Final of 4 installments of professional development in the St. Joseph School District focused on Argument writing in content areas.

1. Argument in SJSD
February 18, 2014

3. Today’s Learning Targets:
I can…
● understand what CCSS and employers expect from students.
● understand the SJSD Revised Argument Rubric for All Content Areas.
● understand how my content area argument type is woven into my
curriculum.
● identify the specific argument components within student work.
● understand the progression of argument (writing) within my content as
stated in the CCSS.
● design a lesson weaving argument into my curriculum.
http://www.flickr.com/photos/8726888@N08/2377844553/

4. Quite a bit according to 10 Things Employers Want
You to Learn in College by Bill Coplin.
Do the Common Core Anchor Standards
Really Correlate to What Employers Want?
Dave Stewart breaks down Bill Compton’s work in his post titled 12 Skills
the Common Core AND Employers Want on his blog “Teaching the Core”

5. 1. Converse One-on-One
(SL.CCR.1) Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
2. Present to Groups
(SL.CCR.4) Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are appropriate to
task, purpose, and audience.

6. 3. Use Visual Displays
(SL.CCR.5) Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
4. Write Well
(W.CCR.4) Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.

7. 5. Edit and Proof
(W.CCR.5; L.CCR.1; L.CCR.2)
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.

8. 6. Use Word-Processing Tools
(W.CCR.6) Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
7. Master Online Communications
(W.CCR.6)

9. 8. Gather Information
(R.CCR.7; W.CCR.7; W.CCR.8; W.CCR.9) Integrate and evaluate content presented in
diverse media and formats, including visually and quantitatively, as well as in words.
Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

10. 9. Search the Web
(R.CCR.7; W.CCR.8) Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.

11. 10. Detect Nonsense
(R.CCR.8; W.CCR.8; SL.CCR.3) Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

12. 11. Pay Attention to Detail
(R.CCR.1; W.CCR.5; L.CCR.1; L.CCR.2) Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.

13. 12. Master In-depth Knowledge of Any Field
The Common Core in its introductory information, points out that one skill that
typifies a college/career-ready person is that he/she “builds strong content
knowledge.”

14. SJSD Revised Argument Rubric
for All Content Areas

15. Model Lesson
shresthalucky.wordpress.com

16. Collaborative Scoring
Step 1: Score student work (15 minutes)
● Use Revised SJSD Argument Scoring Rubric to score “student” work within your group.
Step 2: Scoring discussion (15 minutes)
● Discuss, piece by piece, component by component, the following questions:
○ What did we totally disagree on?
○ What are we doing well? How do we know?
○ What do we need to work on?
Step 3: Report findings (10 minutes)
● Share findings for each of the three discussion questions.
● Facilitator should record findings on chart paper.

19. CCSS Argument Progression
http://iteachicoachiblog.blogspot.com/

20. http://gracespace.org.uk/

21. http://www.mobilefoodnews.com
LUNCH

22. Design a new argument lesson
http://ehstoday.com/
http://goo.gl/8qnsMN

23. Lesson Refining Protocol:
● 5 minutes: Teacher/team shares elements of the lesson,
including: objective, 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.

24. Survey:
http://goo.gl/PEMmFi
http://dayagainsthomophobia.org/calling-all-may-17-organisers-take-the-idaho-2013-survey/

25. http://society6.com/