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Nutrition and Schools

This writing project focuses on exploring evidence related to nutrition in schools and developing argumentative writing skills. Students will analyze texts, identify evidence, consider different perspectives, rank evidence, compose drafts, and revise their arguments.

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Nutrition and Schools

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  1. Nutrition and Schools Rachel Bear Boise State University Writing Project Teacher Consultant

  2. Evidence Ranking

  3. Anchor Chart:What Makes Good Evidence?

  4. Stepping Back What did we just do? How will activities like this move students toward argumentative writing?

  5. Using Evidence Identify evidence that you could use. . . • And put a new spin on it (extending) • As an example to support a claim (illustrating) • To reference an “expert” (authorizing) • To push back—disagree, challenge, interpret in a different way (countering)

  6. Using Evidence Identify places where the author has used evidence. . . • And put a new spin on it • As an example to support a claim • To reference an “expert” • To push back—disagree, challenge, interpret in a different way

  7. Where do you stand on the issue?

  8. Mining A Text:USDA School Lunch Changes Identify evidence that you could use. . . • And put a new spin on it (extending) • As an example to support a claim (illustrating) • To reference an “expert” (authorizing) • To push back—disagree, challenge, interpret in a different way (countering)

  9. Where do you stand on the issue?

  10. Mining A Text:A Tale of Two Meals Identify evidence that you could use. . . • And put a new spin on it (extending) • As an example to support a claim (illustrating) • To reference an “expert” (authorizing) • To push back—disagree, challenge, interpret in a different way (countering)

  11. Where do you stand on the issue?

  12. Mining Texts: Mini-Jigsaw Identify evidence that you could use. . . • And put a new spin on it (extending) • As an example to support a claim (illustrating) • To reference an “expert” (authorizing) • To push back—disagree, challenge, interpret in a different way (countering)

  13. Where do you stand on the issue?

  14. Stepping Back What did we just do? How will activities like this move students toward argumentative writing?

  15. Considering Other Perspectives • Food Rank and Sort • Tap Out Discussion • 3-2-1 Exit Ticket • 3 best pieces of evidence from discussion • 2 things they learned during the discussion • 1 question they still have

  16. Evidence Selection • 1 sentence about where you stand on the issue • 3-4 pieces of evidence • Note about how you could use each: • As an example to support your claim • To reference an “expert” • Put a new spin on it • To push back—disagree, challenge, interpret in a different way

  17. Evidence Ranking • Trade evidence list • Rank from 1-4 • 1 is most logical and relevant evidence to support claim • 4 is least logical and relevant evidence to support claim • Trade back and discuss

  18. First Draft Composing • Take some time to compose a first draft of your argument on the issue of nutritional mandates in schools • Be sure to include at least your strongest piece of evidence • Frame evidence in a way that indicates how you are using the evidence—example, a new spin, expert, pushing back

  19. Subsequent Draft Composing • Silent discussion peer feedback • Revision • Process Analysis

  20. What? So What?Now What?

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