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Principals’ SessionApproaching Argument

Writing: Module 9.4

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Purpose of this Session• Participants will be able to…

Identify the key design principles and features of Module 9.4.

Understand the design components and approach to argument writing.

Identify areas where students and teachers will need support when engaging with the module.

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Origins of the NY Curriculum Modules’ Approach to Argument

Writing

Argument Writing: NY Curriculum

Modules

Odell Education

Unit

CCSS Writing

CCSS Reading

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Argument Writing: Key Design Features

• Analyze texts to write arguments.• Evaluate argument writing.• Engage in productive evidence-based

conversations about text.• Collect and organize evidence from texts to

support analysis in writing. • Build skills for successful argument writing.• Analyze authors’ use of rhetoric.

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Writing Standards: Writing Has a Progression Too!

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Writing Arguments: Assessed CCSS

• Read W.9-10.1.a-e • Discuss: What are the skills and expectations embedded in these standards?

o W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

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Writing Argument to Build and Present Knowledge in the CCSS

• Read W.9-10.5. • Discuss: What are the skills and expectations embedded in these standards?

o W.9-10.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)

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Assessment Map• Mid-Unit Assessment• End-of-Unit Assessment• Performance Assessment

How do they require increasing levels of mastery for W.9-10.1.a-e? For W.9-10.5?

How can you talk with teachers about what an assessment is expected to tell us about what students can do, and what the students' performance on that assessment says about the need for instruction, scaffolding, or other supports?

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9.4 Module Overview• Form groups of three.

Look at the 9.4 module overview. In your group, share details about the overview

with the other group members, focusing on the following questions: What do the lessons provide to help students

understand the writing process? How do the lessons connect and build on each other?

What do you notice about the way this module is

designed? Share out takeaways.

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Reflecting on 9.4: Approach to Argument Writing

In the next sessions, you’ll have an opportunity to discuss:

• How this approach to argument writing supports the CCSS instructional shifts and standards.

• How you might envision adapting this to your classroom or school(s).

• Decide which pieces will be most challenging to implement and solutions to meet those challenges.

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Q & A

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to http://

www.engageny.org/resource/network-team-institute-materials-may-13-16-2014

and select “Online Parking Lot” for any NYSED

related questions.

Thank You!

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