their claim?

10. Now YOU try it! Think: What else should change because of this research on teen’s and sleep? List: As a class, compile a list of other issues that relate to teens and sleep. View: The PowerPoint on Claims Write a NEW claim. Make sure it meets the “claim test”: debatable, defensible, and compelling, plus... Write a paragraph in which you support this claim with evidence from our research.