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Performance
Task Guide
Position Paper Teacher Notes
Description Create and share a paper that takes a strong position on an issue of global significance. See the description of Audience,below for ideas about sharing.
Opportunities
for Student
Choice
Students choice can be encouraged in a number of ways: Students can choose the issue,
and/or they can choose their position. They can also choose the resources they review,
and/or the audience for their paper.
Authentic Task Position papers are written in many professions: the closing argument in a court of law, a
blog post, a letter to the editor or editorial, a politician's or Congressman's, a presentation
at a local city council meeting, etc.
Opportunitiesfor Exhibition to
an Audience
There are many possible audiences for position papers: if students are working on a schoolissue it might be an assembly, if it's a community issue they might present at a City Council
Meeting or Town Hall. Students might submit letters to the editor to a newspaper, or see if
they can create a guest blog post. Students can create their own class wiki, or put their
papers together into a publishable book on a self-publishing site, like blurb. Students might
also submit a paper to a conference.
This Summative Assessment ismore about the process of
writing the paper than about
the sharing. Blog and wiki posts,
editorials, etc. are powerful
sharing methods that do not
require extensive time.
CCLS Anchor
Standards
CCRA.R.8; R.9;
CCRA.W.1; W.4; W.8; W.9
Exemplars/Models
3-4 levels below high school:http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pd
2 levels below high school:http://www.gobookee.org/exemplar-middle-school-
student-research-paper/
High School:http://www.ode.state.or.us/search/page/?id=3405
http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdhttp://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pdhttp://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.ode.state.or.us/search/page/?id=3405http://www.ode.state.or.us/search/page/?id=3405http://www.ode.state.or.us/search/page/?id=3405http://www.ode.state.or.us/search/page/?id=3405http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.gobookee.org/exemplar-middle-school-student-research-paper/http://www.ttms.org/PDFs/03%20Writing%20Samples%20v001%20(Full).pd -
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Teacher
Resources
Position Papers:http://www.pearsonhighered.com/showcase/johnson-
sheehan/assets/ch11.pdf
iCivics Persuasive Writing:http://www.icivics.org/curriculum/persuasive-writing
Graphic and Rubric on Inquiry Learning:
http://educationaljargonschs.wikispaces.com/Inquiry
Writing your Position Paper's Introduction:
http://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-
introduction
Lesson Plans and Exemplars:www.gobookee.org/example-persuasive-articles-school-
magazine/
Explore and Issue or Problem: Research Course:
http://www.bcps.org/offices/lis/researchcourse/explore.html#questions
Writing your own position
paper, and modelling your
writing process through think-
alouds, is a powerful way to
anticipate student challenges, and
ensure that your instructions areclear for every task. See Write Like
This Teaching Real-World Writing
Through Modeling and Mentor
Textsby Kelly Gallagher for sample
lessons and support with this
process.
http://www.stenhouse.com/shop/
pc/viewprd.asp?idProduct=9513&r
=
Grade Level
Adaptations
Skills Far below secondary level: Student learning might focus on identifying evidence
to support their position, and finding ways to organize their evidence in writing.
Skills 1-2 years below secondary level: Students will potentially be able to engage in
distinguishing their position from others, identifying evidence that enhances their
position.
Secondary level: Students might focus their learning on arguing for their position by
acknowledging and countering other popular opposing points of view. Students will
also potentially learn to adjust their arguments or language for different audiences.
http://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.icivics.org/curriculum/persuasive-writinghttp://www.icivics.org/curriculum/persuasive-writinghttp://www.icivics.org/curriculum/persuasive-writinghttp://educationaljargonschs.wikispaces.com/Inquiryhttp://educationaljargonschs.wikispaces.com/Inquiryhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9513&r=http://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.gobookee.org/example-persuasive-articles-school-magazine/http://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://www.scholastic.com/teachers/lesson-plan/writing-your-position-papers-introductionhttp://educationaljargonschs.wikispaces.com/Inquiryhttp://www.icivics.org/curriculum/persuasive-writinghttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdf -
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The following pages detail the Formative Tasks that outline the Learning Progression. They can be combined in a number of ways to build a
customized Performance Task. Each Formative Task stands on its own or can be used in combination with others. The goal is to provide teachers
with maximum flexibility and choice, while still providing useful strategies and resources.
