LDC Module Template Euthanasia: Mercy or Murder? Information Sheet for Argumentation Module Module title: Euthanasia: Mercy or Murder? Module description (overview): This module begins immediately following the reading of John Steinbeck’s Of Mice and Men. At the close of the novel, the character George Linton shoots his friend Lennie Small, believing this is the only way to spare Lennie future suffering. In this module, students will study the topic of euthanasia, also known as mercy killing. They will search the novel for textual evidence supporting or condemning the practice. They will also read selected nonfiction articles about the topic. They will then write an argumentative essay in which they argue whether euthanasia is ever justified and whether George’s taking of Lennie’s life is justified. Task 2: [Insert question] After reading __________ (literature or informational texts), write __________ (an essay or substitute) in which you address the question and argue __________ (content). Support your position with evidence from the text(s). D1 Be sure to acknowledge competing views. D8 Include __________. (Argumentation/Analysis) Is euthanasia, also known as mercy killing, ever morally justified? After reading Of Mice and Men and selected informational texts, write an essay in which you address the question and argue whether George is justified in shooting Lennie. Support your position with evidence from the texts. Be sure to acknowledge competing views. Include parenthetical citations. 8 Template task (include number, type, level): Teaching task: Grade(s)/Level: Discipline: (e.g., ELA, science, history, other?) Course: ELA Pre-AP English Language Arts Author(s): Tammy McMillen Contact information: mcmillent@greenbrierschools.org Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 1 Section 1: What Task? Teaching task: Reading texts: Background to share with students: Extension (optional): TEACHING TASK Is euthanasia, also known as mercy killing, ever morally justified? After reading Of Mice and Men and selected informational texts, write an essay in which you address the question and argue whether George should is justified in shooting Lennie. Support your position with evidence from the texts. Be sure to acknowledge competing views. Include parenthetical citations. Of Mice and Men by John Steinbeck Selected Images Relevant to Euthanasia (Political Cartoons, Posters, etc.) “Euthanasia,” Britannica Encyclopedia Article “Moses,” Britannica Encyclopedia Article New King James Version Bible, Exodus 20:1-17 (The Ten Commandments), Matthew 5:21-16, Romans 13:1-10, and I John 3:15 “Jack Kevorkian,” Britannica Encyclopedia Article “The Wallet” by Andrew McCuaig In this unit, you will explore your thoughts about euthanasia, or mercy killing, a topic that was introduced to you in John Steinbeck’s Of Mice and Men. You will search the novel for support or condemnation of the practice, read several nonfiction articles, and analyze various images. Finally, you will write an argumentative essay in which you argue whether euthanasia is ever justified and whether George is justified in shooting Lennie. CONTENT STANDARDS FROM STATE OR DISTRICT Standards source: NUMBER Common Core State Standards RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2 CONTENT STANDARDS Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. W.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 2 Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.8.1c W.8.1d Establish and maintain a formal style. W.8.1e Provide a concluding statement or section that follows from and supports the argument presented. W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 here.) W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8.10 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 discipline-specific tasks, purposes, and audiences. L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.8.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. COMMON CORE STATE STANDARDS NUMBER ANCHOR STANDARDS FOR READING 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 1 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. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific 4 word choices shape meaning or tone. 10 Read and comprehend complex literary and informational texts independently and proficiently. NUMBER ANCHOR STANDARDS FOR WRITING 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 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. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 10 range of tasks, purposes, and audience. Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 3 Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 4 Argumentation Teaching Task Rubric for Template Task Collection Version 2.0 Scoring Elements Focus Controlling Idea Reading/ Research Development Organization Conventions Not Yet 1 Attempts to address prompt, but lacks focus or is off-task. Attempts to establish a claim, but lacks a clear purpose. Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. Approaches Expectations 1. 5 2 Meets Expectations 2. 5 3 Addresses prompt appropriately and establishes a position, but focus is uneven. D. Addresses additional demands superficially. Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently Establishes a claim. Establishes a credible claim. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim. Establishes and maintains a substantive and credible claim or proposal. Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Accurately and effectively presents important details from reading materials to develop argument or claim. Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. Attempts to organize ideas, but lacks control of structure. Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. Workshop 3: Intro to Modules Participant Notebook | LDC 3. 5 Advanced 4 Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Demonstrates and maintains a welldeveloped command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. 5 Content Understanding Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Workshop 3: Intro to Modules Participant Notebook | LDC Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate indepth understanding. 6 Section 2: What Skills? SKILL DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task’s prompt and rubric. SKILLS CLUSTER 2: READING PROCESS 1. Text selection Ability to identify appropriate texts. 2. Active reading Ability to identify the central point and main supporting elements of a text. Ability to select appropriate texts and understand necessary reading strategies needed for the task. 3. Essential vocabulary Ability to identify and master terms essential to understanding a text. 4. Academic integrity Ability to use and credit sources appropriately. 5. Note-taking Ability to select important facts and passages for use in one’s own writing. SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Ability to begin linking reading results to writing task. SKILLS CLUSTER 4: WRITING PROCESS 1. Claim Ability to establish a claim and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. D1 Be sure to acknowledge competing views. D8 Include parenthetical citations. 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. 5. Editing Ability to proofread and format a piece to make it more effective. 6. Completion Ability to submit final piece that meets expectations. Workshop 3: Intro to Modules Participant Notebook | LDC 7 Section 3: What Instruction? PACING SKILL AND DEFINITION INSTRUCTIONAL STRATEGIES, PRODUCT, AND PROMPT Workshop 3: Intro to Modules Participant Notebook | LDC SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…) 8 Day 1 Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. Quick Write Activity As an introduction to argumentative writing, the teacher will facilitate a Quick Write Activity in which students will respond to the following prompt. Student responses to Quick Write Activity are logical. They identify approach A as the most effective. Imagine that you want your parents to buy you a new iPhone. Read the following scenarios and write a paragraph explaining which approach, A or B, would most likely convince your parents to make the purchase. Be sure to tell WHY this approach would be effective. Then write a second paragraph explaining why the other approach would not be effective. A: After completing your chores and meeting your curfew for an entire month, you ask your parents for a new phone. You explain that because it has much better reception than your old phone, it will allow you to keep in constant contact with them. You also explain that several apps are available to help you with your homework and school projects and that with this resource you will be able to bring your B average up to an A average. You admit that the phone is very expensive, and then you offer to give them your birthday money to help pay for the phone. You also offer to do yard work for your neighbor to help pay for the media package each month. B: You tell your parents that all of your friends have iPhones and that you want one too. You explain that you are embarrassed for anyone to see your old flip phone and add that this is the reason you never respond when they text or call you. You point out that they both have good jobs and they have plenty of money to buy you one; you then remind them that it is their responsibility as parents to buy you the things you want. You admit that you haven’t been completing your chores, but you explain that you have been slacking because you have been so unhappy. You explain that if you had a new phone, you would be happy and—as a result—you would do your chores in the future. Workshop 3: Intro to Modules Participant Notebook | LDC 9 Think/Pair/Share Students will share their responses to the Quick Write with a partner and then with the whole class in a discussion led by the teacher. Students should recognize that Strategy A is more logical. The teen presents himself/herself as a responsible student who is willing to work for the privilege of a new phone. This discussion should lead logically to a discussion of the terms presented in the following mini-lesson. Mini-Lesson on Terms Relevant to Argumentative Writing Students participate in discussion. Student notes are accurate. Using an interactive SMART Board lesson, the teacher will introduce students to selected terms—including claim, counterclaim, rebuttal, rhetorical triangle, ethos, pathos, and logos. Students will take Cornell-style notes. Workshop 3: Intro to Modules Participant Notebook | LDC 10 Day 2 Task analysis Ability to understand and explain the task’s prompt and rubric. Attacking the Prompt Activity Student paraphrases of the prompt are accurate. Students participate in the discussion and formulate claims supported by evidence from the real world and from the novel Of Mice and Men. After the teacher models the process using a sample prompt, students will work in pairs to attack the prompt for this module: Is euthanasia, also known as mercy killing, ever morally justified? After reading Of Mice and Men and selected informational texts, write an essay in which you address the question and argue whether George should is justified in shooting Lennie. Support your position with evidence from the texts. Be sure to acknowledge competing views. Include parenthetical citations. Students will mark through extraneous words, circle verbs that tell them to do something, and then rewrite the prompt in their own words. