Slide 1

Opinion Mini-Unit Jean Wolph, Louisville Writing Project, Director Adaptations by Irina McGrath, Louisville Writing Project Co-Director Lessons inspired by materials developed by the National Writing Project i3 College Ready Writers Program, funded by the Department of Education. Should we worry about what we eat? Slide 2 2 WritingReading Argument MINI-UNIT Emphasis # of Lessons ARGUMENT SKILLS PRODUCTELEMENTS OF ARGUMENTCLOSE READING STRATEGIES RESPONSE TO READINGSTOPICS Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop knowledge on topic or issue Making a strong claim 5 Lessons Entering Skills: Foundational Skills: Writing a claim that is debatable, defensible, and compelling. Use specific evidence from a text to support it, providing attribution. Making a comment about evidence. Digging Deeper: Developing the context (introductory material to provide background to the reader) Product: Multi- paragraph guided draft Kernel Essay Revision Claim Evidence Studying models to improve our writing Highlighting key words and definitions Highlighting sources of information Writing in response to texts Turn and Talk It Says/I Say notes SHOULD WE WORRY ABOUT WHAT WE EAT? (connections to Michele Obamas Lets Move campaign and changes in school lunches) 3 shared texts (chart, video, article) Mini-Unit Overview Slide 3 Writing Standards Emphasized in the Mini-Unit Write arguments to support claims with clear reasons and relevant evidence, using valid reasoning. Conduct short research projects to answer a question, drawing on several sources . Gather relevant information from multiple print and digital sourcesand quote or paraphrase the data and conclusions of others while avoiding plagiarism . Draw evidence from informational texts . Write routinely over longer andshorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. Slide 4 Day 1Day 2Day 3Day 4Days 5-6Days 7-8Day 9 Study chart from National Center for Health Statistics Turn and Talk Write Explain what the chart says Tell what you think about it Review student model. Revise to lift the quality of our responses. Add to our writing Evidence Attribu- tion Note: This portion later becomes the OVERVIEW OF THE PROBLEM. Take notes from a video text I Say/ They Say Review possible notes. Add to lift the quality of our notes. Write from I Say/ They Say chart Use sentence stems to attribute information to the source. Comment on evidence. Peer Feedback Revision Read First Lady Proposes Ban on Junk Food Marketing in Schools twice Mark key words Note informatio n that is important or that you have a reaction to Add to writing Reread writings and notes. Write what you are thinking now. Make a claim. Write a kernel essay. Revise to increase sense of authority and credibility Mini-Unit Sequence NOTE: Older students can complete this work in a shorter timeframe. These lessons are chunked for short sessions. Slide 5 In this unit, we will read about an issue, examine the facts, and make a claim. Claim: A statement of opinion that others can either agree with or disagree with Slide 6 As we explore different texts, well create notebook entries that well use again later in a draft of whats called a Kernel Essay. (Bernabei) Overview of the problem or issue Some people think... Here's what I'm thinking... In the end, I say... Slide 7 Writers Notebook (Day 1): What does the National Center for Health statistics say about kids sizes? What do you think about these facts and statistics? Slide 8 Write rs Notebook (Day 1): Possible Accommodation What does the National Center for Health statistics say about kids sizes? What do you think about these facts and statistics? In 1963-65, boys were ______ than boys in 1999-2002. In 1999-2002, boys were _____ than boys in 1963-65. Heavier Lighter Taller Shorter Bigger Smaller Slide 9 Writers Notebook (Day 1): Possible Accommodation II What does the National Center for Health statistics say about kids sizes? What do you think about these facts and statistics? In 1963-65, boys were ___(#)___ [how much] ______ than boys in 2002. In 1999-2002, boys were ___(#)___ [how much] than boys in 1963-65. Example: In 1999-2002, boys were one inch taller than boys in 1963-65. Heavier Lighter Taller Shorter Bigger Smaller height waist Slide 10 Sample Student Response: Overview of the Issue The chart is claiming that American kids are getting bigger. They are a little taller, but a lot heavier. Its 12 years later now. I wonder if boys weigh even more or whether they are the same. And I wonder if anyone is doing anything about this. Where do you see the writer explaining what the chart shows? Where do you see the writer telling what he thinks about this information? Did you do