Note This is the presentation slide order– some of which is shortened for the purposes of a one hour presentation If you would like a complete unit PowerPoint or an editable PowerPoint, please contact Jcochran@eburg.wednet.edu

Entry Task Crime and Puzzlement (Book 1, p. 22) By Lawrence Treat Amy LaTour’s body was found in her bedroom last night, as shown, with her pet canary strangled in its cage. Hery Willy and Joe Wonty, her boyfriends; Louis Spanker, a burglar, known to have been in the vincinity; and Celeste, her maid, were questioned by the police. Based on the evidence found at the scene, who killed Amy? Crime and Puzzlement (Book 1, p. 22) By Lawrence Treat

Solving Mysteries to Teach Simple Arguments of Fact Jeff Cochran Central Washington Writing Project Ellensburg High School Based on Teach Argument Writing: Grades 6-12 by George Hillocks

The Place for Argument “…the proper context for thinking about argument is one “in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own”” Common Core State Standards Appendix A

Outcomes Participants will understand a process for understanding and teaching the vocabulary of an argument of fact. The goal is to clearly define the vocabulary of an argument of fact.

Common Core State Standards Writing Text Types and Purposes 1 Production of Writing 4 and 5 Reading Key Ideas and Details 1, 2, and 3 Language Vocabulary Acquisition and Use 4 and 5 For a full list of the standards, see the end of this PowerPoint

Student Friendly Targets I can… understand and apply content vocabulary to an argument of fact (evidence, warrants, claim). deconstruct an argumentative conclusion. write for real audiences (The Brethren). write a precise claim with supporting relevant evidence. edit for audience and purpose. identify commonly shared warrants by discussing with peers. write an argument of fact.

Order of Unit Entry Task Introduce Vocabulary Group Task Sherlock Crime and Puzzlement Image Elicit responses of evidence Use “Generally” and “Therefore” when talking about the image Introduce Vocabulary Group Task Focus first on Evidence Sherlock Begin film clip Day 1

New Vocabulary Definitions Examples Evidence Warrants Conclusions Observable data either physical or reliably reported Warrants Common sense rules, general statements about how people and things behave Conclusions Reasoning that must be supported with evidence and warrants Evidence There are flowers “From Joe” and a picture of Joe on display Warrants Generally when flowers and a picture are on display, the person is special Conclusions Therefore Joe is special to Amy

Investigative Team Task Find all of the evidence you can that indicates who tampered with Danny’s paddle. Crime and Puzzlement (Book 3, p. 18) By Lawrence Treat Crime and Puzzlement (Book 3, p. 18) The Seattle canoe race for possession of the famous Seattle cup had started out as a sports even between the four summer camps in the area, but as time went on and the event was publicized, Big Money crept in, in the form of professional gamblers. As a result, after the present race the even was discontinued. When Jeff came to visit one of his godsons at Camp Hava Goode Thyme, Jeff was asked to be a judge. He consented, but the next day, swept up by the excitement, he bet $25 on Danny Paddle, the odds-on favorite. Jeff, realizing too late that this made him guilty of a conflict of interest, disqualified himself as a judge. Under the Seattle Cup rules, the four best canoeists took part, one from each camp. Their four paddles festooned with the insignia of each of the camps were kept in a row of closets, to which no one had access except the four participants. After they’d picked up their paddles each was to run to the beach and then, gripping his paddle, swim to his canoe, climb in and race to the finish line. The sketch shows the four canoeists being photographed immediately before the start of the race. Jeff, seeing what you see, had misgivings and was worried about his $25 bet. He therefore cried foul. After proper examination, one of the four was disqualified and it was decided to run the race with only three contestants. Jeff, figuring that Danny was now a sure thing, upped his bet to $50, but to everyone’s surprise Danny lost, leaving Jeff a sadder and poorer man. Who was disqualified for tampering with Danny’s paddle and what had Jeff noticed?

Sherlock Season 1 Episode 1 23 minutes-26minutes Start clip after 23 minutes when they are walking up the stairs. Ask students to only watch the clip. Stop the clip when the dialogue says, “Got anything?” “Not much.” Model for the students how to find evidence while they write along with you – try to model “nails chipped on her left hand” and “wet coat, dry top of collar, wet under collar, and dry umbrella” because 1) these will be difficult for students to approach, 2) Sherlock gives the answer to these so the conclusion will be apparent. After modeling, ask the students to watch again and find four more pieces of evidence. Model filling out the class sheet as the students give responses. After the class chart has been filled out, model a warrant and conclusion for the first fact, and ask for responses for the next two. Have the students work in pairs to finish. The students should (or can depending on how much independent practice you would like) have two blank spots left. Tell the students we are now going to see if our warrants and conclusions match with Sherlock—if they match, put a checkmark next to the correct conclusions according to “Sherlock.” They then finish the sheet on their own either for homework or at the end of class. Season 1 Episode 1 23 minutes-26minutes Netflix-"Sherlock" BBC

Order of Unit Entry Task Classroom Role Play Mystery Sherlock Crime and Puzzlement Image Elicit responses of evidence Use “Generally” and “Therefore” when talking about the image Write responses in format from “Sherlock” worksheet Classroom Role Play Mystery Sherlock Review from yesterday Finish Day 2