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. Where Do You Stand? Activity Students will first view a selection of images including posters and political cartoons about euthanasia. Then students will be asked a series of questions: Is the euthanasia of animals ever justified? Is the euthanasia of humans ever justified? Is George’s shooting of Lennie justified? After each question, students will physically take a stand by walking to a specific corner of the room. Students will work with others in the group to clarify their claims and formulate arguments to support their positions using evidence from the novel and from the real world. Each group will select one spokesperson to present its case to the class. Workshop 3: Intro to Modules Participant Notebook | LDC 11 Day 2 Active reading Ability to select appropriate texts and understand necessary reading strategies needed for the task. Understanding the reading Ability to demonstrate analysis of reading Note taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase Bridging Ability to begin linking reading results to writing task. The Author’s Position Note-Taking Activity Following the Take a Stand Activity, the teacher will facilitate a discussion of the author’s point of view. Most students will, at this point, recognize that the author supports the practice of euthanasia. (While reading the book, students previously analyzed a passage characterizing Slim as an ethical character with “god-like” eyes. He is a character whose “authority was so great that his word was taken on any subject, be it politics or love” (33). Since Slim supports mercy killing, readers can infer that Steinbeck does.) Students will then be asked to complete the following assignment: Students select at least four quotations that support euthanasia. They set them up by providing context and identifying the speaker, they quote the text exactly, and they add parenthetical citations. Re-read the passages describing the three incidents of euthanasia in the book—the drowning of the puppies, the shooting of Candy’s dog, and the shooting of Lennie. Then, working with a partner, search the text for quotations that support euthanasia. Set up the quotations by adding explanatory words that provide context and identify the speaker. Add parenthetical citations. Before students begin, the teacher will model using quotations from A Day No Pigs Would Die Robert Newton Peck. EXAMPLE: When Papa tells Rob that he is dying, Rob asks him if he has seen a doctor, Papa responds, “No need. All things end, and so it goes” (Peck 121). Academic integrity Ability to use and credit sources appropriately. Workshop 3: Intro to Modules Participant Notebook | LDC 12 Day 3 Active reading Ability to select appropriate texts and understand necessary reading strategies needed for the task. Essential vocabulary Ability to identify and master terms essential to understanding a text. Mini-lesson on Selecting Reliable Resources Today, students will begin to read nonfiction articles. Before doing so, they will learn to assess the reliability of the articles. Student notes about the criteria for selecting reliable sources are complete and accurate. Using an interactive SMART Board lesson, the teacher will present information about assessing the reliability of internet and print sources. Students will take notes on various criteria used to assess credibility, including the following: accuracy, authority, objectivity, currency, and coverage. Academic integrity Ability to use and credit sources appropriately. Workshop 3: Intro to Modules Participant Notebook | LDC 13 Day 3-5 Active reading In the active reading activities below, students will read selected nonfiction pieces to gain more information about euthanasia and to solidify the initial claims they made on Day 2. Pair Reading and Note-Taking Activity Ability to identify the central point and main supporting elements of a text. Note taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase Bridging Ability to begin linking reading results to writing task. Students will work with partners to read the encyclopedia article titled “Euthanasia” in tandem. They will take turns reading the text aloud, one paragraph at a time. At the end of each paragraph, students will stop, turn to their partners, and discuss what they’ve just read. The reader will ask the listener to do the following: 1) Summarize the paragraph. 2) Restate the most important sentence. 3) Share personal reactions about the information in the paragraph. Graphic organizers should include a variety of accurate notes which summarize, paraphrase, and/or quote relevant information from the article. After students have finished reading the article, they will share highlights of their conversations in a whole-group discussion. Using a graphic organizer, students will then take notes on information that can be used to support or condemn the practice of euthanasia. Their notes should be a combination of summaries, paraphrases, and quotations. Workshop 3: Intro to Modules Participant Notebook | LDC 14 Day 3-5 Active reading Quotation Mingle Activity Ability to identify the central point and main supporting elements of a text. To engage students before they read “Jack Kevorkian,” an encyclopedia article, the teacher will facilitate a “Quotation Mingle Activity.” Note taking The teacher will select approximately six intriguing quotations from the article, type them, and paste them onto colored index cards. (Each student will need one card, so five copies of each quotation should be created.) Ability to read purposefully and select relevant information; to summarize and/or paraphrase Student predictions of