both of these moves as a writer? If not, try again! Slide 11 Possible Accommodations Sample Student Response: Overview of the Issue The chart is claiming that American kids are getting bigger. They are a little taller, but a lot heavier. Its 12 years later now. I wonder if boys weigh even more or whether they are the same. And I wonder if anyone is doing anything about this. Where do you see the writer explaining what the chart shows? Where do you see the writer telling what he thinks about this information? Did you do both of these moves as a writer? If not, try again! Read the passage to the student or have another student read it to him/her. Use ReadWrite toolbar (JCPS owns the rights to download this for free). Training available Nov 19 and Dec. 10, 4-6:30 pm, at Jaeger, with Kathleen Receveur. Allow students to draw, write in their native language or a combination of English and L1. Use a translation app. See Irina McGraths livebinders at https://www.livebinders.com/play/play?id=1 652878 Slide 12 Writers Notebook (Day 2): Add to or revise your entry by using the words For example,... and then refer to the chart for specific information. Try to show the difference between then and now. Add a line that shows where this information came from. Slide 13 Writers Notebook (Day 2): Possible Accommodation Add to or revise your entry by using the words For example,... and then refer to the chart for specific information. Try to show the difference between then and now. Add a line that shows where this information came from. Use ReadWrites toolbar to predict words as the student types. Slide 14 Sample Student Response: OVERVIEW OF THE ISSUE The National Center for Health Statistics says that American kids are getting bigger. They are a little taller. For example, from the 1960s to 2002, 10-year-old boys got an inch taller. That might not seem like very much. They have gotten a lot heavier, however. The chart shows that after 40 years, 10-year-old boys are 14.5 pounds heavier. In addition, their arms and legs are an inch bigger, and their waists are almost 4 inches bigger. Where do you see the writer using words like For example,... to introduce specific information? Where do you see the writer showing the difference between then and now? Where do you see the writer showing us where this information came from? Did you do each of these moves in your writing? If not, try again! Slide 15 Sample Student Response, cont. Its 12 years later now. I wonder if kids are still getting bigger and bigger. And if so, I wonder who is doing anything about it. Add a line like this: A question some people raise is __________. OR fill in your own question. Example: What should be done about childhood obesity? Slide 16 Possible Accommodations Sample Student Response, cont. Its 12 years later now. I wonder if kids are still getting bigger and bigger. And if so, I wonder who is doing anything about it. Add a line like this: A question some people raise is __________. OR fill in your own question. Example: What should be done about childhood obesity? Read the passage and directions to the student or have another student read it to him/her. Use ReadWrite toolbar Allow students to write in their native language or a combination of English and L1. Use a translation app. Slide 17 Day 3: A text with an answer In 2012, more than one third of children and teens were overweight, according to the Center for Disease Control. Poor eating habits make even more kids at risk of health problems as adults. Thats why First Lady Michelle Obama has started a LETS MOVE campaign to end childhood obesity in one generation. Obese: over- weight Slide 18 Possible Accommodation Day 3: A text with an answer In 2012, more than one third of children and teens were overweight, according to the Center for Disease Control. Poor eating habits make even more kids at risk of health problems as adults. Thats why First Lady Michelle Obama has started a LETS MOVE campaign to end childhood obesity in one generation. Obese: over- weight Add visuals. Use transla- tion apps. Slide 19 Watch the video. Jot down facts you hear in Column 1. Afterward, well take time to add our reactions in Column 2. https://www.youtube.com/watch?v=68_QUvTedc8 Show minutes 5:59 to 15:08. Watch it twice. It SaysI Say Slide 20 Possible Accommodation Give students the notes from Slide 21. As they watch the video, have them highlight information that they hear. https://www.yout ube.com/watch?v= 68_QUvTedc8 https://www.yout ube.com/watch?v= 68_QUvTedc8 Show minutes 5:59 to 15:08. Watch it twice. It says: Too many kids dont eat right. They are at risk of preventable diseases, like diabetes, heart disease, and cancer. Treating