1. Gaming: Harmless or Harmful? An Argument Writing Mini-Unit
Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, based on templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne Bordeleon

2. Mini-Unit Overview Writing Reading Argument MINI-UNIT Emphasis
# of Lessons
ARGUMENT SKILLS
PRODUCT
ELEMENTS OF ARGUMENT
CLOSE READING STRATEGIES
RESPONSE TO READINGS
TOPICS
Draft, Feedback, Revise,
Reflect
Close reading strategies
Writing & talking to develop knowledge on topic or issue
Selecting Relevant and Elaborated Evidence
10 Lessons
Entering Skills:
Taking notes from sources. Making a strong claim, selecting relevant evidence, quoting and paraphrasing, citing sources.
Foundational Skills: Writing a claim that is debatable, defensible, and compelling. Using specific evidence from a text to support it, providing attribution. Making a comment about evidence.
Digging Deeper: Identifying different purposes for evidence (Harris moves).
Product: Multi-paragraph guided draft
Kernel Essay
Peer Feedback
Revision
Claim
Evidence
Studying models to improve our writing
Highlighting sources of information
Writing in response to texts
Harris Moves
Turn and Talk
It Says/I Say notes
Video Games: Harmless or Harmful?
3 shared texts
(video , TED Talk, and article)

3. Writing Standards
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
Conduct short as well as more sustained research projects to answer a question.
Gather relevant information from multiple authoritative print and digital sources.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

4. Reading/Speaking and Listening Standards
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Analyze various accounts of a subject told in different mediums.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Initiate and participate effectively in a range of collaborative discussions.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

5. Mini-Unit Sequence Day 1 Day 2 Day 3 Day 4 Days 5 Days 6-7 Day 8 -10
Ways to Use Sources (Harris Moves)
Copy sentence starters in Writer’s Notebook (WNB)
WNB entry using graphic on slide 12 (this later becomes the claim)
Discuss claims and possible support with partner
Take notes from a video text (I Say/ They Say)
Review possible notes and discuss with partner. Add to lift the quality of our notes.
Take notes from a second video text (I Say/ They Say)
Review possible notes and discuss with partner. Add to lift the quality of our notes.
Review notes from I Say/ They Say charts
Revisit original claim.
Use sentence stems to attribute information to the source. Comment on evidence.
Peer Feedback
Revision
Read article
“Video Games
are Good for
You A Little
Bit”
Use post-it notes to mark important information while reading.
Begin a new writing using information from the article from day 5.
Use sentence frames to introduce information and begin to incorporate original thinking to tie evidence to the claim.
Write a Kernal essay.
Peer review.
Revise to increase sense of authority and credibility.
Reflect on ways to use sources and extensions for this new learning.

6. In this unit, we will . . . Read about an issue. Make a claim.
Determine relevant evidence.
Use sentence starters to provide credibility for our evidence.
Understand how writers use evidence purposefully.
Write a Kernal essay and revise our writing.

7. Leeanne Bordelon, NSU Writing Project, 2014
Ways to Use Sources
Illustrating – When writers use specific examples or facts from a text to support what they want to say.
Examples:
“_____ argues that ______.”
“_____ claims that ______”
“_____ acknowledges that ______”
“_____ emphasizes that ______”
“_____ tells the story of ______ “
“_____ reports that ______”
“_____ believes that ______”
A metaphor
The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)
Leeanne Bordelon, NSU Writing Project, 2014

8. Example of Illustrating
from “The Early Bird Gets the Bad Grade” by Nancy Kalish:
“When high schools in Fayette County in Kentucky delayed their start times to 8:30 a.m., the number of teenagers involved in car crashes dropped, even as they rose in the state.”
In what way is this a specific example or fact? What kind of claim might it be used to support?
Linda Denstaedt, i3 Leadership Team, National Writing Project

9. Leeanne Bordelon, NSU Writing Project, 2014
Ways to Use Sources
A metaphor
Authorizing – When writers quote an expert or use the credibility or status of a source to support their claims.
What words make each person seem credible?
What claim might each quote help support?
Joseph Bauxbaum, a researcher at the Mount Sinai School of Medicine, found …
According to Susan Smith, principal of a school which encourages student cell phone use, …
A study conducted by the Gulf Coast Center for Law & Policy Center, a non-profit organization which monitors environmental issues, revealed that …
Leeanne Bordelon, NSU Writing Project, 2014

10. Example of Authorizing
from “High schools with late start times help teens but bus schedules and after-school can conflict”
[“T]he focus on logistics is frustrating for
Heather Macintosh, spokeswoman for a
national organization called Start School
Later…. “What is the priority?” she said. “It
should be education, health and safety.”
What words make her seem credible?
What claim might this quote help support?
Linda Denstaedt, i3 Leadership Team, National Writing Project

