Overview- Writing has returned!!! The Common Core Standard this week will focus on: "Writing arguments to support claims with clear reasoning and relevant evidence." The students will begin with a specific problem - a crime that needs to be solved - that contains data about which claims may be made and for which warrants may be developed. When we start with a problem then students learn the strategies for formulating arguments. In other words, we will be crime scene investigators who collect evidence from the scene and take witness statements. From this they will put the evidence together and formulate rules which then lead to conclusions, or arguments. For more information on this topic, please contact me here at school. On Friday, we will also be getting together to focus on "The Lightning Thief" and what it takes to be a hero. Lots to do and so little time to do it!!!
Monday 9/30/13 - We will be introducing Argument Based Writing Strategies. This will be based upon "Whodunit" type mysteries to teach simple arguments of fact. I will be going over the standards, objectives, tasks and group breakdown. The students will be able to explain to you what their job is and how they are going to do it. A crime scene will be passed out for the groups to look at and then a graphic organizer will follow. On the graphic organizer will be evidence, rules and conclusions. Teacher modeling will occur to check for understanding and then the CSIs will be off and running.
Tuesday 10/1/13 - We are now working on collecting relevant evidence, developing warrants and creating argument based claims. The crime scene involves the death of Arthur Volpides, who appears to have fallen down the stairs based upon the observable evidence, witness statement and autopsy report. But things aren't what they seem as the class begins to look deeper into the evidence. This exercise requires the skills used in "Close Reading." Students must work collaboratively to identify a relevant piece of evidence. With this piece of evidence a warrant must be clearly stated. The warrant is a general, common sense rule that applies to almost every situation. Once the warrant is agreed upon, then the class can decide how to write their argument/claim. For example: Evidence-Arthur is holding a glass in his hand. Warrant- When people fall down stairs they generally drop what they are holding. Claim- Mrs. Volpides is probably lying. If you are more interested in the case, please ask your child to fill you in, or give me a call here at school. We can turn you into a crime scene investigator as well.
Wednesday 10/2/13 - The students are now leaning toward Queeny Volpides being a prime suspect, as they discover that her story is not quite adding up with the crime scene and autopsy report. The students are tearing apart her witness statement. Collaboration in the classroom is the key to tackling difficult scenarios. Students are witnessing first hand how working together is much more powerful of a tool. Claims are being supported by warrants and relevant evidence. The task for today was to find 5 new pieces of relevant evidence that can prove whether Queenie is being honest. They showed more independence today and proficiency in using the correct vocabulary, and confidence is building in the argumentative writing process. We will soon be ready to conclude the investigation and begin our official police reports starting next week.
Thursday 10/3/13 - Due to out field trip we had to combine two classrooms in order to get in our writing/science classes. The students tied up all loose ends in the evidence collection phase. They then double checked to make sure each piece of evidence was supported with a warrant in order to create their claim/argument. The CSI groups will be graded on their evidence forms as a group grade, which ensures that all participate and share in the process. If they collected 5 solid pieces of evidence with warrants and claims then the group receives an 85. An additional 5 points will be added to each piece of evidence after the initial 5. If a group fails to reach the minimum requirement of 5, then for each piece not found the group will lose 5 points. With the last 10 minutes of each class I was able to lay out the requirements for their police report through the use of a rubric. Mr. Bish and myself modeled examples of work that should be seen in the police report. The students will receive independent grades for their police reports. I would have to say that this group is extremely excited about their class in general.
Friday 10/4/13 - There will not be a writing class today, as Mr. Barkley will be visiting Clarkson University to learn about what employers in the manufacturing field are looking for in their employees. I will then bring this knowledge back to the STEM teachers and we will incorporate as much as possible into our lessons.
No comments:
Post a Comment