these diseases costs a lot of money. Government is trying to help kids be more active and eat more healthy food. Schools are giving kids time to be more active and to learn about healthy eating. Because of a new law, school lunches have fewer calories, less fat, less salt, and less sugar. If we really work together, we can reverse these trends, says Mrs. Obama. If you learn these habits early, you can carry them throughout the rest of your lives. We are trying to end the epidemic of childhood obesity in a generation, says Mrs. Obama. Everyone has to do their part: government leaders, school officials, parents, food companies, and young people. Slide 21 Some Key Points You Might Have Captured It says: Too many kids dont eat right. They are at risk of preventable diseases, like diabetes, heart disease, and cancer. Treating these diseases costs a lot of money. Government is trying to help kids be more active and eat more healthy food. Schools are giving kids time to be more active and to learn about healthy eating. Because of a new law, school lunches have fewer calories, less fat, less salt, and less sugar. If we really work together, we can reverse these trends, says Mrs. Obama. If you learn these habits early, you can carry them throughout the rest of your lives. We are trying to end the epidemic of childhood obesity in a generation, says Mrs. Obama. Everyone has to do their part: government leaders, school officials, parents, food companies, and young people. Slide 22 What do YOU say? I say: Make a comment about each idea you recorded from the video. Slide 23 Possible Accommodations What do YOU say? I say: Make a comme nt about each idea you recorde d from the video. It says: Too many kids dont eat right. They are at risk of preventable diseases, like diabetes, heart disease, and cancer. Treating these diseases costs a lot of money. Government is trying to help kids be more active and eat more healthy food. Schools are giving kids time to be more active and to learn about healthy eating. Because of a new law, school lunches have fewer calories, less fat, less salt, and less sugar. If we really work together, we can reverse these trends, says Mrs. Obama. If you learn these habits early, you can carry them throughout the rest of your lives. We are trying to end the epidemic of childhood obesity in a generation, says Mrs. Obama. Everyone has to do their part: government leaders, school officials, parents, food companies, and young people. I say: Use ReadWrite toolbar as they write. Allow students to write in their native language or a combination of English and L1. Allow students to draw their ideas. Slide 24 Day 4: Some People Think Add to your notebook entry...use your They Say / I Say chart to add a paragraph or more to your writing about the issue. Use sentence starters like these: As Mrs. Obama says, The video explains According to Supporting my example, Just as Mrs. Obama says in her speech Although the video says While the video explains Slide 25 Possible Accommodations Day 4: Some People Think Add to your notebook entry...use your They Say / I Say chart to add a paragraph or more to your writing about the issue. Use sentence starters like these: As Mrs. Obama says, The video explains According to Supporting my example, Just as Mrs. Obama says in her speech Although the video says While the video explains Use ReadWrite toolbar as they write. Allow students to write in their native language or a combination of English and L1. Allow students to draw their ideas. Slide 26 Sample Response: Where is the writer COMMENTING? Attributing information to a source? Because kids are getting heavier, First Lady Michelle Obama has started a LETS MOVE campaign to end childhood obesity. According to Mrs. Obama, kids are not healthy because they arent eating right and they arent getting enough exercise. Kids are getting diseases that once happened just to adults. That is scary. I look around and I dont see kids that seem unhealthy. Maybe thats why some kids ignore adults when they say, Eat healthy. We cant see inside of ourselves. We cant tell that diseases might be starting in our bodies. The video also said that schools are giving kids time to be more active and to learn about healthy eating. I wonder if that is happening in our school. We do run around our track each day. Our teacher says its to burn off steam, but maybe its also to help us start healthy habits of exercising. In the cafeteria, theres a poster that shows what we should eat more of and what we should eat less of. Maybe both of these things are because of Mrs. Obamas Lets Move campaign. Slide 27 Peer Feedback: Review your partners new paragraph(s). Did he/she use sentence starters that show where the evidence came from? Did he/she make a comment about the evidence? As Mrs. Obama says, The video explains 1. Underline the starters you find. 2. Make a * anywhere you see an opportunity for your partner to add one of these phrases. 