For example, if one is teaching a 10th
grade ELA course and wants to introduce students to position papers, and the emphasis is going to be on
Finding Supporting Evidence, Drafting and Revising, the teacher can decide to save time by skipping several of the Formative Tasks in the
Learning Progression this t ime (in this case, s/he would choose a topic, provide research, and tell students which position they will take, before
jumping in to working with students on finding supportive evidence). At a later moment, the teacher may decide to focus on the skipped
Formative Tasks in the Learning Progression: research, or peer feedback, etc.
Other reasons to include or skip Formative Tasks: Once students demonstrate mastery on a Formative Task, they no longer need to be assessed
on it. One the other hand, if a student is struggling with a Formative Task, more individualized support may need to be provided, and additional
opportunities to master it will need to be created. Finally, if a student is new to the school and has gaps in particular Formative Tasks, it will be
important to create carefully scaffolded learning around these tasks.
Position Paper
Learning
Progressions:
Formative Tasks
Explore the Genre of Persuasive Writing
Choose a Topic
Research the Issue Choose a Position
Find Supporting Evidence
Outline and Draft
Give and Receive Feedback
Revise
Edit
Create an Executive Summary
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Formative
Assessment Task
Explore the Genre of Persuasive Writing Teacher Notes
Description What is a Position Paper?
Develop a clear enough understanding of the characteristics of this genre to beable to explain your understanding to others.
This activity is fundamentally about
understanding craft and structure ofthis type of writing, not the exploration
of a specific issue.
See possible activities, below, for ideas
for the task you might ask students to
complete.
Time Frame 1-3 hours
CCLS Standards
Assessed
CCRA.R.5; CCRA.R6
Possible Activities: 1. Conduct a mini-lesson on position papers, describing the key organizational
structure, form, and approach.
2. Provide several exemplars and ask students to select 2-3 to examine and
create a list of similarities in structure, craft and form. Or use a jigsaw format,
where students work in groups, and each group reads texts about the genre of
persuasive writing and examines a different exemplar. Then groups reorganize
so that the new groups each have 1 representative from the former group, and
each representative shares their learning with the others in this new group, to
create a collective understanding of the genre.
3. Coding the Text: Ask students to read 2 exemplars and put the followingcodes on the elements they discover: IP=Introduction of the position; MP=Main
point re: the position; SE=supporting evidence for the position; T=Transition
sentences; PL=Examples of persuasive language; CP=Conclusion about the
Position.
The first few pages of the Pearson
Chapter may be a very helpful frame, as
you think about ways to organize this
activity
(http://www.pearsonhighered.com/sho
wcase/johnson-
sheehan/assets/ch11.pdf).
For example, you might create a
template out of the first 3 pages of the
chapter (p. 221-223), that students can
use as they review exemplars.
http://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdfhttp://www.pearsonhighered.com/showcase/johnson-sheehan/assets/ch11.pdf -
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Resources Resource detailing the characteristics of writing genres:
http://www.education.com/reference/article/writing-genres/
Global Issues and Positionshttp://www.globalissues.org/issue
Student position papers on global issues:
USA Editorial: Cyberbullying calls for new weapons: Our
View:http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/
Bullying in School
http://www.teenink.com/opinion/school_college/article/331645/Bullying-
in-School/
Model UN discussion of position papers with samples
http://www.unausa.org/global-classrooms-model-un/how-to-
participate/model-un-preparation/position-papers
NYC Exemplars of position papers in grade 3
http://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-
42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdf
Looking at Exemplars of position
papers, or their rubrics, and comparing
them to any writing baseline
assessments you have for your class can
help you determine the instruction and
scaffolding to include in this work.
http://www.education.com/reference/article/writing-genres/http://www.education.com/reference/article/writing-genres/http://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://schools.nyc.gov/NR/rdonlyres/0F4660F6-6E81-47F2-B0AC-42D85901CA85/0/NYCDOEG3LiteracySharks_Final.pdfhttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.unausa.org/global-classrooms-model-un/how-to-participate/model-un-preparation/position-papershttp://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.teenink.com/opinion/school_college/article/331645/Bullying-in-School/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.usatoday.com/story/opinion/2013/10/23/rebecca-sedwick-suicide-cyberbullying-criminal-editorials-debates/3173189/http://www.globalissues.org/issuehttp://www.education.com/reference/article/writing-genres/ -
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Formative
Assessment Task
Choose a Topic Teacher Notes
Description What makes for a good position paper topic?
Identify a global issue, or a topic within a larger issue, that you either feelstrongly about or wonder about.
