0. Online Privacy Sabrina Back
This unit is designed to take about 6 days. It can be taught in middle or high school by adjusting the reading selections that are suggested. Argumentation skills that are highlighted include close reading of text to identify compelling evidence, effectively using evidence in a draft, evaluating one’s one work using the Using Sources Tool, providing feedback to others (again using Using Sources Tool), and making some additions to the draft based on this self-evaluation and peer/teacher feedback.
The original unit by Sabrina Back (which is available for use as well) has 22 days of instruction. By focusing only on the issue of tracking, the time for close reading of source material takes 2 days instead of the 7 that are required in the longer module. Drafting is also allotted less time in this mini-unit, with the idea that students might later continue to refine the product from this experience.
Splitting these topics also allows for a second round using this same unit framework, but substituting the articles that relate more to governmental tracking. Or an entirely different text set could be used that will allow students to practice the skills in this unit—reading closely to find compelling evidence and then using that evidence to support a claim.
Two approaches to reading text are used: Paired Reading and Save the Last Word for Me. Both have been adjusted to reflect a way of thinking about evidence that Joseph Harris (2006) writes about in Rewriting: How to Do Things with Texts. A teacher might select to use only one approach in this mini-unit, however, to help students comprehend and use readings in order to understand an issue and gather information for eventual use as evidence.
Sabrina Back
Co-Director, Mountain Writing Project, Hazard, KY
(Adapted by Jean Wolph from Sabrina Back’s LDC module)
(Additionally revised by Christine Dawson from Back/Wolph materials)

1. Overview Days 1-2 Day 3 Day 4 Day 5 Day 6 Day 7 Building Schema;
Understanding Writing Task, Rubric
Research:
Reading #1
Identifying Compelling Evidence
Readings
# 2
Making a Claim
Supporting a Claim
Drafting
Feedback and Revising
Partner Notes
Save the Last Word—adapted
Agree, Disagree, Undecided
Purpose/Audience stmt.
Practice Time: Forwarding / Using Sources Effectively
Self-Evaluation and Draft (in progress)
Peer Review and Draft (“for now”)

2. Online Privacy
Essential Question: Should the government be involved in the protection of its citizens in their use of technology?
Big Ideas: privacy and protection issues affecting consumers
Literacy Goals: (1) close reading and taking notes from sources, (2) using notes/evidence to compose a claim, and (3) practicing ways to use textual evidence to support a claim
Day 1

3. PREPARING FOR THE TASK: Think, Write, Pair, Share
Online Privacy: First thoughts
On a sheet of paper, list everything you know about online privacy.
Day 1
The unit begins with figuring out what we know about online privacy, what questions we have, and what the writing task/rubric will be.

4. PREPARING FOR THE TASK: Think, Write, Pair, Share
Online Privacy: First thoughts
On a sheet of paper, list everything you know about online privacy.
Pair up and discuss your lists. Then discuss the questions below:
What is online privacy?
Who is able to find out your name and age? Your phone number or cell phone number? Your home address? Your parent’s address or employer? Your address? The school you attend?  
Day 1
The unit begins with figuring out what we know about online privacy, what questions we have, and what the writing task/rubric will be.

5. Why online privacy?
Are we being watched? Are our movements being monitored, either online or in real life?
Each day companies create huge databases of information about consumers, including you. That information is sometimes shared with other companies for a profit, which may violate people’s privacy. While the government provides some protections, particularly for teens, privacy advocates feel the government should do more to preserve our online anonymity.
Other times people accuse the government of violating our privacy. A year ago (June 2013), it was in the news that our government’s National Security Agency has engaged in what some people call “far-reaching surveillance programs.” In January, President Barack Obama issued Presidential Policy Directive 28, which placed some limitations on what information the government can collect. In May, the House of Representatives passed the USA FREEDOM Act, which could bring some reform to the current bulk collection program.
Is monitoring our online activities okay, whether it’s for business or governmental purposes? What do you think?
In the original unit, the issue of governmental surveillance was an equal component. In order to reduce the timeframe from 3 to 1 week, that angle has been greatly reduced. The government still comes into play in the mini-unit because of governmental efforts to protect consumers from tracking.

6. Predicting Write in your notebook:
How do you think the companies that are collecting data might use your personal information?
What might be the potential good or potential harm from sharing personal information online? From having governmental regulation?
This prediction can be done as a journal or writer’s notebook entry.