Entry Task Crime and Puzzlement (Book 1, p. 36) By Lawrence Treat Eli P. Harvard was found dead inside his ski lodge, which is shown. A revolver was clutched in his hand and a bullet from it had entered his head at close range, killing him instantly. Detective Boggle, trying to decide whether Eli had commited suicide or been murdered, learned that Eli had spent the night with Sally Sweet, his girlfriend, had phoned three of his friends the next morning to tell them that she’d promised to to leave the house during the morning while he went skiing. Early that afternoon all three friends, worried and unable to reach him by phone, called the police, who arrived and immediately roped off all footprints and other marks they had found in the snow. It had snowed for an hour or so that morning, and consequently the tracks that you see were made on the day of the tragedy. The footprints other than those fenced off were made by the police themselves, who entered the lodge through the back door, which is not shown. If you were Boggle what conclusions would you draw? Crime and Puzzlement (Book 1, p. 36) By Lawrence Treat

Classroom Role Play Mystery Before the students enter the classroom, write the word “Murder” on the board. Ask them to define the word for you. Tell them that there has been a murder in the high school and you need their help to solve it. Plus, one of them is the murderer! First, give each student the top half of the sheet, with the background information. Read it aloud and ensure comprehension. Then, divide the class into their groups. Give them individually their character and explain this is who you are. If you have time, nametags are a nice idea but definitely did not seem to be essential. Finally, while they read their character descriptions, give them the worksheet to record all the information from their interviews. Answer any vocabulary questions. See handout(s)

Order of Unit Entry Task Sherlock Crime and Puzzlement Image Elicit responses of evidence Use “Generally” and “Therefore” when talking about the image Write a report with a teammate Sherlock Write an argument of fact in the form of report Day 3

Entry Task Crime and Puzzlement (Book 1, p. 20) By Lawrence Treat Crime and Puzzlement (Book 1) page 20 On an otherwise uneventful Thursday, police heard a shot in Ernie’s lunchroom, rushed inside, and found the following scene. They identified the body as that of Five-Fingered Fannin, a racketeer, Ernie, who had no helper, had only one fact to tell: The murderer had leaned against the wall while firing at point blank range. The imprint of his hand is in clear view. From these facts and an examination of the scene, can you answer the questions and tell who killed Fannin? Crime and Puzzlement (Book 1, p. 20) By Lawrence Treat

Sherlock: Report On the back of the graphic organizer

Order of Unit Entry Task Sherlock Crime and Puzzlement Image Elicit responses of evidence Use “Generally” and “Therefore” when talking about the image Write a report individually Sherlock Revise report Day 4

Entry Task Crime and Puzzlement (Book 1, p. 6) By Lawrence Treat Crime and Puzzlement (Book 1, page 6) Romano Rubitch was undoubtedly the most hated man in Edicott County, and his life was often threatened, even by children. Consequently, when his boat was found drifting in Dead Man’s Cove without him, there was the equivalent of dancing in the streets. The widows and orphans whose life savings he’d invested and lost, the friends he’d double crossed, the tradesmen he’d cheated were of one mind: good riddance to bad Romano. And whether he’d drowned accidentally or been knocked off by a public benefactor, or had finally repaid his debt to the community by committing suicide was immaterial to most people. But the sheriff of Endicott County had a sworn duty to investigate/ All he knew was that Romano had left his house on the morning of May 17th and had not returned for dinner, and that the next day his boat had been found exactly as you see it. What conclusions can you draw? Crime and Puzzlement (Book 1, p. 6) By Lawrence Treat

Sherlock: Revision Checklist Have you described what was found at the scene and what the autopsy revealed? Have you incorporated at least three pieces of evidence? Have you provided the warrants that explain why the evidence is important to your claim? Have you made a recommendation about what should happen next or what more evidence is needed?

Standards Addressed in Detail Common Core State Standards Standards Addressed in Detail

Common Core Writing Standards Text types and purposes (1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing (4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (5) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Common Core Reading Standards Key Ideas and Details (1) Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (2) Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (3)Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Common Core Language Standards Vocabulary Acquisition and Use (4)Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. (5) Demonstrate understanding of word relationships and nuances in word meanings.

Research supported pedagogy Key Research

Key Research on Teaching Argument:: Writing To Read “Writing Practices that Enhance Students’ Reading” “Have students write about the texts they read.” Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read, specifically when they Respond to a Text in Writing (Writing Personal Reactions, Analyzing and Interpreting the Text) […] Write Notes About a Text Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text” (13)

Key Research on Teaching Argument: Common Core Standards “If literacy levels are to improve, the aims of the English language arts classroom, especially in the earliest grades, must include oral language in a purposeful, systematic way, in part because it helps students master the printed word. Besides having intrinsic value as modes of communication, listening and speaking are necessary prerequisites of reading and writing” (Fromkin, Rodman, & Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright, Grigor, & Howey, 2002).

Key Research on Writing as a Process: Writing Next “Eleven Elements of Effective Adolescent Writing Instruction” Writing Strategies, which involves teaching students strategies for planning, revising, and editing their compositions Summarization, which involves explicitly and systematically teaching students how to summarize texts Collaborative Writing, which uses instructional arrangements in which adolescents work together to plan, draft, revise, and edit their compositions Prewriting, which engages students in activities designed to help them generate or organize ideas for their composition Inquiry Activities, which engages students in analyzing immediate, concrete data to help them develop ideas and content for a particular writing task Process Writing Approach, which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities, writing for authentic audiences, personalized instruction, and cycles of writing Study of Models, which provides students with opportunities to read, analyze, and emulate models of good writing Writing for Content Learning, which uses writing as a tool for learning content material

The Place for Argument of Fact “A logical argument […] convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer.” Common Core State Standards Appendix A