Research topics and position papers
usually spring from passionate viewsand important questions that we have,
want to explore, and ultimately, want to
share with others. As you plan, it can be
tremendously helpful to begin by
providing students with the opportunity
to identify their big questions and
strong views. It may also be helpful for
students to review a list of big questions
about particular topics.
Time Frame 1-3 hours
CCLS Standards CCRA.R.7
Possible Activities: 1. If students have complete freedom over the issue or topic they select, you
might model your own writing process by showing how you gather information
about the world. Model how you connect to news and global issues based on
your prior life experience, your interests, and what your read. You might also
ask students to preview newspapers, watch segments of news, and tune into
radio news and discuss their connections.
2. Have students brainstorm several topics for their position paper and ask them
to write, draw or discuss each one for a few minutes. They can use writingpartners, re-read their own work, or ask the whole class for advice on which
topic is the thickest, most relevant or most interesting.
As you plan, it can be tremendously
helpful to begin by providing students
with the opportunity to identify their
big questions and strong views. It may
also be helpful for students to review a
list of big questions about particular
topics.
Also, it will be important to consider the
scope of choice that students be given:Are they choosing any global issue they
can think of? Are they choosing from a
vetted list you have created? Are they
choosing a sub-topic within a global
issue the class has been studying? You
may also decide to choose topics for
them (and skip this Formative
Assessment).
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Resources Argumentative Paper Topics; Selecting a Good Topic:
http://www.tc3.edu/library/pdf/argumentative.pdf;
Select a topic for an argumentative essay (video)
http://www.youtube.com/watch?v=47qyHGXvTSc
How to choose a good argumentative essay topic:
http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392
Global Issues:http://www.globalissues.org/issue
These resources will help students
understand how to choose a topic. You
will need to put together a list of the
resources you want students to review,
or websites you want them to explore,
or topics you want them to research.Or, you can leave this up to students, if
youve already taught themto research,
and you want to assess their capacity to
choose a topic on their own.
http://www.tc3.edu/library/pdf/argumentative.pdfhttp://www.tc3.edu/library/pdf/argumentative.pdfhttp://www.youtube.com/watch?v=47qyHGXvTSchttp://www.youtube.com/watch?v=47qyHGXvTSchttp://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://ezinearticles.com/?How-to-Choose-Good-Argumentative-Essay-Topics&id=6293392http://www.youtube.com/watch?v=47qyHGXvTSchttp://www.tc3.edu/library/pdf/argumentative.pdf -
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Formative
Assessment Task
Research the Issue Teacher Notes
Description What do people know, say, and believe about this issue?
Find and analyze resources that will help you grasp the topics key concepts,inaddition to deepening your understanding of the range of perspectives about
the issue.
This task can be completed in 1-2 days if
students are given a limited text set (2-3teacher-selected resources) to work
with.Or the activity can be extended, if
you are working on teaching students
research skills, and want to devote time
to teaching students to find credible
resources, scan the available literature,
learn note-taking skills, and cite
resources appropriately.
Time Frame 1-3 hours
CCLS Standards CCRA.R.1 CCRA.W.8
Possible Activities: 1.Have students complete the first columns of a KWL/KWHLAQ chart
(http://www.flickr.com/photos/langwitches/5958295132/). If you have a set of
class resources for research you might have them preview the books on their
topic to frontload as a scaffold.
2. This protocol of brainstorming and reflecting on questions would be
appropriate for the upper grades and visual learners.
http://www.bcps.org/offices/lis/researchcourse/explore.html#questions
3. Model for students how to take notes (you can offer students several graphic
organizers for note-taking, or teach them one strategy, such as Cornell) Thereare some middle school level resources that could easily be modified for upper
or lower grade students.http://infotech.spsd.org/MS/ms_research_step4.html
4. Have students complete an I wonder/Author Says/I say/And Sochart:
http://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdf
The research task can be undertaken
with varying levels of scaffolding,
ranging from you providing the full class
with a set of resources, to each
individual student undertaking their
own research to identify and work with
resources.The key is to make some
decisions about(1) the level of
independence you want to encourage
(and that you believe students cansuccessfully undertake); (2) your
expectations for the research: the
minimum number of resources students
should explore; (3) your expectations
for note-taking (if you have
expectations).
