EngageNY.org Principals’ Session Approaching Argument Writing: Module 9.4

Purpose of this Session Participants will be able to…  Identify the key design principles and features of Module 9.4.  Understand the design components and approach to argument writing.  Identify areas where students and teachers will need support when engaging with the module. EngageNY.org2

Origins of the NY Curriculum Modules’ Approach to Argument Writing Argument Writing: NY Curriculum Modules Odell Education Unit CCSS Writing CCSS Reading EngageNY.org3

Argument Writing: Key Design Features Analyze texts to write arguments. Evaluate argument writing. Engage in productive evidence-based conversations about text. Collect and organize evidence from texts to support analysis in writing. Build skills for successful argument writing. Analyze authors’ use of rhetoric. EngageNY.org4

Writing Standards: Writing Has a Progression Too! EngageNY.org5

Writing Arguments: Assessed CCSS Read W a-e Discuss: What are the skills and expectations embedded in these standards? o W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. a.Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b.Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c.Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d.Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e.Provide a concluding statement or section that follows from and supports the argument presented. EngageNY.org6

Writing Argument to Build and Present Knowledge in the CCSS Read W Discuss: What are the skills and expectations embedded in these standards? o W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)here EngageNY.org7

8 Assessment Map Mid-Unit Assessment End-of-Unit Assessment Performance Assessment  How do they require increasing levels of mastery for W a-e? For W ?  How can you talk with teachers about what an assessment is expected to tell us about what students can do, and what the students' performance on that assessment says about the need for instruction, scaffolding, or other supports?

9.4 Module Overview EngageNY.org Form groups of three.  Look at the 9.4 module overview.  In your group, share details about the overview with the other group members, focusing on the following questions:  What do the lessons provide to help students understand the writing process?  How do the lessons connect and build on each other?  What do you notice about the way this module is designed?  Share out takeaways. 9

Reflecting on 9.4: Approach to Argument Writing In the next sessions, you’ll have an opportunity to discuss: How this approach to argument writing supports the CCSS instructional shifts and standards. How you might envision adapting this to your classroom or school(s). Decide which pieces will be most challenging to implement and solutions to meet those challenges. EngageNY.org10

Q & A EngageNY.org11

CONFIDENTIAL – DO NOT CIRCULATE Online Parking Lot Please go to institute-materials-may and select “Online Parking Lot” for any NYSED related questions. institute-materials-may Thank You! EngageNY.org