7. PREPARING FOR THE TASK: Slice the Pie
As a class, we’ll brainstorm questions or concerns we have about online privacy.
Give students a graphic organizer for the Slice the Pie strategy to complete as the group responds during whole class sharing of journal/notebook entries.
Teacher “Slices the Pie” on the whiteboard as students respond with questions they still have about online privacy. The intent of the strategy is to guide students into forming their own inquiry questions for the module. That way they may find a specific angle on this broad issue for the argument that they draft.

8. Writing Task: Online Privacy
Should the government protect citizens in their use of technology?
After reading selected informational texts, draft an argument that addresses the question.
Support your position with evidence from the texts.
Be sure to acknowledge competing views.
Key teaching point for students: Texts are integral to the process—they are the evidence you’ll pull from, not your responses to these texts or your personal feelings about the issue.

9. PREPARING FOR THE TASK: Think, Write, Pair, Share
Examine the task and rubric.
Use a highlighter to note the important words and phrases.
Jot down your comments or questions about what you’ll be writing and how your work will be evaluated.
Compare ideas with a partner. Bring unanswered questions to the whole group.
Suggested rubric: the Using Sources Tool. Other options include local or state assessment tools or the Literacy Design Collaborative’s (LDC) Argumentation Rubric.
Have students code text to demonstrate interaction with the task and rubric, noticing important terms and jotting down comments and/or questions.
Students can practice accountable talk during Think, Write, Pair, Share perhaps utilizing the stems such as
Could you clarify what you said?
Could you tell me more about….
I would like to tie into what______just said...
I want to respectfully disagree with_______....
I agree with______....
At the conclusion of this activity, begin the reading activity.

10. Reading #1: Online Privacy?
You and a partner will be reading a text about the privacy issue.
Text for today’s reading:
"Your Computer Is WATCHING You." Scholastic Scope. 25 Oct. 2010:
DAY 1, continued
The skill focus for this reading is (1) identifying important points that might illustrate ideas about privacy or protection and (2) key quotations that might provide authoritative information or expert opinion about privacy or protection.
The content focus of this text is “tracking,” the practice of downloading tiny programs on your computer that secretly gather data about you, and a Wall Street Journal study of the websites that are responsible for this “spying.”
There are several other articles which might be substituted for this one. Or you might differentiate, assigning an article to a student based on his/her reading ability. Another option is to use a jigsaw process, with small groups of students reading a different article, then sharing highlights with other students or in a whole-class debriefing. Having students record their work in a wiki that you set up for this project is another option, should you want students to be able to share evidence in a database that all can access.
Alternate texts:
“Should Companies Collect Information About You?” by Shannon Doyne, The Learning Network (
“On the Web, Children Face Intensive Tracking” by Steve Stecklow, Wall Street Journal (
“Sneaky Ways Advertisers Target Kids” by Caroline Knorr, Common Sense Media (
“Facebook tracking is under scrutiny” by Byron Acohido, USA Today (
“Sites Feed Personal Details to New Tracking Industry” by Julia Angwin & Tom McGinty, Wall Street Journal (
“Member or Not, Visit Facebook, and it Tracks you” (
“Consumers in the middle of Google-Facebook battle” from
“What they Know – Kids” (
To ease the process of partner reading, provide students with a marked copy of the reading that indicates how much each person reads. This will direct them through each section and provide time for identification and interpretation of central points and support.
Make a copy of each pair’s notes so that each student will have his/her own copy for future reference OR have students scan their work and upload to the class wiki site designated for this project. A chart is provided for Partner Notes to focus students on the task.

11. Reading #1: Focusing our efforts
Today’s article is about tracking.
Look carefully to see how this term is defined and how it relates to privacy or protection.
Look for important points and key quotations– sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL RECORD IN YOUR NOTES.
What information do you find COMPELLING?
If students are already familiar with these uses of evidence, you might also ask them to evaluate the credibility of the sources and to identify ways that text selections might be used to counter arguments.

12. Paired Reading: Online Privacy?
1. Determine who is Partner A and who is Partner B.
2. Preview the text, noting that it has been divided it into different sections.
3. Partner A will read the first section aloud while Partner B listens and takes brief notes.
4. Stop and discuss what you each feel is important to note from the reading; Partner B adds to Partner Notes as needed.
Switch roles and do the next section. Discuss.
Continue switching roles until the reading is finished.
Prepare to share 1-2 key ideas from your reading during a whole-class debriefing.
In debriefing, help students name the work they have been doing as they capture ideas and wordings that they find “compelling.” How did the compelling evidence help them begin to take a stand on the issue?

13. Partner Notes Source: What is tracking?
Compelling ideas, facts, anecdotes, data, scenarios:
Compelling quotes:
Discuss: What are you thinking at this point about the issue of tracking? Are you in favor of it or not? Why or why not?

