LDC Module Template To spank or not to spank? Information Sheet for Argumentation Module Module title: To spank or not to spank? Module description (overview): This module sits inside a unit in which students study Child Development, and the focus of the module is on whether spanking should be used as an effective from of discipline. Students will draw on content studied during the unit and their readings of primary and secondary sources about the module topic to write an argumentative letter to the editor. Template task (include number, type, level): Task 6: [Insert question] After reading __________ (literature or informational texts), write ________ (an essay or substitute) in which you discuss __________ (content) and evaluate ___________ (content). Support your position with evidence from the texts. (Argumentation) Teaching task: Is spanking an effective form of discipline? After reading provided articles, write a letter to the editor of Parenting magazine in which you discuss spanking and evaluate its effectiveness as a form of discipline. Support your position with evidence from the texts. D1 Be sure to acknowledge competing views. Grade(s)/Level: 9th grade Discipline: (e.g., ELA, science, history, other?) Family and Consumer Sciences Course: Family and Consumer Sciences Author(s): Nikkina Porter Contact information: portern@greenbrierschools.org Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 1 Section 1: What Task? TEACHING TASK Teaching task: Is spanking an effective form of discipline? After reading provided articles, write a letter to the editor of Parenting magazine in which you discuss spanking and evaluate its effectiveness as a form of discipline. Support your position with evidence from the texts. D1 Be sure to acknowledge competing views. Reading texts: 1. “BabyCenter Spanking Survey 2009” www.babycenter.com/spanking 2. “A Good Parent’s Dilemma: Is It Bad to Spank?” EBSCO Host: Vocational and Career Collection 3. “To spank or not to spank, where do you draw the line?” http://www.cnn.com/2012/07/07/health/spanking-mental-illnessreaction/ 4. “Can spanking cause mental illness?” http://www.cnn.com/2012/07/02/health/shu-spanking-mental-illness/index.html Background to share with students: Explain the purpose of a letter to the editor. Extension (optional): CONTENT STANDARDS FROM STATE OR DISTRICT Standards source: Arkansas Curriculum Frameworks Family and Consumer Sciences Common Core State Standards NUMBER CONTENT STANDARDS 5.4 Describe parenting styles 5.4.1 Distinguish between positive and negative guidance techniques 5.5 Discuss the major parenting responsibilities RST.910.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions RST.910.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. WHST.9- Write arguments focused on discipline-specific content. 10.1 WHST.9- Write routinely over extended time frames (time for 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. 10.10 COMMON CORE STATE STANDARDS NUMBER ANCHOR STANDARDS FOR READING 1 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 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. 4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific 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. 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 tasks, purposes, and audience. Argumentation Teaching Task Rubric for Template Task Collection Version 2.0 Scoring Elements Focus Controlling Idea Reading/ Research Development 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. 1.5 Approaches Expectations 2 2.5 Meets Expectations 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. 3.5 Advanced 4 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. Organization 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. Conventions 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. 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. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. 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. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. 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. Active reading Ability to identify the central point and main supporting elements of a text. L2 Ability to identify and analyze competing arguments. L3 Ability to make clarifying connections and/or provide examples. 2. Essential vocabulary Ability to identify and master terms essential to understanding a text. 3. Academic integrity Ability to use and credit sources appropriately. 4. 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.Prewriting Ability to organize ideas in logical format appropriate to an argumentation task. 2.Drafting Ability to construct an initial draft with an emerging line of thought and structure. 5 Workshop 3: Intro to Modules Participant Notebook | LDC 3. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. 4. Editing Ability to proofread and format a piece to make it more effective. 5. Completion Ability to submit final piece that meets expectations. 6 Workshop 3: Intro to Modules Participant Notebook | LDC Section 3: What Instruction? PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING (PRODUCT “MEETS INSTRUCTIONAL STRATEGIES EXPECTATIONS” IF IT…) SKILLS CLUSTER 1: PREPARING FOR THE TASK Students will: -Completes a quick write response to Teacher will: -Take “Are you going to be a good parent results from quiz. -start with bell-ringer: SPANKING acrostic Ability to connect the task and quiz?” to identify their views on spanking -give students website to take parenting quiz: new content to existing -Respond to quiz. “Do you agree the results? Teacher checks writers’ notebooks. http://www.proprofs.com/quizknowledge, skills, experiences, Why or why not?” school/story.php?title=will-you-make-goodinterests, and concerns. 10 points total 1. Task engagement 1 parent -model by showing results of my personal quiz and discussing if I agree with results and why. 2. Task analysis 1 Students will: Ability to understand and -Break down the action verbs. explain the task’s prompt and -Analyze the task by answering: rubric. **What are you reading? **What are you writing? **What are you discussing? **What are you evaluating? -Use in think-pair-share groupings. Write in writer’s notebooks during think. SKILLS CLUSTER 2: READING PROCESS 7 Workshop 3: Intro to Modules Participant Notebook | LDC -Student analyzes the prompt by answering each of the 4 questions. Teacher checks writers’ notebooks. Teacher will: -write task prompt on large sheet of butcher paper to keep posted in classroom -lead discussion over action verbs in the task prompt -lead think-pair-share about analyzing the task. Share using whiteboards. 