Analyzing the Healthy Hunger-Free Kids Act: Promoting Healthy Eating in Schools, Lecture notes of Nutrition

Download Analyzing the Healthy Hunger-Free Kids Act: Promoting Healthy Eating in Schools and more Lecture notes Nutrition in PDF only on Docsity! Argument Writing acy, Middle School Junk Food Wars > What policy should your school follow about school lunches? Teacher’s Guide CODE BY NC ND rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Argument Writing for Middle School Overview of Unit 1 - Junk Food Wars Lesson Activities Teacher Materials Student Materials 1 Discussion of Keep Healthy Meals in Schools (PRO Text) o 10 min — Teacher sets up the concept of argument and provides a quick overview of the unit. Students learn that they will read and discuss some argument texts and then write their own argument in response to the following prompt: What policy should your school follow about school lunches? 0 20 min — Teacher introduces Questioning the Author (QUA) and gives examples of gist queries. Leads whole group discussion of PRO text using QtA gist queries. 010 min - Quickwrite: Do you agree with this author about the school nutrition standards? Explain why or why not. (Students write & share answers.) oLesson Script o Definitions Chart (small) o Argument Essay Chart (small) o Notebook — Used in all lessons. (Student materials are in notebook unless noted.) oText: Keep Healthy Meals in Schools -Tab 1 o Quickwrite 1 - Tab2 N Discussion of Eliminate School Nutrition Standards (CON Text) o5 min — Brief review of QtA. 020 min — Whole group discussion of CON text using QUA gist queries. 015 min - Quickwrite: What does each of these authors want you to think about this topic? (Students write & share.) oLesson Script o Text: Eliminate School Nutrition Standards -Tab 1 0 Quickwrite 2 - Tab2 3 | Argument Map: PRO Text oS min — Teacher introduces argument elements: claim, reasons & evidence. o 10 min — Teacher models mapping an argument about breakfast being the most important meal. 025 min — Teacher uses QtA argument queries to help students identify elements in PRO text. During this discussion, teacher creates a map of the PRO text and students mark their text copy. oLesson Script o Definitions Chart (large) oChart Paper o Large Post-Its o Sample Marked PRO Text o PRO Text -Tab 1 4 | Argument o 15 min — Teacher uses QtA argument queries to analyze | o Lesson Script o PRO & CON a CON and map the CON text argument. Definitions Chart Texts -Tab 1 o 10 min — Teacher introduces counter-reason and (large) o PRO & CON rebuttal. Students examine and discuss examples in Chart Pz Argument Maps both texts, ofnart Naper Tab 3 015 min — Quickwrite: What is the most convincing See Osa Ls © Quickwrite 4 - reason each of these authors gave? In your own words, Tab2 briefly describe each reason and evidence the author provided to support it. (Students write & share.) Triple Q (2020) Pennsylvania State University University of Pittsburgh @OS0 Lesson Activities Teacher Materials Student Materials 5 | Discussion of Assorted Evidence 030 min — Students adopt a position on the standards. They then examine assorted snippets of evidence and select pieces that support their position. In a whole-class discussion, students present their evidence and respond to questions and challenges from their listeners. 010 min — Quickwrite: Suppose you were put in charge of school food for a large district. What’s the first thing you would do to help students eat healthier foods? Explain why you think doing this would help. (Students write and share.) oLesson Script o Table: Assorted Evidence -Tab 1 0 Quickwrite 5 - Tab2 6 | Compare Claims o 10 min — Students examine essay criteria and brainstorm possible responses to the prompt. o 10 min — Teacher models two possible claims and students decide which is stronger. 05 min - Each student writes a strong and a weak claim. o15 min — Teacher reads some claims and class decides whether each is strong or weak. oLesson Script o Argument Essay Chart (large) oLarge Post-Its o Argument Essay Criteria -Tab 4 7 | Work on Claim o 10 min — Students write a rough draft of their own claim and circle evidence they can use to support it. o 10 min — A few students present their claim and evidence, and the class gives feedback on whether the evidence supports the claim. 0 20 min — Students meet in pairs to review each other’s claim and provide feedback. oLesson Script o Outline Template -Tab 4 o PRO & CON Texts; AE Table -Tab 1 o Peer Feedback 1 -Tab 4 o Small Post-Its (Not in binders.) 8 | Begin Argument Outline o 10 min — Students examine evidence sources and identify three types of evidence. o 10 min — Teacher models outlining a claim, reason and evidence. 0 20 min — Students start working on their own argument outline. oLesson Script oChart Paper oLarge Post-Its oTexts & AE Table -Tab 1 o Outline Template -Tab 4 o Small Post-Its (Not in binders.) 9 | Finish Outline o5 min — Given sentences about a familiar topic, students separate reasons from counter-reasons. o5 min — Teacher models adding a counter-reason and rebuttal to the teacher’s outline. 030 min — Students finish their own outline. oLesson Script o Large Post-Its o Teacher Outline Chart from Lesson 8 o Outline Template -Tab 4 o Small Post-Its (Not in binders.) Triple Q (2020) Pennsylvania State University University of Pittsburgh Lesson Activities Teacher Materials Student Materials 10 | Language Choice o 10 min — Teacher uses sentences about a familiar topic to introduce the concept of signal words. 020 min — Teacher uses QtA language choice queries to help students examine signal words in context and decide what they signal. o 10 min — Students and teacher work together to chart examples of commonly used signal words. oLesson Script o Signal Words Chart o Worksheet: Signal Words - Tab2 o PRO Text -Tab 1 11 | Begin First Draft o 15 min — Students meet in pairs to review each other’s outline and provide feedback. o 10 min —- Teacher models using an outline to write a first draft. oLesson Script o Teacher Outline Chart o Peer Feedback 2 -Tab 4 o Small Post-Its o Teacher’s Model elements and how to interpret the marks. o Students finish their first draft. o Students meet in pairs to read each other’s draft and mark the claim, reasons, and evidence. o Students begin revising their draft and preparing to write their final essay. o 15 min — Teacher goes over essay requirements Draft -Tab 5 ee on the first draft of o Self Checklist - 8 ssay. Tab 5 o Paper — Draft - Tab5 12 | Work on Draft 040 min — Students continue working on their oLesson Script o Paper - Draft - first draft. Teacher looks for and shares example Tab 5 sentences from students’ essays. 13 | Finish Draft o 10 min - Teacher uses a sample marked essay to | o Lesson Script o Sample Marked help students understand how to mark argument Essay -Tab 5 o Students’ Drafts 14 | Begin Final Essay 05 min — Teacher uses the scoring rubric to briefly review essay requirements. o15 min - Teacher offers ideas for getting started on the revision process, and students examine revisions marked in a sample draft essay. 020 min — Students begin revising their draft and writing their final essay. o Lesson Script o Scoring Rubric - Tab5 o Sample Draft & Final Essay -Tab 5 co Students’ Drafts o Paper — Final - Tab5 15 | Finish Essay o Students finish their essay and complete the Self Checklist. olf time permits, volunteers present their essays to the class. o Lesson Script o Students’ Essays o Paper — Final - Tab5 o Self Checklist - Tab5 Triple Q (2020) Pennsylvania State University University of Pittsburgh Introduction to the Teacher’s Guide 2 Unit Overview The title of this unit is Junk Food Wars. The two model argument texts are about school meals. Specifically, they are about the nutrition standards that require schools to serve healthy foods and limit calories. These standards were enacted when Congress passed the Healthy Hunger-Free Kids Act in 2010. The first model text argues for the standards, and the second text argues against them. There is also a table with assorted evidence about the standards and additional efforts to promote healthy food choices. The writing prompt for the final essay is What policy should your school follow about school lunches? In their essays, students are expected to provide a clear claim that responds to the prompt. In addition, they are to provide two reasons why they believe their claim and to support each reason with at least one piece of