http://www.flickr.com/photos/langwitches/5958295132/http://www.flickr.com/photos/langwitches/5958295132/http://www.flickr.com/photos/langwitches/5958295132/http://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdfhttp://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdfhttp://moormangb.ced.appstate.edu/5200_f10/unit1/author_says.pdfhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://www.bcps.org/offices/lis/researchcourse/explore.html#questionshttp://www.flickr.com/photos/langwitches/5958295132/ -
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Resources Ways to generate research questions:
Create Research Questions:
http://www.d214.org/district_library/create_research_questions.aspx
Global Issues:http://www.globalissues.org/issue
Asking Higher Level Questions to Improve Reading:
http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/
Citing your research
Identifying Reliable Sources and Citing Them:
http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-
sources-and-citations,
Note-taking Organizers
Info Tech/Info Lit ofr Middle School: Use of Information
http://infotech.spsd.org/MS/ms_research_step4.html
How to model Cornell Notes (videos)
Elementary:http://www.youtube.com/watch?v=VCHtgcpZ9Rc Middle and Upperhttp://www.youtube.com/watch?v=4vOsVKWeyAA
Teaching the Cornell Notes System
would allow students to review and
synthesize the information they have
gathered, encouraging them to
synthesize the material.
http://www.d214.org/district_library/create_research_questions.aspxhttp://www.d214.org/district_library/create_research_questions.aspxhttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://www.globalissues.org/issuehttp://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=4vOsVKWeyAAhttp://www.youtube.com/watch?v=VCHtgcpZ9Rchttp://infotech.spsd.org/MS/ms_research_step4.htmlhttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://www.scholastic.com/teachers/top-teaching/2010/11/reliable-sources-and-citationshttp://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://lessonplanspage.com/LAAskingHigherLevelQuestionsToImproveReadingComp612.htm/http://www.globalissues.org/issuehttp://www.d214.org/district_library/create_research_questions.aspx -
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Formative
Assessment Task
Choose a Position Teacher Notes
Description What is your position on this issue?
Consider the research you have undertaken, and use it to inform the crafting ofan evidence-based position on the issue.
Teachers serve as guides on the side
helping students decide, "How do youfeel about what you have learned?,
What do you want to convince
others"?
Time Frame 1 hour
CCLS Standards CCRA.R.1, CCRA.W.1
Possible Activities: 1. Ask students to use a mapping/outlining strategy, like mind-mapping, Cornell
notes or T-charts, to help them organize their thinking around their position.
2. If you are writing with your students use the Synthesis Protocol detailed here,http://www.west.asu.edu/johnso/synthesis/learners.html,to model your own
synthesis of research.
3.Have student discuss or free-write about their understanding of and position
on the issue they have researched.
4. Create a class mural, asking all students to make a symbol for their position on
an issue. After posting the symbols and explaining their positions ask fellow
students to describe their views on the position, either verbally or by placing a
post-it with comments next to particular symbols.
Students might need varying levels of
support synthesizing an argument
from their research, allowing
discussion and conferencing can be a
support that allows collaboration and
deeper analysis of their issues.
This is a great time for student
conferences. While conferring student
can share their positions with other
students.
Resources Organizing Your Thinking
Eduplace Graphic Organizer: T-chart:http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf
bubbl.us:https://bubbl.us/
Synthesizing Information: Step-by-step Instructions for Learners:
http://www.west.asu.edu/johnso/synthesis/learners.html
http://www.west.asu.edu/johnso/synthesis/learners.htmlhttp://www.west.asu.edu/johnso/synthesis/learners.htmlhttps://bubbl.us/https://bubbl.us/https://bubbl.us/http://www.mindmeister.com/http:/www.west.asu.edu/johnso/synthesis/learners.htmlhttp://www.mindmeister.com/http:/www.west.asu.edu/johnso/synthesis/learners.htmlhttp://www.mindmeister.com/http:/www.west.asu.edu/johnso/synthesis/learners.htmlhttps://bubbl.us/http://www.west.asu.edu/johnso/synthesis/learners.html -
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Formative
Assessment Task
Find Supporting Evidence Teacher Notes
Description What information have you discovered that supports your position on this
issue? How do you think about the information that undermines your
position?Review at your notes, find compelling quotes, facts, statistics, interviews,
artifacts and personal stories that support your position. Keep track of those
that undermine your position, as you will also need to think about how to
respond to counterclaims and conflicting evidence.
If you have had a controlled pool of
information for research so far youcould consider opening it up to online
resources, adding a library visit or
offering other text resources.