3. Circle the comments your partner wrote about the evidence (the facts). 4. Draw an arrow to show where your partner COULD make comments about the facts. 5. Switch papers and talk about your suggestions. 6. REVISE your own writing based on these suggestions. According to Although the video says Slide 28 Possible Accommodations Peer Feedback: Review your partners new paragraph(s). Did he/she use sentence starters that show where the evidence came from? Did he/she make a comment about the evidence? As Mrs. Obama says, The video explains 1. Underline the starters you find. 2. Make a * anywhere you see an opportunity for your partner to add one of these phrases. 3. Circle the comments your partner wrote about the evidence (the facts). 4. Draw an arrow to show where your partner COULD make comments about the facts. 5. Switch papers and talk about your suggestions. 6. REVISE your own writing based on these suggestions. Pair newcomers with an English speaker or English learner who is at a higher level of proficiency. Slide 29 Day 5: Researching READ the title: First Lady Proposes Ban on Junk Food Marketing in Schools by Maggie Fox, NBC News/ 6-10-14. A headline gives the GIST (main idea) of the news article. What is a ban? What is marketing? What do we think the main idea of this article will be? Slide 30 Possible Accommodation Day 5: Researching READ the title: First Lady Proposes Ban on Junk Food Marketing in Schools by Maggie Fox, NBC News/ 6-10-14. A headline gives the GIST (main idea) of the news article. What is a ban? What is marketing? What is junk food? What do we think the main idea of this article will be? Add visuals. Write student- friendly definitions as the class discusses these terms. Chart or post the main idea after discussion. Slide 31 Day 5, cont.: Mark the Text READ First Lady Proposes Ban on Junk Food Marketing in Schools by Maggie Fox, NBC News/ 6- 10-14. First reading: Highlight important terms and definitions: First Lady Michelle Obama Smart Snacks in School Lets Move USDA (U.S. Department of Agriculture) Junk food Childhood obesity Center for Science in the Public Interest (CSPI) Federal Trade Commission (FTC) American Beverage Association This will help us later when we quote the text! Slide 32 Day 6, cont.: Second Reading RE-READ First Lady Proposes Ban on Junk Food Marketing in Schools by Maggie Fox, NBC News/ 6-10-14. On sticky notes, capture facts and data that seem important or that youd like to comment on (you have a reaction to share). Companies spend $149 million a year trying to sell junk food in school. Since 2006, companies can only sell water, sugarless juice, low fat milk and nonfat mile in school. In 2012, 70% of elementary schools allowed food ads in schools. Slide 33 Possible Accommodations: Day 6, cont.: Second Reading RE-READ First Lady Proposes Ban on Junk Food Marketing in Schools by Maggie Fox, NBC News/ 6-10-14. On sticky notes, capture facts and data that seem important or that youd like to comment on (you have a reaction to share). Companies spend $149 million a year trying to sell junk food in school. Since 2006, companies can only sell water, sugarless juice, low fat milk and nonfat mile in school. In 2012, 70% of elementary schools allowed food ads in schools. May need extra time to capture facts and data on sticky notes. Slide 34 Add your sticky notes to the notebook writing you have completed so far Try to a find place that this information fits and stick your notes there. OR Add it to the end of your notebook writing, if your sticky note is something you havent talked about yet. Look back at your article highlighting. Add a line that tells where the information came from. Slide 35 Writers Notebook (Day 7): Re-read what you have written so far. Then write what you are now thinking. These questions may help: Are the new school snack rules a good idea or not? Is childhood obesity a problem or not? Is healthy eating important or not? Explain your thinking. Slide 36 Possible Accommodations: Writers Notebook (Day 7): Re-read what you have written so far. Then write what you are now thinking. These questions may help: Are the new school snack rules a good idea or not? Is childhood obesity a problem or not? Is healthy eating important or not? Explain your thinking. Use translation apps to help students understand the questions. Use ReadWrite toolbar as they write. Allow students to write in their native language or a combination