engaging students in argument

37
Engaging Students in Argument Cultivating Thinkers

Upload: jerzy

Post on 23-Feb-2016

111 views

Category:

Documents


0 download

DESCRIPTION

Engaging Students in Argument. Cultivating Thinkers. JISFebruary2013. Wikispaces.com. Click into this site for a good share of our work – and all the handouts. Why argument?. http:// www.youtube.com / watch?v = kQFKtI6gn9Y. Argument. Genre PSA Literary analysis Commentary Reviews. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Engaging Students in Argument

Engaging Students in ArgumentCultivating Thinkers

Page 2: Engaging Students in Argument

JISFebruary2013.Wikispaces.comClick into this site for a good share of our work – and all the handouts.

Page 3: Engaging Students in Argument

Why argument?http://www.youtube.com/watch?v=kQFKtI6gn9Y

Page 4: Engaging Students in Argument
Page 5: Engaging Students in Argument

ArgumentGenre

PSALiterary analysisCommentaryReviews

Page 6: Engaging Students in Argument
Page 7: Engaging Students in Argument

Toulmin Method

Structuring the argum

ent

Page 8: Engaging Students in Argument

Teaching for transferWill they use what they learned today tomorrow?

Page 9: Engaging Students in Argument

A Read-AloudOh, Yeah?!Smith, Wilhelm, Fredricksen

Page 10: Engaging Students in Argument
Page 11: Engaging Students in Argument

Practice, practice, practiceWiki: Thinking of argument

Page 12: Engaging Students in Argument

What do you notice?First, go to wiki: Day 1 Thinking of Argument

Page 13: Engaging Students in Argument

What do you notice?

Page 14: Engaging Students in Argument

The ScenarioAt five-feet-six and a hundred and ten pounds, Queenie

Volupides was a sight to behold and to clasp. When she tore out of the house after a tiff with her husband, Arthur, she went to the country club where there was a party going on.

She left the club shortly before one in the morning and invited a few friends to follow her home and have one more drink. They got to the Volupides’ house about ten minutes after Queenie, who met them at the door and said, “Something terrible happened. Arthur slipped and fell on the stairs. He was coming down for another drink – he still had the glass in his hand – and I think he’s dead. Oh, my god—what shall I do?”

The autopsy conducted later concluded that Arthur had died from a wound on the head and confirmed that he had been drinking.

 Can we believe what Queenie says?

Page 15: Engaging Students in Argument

What do you think?Believe her or not?

Page 16: Engaging Students in Argument

What do you notice?

Page 17: Engaging Students in Argument
Page 18: Engaging Students in Argument

http://www.youtube.com/watch?v=TTAEaFDqHZw

Page 19: Engaging Students in Argument

Your turn….Study the data in Boudoir, generate a tentative claim, determine your warrants that connect the data to the claim.

Page 20: Engaging Students in Argument

What’s the argument?Claim, evidence/data, warrant?

Page 21: Engaging Students in Argument

What’s up?John Keane’s Fairy TalesNotice, consider a claim, test it with warrants

Page 22: Engaging Students in Argument

Unit PlanningEssential questions to guide the inquiryQuestions to sustain the conversation out of school

Page 23: Engaging Students in Argument

To what extent are people in control of their lives?

Page 24: Engaging Students in Argument

Which one speaks to you?

Everything is determined, the beginning as well as the end, by forces over which we have no control

--Albert Einstein

With every experience, you alone are painting your own canvas, thought by thought, choice by choice.

-- Oprah Winfrey

Page 25: Engaging Students in Argument

Hazing ScenarioWho’s guilty?Study the data: the scenarioDevelop a claimBuild a warrant that shows how the data supports the claim

Page 26: Engaging Students in Argument

CounterargumentOne limitation of the traditional one-shot persuasive essay assignment is that there is little ongoing development of arguments and counterarguments surrounding writing such essays; students have no reason to explore counterarguments, because they often do not receive counterarguments from the teacher, and therefore have to reason to do so.

--Newell, Beach, Smith, VanDerHeide

Page 27: Engaging Students in Argument

A writer’s consideration of counterargument results in higher quality essays

Page 28: Engaging Students in Argument

Structured Controversy

Page 29: Engaging Students in Argument

Zoos: A good or bad idea?

Page 30: Engaging Students in Argument

Pair UpThe One and Only Ivan What’s the claim? What’s the evidence?

Page 31: Engaging Students in Argument
Page 32: Engaging Students in Argument

ZoosPro?Con?Study and prepare argumentPresentParaphraseDo it againConsensus on position statement

Page 33: Engaging Students in Argument

Here we go!Take a look at the websites on the wiki.With your partner, make a claim, figure out your evidence, and clarify your warrants.Anticipate the counterarguments.

Page 34: Engaging Students in Argument

Present your caseAfter you’ve presented your case, the opposing side needs to accurately paraphrase your position.If they’re accurate, listen to their position.You get to paraphrase their position now.They’ll decide if you’re smack on or off the mark.

Page 35: Engaging Students in Argument

Trade positionsThis time you and your partner will build the case for the other position.Follow same process.

Page 36: Engaging Students in Argument

And now…Build your real case. How would you answer the question about zoos being a good or a bad idea?

Page 37: Engaging Students in Argument

Essential question:How can we engage students in argument? And why should we?