Common Core State Writing Standards AND

1. Common Core State Writing Standards AND Thinking Maps

2. Outcomes • Create a lesson plan using thinking maps to support student development of knowledge and skills in writing • Collaborate by grade level or content team to develop a lesson plan using Thinking Maps to engage students in opinion/argument writing

3. What is Opinion/Argument Writing? Define opinion/argument writing using a circle map to brainstorm your thinking

4. Opinion / Argument e evidence Claim evidence evidence

5. Opinion/Argument Writing • “The ability to write logical arguments based on substantive claims, sound reasoning and relevant evidence is a cornerstone of the writing standards with opinion writing- a basic form of argument- extending down into the earliest grades.” Overview in CCS English Language Arts and Literacy • “Argument writing is a genre of writing that requires students to investigate a topic, collect, generate, and evaluate evidence, and establish a position on the topic in a concise manner.” The Writing Lab • “Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior.” Appendix A, page 23 of CCS for ELA

6. Use the Common Core Standards to locate the standard for opinion/argument writing Maryland Common Core State Curriculum Framework English Language Arts

7. Maryland Common Core Standards Cluster: Type and Purpose WR 1 CCR Anchor Standard Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Write opinion pieces on topics or texts, supporting a point of view with reason http://corestandards.org

8. PARCC- Writing Progressions • Gr. 2- Standard 1 (W.2.1) Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. • Grade 3 Standard 1 (W.3.1) • Write opinion pieces on topics or texts supporting a point of view with reasons

9. Grade 3 continued • Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons • Provide reasons that support the opinion • Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons • Provide concluding statement or section

10. Grade 4 Writing Progressions • Write opinion pieces on topics or texts, supporting a point of view with reasons and information • Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose • Provide reasons that are supported by facts and details • Link opinions and reasons using words and phrases (e.g., for instance, in order to, in addition) • Provide a concluding statement or section related to the opinion presented From Parcconline.org

11. Student Sample- Grade 2 This opinion piece about a work of literature was produced in class. Owl Moon When you go owling you don’t need words, or worm(warm) or any thing but hope. This is (from) the book Owl Moon. This book is written by Jane Yolen. I like the phrase Because The boy was happy because (because) he got to go owling and hes (he’s) been wonted (wanting) to go owling for a long time and he finally got to go. When other kids are happy. I like it Because you don’t haf’t (have) to have words to go owling but you haf’t to have hope to see an owl. Standards for English Language Arts and Literacy in History/Social Studies and Science- Appendix C

12. Annotations The writer of this piece: • Introduces the central message of the book she is writing about with a quotation from the book • States an opinion relative to the book and provides reasons to support it • Use words and links ideas • Includes a concluding sentence • Demonstrates a command of some of the conventions of standard written English Standards for English Language Arts and Literacy/ Appendix C

13. Flow Map

14. Common Core Standards Writing Activity • Form grade level groups or content specific collaborative planning groups • Review the Common Core Standards for Writing for the appropriate grade level • Decide on a topic/text appropriate for opinion/argument writing • Identify which thinking map will be used to develop the writing

15. Group Reflection/Sharing • Each group will identify a topic/text and thinking map to develop their lesson. • One member of the group will report out • Groups may begin to work on their lesson plan for argument writing using the Teacher to Teacher Lesson Plan document.

16. Resources • http://www.mdk12.orgstandards • http://parcconline.org • http://www.thinkingmaps.org