of English and L1. Slide 37 Day 7, cont.: Whats your answer to the problem? What should we do HERE? Bring it home! WRITE A CLAIM! Well brainstorm claims about this issue (next slide). But first Good claims Are debatable: There is more than one side; its not just your opinion. I like food isnt a good claim because even though it shows your preference or opinion, theres no argument to be made. Are defensible: There is text-based evidence available to support the claim. Are compelling: Others will care about debating the issue. Food is important in our lives is not a good claim. We would say, So what? Everybody knows that. Show the writers position on the issue We should or we should not It would be better to . Are focused so well try to narrow the topic. We could focus on healthy eating or the new school lunch rules or childhood obesity or Lets Move or Smart Snacks in School. Slide 38 Possible Accommodations: Day 7, cont.: Whats your answer to the problem? What should we do HERE? Bring it home! WRITE A CLAIM! Well brainstorm claims about this issue (next slide). But first Good claims Are debatable: There is more than one side; its not just your opinion. I like food isnt a good claim because even though it shows your preference or opinion, theres no argument to be made. Are defensible: There is text-based evidence available to support the claim. Are compelling: Others will care about debating the issue. Food is important in our lives is not a good claim. We would say, So what? Everybody knows that. Show the writers position on the issue We should or we should not It would be better to . Are focused so well try to narrow the topic. We could focus on healthy eating or the new school lunch rules or childhood obesity or Lets Move or Smart Snacks in School. Use translation apps or ReadWrite toolbar to help students understand the questions. Simplify language. Allow students to explain the main pointssometimes newcomers learn best from other students even if those students dont speak their language. Slide 39 Possible Claims: Kids should change their eating habits. Families should change their eating habits. Our school should follow the Smart Snacks in School rules. Students should give healthy cafeteria food a chance. The First Ladys Lets Move program is a good choice for our school. Our school should fight childhood obesity by ________________. Kids dont need to change their eating habits; they just need to be more active. Our school should not follow the Smart Snacks in School rules. Students should not have to eat healthy food at school if they dont like it. What Other Claims Could We Make? Slide 40 Possible Accommodations Possible Claims: Kids should change their eating habits. Families should change their eating habits. Our school should follow the Smart Snacks in School rules. Students should give healthy cafeteria food a chance. The First Ladys Lets Move program is a good choice for our school. Our school should fight childhood obesity by ________________. Kids dont need to change their eating habits; they just need to be more active. Our school should not follow the Smart Snacks in School rules. Students should not have to eat healthy food at school if they dont like it. What Other Claims Could We Make? Use translation apps or ReadWrite toolbar to help students understand the questions. Slide 41 Sample Student Responses: Heres What Im Thinking 1. Kids need lessons about healthy eating. If we understand the dangers, we will want to eat the right foods. 2. Even though kids are getting heavier, we should be allowed to eat what we want. Instead, our school should fight childhood obesity by increasing Physical Education time. Slide 42 Are these good claims? Good claims are debatable, defensible, and compelling. 1. Kids need lessons about healthy eating. If we understand the dangers, we will want to eat the right foods. 2. Even though kids are getting heavier, we should be allowed to eat what we want. Instead, our school should fight childhood obesity by increasing Physical Education time. Does the writer take a position on the issue, pro or con? Is there evidence to support it? Will others care? Does the writer narrow the topic? Is the claim nuanced? Can we see what direction the writer plans to go? Slide 43 Create a class list of Claims. Check each one! Does the writer take a position on the issue, pro or con? Is the claim debatable, defensible, and compelling? Does the writer narrow the topic? How? Can we see what direction the writer plans to go? How? Choose one that interests you. Slide 44 Possible Accommodations Create a class list of Claims. Check each one! Does the writer take a position on the issue, pro or con? Is the