evidence from the texts or table. Students may go beyond the texts to find additional evidence, but they should say where they got their information so the reader can decide whether it's convincing. The unit includes 15 lessons. In Lessons 1 through 4, students read and discuss the PRO and CON texts, analyze arguments within and across the texts, and work collaboratively to create an argument map for each text. In Lesson 5, students adopt a position on the standards, then examine the Assorted Evidence table and identify evidence that supports their position. Except for Lesson 3, all of these lessons contain quickwrites that ask students to respond to the texts. Students begin planning their argument essay in Lesson 6. The lesson begins with students brainstorming claim ideas that answer the writing prompt. The teacher then models writing a claim, and students compare and evaluate sample claims. In Lesson 7, students write a rough draft of their own claim, then meet in pairs and provide feedback on each other’s claim. In Lesson 8, the teacher models outlining a claim, reasons, and evidence, and students begin their own argument outline. The student binder includes an outline template to help them organize their argument. In Lesson 9, the teacher models adding a counter-reason and rebuttal to the teacher’s outline, and students finish their outline. Lesson 10 introduces signal words, and students examine how authors use them to help readers follow the logic of their argument. In Lesson 11, students meet in pairs and provide feedback on each other’s outline. The teacher then models using an outline to write a first draft. Students work on their draft in Lessons 11 and 12. They finish their draft in Lesson 13, then pair up and mark the claim, reasons, and evidence in each other’s draft. Students examine a sample draft revision in Lesson 14, then begin revising their draft and writing their final essay. They finish their essay and complete a Self Checklist in Lesson 15. The Teacher’s Guide contains lesson scripts that support the teacher in facilitating discussions and activities. The scripts include stopping points in the text or activity, queries to initiate discussion, and follow-ups that encourage students to clarify and elaborate their ideas and respond to the ideas of their peers. The scripts enable teachers to provide explicit supports for students’ writing by modeling such processes as mapping an argument, writing a claim, creating an outline, and using the outline to write a first draft. They also suggest problems to watch for and feedback to offer while students are planning, writing, and revising their essays. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Argument Writing for Middle School Contents: Unit 1: Junk Food Wars Tab 1 - Texts e Keep Healthy Meals in Schools ¢ Eliminate School Nutrition Standards e Assorted Evidence Table Tab 2~— Worksheets e Lesson 1 Quickwrite e Lesson 2 Quickwrite e Lesson 4 Quickwrite e Lesson 5 Quickwrite e Lesson 10 Signal Words Tab 3- Argument Maps e¢ Map of PRO text (Keep Healthy Meals in Schools) e Map of CON text Eliminate Schoo! Nutrition Standards) Tab 4~ Planning your essay e Essay Criteria ¢ Outline Template e Peer Feedback 2 e Peer Feedback 2 Tab 5 ~ Writing your essay e Teacher’s Model Draft SelfChecklist Draft paper Sample Marked Essay Scoring Rubric Sample Draft ¢ Final Final essay paper Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Lesson 1 — Discussion of PRO Text 3 Text Discussion Part 3 - Introduce Questioning the Author Describe what students will do: Today we'll read our first text about Junk Food Wars. When we read and discuss our texts, we're going to do something called “Questioning the Author.” In this activity, someone will read part of the text aloud while everyone follows along. Then we'll stop and talk about what the author is telling us in that part of the text. Give examples of QtA gist queries: When we question the author, we ask things like: © What is the author trying to say? © Why is that important? © What does the author mean by that? © How do those ideas connect to the rest of the text? Explain the purpose: The idea behind QtA is to figure out what an author is trying to say — because that can take some work. When I ask questions like “What is the author trying to say?” I want to hear what you think the author means. By sharing what we think and listening to each other's ideas, we will work together to get a good understanding of the author’s message. I might call on people who haven't raised their hands, because I'd like to hear from everyone. I’m not looking for a “correct” answer but trying to get us all to talk about what the text is saying. It’s all about thinking together and putting together ideas. Later in the unit when you start writing your own essays, you will use the same kinds of questions to give each other feedback about your writing. Part 4 — Discuss PRO Text Major Ideas Students Should Understand Through this Discussion The Healthy Hunger-Free Kids Act of 2010 included strict nutrition standards that require schools to offer healthy foods and limit portion sizes. In this essay, Sara Martin argues that we should keep the standards in force and give them time to work. She believes they are already making a difference and will make even more of a difference over time. She uses expert opinion, evidence from research, and data from surveys and government reports to support her view of the standards and refute critics who say students are wasting food rather than eating it. She concludes by warning that getting rid of the standards would put students at risk because school meals are the only access some children have to healthy foods. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Lesson 1 — Discussion of PRO Text 4 Guiding a QtA Discussion Using Gist Queries to Promote Comprehension Questioning the Author gist queries are designed to help students figure out what the author is trying to say. Suggested responses are provided with each query. As students identify a major idea, write it on the board. This will help students remember what was stated and provide visual support for understanding the author's message. Troubleshooting Problems Students’ initial responses are likely to be incomplete or incorrect. They may misinterpret the text or offer ideas that don’t come from the text. To develop strong understanding of the text, follow up the responses to help students clarify, elaborate, or refocus their ideas: Reread a key line or two and repeat the query. Or use follow-up questions such as: © What makes you think that? Is that what the author told us? e What lines in the text say that? © How does that connect to what we said earlier? Some students answer gist queries by reading text sentences verbatim, often without thinking about what the words mean. When this happens, prompt students to say it in their own words. For example, “That’s what the author said but what does the author mean?” When students use their own words without being prompted, provide reinforcement by saying something like, “You did a great job of saying that in your own words.” Response Slips If students do not respond to a question or if only a few students participate, have everyone write a one-sentence response. To make sure students are prepared to do so, you might have slips of paper ready to provide. After students write, you can have them read what they wrote or you can collect the slips and read a few answers. If you establish this as a routine, students may be more likely to respond orally. Introducing Unfamiliar Words The words that are highlighted in your copy of the text are terms that might be unfamiliar to your students. Definitions can be found on page 6. Please provide brief explanations of these and other unfamiliar words as they arise during the reading. Have students tum to the first text under Tab 1 in their binders. Conduct a discussion based on the questions indicated on pages 5 and 6. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Lesson | — Discussion of PRO Text Keep Healthy Meals in Schools by Sara Martin 1 In 2010, Congress passed the Healthy Hunger-Free 2 _ Kids Act. This new law updated the nutrition (lines 1-12) What's the author telling us about? 3 standards for school meals in an effort to help Congress updated the nutrition standards for 4 students eat healthier foods. For decades, school school meals. So now schools have to serve 5 cafeterias have served mostly processed foods. healthy foods & limit portion sizes. 