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READING: rw4622lp

Resources:

UNIT 3: Argument and Advocacy: Researching Debatable Issues

Introduction Summary for Book 3: "This unit supports students in reading more complex, challenging nonfiction with greater agency and independence. It aims to support fifth-graders in becoming more active and critical citizens who ponder complex social issues, strive to have an informed viewpoint, to communicate it clearly, and to engage with opinions that might conflict with their own" (Calkins & Hohne, 2015, vi)
Source:Calkins, L., & Hohne, A. (2015). Argument and Advocacy. Portsmouth, NH: Heinemann.

Unit 3 Rubrics

Main Idea(s) and Supporting Details/ Summary
Analyzing Parts of a Text in Relation to the Whole
Analyzing Perspective
Cross Text(s) Synthesis

G5B3_Rubric.pdf

Unit 3 Bend 1

Bend 1:"In the first bend, students will spend a day learning how to evaluate an argumentative text. This work will set students up for the rest of the unit and give teachers a window of opportunity to study what your students already know about reading argumentative text before they start the unit. Next, students will work in groups to research a proactive issue, setting up right from the start the study of a debatable issue that can be considered from multiple perspectives (e.g. Should we be more focused on space exploration or undersea exploration? Are zoos helpful or harmful? Are extreme sports worth the risks?). The debates will be polarizing and a bit simplistic, and that is on purpose, both to generate energy and also to support students in truly considering the opposing position, which is foundation work to making a strong argument. Students will be supported with text sets to help them consider these different positions. After a day or so of research, students will complete a flash debate to help them understand the issue better and grow new insights and raise new questions. After, students will learn that a reader can read texts that don't seem to exactly address the issue (such as reading about the history of zoos when debating whether or not zoos are harmful or helpful) and use them to become more informed about the argument and glean information that can apply to the argument. Students will learn that research is a constant cycle of reading, thinking in response, raising questions, reading more to understand the answers to those questions, talking to others or writing to think, and reading again. At the end, students will again debate, and teachers will raise the level of the work by pushing them to consider counterargument and rebuttal, two essential moves for making a strong argument" (Calkins & Hohne, 2015, ix-x).

A School Fight Over Chocolate Milk

Mentor Text

G5B3_ASchoolFightOverChocolateMilk (4).pdf

G5B3_HowtoOrganize_CH.pdf

Lesson 2

G4B3_AnchorChart-1.pdf

Lesson 2

G5B3_HowtoOrganize_CH.pdf

Lesson 2

G5B3_ChocolateMilkSchoolschart.pdf

Lesson 3

G5B2_TextComplexityCards (2).pdf

Lesson 4

Lesson 5

G5B3_ThinkingandWondering_CH (1).pdf

Lesson 6

G5B3_AskingQuestionsOfYourNonfictionText_CH (1).pdf

Lesson 6

G5B3_ShouldSchoolsOfferChocolateMilk (2).pdf

Lesson 7

G5B3_ToPrepareToMakeAnArgument_CH (1).pdf

Lesson 8

G5B3_ArgumentProtocol (2).pdf

Lesson 8

Unit 3 Bend 2

"In the second bend, students will continue to study the same issues, only now with more depth and an analytic lens. To support them in seeing the issues as more nuanced and complicated, teachers will show students how to develop their own research questions and agendas, saying to them that "there is rarely ever just one question around an issue. There are usually lots of questions and provocative ideas to discuss around an issue. This work matters. It matters that students develop their own research agendas rather than simply waiting to be handed one, and so in this part of the unit, you'll need to be ready to offer more scaffolding and support than you will offer during the earlier part of the unit. To help students consider other issues and ideas, there is a Bend II text set provided in the online resources, which has been designed to spark some new ideas around the issues. Another day, teachers will raise the level of research by showing students how to annotate their texts to be more in conversation with the ideas and information with these texts. Another day, teachers will show students how to reach for slightly more difficult texts on the issue and students will draw on all they have learned about reading more complex texts. Across the rest of this bend, teachers will continue to teach into supporting students' analytic reading practices and help them read texts on different levels. One day they will learn how to analyze the perspective of their texts. Another day, teachers will remind students that studying the craft moves of authors is another level of studying texts, and teachers will reinforce the learning they’ve had to show students that some texts can be read as both informational texts and argumentative texts. Students will learn to evaluating arguments and support students in the beginning to determine how they know when the author is making a strong argument and when he or she is not. The bend ends with another debate on the issue and students can decide if they want to debate the same question as they did in Bend I or another of their choice. Research groups will listen to each other and decide which side "won" the debate" (Calkins & Hohne, 2015, x-xi). Source:Calkins, L., & Hohne, A. (2015). Argument and Advocacy. Portsmouth, NH: Heinemann.