claim debatable, defensible, and compelling? Does the writer narrow the topic? How? Can we see what direction the writer plans to go? How? Choose one that interests you. Use translation apps and ReadWrite toolbar. Allow students to talk to partners or discuss these questions in a small group first. Write students responses. Slide 45 Heres What Im Thinking Write your claim at the end of your notebook entry and then write a paragraph or more explaining what needs to happen. Slide 46 Possible Accommodations Heres What Im Thinking Write your claim at the end of your notebook entry and then write a paragraph or more explaining what needs to happen. Use ReadWrite toolbar as they write. Allow students to write in their native language or a combination of English and L1. Allow students to draw their ideas. Slide 47 Day 8: Completing a Draft from Notebook Entries Kernel Essay (Bernabei) Overview of the problem... Some people think... Here's what I'm thinking... In the end, I say... Slide 48 Overview of the Problem: Review your Writers Notebook entries from Days 1 and 2. These will help you draft your introduction, which provides your reader with the background he/she needs about the topic. You will angle it toward your focus (childhood obesity, school lunch rules, greater physical activity), which is in your claim. You may also share your claim in this section of the Kernel Essay or you may wait till section 3. Slide 49 Possible Accommodationsalso for slides 50-52: Overview of the Problem: Review your Writers Notebook entries from Days 1 and 2. These will help you draft your introduction, which provides your reader with the background he/she needs about the topic. You will angle it toward your focus (childhood obesity, school lunch rules, greater physical activity), which is in your claim. You may also share your claim in this section of the Kernel Essay or you may wait till section 3. Simplify directions: Review what you wrote on Day 1 and 2. Write a beginning based on your claim. Use ReadWrite and translation apps. Use ReadWrite toolbar as students write. Allow students to write in their native language or a combination of English and L1. Slide 50 Some People Think: Review your They Say/I Say chart and Writers Notebook Entry from Day 4. How do these ideas relate to your claim? Do they support it or are they on the other side of the issue? That will determine how you introduce these ideas as you explain what people in the news are saying about the problem. Use a starter to introduce each fact. If the facts SUPPORT your claim, youll use words like For example. If the facts DO NOT support your claim, you will use phrases like Even though or Although or While. You will then be able to use some of your comments in reponse. Slide 51 Heres What Im Thinking: Add evidence to support your claim 1. Introduce your claim if you have not done so already. Or restate it. 2. Remind your reader about any evidence that youve written about so far. Explain how it supports your claim. 3. Review the chart, notes, and article for any other support that will help you convince your readers. 4. Use a starter to introduce each piece of evidence (fact). Explain how and why it helps you prove your claim. Slide 52 In the End, I Say 1. Write a conclusion that makes clear what you want your reader to do, think, or believe about this issue. 2. Help the reader imagine the impact that will occur if we do as you suggest. Slide 53 Writers Notebook, Day 9, Revision. Read what you have written so far. What Key Words or Phrases might you want to provide definitions of for your reader? These will give your writing authority. Who says? Go back to the highlighting of the article and add any names of people or programs that you need. These will give your writing credibility. Slide 54 Possible Accommodations: Writers Notebook, Day 9, Revision. Read what you have written so far. What Key Words or Phrases might you want to provide definitions of for your reader? These will give your writing authority. Who says? Go back to the highlighting of the article and add any names of people or programs that you need. These will give your writing credibility. Read to students what they have written. Their listening skills are often better than reading and writing and they should be able to catch their own mistakes Simplify directions Use ReadWrite to translate and/or write Provide additional time for a newcomer to work with a partner to revise his/her work Slide 55 Teacher Feedback Focus Writing a strong claim Identifying the source of the evidence Accurately representing facts Selecting facts to support the claim Commenting on the facts (explaining how they apply to or support the claim)