6 These foods are easy to prepare, but they tend to be VS 7 high in calories and low in nutrients. The new 8 standards require schools to offer more fruits, 9 vegetables, whole-grains, and foods that are low in (12-14) What is the author claiming here? 10 sugar, fat and salt. They also require schools to limit © She says we should keep the standards and give 11 portion sizes so students don’t get more calories than them a chance to work. 12 _ they need. School meals should be healthy, so it is oo 13 important to keep the standards and give them time 14 to work. (15-23) What reason does the author give for 15 One reason to keep the standards is that they are keeping the standards? 16 beginning to make a difference. Former First Lady © Because they’re starting to make a difference. 17 Michelle Obama, a key player in getting the law . . 18 passed, wrote this two years after the standards CE ee more heathy 19 went into effect: foods. How does that connect to the idea that the standards are making a difference? 20 Today, 90 percent of schools report that they are © It tells how they are making a difference (e.g., 21 meeting these new standards. As a result, kids school meals are getting healthier). } 22 are now getting more fruits, vegetables, whole A 23 grains and other foods they need to be healthy. 24 A three-year study from the University of 25 Washington shows that the standards are helping (24-31) What is the author saying about this study? 26 students make better food choices. Researchers © It found that kids are choosing healthier foods 27 analyzed the food items selected by middle- and than they did before the standards. 28 high school students. They found that students are. 29 now choosing more foods that are high in protein, How does this fit with what the author wants us to 30 iron, calcium and vitamin C. They are also choosing believe? 31 more foods that are low in calories. It shows more about how the standards are making a difference. | 32. Another reason to keep the standards is that they will . J 33 make even more of a difference as schools and 34 students adjust to them. This is not an easy 35 adjustment, but many organizations are helping. The (32-41) How does this paragraph connect to what 36 United Fresh Produce Association is helping schools the author has been saying? 37 buy and use fresh produce. The U.S. Department of It gives another reason to keep the standards: 38 Agriculture (USDA) is helping schools purchase they will work even better as schools and 39 kitchen equipment needed to prepare healthy meals. students get used to them. 40 _ Itis also providing toolkits with strategies for Al helping kids choose healthy foods. What makes the author think schools and students will get used to them? © Schools are getting help to provide healthy meals and help kids choose healthy foods. } Triple Q (2020) Pennsylvania State University University of Pittsburgh rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Unit 1 Lesson 2 — Discussion of Eliminate School Nutrition Standards (CON Text) vy Bird’s Eye View Review Questioning the Author (Part 1) —5 minutes This lesson begins with a brief review for students about QtA. Discuss CON Text (Part 2) —- 20 minutes Each portion of text is then read aloud and discussed using Questioning the Author gist queries. Quickwrite (Part 3) — 15 minutes Students then respond to both texts by describing what each author wants the reader to think about this topic. Part 1 - Review Questioning the Author Describe what students will do: Today we’ ll read our second text about Junk Food Wars. As with the first text, we'll read and discuss the text using “Questioning the Author.” Review examples of QtA gist queries: Do you remember what kinds of questions we ask when we question the author? Add to the questions students recall if needed: © What is the author trying to say? © Why is that important? © What does the author mean by that? © How do those ideas connect to the rest of the text? Review the purpose: Do you remember why we use this technique ? Add if needed: By listening to each other’s ideas about these kinds of questions, we will work together to get a good understanding of the author’s message. Part 2 —- Discuss CON Text Triple Q (2020) Pennsylvania State University University of Pittsburgh Major Ideas Students Should Understand Through this Discussion Joe Michaels argues against the school lunch standards. He believes that decisions about what students eat should be made by parents and local officials. He also says that, because of the standards, food is being wasted, students aren’t getting enough to eat, and schools are struggling to provide healthy foods that taste good and don’t cost too much. He uses examples, expert opinion, survey data, and research reports to support his view of the standards and argue against those who say improving school meals will keep students healthy. / Lesson 2 — Discussion of CON Text Guiding a QtA Discussion Using Gist Queries to Promote Comprehension Each portion of text is read aloud, then you ask gist queries to help your students figure out what the author is trying to say. Suggested responses are provided with each query. Record major ideas on the board as students identify them. Troubleshooting Problems Follow up students’ responses to help them clarify, elaborate, or refocus their ideas: Reread a key line or two and repeat the query. Or use follow-up questions such as: What makes you think that? Is that what the author told us? What lines in the text say that? © How does that connect to what we said earlier? Encourage students to describe what the text says in their own words rather than reading sentences verbatim. Introducing Unfamiliar Words Provide brief explanations of highlighted and other unfamiliar words as they arise during the reading. Definitions for highlighted words are on page 4. Have students turn to the second text under Tab | in their binders. Conduct a discussion based on the questions indicated on pages 3 and 4. Triple Q (2020) Pennsylvania State University University of Pittsburgh (Thig workgheet ig under Tab 2 in the student notebook.) Lesson 2 Quickwrite! In regponge to both texte What does each of these authors want you to think about this topic? Keep Healthy Meals in Schools Eliminate School Nutrition Standards by Sara Martin by Joe Michaels NOTES: Some students may say that Sara Martin wants schools to serve healthy meals. This is imprecise but fairly accurate. However, the same students will often say that Joe Michaels does not want schools to serve healthy meals. He wants to get rid of healthy foods, or he thinks healthy school meals are bad. When someone offers that kind of description, ask if that’s really what Joe Michaels is saying. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Unit 1 Lesson 3 — Argument Map: PRO Text Bird’s Eye View Introducing Argument Elements (Part 1) — 5 minutes This lesson begins by defining claim, reasons and evidence. Mapping a Familiar Argument (Part 2) — 10 minutes The teacher then models mapping an argument about breakfast being the most important meal of the day. Mapping the PRO Text (Part 3) — 25 minutes The teacher and students then work together to create an argument map of the PRO text. Part 1 - Introducing Argument Elements Triple Q (2020) Connect back to texts: We just read two texts about school food. Let’s think about the big idea from each — the idea that each author is trying to convince us of. That was really what you wrote about in the Quickwrite we did yesterday. Let’s remind ourselves about those. Review a few strong QW responses that clearly state each big idea — the PRO author wants to keep the standards; the CON author wants to eliminate them. Define claim, reasons & evidence: We talked about an argument being a statement and reasons. The statement in an argument is called the claim. The claim is the big idea that the author wants to convince you about. (Uncover claim definition and have students restate the claim for each text.) To support the claim, the author provides reasons that explain why you should believe it. (Uncover definition.) The other important piece of an argument is having evidence for your reasons. Evidence shows how you know each reason is true. (Uncover definition.) Add to chart as you say each one: Your claim is What you believe. Reasons are Why you believe it. Evidence is How you know it’s true. Pennsylvania State University University of Pittsburgh An argurent 5 a statement and reasans given to convince others about something you believe. The chime a staterrent of an argurent’s bigidea. "What you belliews* Reasons eqplain why youbeleve the chim. “Why you believe it* Evidence is inforration that shows your reason *Howyoulknoa* sie Definitions Chart Post this chart before class. Keep the definitions covered until needed. You will uncover counter-reason and rebuttal in Lesson 4. Lesson 3 — Argument Map: PRO Text 4 Keep Healthy Meals in Schools by Sara Martin 1 In 2010, Congress passed the Healthy Hunger-Free (lines 1-14) The author tells us her claim in lines 12- 2 Kids Act. This new law updated the nutrition 14, What is she doing in the rest of this paragraph? 