Time Frame 1-4 hours
CCLS Standards CCRA.R, CCRA.W.81
Possible Activities: 1. In the younger grades a lesson on how to sequence information would be
appropriate, helping kids identify where they need the most new information-beginning, middle or end.
2. Model your own research question development, including several extra
questions that are off task. Ask the student to help identify which information
would support your position and which would be extraneous.
3. You can revisit and questioning protocol used earlier, this time adding a
reflective element. Challenge kids to explain how will they use the information.
The model UN has a hamburger
model to help elementary studentsthink about logic and sequence.http://www.unausa.org/images/conten
t/GC_Model_UN/Model_UN_Prep/Writ
ing_the_Position_Paper.pdf
Resources Elementary: The Hamburger Graphic Organizer:
http://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writi
ng_the_Position_Paper.pdf
Middle: Citing Textual Evidence (video):
https://www.teachingchannel.org/videos/teaching-about-textual-evidence
Secondary: discovering Ideas Handbook: Support your Claims:
http://daphne.palomar.edu/handbook/support.htm
http://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttps://www.teachingchannel.org/videos/teaching-about-textual-evidencehttps://www.teachingchannel.org/videos/teaching-about-textual-evidencehttp://daphne.palomar.edu/handbook/support.htmhttp://daphne.palomar.edu/handbook/support.htmhttp://daphne.palomar.edu/handbook/support.htmhttps://www.teachingchannel.org/videos/teaching-about-textual-evidencehttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdfhttp://www.unausa.org/images/content/GC_Model_UN/Model_UN_Prep/Writing_the_Position_Paper.pdf -
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Formative
Assessment Task
Outline and Draft Teacher Notes
Description How can you figure out what you want to say, and how to say it in the most
compelling and convincing way possible?
Find a way to organize your thoughts about the issue, and the supportingevidence you have collected. Use the writing process to construct your first
draft.
In the upper level grades it would be
appropriate to add introduction of
opposing points of view and rebuttals tothe task.
Time Frame 2-5 hours
CCLS Standards CCRA.W.5; CCRA.W.8
Possible Activities: 1. Offer students a chance to look at exemplars, this time with the purpose of
identifying structure, transition words, thesis or position construction and the
conclusion. Students may code the text to highlight these sections, use a rubric
to give feedback on the papers, or design an outline checklist for their draft.2.Model the outlining and drafting process through think-alouds how you
organize your notes, then begin to draft. You might want to try multiple leads or
organizations and ask kids to evaluate that they find most effective and why.
3. Writing Centers with specific supports or lessons based on student need
(position creation, transition words, citations, etc.) allow students to work in
different writing partnerships or peer edits.
Having students evaluate exemplars
with rubric specific feedback can help
solidify what they need to add to do for
the task. Look at the Annotated Taskshere at,http://schools.nyc.gov/NR/rdonlyres/0F
4660F6-6E81-47F2-B0AC-
42D85901CA85/0/NYCDOEG3LiteracySh
arks_Final.pdf
Resources Resources for the writing process
Writing a Position Paper:
http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm
Introductions, Body Paragraphs, and Conclusions for an Argument
Paper:https://owl.english.purdue.edu/owl/resource/724/1/
Instructional Support Modules: Improving Students Writing:
http://www.k12.wa.us/writing/assessment/supportmaterials.aspx
http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htmhttp://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htmhttps://owl.english.purdue.edu/owl/resource/724/1/https://owl.english.purdue.edu/owl/resource/724/1/https://owl.english.purdue.edu/owl/resource/724/1/http://www.k12.wa.us/writing/assessment/supportmaterials.aspxhttp://www.k12.wa.us/writing/assessment/supportmaterials.aspxhttp://www.k12.wa.us/writing/assessment/supportmaterials.aspxhttps://owl.english.purdue.edu/owl/resource/724/1/http://www.sfu.ca/cmns/130d1/WritingaPositionPaper.htm -
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Formative
Assessment Task
Feedback and Revision Teacher Notes
Description How can you improve your draft?
Using feedback from a peer and/or teacher, strengthen your draft by improving
your use of evidence, continuing to develop your argument, and addressingcounter-claims with care and respect. Refine your use of grammar and
punctuation, as well as your use of academic vocabulary.
Time Frame 3-5 hours
CCLS Standards
Assessed
CCRA.W.4, CCRA.W.5;
Possible Activities: 1. Try using the STAR or RAG feedback and revision protocols developed by Kelly
Gallagher. (See resources below.)