14. Debriefing:
What kind of work were you doing as a reader and writer during this activity? Why did we do it?

15. Reading #2: Protection of Privacy?
Texts for today’s reading:
Excerpt from “Coppa “article
( (see text set)
Excerpt from “Protect our Kids from Online Tracking” (
Excerpt from  “Who’s Watching You Online: FTC Pushes do not Track Plan” ( consumer_news/t/whos-watching-you-online-ftc-pushes-do- not-track-plan/#.Tw8YV8392Kz
Day 2
Note: shortened versions of the articles suggested for today can be found in the text excerpt set, Readings #2. The full articles are also listed below, in case you prefer to use them instead.
Additional articles may be used to differentiate according to reading needs or to increase students’ exposure to nuances of the privacy vs. protection issue. If a wiki site is used to capture evidence for both privacy and protection, it makes sense to have students reading different articles to locate key facts and quotes.
Alternate selections:
“Do You Worry About the Lack of Anonymity in the Digital Age” (
“What is Privacy Anyway” (
“Check the Privacy Policy” (
“Protecting Our Kids’ Privacy in a Digital World” (
“Consumer Groups: Online Tracking at Alarming Levels” (
“Internet Security: What Not to Post on Facebook” (

16. Reading #2: Focusing our efforts
Today’s article(s) are about efforts to protect online privacy.
You will be working in groups of three. Each person will have his/her own reading (you will be the expert of that reading!).
As you read, look for compelling points and key quotations– sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL UNDERLINE OR HIGHLIGHT.
Sentences that will help you illustrate an idea about privacy or protection. Look for specific examples of protection or invasion of online privacy. Look for facts, data, anecdotes, images, or scenarios.
Quotes that will help you use the words of an expert to support an idea about privacy or protection. Note the reason(s) this person might be considered an expert.
The skill focus for this reading is (1) identifying important points that might illustrate ideas about privacy or protection and (2) key quotations that might provide authoritative information or expert opinion about privacy or protection.
The content focus of the text for this day is “protection of privacy.”

17. Reading #2: Save the Last Word for Me
First, go back through what you have underlined or highlighted, and choose the three most compelling pieces of evidence, which you will share with your group members.
After students read, number them in groups of three.
Note: The article excerpts for this activity total three pages. Grouping students in trios and assigning each one a “lead” article for this activity helps make sure that all three pages of the reading are covered. When groups finish the first cycle, students are free to reference any of the pages in the reading.

18. Reading #2: Save the Last Word for Me
Round 1: COPPA text
The reader begins: Share one compelling piece of evidence you underlined. Show group members where it is in the text, and then read it aloud.
Group members discuss: Identify the idea that this excerpt seems to illustrate about privacy or protection. What value do you see in this information or idea? What problems might there be? What questions can you raise?
Reader acknowledges the responses of others, responds to comments, or asks for clarification—getting the “last word” on the evidence.
Group members may want to mark this line on their own texts (if they also now find it compelling).
Repeat with the second and third pieces of compelling evidence from this text.
WRITE: as a result of the shared evidence, what are your thoughts about online privacy?
After students read, number them in groups of three.
Note: The article excerpts for this activity total three pages. Grouping students in trios and assigning each one a “lead” article for this activity helps make sure that all three pages of the reading are covered. When groups finish the first cycle, students are free to reference any of the pages in the reading.

19. Reading #2: Save the Last Word for Me
Round 2: Common Sense Media excerpt
The procedure is repeated with student reader of the Common Sense Media excerpt sharing a compelling idea, the other students responding, and then the reader concluding the discussion with a “last word.” Other students may again borrow this line or ideas. Repeat for second and third ideas. WRITE at end about your thoughts about online privacy in light of this evidence.
Round 3: NBC excerpt
The procedure is repeated with student reader of the Common Sense Media excerpt sharing a compelling idea, the other students responding, and then the reader concluding the discussion with a “last word.” Other students may again borrow this line or ideas. Repeat for second and third ideas. WRITE at end about your thoughts about online privacy in light of this evidence.
After students read, number them in groups of three.
Note: The article excerpts for this activity total three pages. Grouping students in trios and assigning each one a “lead” article for this activity helps make sure that all three pages of the reading are covered. When groups finish the first cycle, students are free to reference any of the pages in the reading.