3. standards for school meals in an effort to help © She provides background info about the standards 4 students eat healthier foods. For decades, school so we’ll know what she’s talking about. 5 cafeterias have served mostly processed foods. ) 6 These foods are easy to prepare, but they tend to be 7 high in calories and low in nutrients. The new 8 _ standards require schools to offer more fruits, (15-23) What does the author do next to build her 9 vegetables, whole-grains, and foods that are low in argument? 10 sugar, fat and salt. They also require schools to limit ¢ In lines 15-16, she gives a reason that explains her claim: the standards are 11 portion sizes so students don’t get more calories than vain = beginning to make a difference. 12 _ they need. School meals should be healthy, so it is 13. important to keep the standards and give them time Then the author tells us what Michelle Obama 14 to work. Reena cn icioneninmenta . © The quote is evidence that the standards are 15 One reason to keep the standards is that they are beginning to work. 16 beginning to make a difference. Former First Lady 17 Michelle Obama, a key player in getting the law (Add Reason 1 and Evidence 1a to the chart, then 18 passed, wrote this two years after the standards have students bracket and label lines 15-16 as | 19 went into effect: “RI” and lines 16-23 as “Ela.” 20 Today, 90 percent of schools report that they are 21 meeting these new standards. As a result, kids 22 are now getting more fruits, vegetables, whole 23 grains and other foods they need to be healthy. (24-31) What do you see in lines 24-31 that fits into the author’s argument? 24 A three-year study from the University of © A study found that kids are making better food 25 Washington shows that the standards are helping choices. 26 students make better food choices. Researchers 27 analyzed the food items selected by middle- and How does this fit with the author’s argument? 28 high school students. They found that students are. © Schools are giving kids healthier choices 29 now choosing more foods that are high in protein, because of the standards. This is more evidence 30 iron, calcium and vitamin C. They are also choosing that the standards are working. 31 more foods that are low in calories. (Add Evidence 1b to the chart and have students 32. Another reason to keep the standards is that they will mark it in the text.) } 33 make even more of a difference as schools and 34 students adjust to them. This is not an easy 35 adjustment, but many organizations are helping. The 36 United Fresh Produce Association is helping schools (32-41) What does the author do next with her 37 buy and use fresh produce. The U.S. Department of argument? 38 Agriculture (USDA) is helping schools purchase She adds another reason: they will work even 39 kitchen equipment needed to prepare healthy meals. better as everyone gets used to them. 40 _ Itis also providing toolkits with strategies for 41 helping kids choose healthy foods. What else does she give us in this section? © She gives evidence that schools will adjust because they’re getting help from different places. (Add Reason 2 and its evidence and have students mark them in the text.) Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Lesson 3 — Argument Map: PRO Text 42 — Critics claim that students are refusing to eat the 43 healthy foods and that more food is being wasted. 44 However, according to a survey conducted by the 45 Berkeley School of Public Health, nearly 90 percent 46 of students said they like the taste of some or all of 47 the new foods. In addition, the University of 48 — Connecticut’s Rudd Center conducted a study in 49 which they collected data before and after the 50 standards went into effect. They found that students 51 are eating more fruits and vegetables and throwing 52 away less food than they did before the standards 53 _ were updated. 54 Finally, weakening or eliminating the standards 55 would put students at risk. The American Heart 56 Association (AHA) vigorously opposes any attempt 57 to abolish or roll back the standards. AHA's Nancy 58 Brown writes that doing so “puts our children's 59 health in jeopardy and sets them on an early path to 60 heart disease, stroke, disability, and early death.” 61 According to the Center for Disease Control, one in 62 three U.S. children is at risk for diet-related health 63 problems such as heart disease, high blood pressure, 64 and diabetes. Given these facts, abolishing or 65 weakening the standards would be a grave mistake. Triple Q (2020) Pennsylvania State University University of Pittsburgh NOTE: This paragraph will be discussed in Lesson 4, Part 2. WY (54-65) What does the author do next to build her argument? ¢ She adds a third reason: getting rid of the standards would be risky for kids’ health. What does she do in the rest of the paragraph? ¢ She provides evidence from the American Heart Association and the Center for Disease Control. (Add Reason 3 and its evidence to the chart and have students mark them in the text.) / Lesson 3 — Argument Map: PRO Text Argument Map: PRO Text Keep Healthy Meals in Schools by Sara Martin explains Reason 1 They're starting to. make a difference. corre] Evidence 1a M. Obama: Schools are meeting standards & kids are eating healthier. (15-16) [16-23] Evidence 1b Washington: Kids are choosing healthier foods. (24-31) Triple Q (2020) Pennsylvania State University University of Pittsburgh You will add the counter-reason and rebuttals to this map in Lesson 4. Claim Keep the standards and give them time to work. [lines 12-14] explains Reason 2 They'll make more of a difference as schools & students adjust. crs) [32-34] Evidence 2a UFPA is helping fresh produce. with [35-37] Evidence 2b USDAis helping equipment & strategies. with (37-41) challenges explains Reason 3 Weakening the standards would put students at risk. [54-55] supports Evidence 3a N. Brown: Ending standards would be bad for kids’ health. [55-60] Evidence 3b CDC: Many kids are at risk for diet-related problems. [61-64] Counter-Reason Students won't eat healthy foods, and food is being wasted. [42-43] contradicts Rebuttal 1 Berkeley: Most students like the new foods. [44-47] Rebuttal 2 Rudd Center: Students eat more & waste less food. (47-53) Page 6 @OS0 BY NC ND Unit 1 Lesson 4 — Argument Map: CON Text vy Bird’s Eye View Mapping the CON Text (Part 1) — 15 minutes This lesson begins with the teacher and students working together to create an argument map of the CON text. Introducing Counter-Reason & Rebuttal (Part 2) — 10 minutes Students then examine and discuss the counter-reasons and rebuttals in both the PRO and CON texts. Quickwrite (Part 3) — 15 minutes Students then select the most convincing reason in each text and describe evidence the author provided for that reason. Part 1 - Mapping the CON Text Guiding an Argument Discussion Returning to Definitions To help students differentiate claims, reasons, and evidence, return frequently to the Definitions Chart, saying things like: ® Reasons explain why you believe the claim. Why does this author believe we should get rid of the standards? Evidence shows your reason is true. How does this evidence show that students won’t eat the healthy foods? CON Text Discussion & Mapping As you go through the text and identify claim, reasons and evidence: © Place the corresponding post-it on the chart (see page 6), and © Have students bracket and label their copy of the text. Have students tum to the CON text under Tab | in their binders. Identify claim: Today we'll talk about how Joe Michaels built his argument in the Claim CON text. What is his claim? What does Joe believe we should do Eliminate or modify with the standards? the standards. Have students identify the line numbers and read the text lines aloud. Place the Claim post-it on the chart and have students mark the claim in the text. lines 8-10] Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND Lesson 4 — Argument Map: CON Text 2 Eliminate School Nutrition Standards by Joe Michaels 1 In 2010, Congress passed a law that established oe Songress Pt “ . (1-10) The author tells us his claim in lines 8-10. 