2.Create a sheet that allows students to ask specific questions for feedback tomultiple revision partners.
3. After reviewing drafts you may want to order a specific set of grammar mini
lessons based on student need. These mini lessons can then become part of the
expectations for revising.
At all instructional levels teachers
should have both remediation and
extensions built in to this formativeassessment.
Direct instruction on the difference
between revision and editing as well as
developing feedback protocols for peer
review can help launch productive
feedback sessions.
Resources Is my thesis good enough? Peer Revision
http://www.huffenglish.com/handouts/persuademe.pdf
Grammar Edit Sheet
https://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edit
Editing Protocols
Using STAR to Edit Writing:
http://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20
demos/sandbergS.pdf
Peer Editing Groups: Read Around Groups
www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc
http://www.huffenglish.com/handouts/persuademe.pdfhttp://www.huffenglish.com/handouts/persuademe.pdfhttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttp://www.huffenglish.com/handouts/persuademe.pdf -
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Formative Assessment Task Edit
Description How can you improve your draft?
Using feedback from a peer and/or teacher, strengthen your presentation with a focus on grammar and
professional language.
Time Frame 2 hours
CCLS Standards Assessed CCRA.W.4, CCRA.W.5;
Possible Activities 1. Give a mini-lesson on editing practices that authors use to ensure they have edited their work including re-
reading, reading the piece aloud, and having someone else read the piece to you.
2. Pair students and have them read each others work aloud so the author can hear the words they have
written and self edit. (The purpose here is often the authors eyes will read what they meant to write when
re-reading, but another person can help them access exactly what is on the page.
3. Conduct shared group editing to train students in the diligence necessary to edit. Project a students speech
and going line by line have students find and correct any errors present. Note: In choosing a speech it's agreat practice to use one that reflects errors typical in your class to ensure students all learn from the shared
experience.
4. After reviewing drafts, differentiate by giving each student 3-4 specific things to look for and correct in
their draft such as run-on sentences, word choice, sentence variety or correct subject-verb
agreement.
5. After reviewing drafts you may want to order a specific set of mini lessons based on student need. These
mini lessons can then become part of the expectations for revising.
Resources Grammar Edit Sheet
https://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8T
Q_TTS3iIg/edit
Editing Protocols
Using STAR to Edit Writing:
http://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdf
http://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc
Peer Editing Groups: Read Around Groups
www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc
https://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.dochttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.dochttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.doc%E2%80%8Ehttp://www.lausd.k12.ca.us/District_8/options/ws/PeerEditingGroups.dochttp://writing.umn.edu/mwp/summer/2010/2010%20images/2010%20demos/sandbergS.pdfhttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edithttps://docs.google.com/a/ebchighschool.org/document/d/1Au3Po1OTrygjfILNXgLQWzH4nXrdxlTK8TQ_TTS3iIg/edit -
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Formative
Assessment Task
Executive Summary Teacher Notes
Description If you had 2 minutes to tell someone about your issue and your position on it,
what would you say?Create a document that prepares you to present the essential points of your
position paper with a larger audience.
If students are going to present their
position paper to a live audience, or usea multimedia vehicle to share their
work (such as voicethread, glog, PPT,
Prezi, etc.), they should create an
executive summary, or a bulleted list of
essential points to be addressed. This is
not necessary if students are posting
their paper to a blog or wiki, or
contributing their paper to a book or
conference.
Time Frame 2 hours
CCLS Standards
Assessed
CCRA.W.6
Possible Activities: 1. Have student partners read copies of each others final paper. Ask them to
highlight what is the most interesting and essential information. When they
return the papers to their author they can discuss why they think items should
be included or left out.
2. Have students code their own and each others paper using the same codes
that were used in the formative assessment on Exploring the Genre of
Persuasive Writing: IP=Introduction of the position; MP=Main point re: theposition; SE=supporting evidence for the position; T=Transition sentences;
PL=Examples of persuasive language; CP=Conclusion about the Position. Then,
have the author use the codes to create a bulleted list of main points.
Inviting students to pair with new
partners and/or outside faculty can help
them develop their talking points and
pace.
Resources Determining Importance Resource
Determining your Main Ideas:
http://writingcommons.org/genres/public-speaking/creating-the-body-
of-a-speech/determining-your-main-ideas
http://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideashttp://writingcommons.org/genres/public-speaking/creating-the-body-of-a-speech/determining-your-main-ideas -
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