Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3...
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![Page 1: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/1.jpg)
Should [topic/inquiry question]?Adapted from a framework developed by National Writing Project i3 College Ready Writers Program
(January 2015)
A Mini-Unit on Teaching Argument: Claims and Text-Based Evidence
![Page 2: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/2.jpg)
2
Writing Reading Argument MINI-UNITEmphasis
# of Lessons
ARGUMENT SKILLS PRODUCT ELEMENTS OF
ARGUMENT CLOSE READING STRATEGIES
RESPONSE TO READINGS TOPICS
Draft, Feedback, Revise, Reflect Close reading strategies
Writing & talking to develop knowledge on
topic or issue
Integrate evidence from multiple sources to support a claim
3 Lessons
Entering Skills:• Annotating text• Identifying
evidence (quotations, facts, and statistics) to support the claim
• Citing sources
Foundational Skills: • Integrate
evidence from several sources to support a claim
Product: Draft with revision to integrate facts
Peer Review
ClaimEvidence
Coding text Partner share
Should ______[topic]?
1 print text2 video texts
Mini-Unit Overview
![Page 3: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/3.jpg)
Grade [insert grade and subject] Writing Standards Emphasized in the Mini-Unit
Write arguments to support claims with clear reasons and relevant evidence.
b.Support claim(s) with…relevant evidence…demonstrating an understanding of the topic or text.
![Page 4: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/4.jpg)
Day 1 Day 2 Day 3
View video 1.
Take observational notes; record facts and key words.
View video 2.
Record facts and key words.
Read short article.
Partner Talk
Read longer article.
Annotate the article by marking compelling facts and key words.
Write: Should ________ ?
Peer Review: Where could we add facts from Day 1 videos and text?
Revise to add additional evidence.
Mini-Unit Sequence
![Page 5: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/5.jpg)
Text #1
View this video:
VIDEO: [insert link] (insert source information)
[insert synopsis]
![Page 6: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/6.jpg)
Writing #1
Record what you observed. List facts and key words that would make good evidence in argumentative writing. Be sure to note the source!
FACTS KEY WORDS
Source: [insert title and organization or publisher, date]
![Page 7: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/7.jpg)
Text #2 / Writing #2
View this video about sneezing from [insert publisher]:
[insert title and link]
We’ll watch it twice, recording facts and key words as we view. Add to your chart, but note the new source.
FACTS KEY WORDS
Source: [insert title and organization or publisher, date]
![Page 8: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/8.jpg)
Read Text #3
[insert text on this and next slides(s), large print]
![Page 9: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/9.jpg)
Text #3, cont.
[Title]—cont.
![Page 10: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/10.jpg)
Partner Talk
In pairs, share what you thought was important from the videos and the text. Add to your notes after sharing.
Then discuss this question: Should cold sufferers wear masks?
![Page 11: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/11.jpg)
CLAIM
Based on the information you’ve learned so far, form a working claim.
A good claim often has these components:
[WHO] should (or should not] do [WHAT] because [WHY].
![Page 12: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/12.jpg)
Peer Review
Does your partner’s claim meet our criteria?
Compelling, debatable, defensible Takes a stance (position) Clear and specific Avoids “I think” or “I feel” Avoids listing all the evidence
Switch papers and revise as needed.
![Page 13: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/13.jpg)
Text #4
Read [insert title, source information]
Annotate the article. Mark compelling facts and key words.
![Page 14: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/14.jpg)
[TITLE][source and date]
[insert text, large print, on this and next slides]
[insert photos if possible]
![Page 15: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/15.jpg)
Writing #4
What do you think? Should ____________? (Write about a page.)
Use evidence from the article to support your claim. Remember to cite the source. • In [source or author’s]article, “[insert title],” ___________• According to…
You may want to skip a line between each row as you write because we’ll be adding to our writing.
![Page 16: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/16.jpg)
Integrating Research
Should ____________________________________?
• Re-read your Writing #4. Underline your claim.• Re-read your notes from the videos. • What evidence from the two videos and text #3 is
RELEVANT (applicable) to your claim? Find 2-3 places in your writing to add specific facts and key words from these texts as evidence to support the reasons you have given.
• OR add new reasons/evidence from the videos that you did not use in your first draft.
• Remember to cite the source of the information.
![Page 17: Should [topic/inquiry question]? Adapted from a framework developed by National Writing Project i3 College Ready Writers Program (January 2015) A Mini-Unit.](https://reader036.fdocuments.us/reader036/viewer/2022062715/56649da25503460f94a8f6ea/html5/thumbnails/17.jpg)
Peer Review/Revision
• Read your partner’s draft.
• Put a star each time they used evidence from the article to support their ideas.
• Put a question mark each time you recognize a fact from the article or video that does not include the source.
• Suggest 1-2 additional relevant facts that they could add.
• Trade papers back and use your partner’s feedback to improve your draft.