2 strict nutrition standards to promote healthy eating. . . : ra I . What does he do in the rest of this paragraph? 3. The standards require schools to limit portion sizes, , 4 frui bl d whol . 4 ¢ He tells us what the standards are so we’ll know serve more fruits, vegetables, and whole grains, an what he’s talking about. 5 reduce sugar, fat, and salt. These standards should 6 _ never have been passed in the first place, and 7 experience has shown that they do not work. 8 The standards should be eliminated or, at the very 9 least, modified to address the real-world needs of (11-23) What does the author do next to build his 10 students and schools. argument? © He gives his first reason why the standards 11 The federal government has no business telling should be eliminated. 12 schools what to offer in their cafeterias and vending 13 machines. In the words of Congressman Steve King 14 of Iowa, “It's a gross overreach of the federal 15 government to step in and ration food to kids.” 16 According to Daren Bakst, a research fellow at the 17 Heritage Foundation, decisions about school food (Add Reason 1 and its evidence to the chart and 18 should be left to parents and local school officials. have students mark them in the text.) 19 He says, “Parents concerned about the food provided J 20 to their children at school are much better off going : 21 to local officials to address these issues. They will 22 generally get the chance to meet with the officials 23 and have their voices heard.” (24-31) How does the author build his argument in this paragraph? ¢ He gives us his second reason: kids aren’t eating the healthy meals. How does the rest of the paragraph fit with his argument? ¢ He provides quotes that tell why the federal government shouldn’t control school food. 24 Many students are refusing to eat the “healthy” 25 meals. According to the School Nutrition 26 Association (SNA), roughly 1 million kids have 27 stopped eating school lunches since the standards 28 went into effect. In addition, about $3.8 million 29 worth of produce is thrown away every day in 30 schools across America. It does no good to serve (Add Reason 2 and its evidence to the chart and 31 healthy foods if students won’t eat them. have students mark them in the text.) 32 Students who do eat the meals complain that they 33 are not getting enough to eat. For example, at a high 34 school in Kansas, the cafeteria reduced portion sizes 35 of chicken nuggets and other popular foods in order 36 to meet the standards. Students voiced their outrage 37 in a music video called We Are Hungry. Their video 38 has been viewed more than 1.6 million times on 39 YouTube. How does the next part fit with his argument? ¢ He provides facts to show that kids aren’t eating school meals and food is being wasted. (32-39) What does this add to the author’s argument? © He gives his third reason: kids say they aren’t getting enough to eat. How does the video fit with this reason? ¢ It shows how he knows what kids are saying. oo Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Lesson 4 — Argument Map: CON Text (4048) How does this fit with what the author has been saying? © It adds more evidence that kids are not getting enough to eat. How does this evidence show that kids aren’t getting enough? It shows that 700 calories is too low for active kids and those who don’t get complete meals at home. (Add Reason 3 and its evidence to the chart and have students mark them in the text.) . 7 NOTE: This section will be discussed in Part 2. } (61-65) What is the author doing in the last two ¢ He is wrapping up his argument by restating his claim. Why is that a good way to end an essay? It helps the reader remember the big idea of his argument. Help students understand that a counter-reason goes against your argument. It’s a Pennsylvania State University University of Pittsburgh 40 According to the U.S. Department of Agriculture, 41 the standards limit middle school lunches to 700 42 calories. This is about a third of what the average 43 student needs each day. However, the Union of 44 Concerned Scientists points out that school lunch is 45 the only complete meal some students get all day. 46 The 700 calorie limit is much too low for those 47 _ students as well as students who are more active 48 than average. 49 — Supporters of the standards say improving school 50 meals will keep kids healthy. However, the problem 51 is not what kids eat at school. The problem is that 52 most kids eat too much junk food and don't get 53 enough exercise. Researchers from the National 54 — Cancer Institute found that nearly 40 percent of the 55 calories children consume are empty calories from 56 sugary drinks, cookies, donuts, and ice cream. 57 According to the President’ s Council on Fitness, 58 only one in three children are physically active every 59 day. Worse, the average child spends almost eight 60 hours a day in front of a screen watching television, 61 using a computer, or playing video games. Because Penrertesa 62 the standards cannot change what kids do at home, 63 they have created more problems than they solve. 64 _ If they cannot be modified to address these 65 problems, they should be eliminated altogether. Part 2 - Introducing Counter-Reason & Rebuttal Define counter-reason: A good argument will include a counter-reason. What do you think that is? reason for NOT believing your claim. Suppose I was arguing that it’s good to have a garden and grow your own food. Why might I say that insects can be a problem in the garden? Tf students can’t answer, ask: © Is this true? Can insects be a problem in the garden? (yes) © Might some people think this is a reason for not having a garden? (yes) What could you say to those people? Possible responses: © there are safe sprays you could use © there are plants you can grow that will keep insects away * you could cover your plants with nets Triple Q (2020) Lesson 4 — Argument Map: CON Text Unit 1 Page 6 D. Bakst: School food decisions should be local. [16-23] Triple Q (2020) Pennsylvania State University University of Pittsburgh SNA: A lot of produce isthrown away every day. [28-30] USDA: Middle school lunch limit is 700 calories. [40-43] Evidence 3c UCS: School lunch is the only meal some kids get. (43-45) Argument Map: PRO Text Claim Keep Healthy Meals in Schools Keep the standards by Sara Martin and give them time to work. hallen ges [lines 12-14] gangs Counter-Reason Students won't eat explains healthy foods, and explains plains explains food is being wasted. Reason 1 Reason 2 Reason 3 (42-43) They're starting to They'll make more of a Weakening the make a difference. difference as schools & standards would put students adjust. students at risk. 115-26] [32-34] [54-55] contradicts coro] crore] capers] Evidence 1a Evidence 2a Evidence 3a Rebuttal 1 M. Obama: Schools are UFPA is helping with N. Brown: Ending Berkeley: Most meeting standards & fresh produce. standards would be students like the new kids are eating bad for kids' health. foods. healthier. [16-23] [35-37] [55-60] 144-47] Evidence 1b Evidence 2b Evidence 3b Rebuttal 2 ‘Washington: Kids are USDAis helping with CDC: Many kids are at Rudd Center: Students choosing healthier equipment & risk for diet-related eat more & waste less foods. strategies. problems. food. [24-31] (37-41) [61-64] 14753] Argument Map: CON Text Claim Eliminate School Nutrition Standards Eliminate or modify by Joe Michaels the standards. challenges Counter-Reason Improving school {lines 8-10] meals will keep kids healthy, explains explains explains [49-50] Reason 1 Reason 2 Reason 3 Federal government Students won't eat Students say they shouldn't tell schools healthy foods. don't get enough to what foods to offer. eat. contradicts 1-13) [24-25] [32-33] crore cote cote Evidence 1a Evidence 2a Evidence 3a Rebuttal 1 S. King: It's an SNA: Kids have Kansas: Kids made a NCI: Kids eat too many overreach. stopped eating school video. sweets. lunches. (13-15) [25-28] [33.39] [5356] Evidence 1b Evidence 2b Evidence 3b Rebuttal 2 PCF: Most kids are not active, [57-61] @©OSO