Module 5: Arguments and Explanatory Writing

1. Supporting Rigorous CTE Teaching and Learning Module 5: Arguments and Explanatory Writing Tennessee Department of Education CTE High School

2. Course of Study • Analysis of a Research Simulation Task in CTE • Engaging in Rigorous CTE Lessons • Text Complexity • Academically Productive Talk • Arguments and Explanatory Writing Packet 1: CTE Materials, page 93

3. Goals • Deepen understanding about how to support students to write an evidence-basedargument and explanatory/informational texts. • Deepen understanding about how to situate and prompt the writing of an argument versus an explanatory/informational text. • Reflect on your learning. Packet 1: CTE Materials, page 93

4. Norms for Working Together • Keep students at the center. • Be present and engaged. • Monitor air time and share your voice. • Challenge with respect. • Stay solutions oriented. • Risk productive struggle. • Balance urgency and patience. Packet 1: CTE Materials, page 3

5. Review of Module 4 • What is academically productive talk? • How do you prepare for academically productive talk? Packet 1: CTE Materials, page 95

6. Writing: Understanding Text Types

7. Task SheetUnderstanding Text Types Part I—Writing to Inform and Make Arguments • As you watch the Writing to Inform and Make Arguments video clip, think about these two questions: • What are the Common Core State Standards (CCSS) expectations for student writing? • How can we support student writing in our CTE classrooms? • Following the video clip, write a response to the two questions. Packet 1: CTE Materials, page 97

8. Task SheetUnderstanding Text Types Part II—Understanding the Writing Standards • Please take about 10 minutes to individually • review the writing standards (Packet 3, yellow, pages 64-66) for your grade bandand • Read Writing: Definition of the Standards’ Three Text Types (Packet 3, blue, pages 23-25). Packet 1: CTE Materials, page 97 Packet 3: CCSS Resources, yellow pages 64-66 and blue pages 23-25

9. Task SheetUnderstanding Text Types Part II—Understanding the Writing Standards (continued) • In pairs, discuss (about 10 minutes) the following questions: a. What are the differences between argument and explanatory writing according to the Common Core State Standards (CCSS)? • What does CCSS see as differences in argument among the content areas ELA, history/social studies, science, and technical subjects? • Be prepared to share your thinking with our whole group. Packet 1: CTE Materials, page 97 Packet 3: CCSS Resources, yellow pages 64-66 and blue pages 23-25

10. Task SheetUnderstanding Text Types Part III—Whole Group Discussion • What is distinctive about these two different types of writing? • Why are they both important to being literate? • Why are they both important to CTE? Packet 1: CTE Materials, page 97 Packet 3: CCSS Resources, yellow pages 64-66 and blue pages 23-25

11. Short Research Project Writing Task

12. Task SheetShort Research Project Writing Task Part I—Reading and Writing to Inform or Make Arguments • Count off by twos; then read the directions for your assigned task. • = Argument (green, page 101) • = Explanatory (blue, page 103) Packet 1: CTE Materials, pages 99 and either 101 or 103

13. Task SheetShort Research Project Writing Task Part I—Reading and Writing to Inform or Make Arguments (continued) • Locate and read your texts. • Understanding Vapor Barriers (Packet 2, goldenrod) • Hygrothermal Regions (Packet 2, pink) • Use Packet 1, pages 105-108 to write your response. Take 30 minutes (this will probably not be enough time to finish the task) to individually write the essay as an adult. • Use the appropriate rubric to guide your writing. • Argument (Packet 1, green, page 109) • Explanatory (Packet 1, blue, page 111) Packet 1: CTE Materials, pages 99, 101 OR 103, 105-108, and 109 OR 111 Packet 2: CTE Texts, goldenrod and pink pages

14. Task SheetShort Research Project Writing Task Part II—Unpacking Your Task • Partner with someone who completed the same writing project and “unpack” the task. • What would students have toknow and be able todo to successfully complete the task? • What instructional supports might scaffold students to successfully complete this task? • Chart and post your thoughts. • Be prepared to share your thinking with another group. Packet 1: CTE Materials, page 99 Packet 3: CCSS Resources, yellow, pages 62 and 64-66

15. Task SheetShort Research Project Writing Task Part III—Pairs Share • Team up with another pair (different task). • Discuss the two types of writing. • How is the intellectual work similar? How is it different? • How are the supports similar? How are they different? • Be prepared to engage in a discussion with the whole group. Packet 1: CTE Materials, page 99

16. Task SheetShort Research Project Writing Task Part IV—Whole Group Discussion • What insights did you gain or questions do you have related to short research project writing tasks • about the two types of writing? • about being a learner in the task? • What do you see as implications for your teaching? Packet 1: CTE Materials, page 99

17. Planning for Engaging Your Students in Writing

18. Task SheetUnderstanding Text Types Part IV—Writing to Inform and Make Arguments (Revisited) • Revisit your response to the Common Core State Standards (CCSS) video clip (Part I). • As you watch this video clip a second time, think about these two questions: • What are the CCSS expectations for student writing? • How can we support student writing in our CTE classrooms? • Following the video clip, revise and/or add to your original response. Packet 1: CTE Materials, page 97

19. Task SheetPlanning for Short Research Projects Part I—What might a short research project look like in your classroom? • Read Part IV of the Publisher’s Criteria. How were you engaged in writing to sources and research? • Consider the topics you will teach next year. How might you structure a short research task that requires students to write an argument based on data and evidence1? • How about opportunities to write an informational/explanatory text? 1Evidence includes facts, extended definitions, concrete details, quotations, or other information and examples as appropriate to the task and the stimuli (sources). Packet 1: CTE Materials, page 113 Packet 3: CCSS Resources, pink, page 19

20. Task SheetPlanning for Short Research Projects Part II—Pair and Share • Partner with someone else and share your thinking. • Be prepared to share your ideas with the whole group. Packet 1: CTE Materials, pages 113

21. Takeaways An understanding that • tasks can be structured/designed to influence the type of writing produced; • arguments make a claim about a focused question and support the claim with logical evidence and reasoning; alternative or opposing claims are addressed; • informational/explanatory texts are designed to inform the reader about a topic; and • cohesion, clarity, and formal style are expected in both types of writing. Packet 1: CTE Materials, page 115

22. Gots and Needs • Think about the module takeaways and your current level of understanding for each takeaway. • What messages are clear (you got it)? Use a “sticky” note to share your “Gots.” Write one “Got” per sticky note. • What questions do you still have? Use a “sticky” note to share your “Needs.” Write one “Need” per sticky note. • Post your “Gots” and “Needs” on the appropriate chart. Packet 1: CTE Materials, page 115

23. Participant Reflection Form Take a few moments to respond to the Participant Reflection Form on page 117. Packet 1: CTE Materials, yellow, page 117