1. Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit on Teaching Argument: Claims and Text-Based Evidence

2. 2 WritingReading 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 Integrate evidence from multiple sources to support a claim 3 Lessons Entering Skills: Annotating text Identifying evidence (quotations, facts, and statistics) to support the claim Citing sources Foundational Skills: Integrate evidence from several sources to support a claim Product: Draft with revision to integrate facts Peer Review Claim Evidence Coding textPartner share Should ______[topic]? 1 print text 2 video texts Mini-Unit Overview

3. Grade [insert grade and subject] Writing Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence. b.Support claim(s) with…relevant evidence…demonstrating an understanding of the topic or text.

4. Day 1Day 2Day 3 View video 1. Take observational notes; record facts and key words. View video 2. Record facts and key words. Read short article. Partner Talk Read longer article. Annotate the article by marking compelling facts and key words. Write: Should ________ ? Peer Review: Where could we add facts from Day 1 videos and text? Revise to add additional evidence. Mini-Unit Sequence

5. Text #1 View this video: VIDEO: [insert link] (insert source information) [insert synopsis]

6. Writing #1 Record what you observed. List facts and key words that would make good evidence in argumentative writing. Be sure to note the source! FACTSKEY WORDS Source: [insert title and organization or publisher, date]

7. Text #2 / Writing #2 View this video about sneezing from [insert publisher]: [insert title and link] We’ll watch it twice, recording facts and key words as we view. Add to your chart, but note the new source. FACTSKEY WORDS Source: [insert title and organization or publisher, date]

8. Read Text #3 [insert text on this and next slides(s), large print]

9. Text #3, cont. [Title]—cont.

10. Partner Talk In pairs, share what you thought was important from the videos and the text. Add to your notes after sharing. Then discuss this question: Should cold sufferers wear masks?

11. CLAIM Based on the information you’ve learned so far, form a working claim. A good claim often has these components: [WHO] should (or should not] do [WHAT] because [WHY].

12. Peer Review Does your partner’s claim meet our criteria?  Compelling, debatable, defensible  Takes a stance (position)  Clear and specific  Avoids “I think” or “I feel”  Avoids listing all the evidence Switch papers and revise as needed.

13. Text #4 Read [insert title, source information] Annotate the article. Mark compelling facts and key words.

14. [TITLE] [source and date] [insert text, large print, on this and next slides] [insert photos if possible]

15. Writing #4 What do you think? Should ____________? (Write about a page.) Use evidence from the article to support your claim. Remember to cite the source. In [source or author’s]article, “[insert title],” ___________ According to… You may want to skip a line between each row as you write because we’ll be adding to our writing.

16. Integrating Research Should ____________________________________? Re-read your Writing #4. Underline your claim. Re-read your notes from the videos. What evidence from the two videos and text #3 is RELEVANT (applicable) to your claim? Find 2-3 places in your writing to add specific facts and key words from these texts as evidence to support the reasons you have given. OR add new reasons/evidence from the videos that you did not use in your first draft. Remember to cite the source of the information.

17. Peer Review/Revision Read your partner’s draft. Put a star each time they used evidence from the article to support their ideas. Put a question mark each time you recognize a fact from the article or video that does not include the source. Suggest 1-2 additional relevant facts that they could add. Trade papers back and use your partner’s feedback to improve your draft.