11. Leeanne Bordelon, NSU Writing Project, 2014
Ways to Use Sources
Countering – Countering--When a writer “pushes back” against the text in some way, by disagreeing with it, challenging something it says, or interpreting it differently than the author does.
A metaphor
What are the key elements of a good “counter”?
While parent groups often portray gaming negatively, recent brain research indicates there are positive effects.
Leeanne Bordelon, NSU Writing Project, 2014

12. Leeanne Bordelon, NSU Writing Project, 2014
Example of Countering
Acknowledge the opposition, then refute it:
While many people think ____, the research actually shows…
Or summarize the opposition, then give your case:
____ argues that ____. What the author fails to consider is … ____ says that ____. This is true, but …
____ suggests that ____. The author doesn’t explain why ….
____ argues that ____. Another way to look at this is …
____ found that ____. However, the study doesn’t explore the connections between …
Leeanne Bordelon, NSU Writing Project, 2014

13. Gaming Study this image. What is the claim that is being made?
Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

14. What do you think?
What do you think about the image? About the use of video games?
Share your writing.
Add a “For example ”
Share
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

15. Make this chart in your notebook
Source: Video Games: Harmless or Harmful? (GTV)
It Says
I Say 1. 2. 3. 4. 5. 6.
Jean Wolph, Louisville Writing Project, NWP CRWP funded by the Department of Education

16. Video Instructions As you watch the video . . . Under “It Says”
Take notes on the pros and cons of video games.
Also, write down words and phrases that stick out to you
Second viewing,
Add any additional notes you missed last time
Watch the video twice with students
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

17. Gaming: Harmless or Harmful?
Does this source seem credible? Balanced? Who is being interviewed?
Listen for examples of AUTHORIZING, ILLUSTRATING, & COUNTERING in this video.
Jot them on your chart under “It Says.”
Video Games - Harmless or Harmful?
Duality X Productions
Uploaded on May 26, 2010
GTV
<iframe width="420" height="315" src="// frameborder="0" allowfullscreen></iframe>
“GTV is a digital entertainment network where you can find, watch and share your favorite original programming from hundreds of leading providers.”—gtv.com
Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

18. Video Games: Harmless or Harmful? (GTV)
It Says
I Say
1. Gamers say, “It’s just a game.” Others say over-endulging can affect you.
2. Researchers have debated the effects of gaming since 1976.
3. Violent content has increased over the years.
4. Some argue that games are a safe outlet for aggressive behavior. Others argue that everyone would be violent if the games are so bad.
5. What does it say about our society that murder, abuse, and violence are entertainment?
What notes did you capture? Which are illustrating? Authorizing?
Challenge: Is there actually any countering here?
Now fill in “I Say.”
Be ready to share your ideas.
Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

19. Make another chart in your notebook
Source: Your Brain on Video Games (TED Talk)
It Says
I Say 1. 2. 3. 4. 5. 6.
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

20. Gaming: Harmless or Harmful?
TED Talk
Published on Nov 19, 2012
How do fast-paced video games affect the brain? Step into the lab with cognitive researcher Daphne Bavelier to hear surprising news about how video games, even action-packed shooter games, can help us learn, focus and, fascinatingly, multitask.
Video link: Stop at 9:29.
Does this source seem credible?
Listen for examples of AUTHORIZING,
ILLUSTRATING, and COUNTERING in this video.
<iframe width="640" height="390" src="// frameborder="0" allowfullscreen></iframe>
Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

21. Your Brain on Video Games (TED Talk)
Source: Your Brain on Video Games (TED Talk)
It Says
I Say 1. 2. 3. 4. 5. 6.
NWP CRWP funded by the Department of Education

22. Video Instructions As you watch the video . . . Under “It Says”
Take notes that explain how playing video games affects the brain
Also, write down words and phrases that stick out to you
Second viewing,
Listen especially for examples of illustrating, authorizing, and countering
Watch the video twice with students
NWP CRWP funded by the Department of Education

23. Share your notes with your neighbor. Add any new ideas to your notes.
Linda Denstaedt for NWP CRWP, funded by the Department of Education

