1. Opinion Writing in Grades 3-5: Cell Phones in Elementary School Adapted by Jean Wolph, Kentucky Writing Project, from a materials developed by Harold Woodall, EKUWP RSPDI Team

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 Weighing Evidence 6-7 Lessons Supplementary lessons on illustrating available Entering Skills: Think-Pair- Share Marking text Making a claim Foundational Skills: Weighing evidence, pro and con Commenting on evidence Citing sources Digging Deeper: Turning notebook entries into a draft Product: Multiple writers’ notebook entries Draft Research Claim Evidence Illustrating They Say/I Say Marking text Here’s the Question Think-Pair- Share Here Are the Facts My Claim My Support In Conclusion CELL PHONES IN ELEMENTAR Y 4 shared readings (chart, video, 2 articles, chart) Mini-Unit Overview

3. Writing Standards Emphasized in the Mini-Unit Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. d. Provide a concluding statement or section related to the opinion presented.

4. Day 1Day 2Day 3Day 4Day 5Days 6-7 Introduce research question (inquiry) Poll, Think-Pair- Share Chart Reasons (pro-con) Begin Writer’s Notebook Entries (Here’s the Question) Introduce Harris Moves; focus on illustrating Read research (Chart) Partner talk Charting facts Add to Writer’s Notebook: Facts Learned (identify source) Read article Mark A for Agree Mark D for Disagree Chart reasons (pro-con) Make a claim Watch video; take “They Say/I Say” notes Partner talk Support: According to [source][fact]. Comment. Return to fact list. According to [source][fact]. Comment. Read article. Highlight possible support. Add to Writer’s Notebook “Support” page: According to [source][fact]. Comment. Re-read notebook entries. Write conclusion. Draft from notebook entries. Peer Feedback Revision Mini-Unit Sequence

5. Reviewing words that help us talk about opinions Evidence: facts, statistics, or examples that we use to support a claim Source: article, book, chart, text, video, or other resource where we get information Support: to prove Claim: a statement of opinion Pro: in favor of (for) Con: not in favor of (against)

6. Our Research Question: Should elementary students have cell phones? What do you think? Why? Think-Pair-Share

7. Should elementary students have cell phones? What did you think? Let’s take a poll! Raise your hand if you said… I don’t know. I think we should have cell phones. I don’t think we should have cell phones. Now let’s chart the results of our survey..

8. Should elementary students have cell phones? What did you and your partner think? What is your big reason behind your opinion? Turn and talk, then be ready to share with the class. We don’t know if we should have a cell phone yet because _________________________________. We think we should have a cell phone because ___________________________. We don’t think we should have a cell phone because ___________________________. Next we’ll chart our reasons, pro and con.

9. Reasons, pro and con, for cell phones in elementary school PRO: We should allow elementary students to have cell phones CON: We should not allow elementary students to have cell phones UNDECIDED [insert reasons from the class]

10. Here’s the Question… Now capture your thoughts about this issue in your writer’s notebook: Should elementary students have a cell phone? Next write what you and your partner said. You can also use an idea from the chart, but this is NOT the time to list all of the reasons we can think of.

11. New Learning! Let’s learn how to make some Moves!Moves Watch the Prezi about the moves that writers make when they are using sources to support their opinions. We’ll try some of these moves in our writers notebooks during this mini-unit. We’ll look for evidence to support the reasons we listed on our chart. AND we’ll look for new reasons, pro and con.

12. Should elementary students have cell phones? Now let’s start our research. We’ll use several sources to gather information about kids and cell phones.

13. Should elementary students have cell phones? Study the graph. Turn and talk: What information can you gather from this graph? Source #1

14. What information did you find in the chart? Let’s put these facts into sentences. Ten years ago, _______________________. Six years ago, _______________________. Kids who are 6-7__________. Kids who are 8-9__________. Kids who are 10-11 __________. Of the 5,000 kids who were surveyed, ___________________________________. Between 2005 and 2009, ______________.

15. Capture the most interesting things you learned about kids and cell phones from the chart. In your writer’s notebook, make a heading: Here are the FACTS… Then write what you’ve learned.

