LITERACY-BASED DISTRICT-WIDE PROFESSIONAL DEVELOPMENT Aiken County Public School District January 15, 2016 LEADERS IN LITERACY CONFERENCE

Uncovering the Mystery of Argument Angelita Jordan Kanelia Cannon New Ellenton Middle STEAM Magnet School LEADERS IN LITERACY CONFERENCE

Contact Information Angelita Jordan, Kanelia Cannon, Phone: (803)

Essential Question How can I help my students organize their ideas and support their claims with relevant evidence?

Outcomes Teachers will learn how to boost student engagement when learning to make claims and cite textual evidence. Teachers will gain practices and strategies to help promote argumentative skills, analysis of real-world argumentative texts, and the creation of evidence-based arguments.

C.E.R. Claim Answers the question Evidence Facts, observations, and data At least three pieces Specific and relevant Reasoning Explain why the evidence supports your claim

Math, Science, English & Social Studies Defending a position Answering a Question Comparing opposing viewpoints of an event Wars Global Warming Diets Body Systems Conducting an experiment/investigation and collecting data Discussing the difference between observation and inference

The Case of the Missing Meatballs It was a dark and stormy afternoon at our school. Seventh-grade students were returning from lunch. Mr. G sat on his stool with a fresh spaghetti-sauce stain on his shirt, while Ms. S ushered students to their seats. “Mmmmm, what a delicious lunch I just had!” Mr. G exclaimed. “I’m completely stuffed. How was school lunch today?” His students looked at him as if he were crazy. Suddenly, Ms. K knocked at the door. She whispered to Ms. S, “Has anyone seen Ms. C’s lunch? She had spaghetti and meatballs, but it seems to have gone missing.” Ms. S thought for a moment, going back in her memory to think if she had seen anything. She turned to Mr. G and asked, “Mr. G, did you see anything? I think you were in Ms. C’s room just before lunch started.” Mr. G widened his eyes a little and quickly said, “No.” He stood up quickly, knocking his lunch box off of the table. When it hit the floor, a sandwich and an apple rolled out. Mr. G scanned the room, and then asked students, “Does anyone know anything about Ms. C’s missing lunch?” Who do you think took Ms. C’s lunch?

C.E.R. Claim Answers the question Evidence Facts, observations, and data At least three pieces Specific and relevant Reasoning Explain why the evidence supports your claim

The Case of the Missing Meatballs Mr. G stole Ms. C’s lunch! He has a spaghetti sauce stain on his shirt. He says he is full. He was in Ms. C’s room at the start of lunch time, and his lunch is still in his lunch box. He was in her room when her lunch was taken, and his stain matches the spaghetti and meatballs. He said he was full, so he must have eaten something, but he still has his sandwich and apple in his lunch bag! Clearly, he stole and ate Ms. C’s lunch.

Let's Practice What you'll need? Highlighter A copy of the "Slip or Trip?" case C.E.R. Graphic Organizer and Response Form 2-3 group members

SLIPTRIP No motive: Margaret felt better once she got to the party. Why does that matter? She was no longer angry Charles was drunk Why does that matter? Drunk people fall all the time Wound to the head Why does that matter? This injury supports a slip and fall accident They got into a fight. Why does that matter? This gave Margaret a motive She arrived ten minutes before her friends. Why does this matter? Ten minutes is enough time to carry out a murder, especially if there are no witnesses His body is position face-up Why does this matter? If it were a true fall, he would be on his stomach, not his back He is still holding the glass Why does this matter? The fall would have caused him to drop the glass

Counter-Claim You can not win an argument by ignoring the other person’s point of view! Teach students to acknowledge the other side using sentence frames

SLIPTRIP No motive: Margaret felt better once she got to the party. Why does that matter? She was no longer angry Charles was drunk Why does that matter? Drunk people fall all the time Wound to the head Why does that matter? This injury supports a slip and fall accident They got into a fight. Why does that matter? This gave Margaret a motive She arrived ten minutes before her friends. Why does this matter? Ten minutes is enough time to carry out a murder, especially if there are no witnesses His body is position face-up Why does this matter? If it were a true fall, he would be on his stomach, not his back He is still holding the glass Why does this matter? The fall would have caused him to drop the glass

How can you use this strategy?

Questions?

Essential Question How can I help my students organize their ideas and support their claims with relevant evidence?

Outcomes Teachers will learn how to boost student engagement when learning to make claims and cite textual evidence. Teachers will gain practices and strategies to help promote argumentative skills, analysis of real-world argumentative texts, and the creation of evidence-based arguments.

Contact Information Angelita Jordan, Kanelia Cannon, Phone: (803)

Thank You!!!!