https://sites.google.com/site/sjvwpworkshops/claim-pmi

analyzing claim

claims:

• be what the author is arguing about human nature/society.
• not be cliches, commands, or statements telling how it SHOULD be.
• not be details from the story.
• ex: The ability to use language persuasively allows some to overpower and hurt the uneducated. (Animal Farm)

analyzing claim

Who is the best rapper of all time?

Who is the best rapper of all time?

DEFENSIBLE

Who is the best rapper of all time?

DEBATABLE

Who is the best rapper of all time?

INSIGHT-YIELDING

All cars should be yellow.

All cars should be yellow.

argument is:

• the thread that connects academic & public discourse (Graff: They Say/I Say)
• key to democratizing academia (Stuart, Jr: A Non-Freaked Out Guide to Teaching the Common Core)
• a chance to engage with & rewrite the work of other thinkers (Harris: Rewriting)
• key to social justice education (Jackie)

The community will provide classes for teens to reduce the amount of pregnancy.

practice!

teaching sequence

• 1st simulation (best rapper)
• 2nd simulation, provided by me (yellow car)
• academic practice w/ someone else's claim
• 'independent' practice w/ own claim

CCSS standards

(W 1)Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic ... they are writing about and state an opinion or preference about the topic.

(W 5)
With guidance and support from adults, respond
to questions and suggestions from peers and
add details to strengthen writing as needed.

(W 8)
With guidance and support from adults,
recall information from experiences or gather
information from provided sources to answer a
question.

(Speaking & Listening 1)
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.

(S&L 2)
Confirm understanding of [a text read aloud or] information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.

(S&L 3)Ask and answer questions in order to seek help,
get information, or clarify something that is not
understood.

(S&L 4--depending on prompt)


Describe familiar people, places, things, and
events and, with prompting and support, provide
additional detail.

(S&L 6)

Speak audibly and express thoughts, feelings, and ideas clearly.

Every language standard
-conventions, usage, etc
-word nuances: rap vs hip hop

(11&12: W 1)Write arguments* to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

(5 sub-standards)
(*add "in discipline-specific content" for content area literacy standards)

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Planning time!



What books/topics might be appropriate for an activity like this?

Additional resources

• Smith, Michael. Oh, Yeah? Heinemann, 2012
• Hillocks, George. Teaching Argument Writing
• Toulmin model (Google)

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