16. Finding reasons, pro and con: Should elementary students have cell phones? Using the article “Should Kids Have Cell Phones,” we will mark ideas we agree with [A] and ideas we disagree with [D]. Be ready to share reasons that are pro and con for our class chart. Source #2

17. Reasons, pro and con, for cell phones in elementary school PRO: We should allow elementary students to have cell phones CON: We should not allow elementary students to have cell phones [insert reasons from the class]

18. Now that you’ve studied some of the evidence and heard reasons some people say “yes” and others say “no” to cell phones for kids, it’s time for you to take a stand. Should any kid be allowed to have a phone? Kids of a certain age? Kids who are responsible? Write “My Claim” at the top of your writer’s notebook page. Then try our claim framework: [WHO] should [DO WHAT] because [WHY]? [WHO] should not [DO WHAT] because [WHY]? Make a claim!

19. Let’s RESEARCH! We need more evidence to support our claims. We’ll watch this video clip about kids and cell phones: The Great Cell Phone Debate ABC News http://abcnews.go.com/GMA/Parenting/video/choosing-cell-phon... And we’ll take notes (see next slide). The Great Cell Phone Debate ABC News http://abcnews.go.com/GMA/Parenting/video/choosing-cell-phon... Source #3

20. In your writer’s notebook: Make a “They Say/ I Say” Chart They Say I Say

21. Watch the clip to get the gist. Then watch again, filling in the “It Says” column. Listen for FACTS. http://abcnews.go.com/GMA/Parenting/video/choosing-cell-phon... Next… Share with a partner. Add to your notes. http://abcnews.go.com/GMA/Parenting/video/choosing-cell-phon... They Say I Say

22. What FACTS did we record? http://abcnews.go.com/GMA/Parenting/video/choosing-cell-phon... 2010 Next… Complete the “I Say” part of the chart. http://abcnews.go.com/GMA/Parenting/video/choosing-cell-phon... 31% of kids ages 8-10 have cell phones. 69% of kids ages 11-14 have cell phones. 85% of teens ages 15-18 have cell phones.  Most mothers say 13 is the right age.  80% of mothers worry that kids will lose the phone.  65% worry kids will be distracted.  63% worry kids will be exposed to inappropriate content. Some mothers say it depends on the child. They Say I Say What do you think about these facts?

23. In your writer’s notebook, write “ Support for my claim.” Then try this framework: According to [source], [fact]. [Comment.] Source: Be sure to tell where the information came from: “The Great Cell Phone Debate,” by Claire Shipman, ABC News, Aug. 30, 2010. Fact: Choose a fact from the video clip that will ILLUSTRATE (show) why we should accept your claim. Comment: Write a sentence that explains how the fact helps you prove your claim. Check your chart (“I Say”) for ideas.

24. More research: Should elementary students have a cell phone? Read the Time for Kids article, Do Kids Need Their Own Cell Phones?, Do Kids Need Their Own Cell Phones? Highlight important NEW information that you could use to support your claim. Source #4

25. Select a fact from this new source that support. Use our framework: According to [source], [fact]. [Comment.] Source: Be sure to tell where the information came from: “The Great Cell Phone Debate,” by Claire Shipman, ABC News, Aug. 30, 2010. Fact: Choose a fact from the video clip that will ILLUSTRATE (show) why we should accept your claim. Comment: Write a sentence that explains how the fact helps you prove your claim. Check your chart (“I Say”) for ideas.

26. Locate More Support Source: Be sure to tell where the information came from. Fact: Choose a fact from the video clip that will ILLUSTRATE (show) why we should accept your claim. Comment: Write a sentence that explains how the fact helps you prove your claim. Look back at your FACT page in your writer’s notebook. Find another fact that supports your claim. Use our framework. According to [source], [fact]. [Comment.]

27. Should elementary students have cell phones?  Re-read what you have written so far.  Then label a page in your Writer’s Notebook: In conclusion… What do you want your reader to know, think, or do about cell phones for elementary students?

28. DRAFTING from your writer’s notebook  Re-read your writing.  Write an opinion piece. You may want to use this format:  Here’s the question…  My claim [just state it—don’t say “my claim is”]  Support  In conclusion

29. Next Steps Switch drafts with a classmate. Check to see that your classmate used illustrating to support his/her claim. Put an “I” by each fact used. (“I” is for illustrating.) Check to see whether he/she gave the source of the information. Put an “S” by each source that is identified. Put a “?” by any fact that is missing a source. Switch back. Make any needed revisions.

30. Now What Do We Think? Should elementary students have cell phones? Raise your hands if you say… I still don’t know. I think we should have a cell phone. I don’t think we should have a cell phone. Now let’s chart the results of our survey..

31. Why do we think some of us changed our minds? What can we learn as thinkers and writers from the experiences of this mini-unit?