24. Your Brain on Video Games (Daphne Bavelier, TED Talk)
Source: Your Brain on Video Games (TED Talk)
It Says
I Say
1. Cognitive Scientists work to see how to make our brains smarter, better, faster.
2. Video games are pervasive. 90% of children play video games; average age of a gamer is 33 years old
3. Binging is never good, but in reasonable doses, gaming has powerful positive effects on our behavior. (Claim)
4. Counters “Screen time makes your vision worse” with research study. Vision is better (small detail in context of clutter and being able to resolve different levels of gray)
5. Counters “Video games lead to attention problems and greater distractibility.”
6. Ability to track objects improves.
NWP CRWP funded by the Department of Education

25. I SAY . . . Share! Under “I Say” Across from each “It Says” note,
Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes
Share!
End of Day 1
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

26. Reread your writing and notes
Refresh Your Memory
Reread your writing and notes
on gaming.
Have students review notes and writing from yesterday’s lesson
Video is hyperlinked to image
NWP CRWP funded by the Department of Education

27. What do you think about gaming now? Harmless? Harmful? Or ??
Now I’m Thinking…
What do you think about gaming now? Harmless? Harmful? Or ??
Consider having student write for 3-5 minutes
NWP CRWP funded by the Department of Education

28. Use the sentence starters to include information in your writing.
Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking.
Agree
“As Daphne Bavelier, cognitive scientist, says,”
“The TED Talk “Your Brain on Videos” explains …”
“According to …”
“Supporting my example, Bavelier’s research shows…”
Disagree
“Although the video says …”
“While Daphne Bavelier explains …”
Day 2
ways we add information from a source to our writing:
NWP CRWP funded by the Department of Education

29. Adding to Our Thinking with a New Text
Video Games Are Good for You (a Little Bit)
by Linda Carroll, a regular contributor to NBCNews.com and TODAY.com.
Does this source seem credible?
Look for examples of AUTHORIZING,
ILLUSTRATING, and COUNTERING in this article.
Choose your color
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

30. VIP Notes (Very Important Post-It Notes)
Use only 3 Post-it notes of each color
Yellow=Important Info
Blue= Things that strike you or challenge your thinking
Choose your color
Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

31. Continue Your Thinking
Begin a new writing using information from the new text.
Use sentence frames to introduce the information.
Explain what you think about the evidence.
End of Day 2
NWP CRWP funded by the Department of Education

32. Sentence Starters
The article “Video Games Are Good for You (a Little Bit)” explains …
As Andrew Przybylski, the author of the study, says,….
According to Patrick Tolan of the University of Virginia, …
Although the article says …
While the study showed …
Day 2
ways we add information from a source to our writing:
NWP CRWP funded by the Department of Education

33. Exit Slip—Notecard Claim
Read over your writing so far and use the note card to write a claim about gaming and the choices teens make. Is gaming harmless? Harmful? Helpful?
How might you qualify (or limit) your claim?
SAMPLES:
Video games are more harmful than good.
Video games are more beneficial than harmful.
Because research shows ___, we should ___.
NWP CRWP funded by the Department of Education

34. Let’s Review! Let’s Review our Notes & previous writing on the Gaming
Picture & writing response
Videos & writing response
“It Says/I Say” chart
Article & writing response
Note card Claim
Possibly show video for the 3rd time and review “It says, I say” chart to refresh student memories

35. The 40-Minute Kernel Essay
Attention grabber and my claim on the Issue
Here's what I’ve learned
But this fact really convinces me
I now believe

36. The 40-Minute Kernel Essay
Attention grabber and my claim on the Issue
3 minutes
Write an introduction that provides an interesting detail about gaming to grab the reader’s attention.
Then state your claim on the issue: “Video Games: Harmless or Harmful?”

37. The 40-Minute Kernel Essay
4 minutes
Select 2-3 pieces of evidence that provide information to support your claim.
10 minutes
State a reason you believe this claim. Insert evidence using sentence starters to write what you’ve learned about the effects of gaming. Connect and explain how the evidence supports your claim.
Here's what I’ve learned

38. The 40-Minute Kernel Essay
3 minutes
Identify 1-2 pieces of evidence that seem most convincing--maybe a fact from research or a quote from an authority.
10 minutes
State the reason this fact or quote seems most important. Introduce the evidence with a sentence starter like “According to…” Explain how this evidence supports your claim.
But this fact really convinces me

39. The 40-Minute Kernel Essay
I now believe
3 minutes
Write a final few sentences as a conclusion, perhaps restating your claim.

40. Searching for Ways You Used Sources
Trade papers with a partner.
Partners read and code the ways the writer used sources in the margin.
Search draft for examples of
Illustrating= I
Authorizing= A
Countering = C

41. Reflecting and Extending Lessons from this Unit
DISCUSS:
What have we learned about using sources during this mini-unit?
How can we use these ideas in other writing experiences, including on-demand testing?