SJSD January 2014 Professional Development for Secondary Teachers

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This is follow-up professional development for St. Joseph School District Secondary Teachers with regards to implementation of the argument writing process across content areas.

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  • PDC is charged with determining what needs our district has - thinking about a possible EdWeek type sessions for staff to attend during the summer. Not solely focused on technology.
    As staff comes into the room in the morning have them fill it out.
    This is about summer PD.
  • No new learning! Just building on what we’ve done before.
  • I can define argument terminology.
    I can correctly assess argument by using the SJSD rubric.
    I can identify formats, other than essays, for argument.
    I can distinguish the differences between persuasion and argument.
    I can distinguish between the different types of argument.
    I can design a lesson to incorporate argumentation within my curriculum.
  • Discuss at tables the possible repercussions. Share out. Bottom line-teachers should understand that “argument” is a life skill: incorrect cell phone bills, best carpet for the living room, politics, athletics etc.
    This slide is the “why.” Why are we going over common core? Why are we discussing argumentation? It is a life skill.
  • Argument terminology review. Ask 2 teachers to be participants for the game. Have each come to the front of the room with his/her back to the screen. Explain that the group will be playing The $25,000 Pyramid. Show Slide 7 and have the group give synonyms, definitions, and/or examples for that word. Clues MUST be kept in context for the word. The two participants try to guess the word. Have the same two participants continue through Slide 10. Ask for 2 other participants and continue the game through Slide 13. Continue with 2 more participants and finish the slides (through Slide 16).
    The purpose of this activity is to review and clarify terminology.
  • See handout for protocol directions, calibration record sheet, and SJSD scoring rubric
  • Break Time
  • You might explain this activity before the break. That way when they are up moving around they can complete the activity.
    Categorizing end products & alternatives to the argument essay
    - Ask teachers to place a dot/sticker/X/check etc. by the way(s) he/she assessed argumentation in their classes.
    - You should have picked up a chart on 12/12/13 when we were at TMC. If you forgot you can create your own chart. Here are the following categories.
    Test
    Poster
    Written essay or reflection
    Brochure
    Public Service Announcement/Advertisement
    Video or iMovie
    Presentation (Prezi, PowerPoint, Skit, Song, Group/Individual)
    Podcast
    Interview
    Debate/Whole Class Discussion
    Political Cartoon or BitStrip cartoon
    Concept Map/Outline
    Other
  • Share at tables then report out to group.
    Half sheets on the table, title, dice Online rolling die
    What observations do you make?
    What does this make you think?
    What personal “AHA’S” can you take away from this?
    Based on this activity how might this influence the next argumentation assignment you give?
    What one or two end products or alternative options would work best in your classroom?
    Is the end product you chose for your original lesson on argumentation the best choice? Could another mode be used?
  • Review from August PD
  • Read information on slide.
  • Opinion writing will have more emotion in it like Captain James T. Kirk from the show Star Trek.
  • Argument writing takes the emotion out of it like Spock from Star Trek.
  • 10 minutes: Read and Annotate each side to look for similarities and differences between
  • If you take a look around the internet, you will find that there lots of ways to classify different types of arguments. Within the SJSD, we have landed on 4 distinct types of arguments based on the work of Hillocks
  • Read information on slide.
  • Easiest of types of Arguments.
    Pick a side...
  • Criterion generally involve a scoring guide or a set of criteria for students to use when composing their argument.
    Perhaps share a video giving the scores.
  • There is often a “Correct” answer. For some, fact-based arguments may be seen as a subset of Policy Arguments. This is especially true when the “Facts” become controversial. We’re splitting hairs here. Within the SJSD, our focus for fact-based arguments are typically composed during math and science classes.
    Fact: http://www.studyzone.org/testprep/math4/d/argument4l.cfm
    http://mathforum.org/articles/communicator.article.dec.2006.pdf
  • Arguing parts of a book,often times classical literature.
    Example question: Is this character courageous?
    Response to reading rather than a writing process.
  • card sort of the types of arguments
  • As teachers complete the card sort, have this open so that teachers can reference the categories.
  • What are the needs of the group?
  • LUNCH!
  • Work time
    http://goo.gl/VbxEZ3
  • 2pm check-in mark Lesson Refining Protocol
    Teachers share in small groups. Each presenter should be attached to an individual group to facilitate discussion and reflection.
  • Revisit needs
  • http://goo.gl/nOFBtK
  • SJSD January 2014 Professional Development for Secondary Teachers

