A Resource for Secondary English and Reading Teachers Office of Secondary Language Arts, 2011

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<ul><li> Slide 1 </li> <li> A Resource for Secondary English and Reading Teachers Office of Secondary Language Arts, 2011 </li> <li> Slide 2 </li> <li> The CCR anchor standards ensure that students are college and career ready upon graduation. </li> <li> Slide 3 </li> <li> Slide 4 </li> <li> Document Contents Argument writing vocabulary Instructional expectations Teacher resources Student resources </li> <li> Slide 5 </li> <li> With a partner, review and discuss each of the nine questions and their implications. </li> <li> Slide 6 </li> <li> An explanatory thesis explains, supports, or clarifies a main point. An argument thesis, called a claim, warrants debate and may or may not be controversial but is always debatable. </li> <li> Slide 7 </li> <li> YES OR NO????? Read each statement closely to determine if the statement is an argument claim. </li> <li> Slide 8 </li> <li> A STUDENT READ NATIVE SON, A NOVEL BY RICHARD WRIGHT, AND SHE GENERATED A THESIS. Although Bigger Thomas faces many obstacles as he attempts to find his path in life, societal practices actually dictate what he can and cannot do and sets Bigger up for failure from the time he is born. </li> <li> Slide 9 </li> <li> YES, this is a debatable statement because it can be argued that Bigger Thomas is in control of his destiny and not society, or one might argue that Bigger Thomass destiny is a result of both individual choice and societal practices. </li> <li> Slide 10 </li> <li> A STUDENT READ DREAMS AND DREAM DEFERRED BY LANGSTON HUGHES, AND HE GENERATED THIS THESIS. Langston Hughes uses metaphors to illustrate how having to postpone ones wishes or desires can lead to destruction. </li> <li> Slide 11 </li> <li> NO, this is not a debatable statement but a FACT since Langston does indeed use metaphors to illustrate that ones wishes and desires can lead to destruction. The statement would actually work well as a thesis for an explanatory response. </li> <li> Slide 12 </li> <li> J.D. Salingers writing style in The Catcher in Rye allows the reader to understand both the emotional and physical state of fragile Holden Caulfield. </li> <li> Slide 13 </li> <li> NO, this is not a debatable statement since the author does use literary devices to illustrate Holdens emotional and physical fragile state. This statement would be better suited for an explanatory response- not an argument response. </li> <li> Slide 14 </li> <li> NOW, LETS FOCUS ON SPECIFIC CLASSIFCATIONS OR TYPES OF CLAIMS. </li> <li> Slide 15 </li> <li> CAUSE AND EFFECT DEFINITION OR FACT VALUES POLICIES </li> <li> Slide 16 </li> <li> Slide 17 </li> <li> COUNTERCLAIMS negate the writers claim and suggest an opposing argument. Let us focus on two claims and generate a possible counterclaim for each. </li> <li> Slide 18 </li> <li> Although there are various factors that lead to Romeos and Juliets deaths, Friar Laurence primarily is the cause of the two main characters tragic ending. Claim #1 </li> <li> Slide 19 </li> <li> Though The Highwaymans life is spared, there are no winners in the Tim-Bess-Highwayman love triangle. Claim #2 </li> <li> Slide 20 </li> <li> Slide 21 </li> <li> Team with a partner to complete the next set of tasks related to argument writing and Write to Source. </li> <li> Slide 22 </li> <li> Task 1: Review the list of Write to Source texts and the accompanying claim or assignment. </li> <li> Slide 23 </li> <li> Task 2: Student Written Response to Argument Assignment Locate the students assignment Locate the students outline, where provided Locate the students first draft Evidence Counterclaim Claim </li> <li> Slide 24 </li> <li> Do People REALLY Write Argument Essays? </li> <li> Slide 25 </li> <li> Mitch Albom, is a contemporary writer who wrote Tuesdays With Morrie, a non-fiction, HCPSS high-school-approved text. Recently Albom wrote an essay in the August 2011 Parade magazine about how the purpose for summer vacations for children has changed from when he was a child. </li> <li> Slide 26 </li> <li> The Joys of Summer by Mitch Albom August 7, 2011 Let us look at Alboms essay which addresses summer vacations and how the concept of summer vacations as down time is nothing but a memory. No, the essay is not labeled an argument essay, but the writer does all that we want our students to be able to do upon graduation from high school: states his claim, provides background information, uses examples to support his claim (although limited to anecdotal evidence), and addresses counterclaims. The link to the actual essay, which appeared in Parade magazine, is The Joys of Summer, August 7, 2011 </li> <li> Slide 27 </li> <li> Mitch Alboms essay is a response to personal observations. The Joys of Summer by Mitch Albom August 7, 2011 </li> <li> Slide 28 </li> <li> Background information: How children spent their summer vacation in the past and how they spend their summer vacation today </li> <li> Slide 29 </li> <li> The Joys of Summer by Mitch Albom August 7, 2011 Claim: I can make the case for doing nothing all summer. Evidence: there was a freedom that todays kids dont enjoy. imagination Provides support Evidence: Sometimes doing nothing is doing something. Provides support </li> <li> Slide 30 </li> <li> The Joys of Summer by Mitch Albom August 7, 2011 Counterclaim : Now, I know what youre thinking: If we dont enroll our kids in an activity, all theyll do is text. Or watch TV (and text) or talk on the phone (and text). Well, you could prevent that. You could take away the cell phone, the iPod, the Nintendo. Then see if you can get your kid to do four things in a day: 1. Have a face-to-face conversation with a friend. 2. Read something. 3. Build something. 4. Get wet. A pool. A hose. A sprinkler. Whatever. </li> <li> Slide 31 </li> <li> The Joys of Summer by Mitch Albom August 7, 2011 Conclusion Thats really enough. Before you can blink, its the school year again, where every day is jammed with sports, AP classes, student government, and field trips. Thats fine for September. But if September is no different from June, July, and August, then were doing something wrong. And our kids are missing something precious. </li> <li> Slide 32 </li> <li> Until we receive specific information from MSDE about argument writing, we will continue to provide information that represents our understanding as it pertains to argument writing. When we receive sample test items, we will update all documents, which are currently labeled as drafts. </li> <li> Slide 33 </li> <li> The Maryland Common Core Curriculum Framework English Language Arts is posted on the HCPSS Common Core Wiki. You may also click on the link to display the documents for all grade levels and all standards (Writing, Reading, Language, Speaking and Listening). Link Maryland Common Core Curriculum Framework, English Language Arts </li> <li> Slide 34 </li> </ul>