20. Debriefing:
What kind of work were you doing as a reader and writer during this activity? Why did we do it?

21. Making a Claim
Should the government be involved in the protection of its citizens in their use of technology?
In other words, should the government do more to protect our privacy or not?
Which position will you take?
DAY 3
IN THIS MINI-UNIT, WE WILL ESSENTIALLY FOCUS ON TWO ALTERNATE CLAIMS RELATING TO THE QUESTION OF PROTECTION VS. PRIVACY.
DEPENDING ON STUDENTS’ FAMILIARITY WITH CLAIMS, YOU MAY ASK THEM:
Return to our “Sliced Pie” to see how you might narrow your focus. Which question might help you focus your claim as to whether the government should protect us more or not?

22. Agree, Disagree, Undecided
“The government should do more to protect my privacy online.”
The Agree and Disagree groups will work separately to make a list of evidence for their side of the argument, returning to the articles we have read and the notes we have made.
Group Undecided will list 5 questions they will ask the other two groups.
Group A presents first.
Group D presents next.
Group U asks questions.
Group A & D respond to questions.
At the end of the activity, students chose their actual stance to prepare for the writing task.
This activity supports students in reviewing evidence in preparation for drafting. Tell students:
“Today we are going to make individual decisions about our writing task. We must decide if our government should do more to protect us, more to guard our privacy online. Some of you may feel businesses have a right to make money off web services that we enjoy for free—if they can sell our information to others, that’s fine with you. Others of you might think privacy is most important and that government should step in to stop businesses from tracking us. Some of you may still be undecided. Whichever side you choose, you will still need to acknowledge opposing views in your counterclaim. I will be dividing you into three groups, an agree group, a disagree group, and an undecided group.”
This strategy encourages students to analyze the strength of evidence. Moreover, the ensuing discussion provides students with additional ideas for developing their drafts.

23. Drafting
Complete this planning statement after “Agree, Disagree, Undecided”
“As a _______________, I am writing an argument to convince ___________ that ________________.”
Examples:
As a seventh-grade student, I am writing an argument to convince readers that the government should do more to protect our online privacy.
As a Facebook user, I am writing an argument to convince our government to protect my privacy from advertisers that are tracking my posts.
As a teen Internet user, I am writing an argument to convince my legislator that I don’t need the government to protect my online privacy.
Tell students:
“By now, you likely have an idea of your argument about privacy. Today we will write a focus statement that clearly indicates our position and complete a pre-writing organizer to help us plan for drafting. As you complete your pre-writing organizer, think about organization of your piece and select evidence that best supports the points you will establish.”

24. Practice Time in Using Source Material
1. Using the notes and highlighted text from the articles and excerpts you read, try the writing moves described below:
Illustrating | Use specific examples from the text to support the claim
Authorizing | Refer to an “expert” to support the claim
Countering | “Push back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
2. Comment about the example or quote that you use. Consider the credibility of the source.
3. Prepare to share with a partner for feedback.
These four strategies are described by Joseph Harris (2006) in Rewriting: How to Do Things With Texts. – NOTE: You can choose which moves to teach into this unit – for this mini-unit, I decided just to teach these three moves and save explicit instruction in Extending for future mini-unit – if you add Extending in here, be sure to also add it into the Sources Tool review sheet (later slides)
We have discussed the compelling evidence in the paired reading and “Save the Last Word” activities in order to prepare for commenting on the evidence. We also noted when we recorded the evidence what might make the source seem credible. Now we’re formalizing this work by pulling it together in short passages that will eventually find their way into our drafts.

25. Supporting a Claim: Using a Mentor Text
Today, we are going to read a few passages to pay particular attention to how authors support and develop claims. We’ll look especially at these choices writers make:
How to show the difference between ideas from a source and the writer’s own ideas
How to comment on evidence or quoted statements
How to describe competing views
We can mimic or copy some of the choices these writers make in our own drafts, as we practice using our best evidence to support our claim.
Day 4 – can add here commenting on credibility of source
It will be especially efficient to use texts that students have read previously during other units. In case this isn’t possible, here is a link to a short article that may be useful:
"A Vital Weapon" from NYT Room for Debate (

26. Drafting: Organizing Your Argument
Use a model of an argument that we’ve studied to inspire how you organize your initial draft.
Have your annotations and highlighted articles at hand. Draw from (1) the work you have done with a claim and (2) the forwarding practice to help you get started on your draft.
You will work individually to write your drafts. After you think you have a full draft, go back to your opening and conclusion to make sure they work together to make your draft feel cohesive.
Use the Peer Review Form to check your draft; add elements that you have not addressed.
Day 5
The teacher will want to circulate to have brief conferences with students as they draft. Work will need to be finished at home.