2-3 4 4 Student analyzes the four articles using Teacher will: different strategies. -start with quotes from articles for them to agree/disagree Ability to identify the central -have copies of articles for text coding point and main supporting -use additional quotes from another article to complete elements of a text. Teacher checks “text coded” articles “quotation mingle”(paste 5 different quotes on different -use “text codes” to analyze the texts of and writers’ notebooks for 5 W’s and notecards (probably need 4 copies of these) D1-Be sure to acknowledge several articles H -Use video clip (2 min) examining both sides of spanking competing views. -Complete “quotation mingle” and finish with issue predictions using who, what, when, where, 5 points each – 20 points total why and how (take cards and walk around the room and compare quotes to others and discuss what you think the article is about, then sit back down with partner and write in writer’s notebook answering 5 W’s and H) 1. Active reading Students will: -complete “anticipation guide” (agree/disagree with statements from the passages)of several articles Students will: Student develops full understanding of -complete “concept/definition map” for essential concepts and key terms. Ability to identify and master essential vocabulary in writer’s notebook for terms essential to claim, counterclaim, rebuttal and evidence Teacher checks writers’ notebooks for understanding a text. -complete “concept/definition map” in groups concept definition maps for 4 words on provided paper for additional terms 5 points each – 20 points total 2. Essential vocabulary 3. Academic integrity Ability to use and credit sources appropriately. Students will: -examine samples of in-text citations -create sample in-text citations using provided quotes Teacher will: -Define: claim, counterclaim, rebuttal, evidence -Examine articles for essential vocabulary words -Group students to complete maps on butcher paper using additional terms from the provided texts Student creates 2 sample in-text citations from provided quotes. Teacher will: -provide samples of ways to acknowledge evidence gained through reading the provided texts Teacher checks writers’ notebooks for -provide quotes for students to use to create sample in-text sample in-text citations citations 2 points each – 4 points total 5 Students will: -use index cards to develop a claim, 2 Ability to select important facts reasons for that claim, and 1 counterclaim and passages for use in one’s -then use the articles to provide evidence own writing. from the text to support each 4. Note-taking SKILLS CLUSTER 3: TRANSITION TO WRITING 8 Workshop 3: Intro to Modules Participant Notebook | LDC Student develops and supports their Teacher will: claim and counterclaim on index cards. -provide index cards -model developing a claim and counterclaim Teacher checks index cards. -model using evidence from the text Claim – 1 point 2 reasons and 1 counter w/reason - 3 points each 10 points total 6 1. Bridging Students will: -organize their notes using “Argumentative Ability to begin linking reading Writing: Graphic Organizer” to begin results to writing task. planning their letter to the editor Student provides complete information in their graphic organizer about their introduction, claim w/reasons, counterclaims w/rebuttal, and conclusion Teacher will: -Provide copies of the “Argumentative Writing: Graphic Organizer” -Explain the 5 steps in using the organizer SKILLS CLUSTER 4: WRITING PROCESS 7 Students will: Student identifies what should be -examine letters to the editor included in a letter to the editor. Ability to organize ideas in -use the “give one-get one” strategy to list 3 logical format appropriate to things in the writer’s notebook that should be Teacher checks writers’ notebooks for an argumentation task. included in a letter to the editor notes from strategy. 1. Prewriting Teacher will: -provide sample letters to the editor -explain the “give one-get one” strategy -model using this strategy 10 points total 7-9 2. Drafting Students will: Drafts are complete with all parts. -write their 1st drafts, complete with Ability to construct an initial introductory paragraph with claim, 2 PRO 25 total points draft with an emerging line of ideas, and one CON idea w/refutation, and thought and structure. conclusions. D1 Ability to analyze competing arguments. Teacher will: -Monitor students’ progress through drafting process -Provide feedback Students will: No scoring -evaluate their own essays and color code Ability to refine text, including their thesis/claim, 2 PRO ideas, 1 CON idea line of thought, language w/refutation usage, and tone as -complete a read-around-group activity and appropriate to audience and provide meaningful feedback to each other purpose. -revise their own essays Teacher will: -Model color coding an essay with document camera -facilitate a read-around-group activity in which student work in small groups to read the 1st drafts of other students and to provide useful feedback about strengths and weaknesses. Students will: -edit their own essays using proofreading Ability to proofread and format marks a piece to make it more effective. Teacher will: 10 3. Revision 11 4. Editing 9 Workshop 3: Intro to Modules Participant Notebook | LDC No scoring -teach a mini-lesson on common grammatical errors, mechanical errors, and proofreading marks. Day 12 6. Completion Students will: -Turn in complete set of drafts, plus the final version of report -Provides completed final draft of report that demonstrates the “Meet Expectations” category in the rubric for this teaching task. Final report points =50 Total project points=150 MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS 1. Video examining both sides of issue: http://www.cnn.com/2012/07/07/health/spanking-mental-illnessreaction/ 2. Good parent quiz: http://www.proprofs.com/quizschool/story.php?title=will-you-make-good-parent 10 Workshop 3: Intro to Modules Participant Notebook | LDC FOR STUDENTS 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: 11 Workshop 3: Intro to Modules Participant Notebook | LDC Teacher Work Section Here are added thoughts about teaching this module. 12 Workshop 3: Intro to Modules Participant Notebook | LDC Appendix The attached materials support teaching this module. 13 Workshop 3: Intro to Modules Participant Notebook | LDC 14 Workshop 3: Intro to Modules Participant Notebook | LDC