WCPSS Academics – Argument Training

1. Making An Argument for Argument WCPSS Academics – Argument Training Catherine Trudell& Brian Glendenning

2. Making An Argument for Argument Introductions and the ‘why’ WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

3. Training Team Brian Glendenning Sr. Administrator for Healthful Living Abby Stotsenberg Sr. Administrator for HS Social Studies Mike Tally Sr. Administrator for HS Science Delynda Ramirez Sr. Administrator for World Languages Sonia Dupree Sr. Administrator for HS Mathematics Sara Overby Coordinating Teacher for Secondary Literacy Anna Jackson Coordinating Teacher for Secondary Mathematics Mamie Cotten Inst. Specialist - Career & Technical Education Danna Wilson Inst. Specialist - Career & Technical Education Linda Brown Inst. Specialist - Career & Technical Education WCPSS Academics – Argument Training

4. Let’s Get Warmed Up “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

5. We are ALL Writers! When do you write? For work… For family… For everyday life… For pleasure… https://www.recruiter.com/i/wp-content/uploads/2012/10/Hand-writing-with-pen.jpg WCPSS Academics “Silence is argument carried out by other means” –Che Guevara

6. “Literacy education lies at the center of achieving our stated goals of fostering critical thought, critical dialogue, and a circumspect and vigilant American citizenry . . . [It] has particular value and potential in a culture increasingly unable to distinguish fact from fiction, truth from lies.” —Alsup et al. 2006, 281 Why Teach Argument for Reading, Writing, and Discourse? WCPSS Academics “Silence is argument carried out by other means” –Che Guevara

7. The Importance of Writing in All Disciplines Writingin the school setting is a skill that draws on the use of strategies to accomplish a variety of goals,such as writing a report or expressing an opinion with the support of evidence. School, the workplace, and the community all call for some level of writing skill. The knowledge and skills required for higher education and for employmentare now considered equivalent. (ACT 2006, American Diploma Project, 2004) Writingis a means of extending and deepening students’ knowledge ; it is a tool for learningsubject matter Writing about a text improves comprehension,… it helps students make connections between what they read, know, understand, and think. (Carr, 2002; Writing to Read, 2010) College instructors estimate that 50% of high school graduates are not prepared for college-level writing . (Achieve, Inc., 2005) WCPSS Academics “Silence is argument carried out by other means” –Che Guevara

8. Recommendations for Writing in All Disciplines STUDENTS WRITE ABOUT THE TEXTS THEY READ. Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read. TEACH STUDENTS THE WRITING SKILLS AND PROCESSES THAT GO INTO CREATING TEXT. Students’ reading skills and comprehension are improved by learning the skills and processes that go into creating text, specifically when teachers teach the text structures for writing and the process of writing. INCREASE HOW MUCH STUDENTS WRITE. Students’ reading comprehension is improved by having them increase how often they produce their own texts. (Writing to Read, 2010)

9. 11 Elements of Effective Cross-Curricular Writing Instruction Teach writing strategies • Recursive process of generating ideas, planning, organizing, revising, proofreading/editing 2. Teach summarization 2. Explicit, make thinking visible 3. Teams work together on one response 3. Use collaborative writing learning activities 4. Which subskills of thinking and communicating ideas does this assignment help students learn? 4. Define specific product goals 5. Use word-processing and other technological supports 5. 21st-century technology for 21st-century thinking 6. Complex structures prompt more complex thinking 6. Teach sentence combining WCPSS Academics

10. 11 Elements of Effective Cross-Curricular Writing Instruction 7. Require prewriting • Multi-modal learning activities for generating and organizing many possible solutions or ideas 8. Design inquiry lessons 8. Engage, Explore, Explain, Evaluate 9. Create writing process environments 9. Peer collaboration, peer coaching, peer review, authentic purposes 10. Read, analyze, and emulate the writing of career professionals in the content area. 10. Use the study of models 11. Write for content learning 11. Lessons with cycles of Read-Think-Write-Discuss (in any order) WCPSS Academics

11. Making An Argument for Argument Defining argument WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

12. Writing Processes, Skills, and Structures Types of Writing Argument Information Narrative Disciplinary Literacy WCPSS Academics “Silence is argument carried out by other means” –Che Guevara

13. What Argument is NOT Monty Python at the Hollywood Bowl, November, 1982 WCPSS Academics “I love argument, I love debate. I don’t expect anyone just to sit there and agree with me, that’s not their job.” –Margaret Thatcher

14. Collective Knowledge Create a Visual Representation that shows your collective understanding. • Discuss Differences • What is the “definition” of each? • What are the characteristics of each? • Where does one end and another begin? • When and why do we teach each to students? Make it BIG ENOUGH to see it from other tables WCPSS Academics “Arguments are to be avoided: they are always vulgar and often convincing” – Oscar Wilde

15. Making An Argument for Argument Examining K-12 Argument Strand WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

16. K-12 Argument Strand • Read and annotate the writing standards silently, noting • Additions • Changes • A-ha’s • Concerns • Questions • Read and annotate the argument mathematical practice, noting • Words and phrases from the writing standards • Similarities • Differences WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

17. Break Time WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

18. The Lorax WCPSS Academics “Now that you’re here, the word of the Lorax seems perfectly clear. UNLESS someone like you cares a whole, awful lot, nothing is going to get better. It’s not. - Dr. Seuss

19. The Lorax on the K-12 Argument Strand Using the Argument Strand and cards provided, match the card to the appropriate grade level on the strand. WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

20. Making An Argument for Argument Toulmin’s theory WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

22. Toulmin’s Theory “Neither irony or sarcasm is argument” –Samuel Butler

23. The True Story of the 3 Little Pigs WCPSS Academics “Neither irony or sarcasm is argument” –Samuel Butler

24. WCPSS Academics “Neither irony or sarcasm is argument” –Samuel Butler

25. Making An Argument for Argument Lunch WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

26. Making An Argument for Argument Argument theory in practice WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

27. “Slip or Trip?” WCPSS Academics

28. WCPSS Academics

29. Break Time WCPSS Academics “What can you do against the lunatic who is more intelligent than yourself, who gives your arguments a fair hearing and then simply persists in his lunacy?” – George Orwell

30. What’s Worth Arguing in My Content? Look at the selected big ideas for your curricular area. Using today’s tools, create argument claims for at least 3 big ideas. What practices can you use to implement these big ideas and claims in your classroom? WCPSS Academics “Anger is never without an argument, but seldom with a good one” – Indira Gandhi

31. Closing Use the big ideas you have identified as possible argument-focused as a discussion point in your PLT. What’s next? Implement 3 ideas for argument writing in your class and come back ready to share your experience in the spring! WCPSS Academics