the 5Ws and H are logical and based on textual evidence. Graphic organizers should include a variety of accurate notes which summarize, paraphrase, and/or quote relevant information from the article. The teacher will pass the cards out to the students, who will then walk around the room and compare their quotations to the ones on other students’ cards. When students have read the quotations on all the different colored cards, they will then be grouped into pairs. Each pair will then predict the content of the article by identifying the 5Ws and the H. Students will then share their predictions in a whole-group discussion. Following the discussion, students will read the article independently. Another whole-group discussion will follow in which students will answer the following questions: Were your predictions correct? Did the article change your views about euthanasia? If so, in what way? Using a graphic organizer, students will then take notes on information that can be used to support or condemn the practice of euthanasia. Their notes should be a combination of summaries, paraphrases, and quotations. Workshop 3: Intro to Modules Participant Notebook | LDC 15 Day 3-5 Active reading Ability to identify the central point and main supporting elements of a text. Note taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase Text Coding and Collaborative Annotation Activities Students use a variety of text codes; their numerous comments show evidence of higher-level thinking. Comments are relevant to understanding the text and to the morality of euthanasia. Graphic organizers should include a variety of accurate notes which summarize, paraphrase, and/or quote relevant information from the article. The teacher will begin the lesson by reviewing the text codes which students have used before. Students will then work independently to read, code, and annotate an encyclopedia article titled “Moses.” Students will share their comments and questions with partners and then with the whole group. Following the discussion of this Biblical figure, students will then read various Biblical passages--including Exodus 20:1-17 in which the Ten Commandments are given to Moses, Matthew 5:21-16, Romans 13:1-10, and I John 3:15. (These passages are included because the Biblical command not to murder is one of the dominant arguments against euthanasia.) In preparation for the class, the teacher will put copies of the passages onto butcher paper. The purpose of this is to create wide margins around the text in which students can write. After the teacher reads the passages aloud, the students will re-read them and write their comments—including their reactions, questions, connections, etc. Students will use different colored markers so that each student’s writing can be identified. After students finish their own annotations, they will read what others have written and respond by answering questions, agreeing or disagreeing, etc. The teacher will circulate among the groups, and—using a color different from the students’—the teacher will add comments or questions to spark further written discussion from the students. When students have finished, they will hang their posters around the room and participate in a gallery walk. To close the activity, the teacher will lead a whole-group discussion in which students will answer the following questions: Did the passages change your views? If so, in what way? Did you find any evidence that you can use to support your view or that you believe might support the counterclaim? Using a graphic organizer, students will then take notes on information that can be used to support or condemn the practice of euthanasia. Their notes should be a combination of summaries, paraphrases, and quotations. Workshop 3: Intro to Modules Participant Notebook | LDC 16 Day 6 Bridging Ability to begin linking reading results to the writing task. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task. At this point in the module, students will have finished gathering the evidence needed to write their essays. Today’s activity will allow students the opportunity to read and analyze an exemplary argumentative essay written in response to a similar prompt before they begin drafting their own essays. Bell Work The teacher will project the following prompt: Is stealing ever morally justified? After reading a short story called “The Wallet,” write an essay in which you address the question and argue whether Elaine is justified in giving Troy’s money to the woman in the car. Support your response with evidence from the text. Be sure to acknowledge competing views. Include parenthetical citations. Students will be asked to compare and contrast this prompt to the prompt for which they have been preparing to write. They should notice that—with the exception of the underlined portions—the prompts are identical. Read Aloud The teacher will read aloud the short story “The Wallet” by Andrew McCuaig. As the teacher reads, students will highlight words or passages that seem important. Workshop 3: Intro to Modules Participant Notebook | LDC 17 Formulating Arguments Activity Graphic organizers contain at least two reasons and at least three supporting quotations from the text. Sample essays are color-coded correctly. Student claims directly and effectively respond to the prompt. They address the questions of whether euthanasia is ever justifiable and whether George is justified in shooting Lennie. Students will number off 1, 2, 1, 2, etc. All #1s will be given a graphic organizer with the following heading: Claim 1— Elaine’s actions are justified; she does the right thing by giving Troy’s money to the woman. All #2s will be given a graphic organizer with the following