BY NC ND Argument Map: PRO Text Keep Healthy Meals in Schools by Sara Martin (Thege mape are under Tab 3 in the gtudent notebook.) Claim Keep the standards and give them time to work. challenges es 12-14] Counter-Reason Students won't eat healthy foods, and explains food is being wasted. Reason 1 They're starting to make a difference. [15-16] supports Evidence 1a M. Obama: Schools are meeting standards & kids are eating healthier. [16-23] Evidence 1b Washington: Kids are choosing healthier foods. [24-31] Reason 2 They'll make more of a ifference as schools & students adjust. [32-34] supports Evidence 2a UFPA is helping with fresh produce. [35-37] Evidence 2b USDA is helping with equipment & strategies. [37-41] Reason 3 Weakening the standards would put students at risk. [54-55] supports Evidence 3a N. Brown: Ending standards would be bad for kids' health. [55-60] Evidence 3b CDC: Many kids are at risk for diet-related problems. [61-64] [42-43] contradicts Rebuttal 1 Berkeley: Most [44-47] Rebuttal 2 Rudd Center: Students eat more & waste less food. [47-53] Triple Q (2020) @OS0 Pennsylvania State University University of Pittsburgh BY NC_ND rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND (Thig workgheet ig under Tab 2 in the gtudent notebook.) Lesson 4 Quickwrite! In regponge to both texte What ig the most convineing reason each of these authors gave? In your own words, briefly describe each reagon and evidence the author provided to support it. Keep Healthy Meals in Schools Eliminate School Nutrition Standards by Sara Martin by Joe Michaels Most convincing reagon: Most convincing reagon: Evidence for that reagon: Evidence for that reagon: Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Unit 1 Lesson 5 — Discussion of Assorted Evidence vy Bird’s Eye View Evidence Discussion (Part 1) — 30 minutes This lesson begins with students adopting a position on the standards. They then examine assorted snippets of evidence and identify pieces that support their position. In a whole- class discussion, students present their evidence and respond to questions and challenges from their listeners. Quickwrite (Part 2) — 10 minutes Students then describe what they would do to help students eat healthier meals if they were in charge of school food. Part 1 - Evidence Discussion Introduce evidence: Have students tum to the Assorted Evidence Table under Tab 1 in their binders. Explain that the table contains pieces of evidence from a variety of sources. Some supports the PRO text, some supports the CON text, and some provides additional information about the topic. Students adopt a position: What is the purpose of the standards? Why did Congress make a law telling schools what kind of foods to serve? Guide students to agree that the purpose is to help kids eat healthier foods. From what we’ve read and talked about so far, do you think the standards are a good way to help kids eat healthier foods? Draw and label a line on the board: YES - good NO — not so good a What's your position? Where do you fall on this line? Do you think the standards are a good way? Not a good way? Or somewhere in the middle? Do you think there might be other ways — in addition to or instead of the standards — to help kids eat healthier foods? For today’s activity, even if you’re not yet sure where you stand on this issue, I'd like you to adopt a position somewhere along this line. Give students a minute or two to decide on a position. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Triple Q (2020) Pennsylvania State University University of Pittsburgh (Thig workgheet ig under Tab 2 in the gtudent notebook.) Name Lesson 5 Quickwrite! Suppose you were put in charge of school food for a large district. What's the firet thing you would do to help students eat healthier foode? Explain why you think doing thie would help. The first thing [ would do: Why [ think this would help students eat healthier foods: rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Lesson 6 — Compare Claims 3 Part 3 - Students Write Claims Introduce task: Distribute response slips. Now it’s your turn. Try to come up with a strong claim and a weak claim. Of course, when you write your essay, you'll want to have a strong claim. But we can better understand how to write a strong claim if we look at some weak examples. A strong claim will respond to the prompt and can be supported with text evidence. A weak claim will not answer the prompt, or it will be hard to find text evidence to support it. Weak claims might be good ideas, but they would not work as the big idea of a full argument. Give students 3-5 minutes to write a strong and a weak claim. Part 4 —- Students Evaluate Claims Collect the response slips and read some of the claims. For each claim, ask for a show of hands to have students indicate whether it is strong or weak, then ask a student to explain why. Be on the lookout for examples like the following: A statement that is not a claim. o Here are some reasons for a policy about school lunches. o This is the policy my school should follow about lunch. © A claim that doesn’t respond to the prompt. o I claim that the school lunch standards should be eliminated. o I believe that students should be able to speak out. © Claims that don’t connect to any of the texts. (See note on page 4.) o The school should have students make a commercial about eating healthier. o The policy should be to put healthy foods in vending machines. © Claims that connect to a very limited part of the text. (See note on page 4.) o The school should survey students and pick the most popular food and serve it. o My school’s policy should be to let students grow a garden. Also look for examples of claims that would be easy to support with text evidence. o The school should get students to try a variety of fruits and vegetables. o The policy should be to increase portion sizes and stop serving processed foods. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Lesson 6 — Compare Claims Triple Q (2020) Pennsylvania State University University of Pittsburgh Note about Unconnected & Narrow Claims If students come up with claims that are interesting but don’t connect to a text or connect to only a limited portion of text, help them understand that they aren’t always weak claims. But they tend to be harder to support with text evidence. In Lesson 7, students will write a rough draft of their claim, then look at the PRO and CON texts and the Assorted Evidence table and circle evidence they can use to support it. If students have trouble, you might ask the class for help: Can we find evidence to support this claim? If not, can we change the claim to make it easier to support? Working together, students may be able to figure out how to tweak a claim to better fit the evidence. Junk food Wars Extended Writing Task: Argument Essay Essay prompt: What policy should your school follow about school lunches? Your score will be based on the following Criteria: Claim Your Claim is Clearly stated and it responds to the prompt Reasons You include at least two different reasons Why you believe your Claim Evidence Each reason is supported by at least one piece of evidence Conclusion Your essay ends with a Conclusion that connects baCk to the Claim Signal Words You use signal words to help readers follow the logic Of your argument Organization Your essay has paragraphs that organize your argument Bonus points will be awarded for: - a third reason with evidence - @Counter-reason and rebuttal - originality of ideas Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND Lesson 7 — Work On Claim 2 explain how the evidence supports the claim. Then call on a student who gave a thumbs down and ask if the explanation helped or, if not, why they think the evidence does support the claim. Repeat this for as many claims as time allows. Part 3 - Peer Feedback Introduce task: Now you'll work in pairs to review each other's claim. You and your partner will trade binders. You will read your partner’s claim and write comments on a post-it and put it on their outline near their claim. Write your initials on the post-it so your partner will remember who wrote it. Have students take out Peer Feedback | under Tab 4. This page will help you decide what to write. Ask yourself the questions and try to write helpful suggestions. Remember that your job as reviewer is to give honest feedback to try to help your partner improve their claim. Peers review claims and discuss comments: Have students pair up and trade binders. Tell them that, when they both finish writing comments, they should get together and talk about the feedback they gave each other. While students are working, circulate and provide your own feedback. Feedback a Potential issues to watch out for: ¢ Reviewers writing yes or no instead of actual comments. © Reviewers writing only positive comments about a weak claim. (They may be reluctant to criticize, or they may not recognize the need for improvement.) Information If students choose their partners, warn them that it may be hard to criticize a friend’s work. If they’ re afraid of hurting their friend’s feelings, they may want to choose a different partner. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND Outline Map on Back —-> (Under Tab 4) regen OSS Pennsylvania State University University of Pittsburgh Pa) explaing explaing Triple Q (2020) (c) O9© Pennsylvania State University University of Pittsburgh BY NG_ND Triple Q (2020) Pennsylvania State University University of Pittsburgh goes against challenges claim rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND explaing claim supports Triple Q (2020) @OSO© Pennsylvania State University University of Pittsburgh Pann) rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Unit 1 Lesson 8 — Begin Argument Outline vy Bird’s Eye View Identify Types of Evidence (Part 1) - 10 minutes This lesson begins with students examining evidence sources and identifying three types of evidence. Teacher Models Outline (Part 2) —- 10 minutes The teacher then models outlining a claim, reasons and evidence. Students Begin Outline (Part 3) — 20 minutes Students then start working on their own argument outline. Part 1 - Identify Types of Evidence Evaluate evidence: The texts we've read present a lot of different evidence. As readers, we need to decide whether the evidence an author provides is convincing. And as writers, we need to provide evidence that our readers will find convincing. As either a reader or a writer, how do we decide whether a piece of evidence is convincing ? Guide students to understand that knowing where evidence comes from — its source — is an important part of deciding how good it is. (If needed, return to the chart to remind them that evidence is “how you know.”) As a writer or reader, you want to know that evidence is true. How can you know that? Again, knowing where it comes from is helpful in making that decision. List sources of evidence: Have students take out the PRO and CON texts and the Assorted Evidence table. Ask them to figure out where the evidence comes from. List sources on the board. Examples: © quote from Michelle Obama © study described in Pediatrics * survey conducted by the Berkeley School of Public Health * quote from Nancy Brown (American Heart Association) * quote from Congressman Steve King facts from the School Nutrition Association © story about the We Are Hungry video story about the Cooking up Change contest ¢ description of the Farm to School program Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND Lesson 8 — Begin Argument Outline 2 Generate types of evidence: Looking at this list, do we see different types of evidence? Do some of these items seem to belong in the same category? Help students draw the following conclusions: ¢ All the quotes belong in one category that we could call expert opinion. © Results from studies, polls and surveys as well as facts and statistics fall in the category of facts. © Stories and program descriptions represent a third category: examples that illustrate the author’ s idea. Return to discussion of convincing evidence: I'd like a volunteer to come up and point to a piece of evidence on this list that you found convincing, then tell us why you found it convincing. Reinforce students’ contributions (or provide your own models if needed) to convey the following points: © Knowing the source is important. Possible model — J think the study in Pediatrics is convincing because I know that it’s an important journal in the medical field. © Different people may find different evidence convincing. Possible model — What did you think about the quote from Michelle Obama? I’ve heard some people say they don’t think that is convincing evidence. Just because she was the First Lady doesn’t mean she knows about healthy foods. But I think what she says is convincing evidence because I've read about how seriously she takes this issue and I found out that she has done a lot of studying about nutrition. Information In Part 2, you will use large post-its to model the process of outlining an argument. Sample post-its are shown below, and a completed outline can be found on page 5. Part 2 - Teacher Models Outline Introduce modeling activity: Now that you have your claim, you need to figure out how to organize a convincing argument to back it up. You'll write reasons and evidence on post-its and place them on the outline map in your notebook — the one we looked at yesterday. I'll walk you through the process with my own claim. Reread your claim: Claim Do you remember my claim? The school should allow only healthy food on Read your claim aloud and place it slightly toward the school property. Ban all junk food! right at the top of the chart. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) Lesson 8 — Begin Argument Outline Triple Q (2020) Unit 1 Page 5 Sample Outline for Teacher Model Leave space on the chart for the counter-reason and rebuttals, which you will add in Lesson 9. Pennsylvania State University University of Pittsburgh The school should allow only healthy food on school property. Ban all junk food! owen” Reason 1 If only healthy foods are available, kids will eat them and learn to like them. cpp] Evidence 1a Berkeley: Most kids like the new healthy foods. [fact — pro: 44-47] Evidence 1b M. Ross: Districts are trying to design menus that will appeal to kids. [expert opinion ~ AE #8] Evidence 1c Cooking contest: Kids create healthy meals that taste good. [example — AE #12] Nene Reason 2 If junk foods are allowed, kids will eat them and many will develop health problems. spore] Evidence 2a Pediatrics: Banning junk food in schools helps kids stay healthy. [fact — AE #4] Evidence 2b CDC: Kids are already at risk for health problems caused by too much junk food. [fact — pro: 61-64] rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Unit 1 Lesson 9 — Finish Outline vy Bird’s Eye View Counter-Reason Practice (Part 1) — 5 minutes This lesson begins with a brief activity in which students separate reasons from counter-reasons. Teacher Adds to Outline (Part 2) —5 minutes The teacher then models adding a counter-reason and rebuttals to the teacher’s outline. Students Finish Outline (Part 3) — 30 minutes Students then finish their own argument outline. Information In Part 1, you will use large post-its to present statements that students identify as reasons or counter-reasons. In Part 2, you will add a counter- reason and rebuttals to your argument outline. A sample completed outline is on page 4. Part 1 - Counter-Reason Practice Triple Q (2020) Review definitions: Today we will talk a little more about counter-reasons. A counter reason is a reason, but it goes against your argument. Why would you want to use a counter-reason? A counter-reason allows you to anticipate what readers who disagree might be thinking and gives you a chance to argue back. What's it called when you argue against the counter-reason? Rebuttal. A counter-reason is a reason that goes against your argument. A rebuttal is evidence that shows the counter-reason is wrong. Introduce activity: Read the soup claim aloud and place it on the board. cam Everyone should have Add labeled arrows as shown on page 2. soup for lunch. Tell students you will show them a sentence and they will decide whether it’s a reason or a counter-reason for the claim about soup. ay OO University of Pittsburgh BY NC ND Lesson 9 — Finish Outlit ine Unit 1 Page 4 Sample Outline for Teacher Model Counter-Reason Many schools don't have equipment or resources needed to prepare healthy foods. goes ot Triple Q (2020) Pennsylvania State University University of Pittsburgh Rebuttal 1 USDA: Helping schools buy the equipment they need. [fact - pro: 37-41] Rebuttal 2 Farm program: Helping schools grow their own vegetables. [example — AE #16] Claim The school should allow only healthy food on challenges school property. Ban all junk food! wren Reason 1 If only healthy foods are available, kids will eat them and