G5B3_TranscriptConversationChocolateMilk (3).pdf

Lesson 9

G5B3_HowCanWePushOurselves_CH (3).pdf

Lesson 9

G5B3_ExamplesAnnotatedArticles (4).pdf

Lesson 10

Link to Article

Lesson 10

G5B2_TextComplexityCards (2).pdf

Lesson 11

G5B3_ShouldOrcaShowsBeBanned (1).pdf

Lesson 11

G5B2_FiguringOutTheMeaning_CH (2).pdf

Lesson 11

G5B3_WhenEncounteringASlightlyTooDifficultText_CH.pdf

Lesson 11

Lesson 12 Part 1

Lesson 12

Lesson 12 Part 2

Lesson 12

G5B3_AmericanDairyFarmersBlog.pdf

Lesson 12

G5B3_WhenStudyingPerspectivesAsk_CH.pdf

Lesson 12

Lesson 13

G5B3_WritersAimTowardGoals_CH (1).pdf

Lesson 13

G5B3_WritersUseTechniquesSuchAs_CH.pdf

Lesson 13

G5B3_ArgumentWritersAimTowardsGoalsCards.pdf

Lesson 13

G5B3_ArgumentWritersUseTechniquesCards.pdf

Lesson 13

G7B2_NarrativeWritersAimTowardGoalsSuchAs.pdf

Lesson 13

G7B2_NarrativeWritersUseTechSuchAs.pdf

Lesson 13

G5B3_ClaimsandEvidence.pdf

Lesson 14

G5B3_SampleText.pdf

Lesson 14

G5B3_ClaimsandEvidence.pdf

Lesson 14

Unit 3 Bend 3

"In the final bend of the unit, teachers will rally students into studying a new issue. Each research group will switch and study another of the issues for which you have text sets. During this bend, teachers will support students in drawing on all they have learned about researching issues to dive deeply into this new unit of study, and teachers will raise the level of that work. One day, teachers will show students that it is not just by reading that we get new ideas for research but also through conversation. Another day, students will compare and contrast craft moves across texts, writing about what they notice. You'll also involve students in critical literacy work, pushing them to consider issues of power between the lines of their texts, as well as how texts are written to get readers to feel certain emotions. Toward the end of the bend, students should be able to take their learning about issues and make their voices heard. Students can write about their issues or engage in advocacy work, writing on the issues they have studied to make a difference in the world. All told, the three bends of this unit will support students in doing stronger reading research work, strengthening their repertoire of analytic reading practices, and showing them the connection between studying an issue and engaging in advocacy. They will be stronger not only in reading argumentative texts but also denser, more complex nonfiction overall" (Calkins & Hohne, 2015, xi-xii).
Source:Calkins, L., & Hohne, A. (2015). Argument and Advocacy. Portsmouth, NH: Heinemann.

G5B3_ShouldOrcaShowsBeBanned (1).pdf

Lesson 16

G5B3_BottledWaterBetter (1).pdf

Lesson 16

G5B3_StephenHawking (1).pdf

Lesson 16

Lesson 17

G5B3_TopoftheWorld.pdf

Lesson 18

G5B3_ExcerptTopWorld_SteveJenkins.pdf

Lesson 18

G5B3_PromptsToHelpYouCompareAndContrast_CH.pdf

Lesson 18

G5B3_Rubric.pdf

Lesson 18

Video

Lesson 19

G5B3_KidsNationwideRejectBlackfishAgenda.pdf

Lesson 19

G5B3_Rubric.pdf

Lesson 19

G5B3_SomeQuestionsToAsk_CH.pdf

Lesson 19

Video

Lesson 20

Video

Lesson 20

G5B3_ScenarioCards.pdf

Lesson 21

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Google Classroom

How to Access Google Classroom

Google Classroom Access Codes:

Resources:

UNIT 3: Argument and Advocacy: Researching Debatable Issues

Unit 3 Rubrics

Unit 3 Bend 1

A School Fight Over Chocolate Milk

Unit 3 Bend 2

Unit 3 Bend 3

Homework for 5th Graders