27. Self-Evaluation
Our focus in all of our argument writing is on using source material effectively. Consider the following in reviewing your own draft.
1. Overall, how would you describe the writing's use of source material? 
Skillfully integrates source material to fully support the paper’s claim
Integrates source material to support the paper’s claim
Uses source material in ways that somewhat support the paper’s claim
Summarizes or copies source material; may or may not present a claim
Does not use source material
2. Does the writing distinguish between the writer’s own ideas and the source material, including the use of clearly indicated paraphrasing, quotation marks, or signal phrases? 
Yes No
3. Does the writing comment on the source material? 
4. Does the writing mention the credibility of the source material or author?  
These same questions can be used by the teacher to provide feedback to students as they complete their drafts and as the basis for a rubric that might be used for summative evaluation of the students’ work.

28. commenting on the source material;
5. Does the writing use source material for any of the following purposes? Check all that apply: 
Illustrating | Use specific examples from the text to support the claim
Authorizing | Refer to an “expert” to support the claim
Countering | “Push back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
None of the above
6. If you answered “NO” to any question in #2-4, please go back to your draft to address the issue(s).
After completing their self-evaluations, students should look for what is missing in their attempts to use sources effectively and focus their efforts on trying at least one additional “move” before they share their drafts in Peer Review groups:
distinguishing between their own ideas and the source material by using quotation marks or signal phrases (e.g., “In [title], the author says”); 
commenting on the source material;
noting the credibility of the source; 
connecting the source material to the overall claim, explaining how and why the evidence helps support the claim;
using specific examples from the text to support the claim;
referring to an “expert” to support the claim;
putting their own “spin” on terms and ideas taken from other texts;
disagreeing with a text, challenging something it says, or interpreting it differently.

29. Revising Today you’ll get feedback from your peers.
Afterward, you’ll use that feedback to continue refining your draft.
Day 6

30. Peer Review Form groups of 3.
Pass your drafts to each other (counter-clockwise). Silently read the draft and complete the peer review form (next slides).
Pass again. Each draft will be read twice and receive feedback from two peers.
You will use this feedback to revise your 1st draft.
An alternate strategy is to have students work in pairs, with a single review.
Students should commit to using their peers’ comments to identify what is missing in their attempts to use sources effectively and then focus their efforts on trying at least one additional “move” before submitting their drafts:
distinguishing between their own ideas and the source material by using quotation marks or signal phrases (e.g., “In [title], the author says”); 
commenting on the source material;
noting the credibility of the source; 
connecting the source material to the overall claim, explaining how and why the evidence helps support the claim;
using specific examples from the text to support the claim;
referring to an “expert” to support the claim;
putting their own “spin” on terms and ideas taken from other texts;
disagreeing with a text, challenging something it says, or interpreting it differently.

31. Peer Review Form
Our focus in all of our writing is on using source material effectively. Consider the following in reviewing your own draft as well as in providing response to writers.
1. Overall, how would you describe the writing's use of source material? 
Skillfully integrates source material to fully support the paper’s claim
Integrates source material to support the paper’s claim
Uses source material in ways that somewhat support the paper’s claim
Summarizes or copies source material; may or may not present a claim
Does not use source material
2. Does the writing distinguish between the writer’s own ideas and the source material, including the use of clearly indicated paraphrasing, quotation marks, or signal phrases? 
Yes No
3. Does the writing comment on the source material? 
4. Does the writing mention the credibility of the source material or author?  
These same questions can be used by the teacher to provide feedback to students as they complete their drafts and as the basis for a rubric that might be used for summative evaluation of the students’ work. No
3. Does the writing comment on the source material? 
Yes No

32. Authorizing | Refer to an “expert” to support the claim
5. Does the writing use source material for any of the following purposes? Check all that apply: 
Illustrating | Use specific examples from the text to support the claim
Authorizing | Refer to an “expert” to support the claim
Countering | “Push back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently)
None of the above
6. What do you see as next steps for this writer? [If you are the writer, go back to your draft to address the areas that you did not include initially.]

33. Revising
Look for what is missing in your attempts to use sources effectively. Focus your efforts on trying at least one additional “move”:
distinguishing between your ideas and the source material by using quotation marks or signal phrases (e.g., “In [title], the author says”); 
commenting on the source material (perhaps explaining how and why the evidence helps support the claim);
noting the credibility of the source; 
using specific examples from the text to support the claim (Illustrating);
referring to an “expert” to support the claim (Authorizing);
disagreeing with a text, challenging something it says, or interpreting it differently (Countering).