heading: Claim 2—Elaine’s actions are not justified; giving Troy’s money to the woman is wrong. Students will then be paired with students who have the same number. They will be given 5-10 minutes to develop reasons to support their claims and to identify supporting quotations from the text. Students will then be regrouped in pairs who have different claims. Students will take turns presenting their arguments to their partners. To close the activity, the teacher will bring students together as a whole group and poll them to determine their position on the topic. Students will also share the supporting evidence they used to support their claims. Exemplary Essay The teacher will share an exemplary essay written in response to the prompt about stealing. Students will color code important parts of the essay—including the claim, topic sentences in body paragraphs, textual evidence, counterclaim, rebuttal, and restated thesis. Students will keep these to serve as models for their own writing. Day 7 Claim Ability to establish a claim and consolidate information relevant to task. Writing Claims Using an interactive SMART Board Lesson, the teacher will teach a mini-lesson on writing effective claims/thesis statements. The teacher will model several claims based on other topics. Students will work independently to write their own claims and then meet in small groups to evaluate them. Workshop 3: Intro to Modules Participant Notebook | LDC 18 Day 7 2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task. Completing Graphic Organizers The teacher will model the correct use of a graphic organizer to plan an argumentative essay. Special attention will be give to the counterclaim and rebuttal, which are new concepts for eighth-grade students. The teacher will use an example created in response to the prompt about stealing used with the short story “The Wallet” in the previous day’s lesson. Graphic organizers include claims/thesis statements, topic sentences, ideas for supporting details, and reworded thesis statements. Drafts are complete; ideas are clearly expressed. Students will then work independently to complete their graphic organizers. Day 8 3. Development Ability to construct an initial draft with an emerging line of thought and structure. L2 Ability to analyze competing arguments. Drafting Students will write the first drafts of their argumentative essays, complete with introductory paragraph, body paragraphs, and conclusions. They will include supporting evidence from the text and adhere to MLA style for parenthetical citations. L3 Ability to make clarifying connections and/or provide examples. Workshop 3: Intro to Modules Participant Notebook | LDC 19 Day 9-10 Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Self-Reflection Activity Self-reflection checklists are completed. Criteria identified in selecting strongest paper in each group is valid. Feedback forms reveal adequate improvement. Essay fits the “Meets Expectations” category in the rubric for the teaching task. The teacher will facilitate an activity in which students will use a teacher-created checklist to evaluate their own essays and to color-code their claim, topic sentences, supporting evidence, counterclaims, rebuttals, reworded-thesis statements, etc. Read-Around-Group Activity Students will be placed into groups of four, each with at least one very strong writer. Students will sit in a circle formation and pass their papers to the left. They will be given three to four minutes to read the paper silently. When time is up, students will again pass their papers to the left. They will continue the process until they have read all papers in the group. Students will then select the strongest paper in the group and identify the criteria that make it the strongest. Groups will share their findings with the class. NO comments should be made aloud about individual student papers that are weak. However, the teacher should solicit general comments about improvements that some students need to make. Revising Students will then make needed revisions to their papers. Day 1112 Editing Day 13 Completion Ability to proofread and format a piece to make it more effective. Paper Rater Activity Students will type their papers and submit them to a free, online site called “PaperRater,”found at http://paperrater.com/. Students will print a feedback form provided by the website, which includes the following domains: spelling, grammar, word choice, style, transitional phrases, and vocabulary words. They will then make suggested corrections and resubmit their essay. Students may repeat the process as many times as needed. Following the final submission, students will print a second feedback form. Ability to submit final piece that meets expectations. Students will submit the final drafts of their essays to the teacher. MATERIALS, REFERENCES, AND SUPPORTS Workshop 3: Intro to Modules Participant Notebook | LDC 20 FOR TEACHERS Many of the active reading activities are adapted from Texts and Lessons for Content-Area Reading by Harvey “Smokey” Daniels and Nancy Steineke. Workshop 3: Intro to Modules Participant Notebook | LDC FOR STUDENTS 21 Section 4: What Results? STUDENT WORK SAMPLES [Include at least two samples of student work at each scoring level.] CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST) Classroom assessment task Background to share with students (optional): Reading texts: Workshop 3: Intro to Modules Participant Notebook | LDC 22 Teacher Work Section Here are added thoughts about teaching this module. Workshop 3: Intro to Modules Participant Notebook | LDC 23 Appendix The attached materials support teaching this module. Workshop 3: Intro to Modules Participant Notebook | LDC 24