(Re)designing Argumentation Writing Units for Grades 5-12 by Glass Kathy Tuchman;

Author:Glass, Kathy Tuchman;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2017-08-15T00:00:00+00:00

KUDs and Guiding Questions

To orient you to this topic and where it resides within the entire unit, here are the KUDs and guiding questions for this lesson.

Know-Understand-Do (KUDs):

•Knowledge—

•Purposes for writing (to inform, explain, persuade, and so on)

•Some writers include blended purposes, but there is an overriding premise

•Connection between purpose, audience, and style

•Understanding—The purpose and audience for writing shape the content, structure, and style of an author’s work.

•Do (skills)—Identify purposes and audiences for writing.

Guiding questions:

•Unit-guiding question—How do purpose and audience influence an author’s work?

•Lesson-guiding question—Why do people write? What are the purposes for various writing types? Who are the audiences for each type? How does purpose shape other aspects of the writing?

Note that these listed items match the first row of the argumentation unit map in chapter 2 regarding purpose and audience (table 2.1, pages 19–23). I do not address other learning outcomes shown on this row in this section. Now, let’s look at the lesson itself.

Lesson Suggestion

This introductory lesson for the argument unit exercise introduces or reviews author’s purpose. Instead of merely defining an author’s purpose outright, assign student pairs a text excerpt and find others in the class with a text that shares a similar purpose for writing. Have them use evidence from the text to support their rationale. Discussion revolves around the implications of author’s purpose and how it can dictate aspects of writing, such as genre, audience, structure, tone, and style. At the end, have students focus on the text examples for writing to persuade as a springboard for the argumentation unit.

Resources: Teacher-prepared text excerpts or print those included in figure 5.1 (pages 66–70)

Estimated time: Approximately one fifty-minute class period

Predominant instructional strategy: Kinesthetic (movement activity)

Preparation:

•Find samples of writing that represent different genres. These can be various texts that students read in class from previous units. Since it is the featured genre, make sure to include argumentation essays so you can highlight them in future lessons.

•Copy or type selected text excerpts on a separate card that reveals an author’s purpose for writing. Alternatively, use the excerpts provided in figure 5.1. If you do use these excerpts, make sure to cut off the left column that reveals the purpose so students do not have the answers.

Activity sequence:

There are different ways you can structure the ensuing activity. The following is a sequence that I recommend.

1.Explain and model the task: Tell students that this partner exercise, which involves author’s purpose, sets the foundation for any writing task. Say and write this guiding question on the board to set the purpose: “Why do people write?” Partner students up and distribute one card to each pair of students. Differentiate by assigning appropriately challenging text excerpts to each partnership. Explain and model the task that they will perform by issuing these directions to students.

•“You and your partner will each receive a card with a text excerpt on it. It might be a part of a story, poem, or an article. Your goal is to gather together with other pairs who have text that share the same purpose.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.