    1. 1. Argument Writing and Research in SJSD January, 2014
    2. 2. PDC Needs Assessment http://goo.gl/YRF1dX Brazil - Roberta Dias
    3. 3. Today’s Learning Targets: I can… ●define argument terminology. ●correctly assess argument by using the SJSD rubric. ●identify formats, other than essays, for argument. ●distinguish the differences between persuasion and argument. http://www.flickr.com/photos/8726888@N08/2377844553/ ●distinguish between the different types of argument.
    4. 4. What if... ...all argument was made illegal in the United States? What would be some repercussions? http://verysmartbrothas.com/images/the-great-debate.jpg?c07647
    5. 5. pted ncry s://e http n q=tb -tbn .c tati c 1.gs e mag om/i s? evidence https://encrypted-tbn0.gstatic.com/images?q=tbn
    6. 6. rypte ://enc https n q=tb tic.co 1.gsta d-tbn ? ages m/im reason http://www.sitcomsonline.com/photopost/data/815/Pyramid25_000PattyDuke.jpg
    7. 7. ://en https q=tbn es? /i mag .com static bn1.g d-t crypte argument http://www.sitcomsonline.com/photopost/data/815/The_25_000_Pyramid_7-1_avi_snapshot_06_17_2011_09_16_10_35_27_.jpg
    8. 8. ://e https q=tbn es? /imag .com static bn1.g ted-t ncryp policy argument http://www.sitcomsonline.com/photopost/data/815/mw5.jpg
    9. 9. bn1 pted-t /encry https:/ q=tbn es? /imag c.com .gstati claim http://4.bp.blogspot.com/_MXcEyL6xvEw/TUvwu903FJI/AAAAAAAADFs/3tGkP2y6SBs/s320/25000_Pyramid-4.jpg
    10. 10. es? /imag .com static bn1.g d-t rypte ://enc https n q=tb fact argument http://www.boyculture.com/.a/6a00d8341c2ca253ef017c3510b547970b-550wi
    11. 11. 1.g d-tbn rypte ://enc https q=tbn es? /imag .com static conclusion https://i1.ytimg.com/vi/dSMbtASeWfY/hqdefault.jpg
    12. 12. tati 1.gs d-tbn rypte /enc :/ https n q=tb /ima c.com ges? counterclaim https://i1.ytimg.com/vi/UQKIeC9vvU4/hqdefault.jpg
    13. 13. ag m/i m ti c.co .gsta -tbn1 d crypte ://en https n q=tb es? literary judgment http://s3.vidimg.popscreen.com/original/5/eGhrdnV0MTI=_o_the-25000-pyramid---arlenejennifer-part-1.jpg
    14. 14. ge dpte ima cry m/ /en tic.co :/ a ps t htt 1.gs tbn s?q criterion argument n =tb http://www.skoroworld.com/stuff/thumbs/ays.jpg
    15. 15. Scoring Calibration
    16. 16. Calibration Discussion Discuss, piece by piece, component by component, the following questions: o On what did we totally disagree? o What are students doing well? How do we know? o On what do we need to work?
    17. 17. Alternatives to 5 Paragraph Essay
    18. 18. Questions for Reflection
    19. 19. sion rsua Pe vs Argume nt http://www.goodreads.com/topic/show/1143764-the-harry-potter-sorting-hat-reading-challenge
    20. 20. Persuasion Argument Attempts to convince the reader to accept the thesis as the truth. Attempts to convince the reader to accept the claim as truth. Appeals to the credibility, character, or authority of the writer. (ethos) Is often grounded more in feelings (pathos) than in facts. Is often associated with speeches and frequently requires listeners/readers to take some sort of action to remediate an issue. Focuses on evidence. (logos) Is grounded more in facts, data, and logic. Requires critical reading of the text(s) and may include evidence from other sources. Addresses counterclaims fairly in order to present a complete argument.
    21. 21. Persuasive
    22. 22. ArgumentqaΩd cfvgbhnjmk,…
    23. 23. 1. Types of Argument 1. Criterion 1. Fact http://www.flickr.com/photos/40894347@N00/3545651521/ via CC License
    24. 24. Argument Types Throughout SJSD Policy • • Criterion • Foreign Language • Social Studies Business Fact • • • Fine Arts • Industrial Technology • Physical Education Hillyard Technical Center Family & Consumer Science • Science Math Literary Judgment • ELA
    25. 25. Argument of Policy http://www.flickr.com/photos/57567419@N00/5929769873/ via CC License
    26. 26. Criterion Argument
    27. 27. Arguments of Fact http://www.flickr.com/photos/7357861@N03/482884543/ via CC License
    28. 28. http://www.flickr.com/photos/davidmasters/3587804365/ via CC License Literary Judgment Arguments
    29. 29. Card Sort http://www.flickr.com/photos/96205017@N00/9739012031/ via CC License
    30. 30. Argument Types Throughout SJSD Policy • • Criterion • Foreign Language • Social Studies Business Fact • • • Fine Arts • Industrial Technology • Physical Education Hillyard Technical Center Family & Consumer Science • Science Math Literary Judgment • ELA
    31. 31. http://minimalsophistication.com/wallpaper-8-explore/
    32. 32. http://www.flickr.com/photos/40645538@N00/4006382370/
    33. 33. SJSD Research Argument Implementation Plan http://goo.gl/VbxEZ3 http://www.flickr.com/photos/22965089@N00/32325828/
    34. 34. Lesson Refining Protocol: • • • 5 minutes: Teacher/team shares elements of the lesson, including: Objective in 3rd quarter they are aligned to, activities, assignments/assessments. Everyone else in group is silent. 3 minutes: Teacher/team is silent while the group discusses the lesson, including elements of feedback that would make it stronger. 2 minutes: Teacher/team responds with one idea they picked up from the discussion that they will use in their lesson.
    35. 35. http://hopechapel.com/get-involved/ministries/refine your third quarter lesson
    36. 36. EXPLORE http://www.materialconcepts.com/products/tyvek/tyvek-maps/
    37. 37. Survey http://goo.gl/nOFBtK http://www.allmovie.com/movie/the-dating-game-tv-series-v286479

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