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.
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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.
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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
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-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
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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
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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
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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
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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
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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:
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Teacher Work Section
Here are added thoughts about teaching this module.
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Appendix
The attached materials support teaching this module.
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Workshop 3: Intro to Modules Participant Notebook | LDC