2. http://media.doe.in.gov/commoncore/MajorShift 4.html

4. http://www.youtube.com/watch?v=teMlv3ripSM

5. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid.  In English language arts: students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about.  In history/social studies: students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation.  In science: students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Ap pendix A

7.  To change the reader‘s point of view  To bring about some action on the reader’s part  To ask the reader to accept the writer’s point of view on a concept, issue, or problem

8.  Argument writing is emphasized as a key element of college and career readiness in Common Core writing. Why?  A 2009 ACT national curriculum survey … found that “write to argue or persuade readers” was virtually tied with “write to convey information” as the most important type of writing needed by incoming college students.  “In just about any profession you pursue,, you will do research, think about what you find, make decisions about complex matters, and then explain those decisions –usually in writing– to others who have a stake in your decisions being sound ones.” (Williams and McEnerney)

9. “Opinion” is the Common Core label given to argument writing in Grades K-5. It is the stepping stone to argument. “Argument” is the label used in Grades 6-12. It refers to logical arguments which are convincing because of their merit and reasonableness, rather than emotion or the credentials of the writer. “Persuasion” conveys an appeal to the reader’s self-interest or emotions.

10. www.missionliteracy.com

11.  Introduction: Introduce precise claim(s) and distinguish the claims from opposing claims  Organization: Clearly organize relationships among claims, counterclaims, reasons, and evidence.  Transitions: Use words, phrases, and clauses to create cohesion and clarify relationships among claims, counterclaims, reasons, and evidence

12.  Formal Style: Establish and maintain a formal style  Conclusion: Provide a concluding statement/section that follows from and supports the information or explanation presented.  Conventions of Standard English Conform to the conventions of standard written English  Development Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both.

14. 1.Get into grade level groups: 6 th or 7 th (no 8 th grade argument exemplar) 2. Review the exemplar and annotation checklist assigned to your grade level 3. Highlight your evidence and/or make notes on the exemplar 4. Discuss your assessment with a partner

15. Mission Coordinate and focus the developmental activities of MAISA ISDs and RESAs to meet the immediate needs of members and their constituents with timely and high quality products/programs which will address emerging issues without duplicating efforts and resources Vision The Collaboration Coordination Project will provide MAISA with a systematic process and protocols for collaborative work and projects across 57 ISDs/RESAs

16. Common templates for units and lessons were agreed upon for unit content Common focus areas were agreed upon for unit content Writers worked on development, reviews were sought and final edits made One K-12 Grade Level Unit Developed with at least one lesson in Math and ELA became available on August 9, 2011 Math K-5 Grade – Place Value 6-8 Grade – Ratio 9-12 Grade - Transformations ELA K-12 – Argumentative Writing View Phase 1 documents @ www.gomasa.org/maisawww.gomasa.org/maisa Click on Career & College Readiness Standards

17.  MOODLE  Unit Review  http://moodle.kentisd.org/co urse/view.php?id=316 http://moodle.kentisd.org/co urse/view.php?id=316  www.gomasa.org/maisa www.gomasa.org/maisa  Phase I units and those lessons that have been developed  Planning collaboration documents  Phase II units will be posted summer, 2012

18. 1. Explore your grade level unit. 2. Use the “Protocol for Understanding CCRS Unit” to guide your exploration. 3. Share your evidence/comments with an elbow partner.

19. 19 http://commoncore.org/free/

20. Free online speeches; rhetorical literacy http://www.americanrhetoric.com/speechbank.htm Academic writing http://owl.english.purdue.edu/owl/section/1/2 http://owl.english.purdue.edu/owl/section/1/2 Grades 7-12 specifically: http://owl.english.purdue.edu/owl/resource/677/0 1/ Everything’s An Argument Companion Site http://bcs.bedfordstmartins.com/everythingsanargu ment5e/#t_576377____

21. The Argument Research Group at the University of Michigan http://sitemaker.umich.edu/argument/home Sample instructional modules/student tasks http://schools.nyc.gov/Academics/CommonCore Library/SeeStudentWork/default.htm

22. Explore controversial issues www.procon.org Template Tasks Argument Organizer (Jim Burke)

23. December 8: Narrative Writing in the CCSS February 1: Informational/Explanatory Writing in the CCSS March 1: Argumentative Writing in the CCSS Penny Kittle follow up sessions with Toby Kahn- Loftus: January 27 th and April 27 th

24. www.tbaisd.k12.mi.us Find all the documents, power point, and handouts from today’s breakout session on our Common Core State Standards Moodle site under the “Argumentative Writing” tab.