learn to like them. cpp] Evidence 1a Berkeley: Most kids like the new healthy foods. [fact - pro: 44-47] Evidence 1b M. Ross: Districts are trying to design menus that will appeal to kids. [expert opinion — AE #8] Evidence 1c Cooking contest: Kids create healthy meals that taste good. [example — AE #12] Neer Reason 2 If junk foods are allowed, kids will eat them and many will develop health problems. el Evidence 2a Pediatrics: Banning junk food in schools helps kids stay healthy. [fact — AE #4] Evidence 2b CDC: Kids are already at risk for health problems caused by too much junk food. [fact — pro: 61-64] Unit 1 Lesson 10 — Language Choice vy Bird’s Eye View Introducing Signal Words (Part 1) — 10 minutes This lesson begins with a brief discussion to introduce signal words and why they are used. Analyzing Signal Words (Part 2) — 20 minutes Students then examine signal words in context and decide what they signal. Adding Examples (Part 3) — 10 minutes The teacher and students then work together to add examples to a chart of commonly used signal words. Part 1 - Introducing Signal Words Introduce concept: You've been working on the outline for your argument essay, and you're getting ready to write your first draft. Today I'd like you to think about how you can craft your language to make your essay as clear as possible. An important part of this is making sure your readers can follow the logic of your argument. Writers often use signal words to let the reader know what’s coming next and how it fits with what they’ve just read. Provide examples: Suppose I say this: It’s been sunny and warm all week. Similarly... What do you think I’m going to say next? (sample answers:) ¢ Similarly, it was sunny and warm all last week. Similarly, they’re predicting nice weather all next week. Words like “similarly” signal that what comes next will agree with what came before. The direction will stay the same. Now suppose I say this: It’s been sunny and warm all week. In contrast... What do you think I will say next? (sample answers:) ¢ In contrast, it was cloudy and cold all last week. © In contrast, it will be cold and rainy all next week. Words like “in contrast” signal that what comes next will go against what came before. The direction will change. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND Lesson 10 — Language Choice 2 Part 2 - Analyzing Signal Words Introduce task: Have students take out the Signal Words page under Tab 2 in their binders. Let's find some more examples of signal words and see how they help us know what direction the author is going to go. I'll read the first example aloud. As I’m reading, raise your hand when you hear a signal word or phrase. Begin the first passage. Stop after “For example,” and see if students’ hands are raised. What does “for example” signal? Will the next sentence continue in the same direction? Or will it change direction? Allow students to answer, then finish reading the passage. Help students recognize that “for example” signals that the next sentence will continue in the same direction. In this case, the first sentence says districts have programs to promote healthy food choices. The second sentence describes one of those programs. Tell students to underline or highlight “For example” and draw a straight arrow to show that it signals same direction. Students analyze direction: Continue through the table as a class: © You or a student reads each passage aloud. © Students raise their hands when they hear a signal word or phrase and indicate whether they think it signals same direction or change direction. Finish reading the passage and decide as a class what the signal word signals. © Students underline the signal word and draw an arrow to show what it signals. Students analyze organization: We’ve just seen how signal words can show how two sentences are related. You can also use words that signal your reader about how your argument is organized. Have students turn to the PRO text under Tab 1 and find lines 15-16. How does the author signal you that she is presenting her first reason? Have students underline One reason. How do you know what is coming up in lines 32-34? Have students underline Another reason. Look at lines 42-44. How does the author signal the kind of information she is giving us? Students should see that Critics claim signals a counter-reason. However signals a rebuttal because it goes against what was said before. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) (Thig workgheet ig under Tab 2 in the student notebook.) Name Lesson lO Signal Words Underline or highlight the signal words and draw an arrow to show what they signal. Same > Change Text Direction Direction Most districts have at leagt one program to promote healthy food choices. For example, many digtricts offer taste tests go students can cample new recipes and give feedback. Roughly | million kide have stopped eating echool lunches since the etandarde went into effect. In addition, about $3.8 milion worth of produce ig thrown away every day. Critieg claim that students are refuging to eat the healthy foods. However, nearly 90 percent of students gaid they like the tacte of some or all of the new foods. Many students gay they like the healthy foods required by the standards. On the other hand, many gtudents hate them, The American Heart Association vigorously opposes any attempt to aboligh or roll back the standards. Moreover, 93% of Americans believe that gchoole should gerve healthy meale, and 86% think the nutrition standards should stay the same or be strengthened. Sara Martin thinks we should keep the standards and give ther time to work. [n contrast, Joe Michaels believes they should be eliminated. Although cupporters of the standards say improving gchool meals will keep kidg healthy, the problem ig not what kide eat at school. The problem ig that most kids eat too much junk food and never exercise. There are many hardships involved in completely revising the menus for school meals. Yet nearly all schools report that they are succesefilly meeting the standards. Congressman King says it's an overreach for the federal government to decide what kids eat at echool. Similarly, Daren Baket gaye decisione about gchool food should be left to parents and echool official. ‘Students who do eat the meale complain that they are not getting enough to eat. For ingtance, at a high school in Kangas, students made a music video called We Are Hungry. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND Unit 1 Lesson 11 — Begin First Draft vy Bird’s Eye View Peer Feedback (Part 1) — 15 minutes This lesson begins with students meeting in pairs to review each other’s outline and provide feedback. Teacher Models Outline to Draft (Part 2) — 10 minutes The teacher then models the process of using an outline to write a first draft. Prepare Students for Writing First Draft (Part 3) - 15 minutes The teacher then goes over essay requirements and students start working on their first draft. Information In Part 2, you will walk students through the process of using an outline to write a first draft. Students will examine a three-paragraph draft based on your model outline. Have your outline handy so students can compare it to the draft. Part 1 - Peer Feedback Introduce task: Now you'll work in pairs to review each other’s outline. You did this before with the claim. This time you will examine the whole outline. Write your comments and your initials on post-its and put them on the outline near the item your comment is about. Have students take out Peer Feedback 2 under Tab 4. This page will help you figure out what to write. Ask yourself the questions and try to write suggestions that will help your partner improve their outline. Also, you are not limited to the questions and comments in the table. If you think of suggestions that aren’t listed, you’re welcome to include those as well. Peers review outlines and discuss comments: Have students pair up and trade binders. Give them 5 to 7 minutes to examine the outline and write comments, then have them get together and talk about the feedback they gave each other. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND Lesson 11 — Begin First Draft 4 Part 3 — Prepare Students for Writing First Draft Describe writing task: Turn to the Self Checklist under Tab 5. You will complete this form when you finish your final copy. Let’s read it together to remind us what you need to include in your essay. After reading through the checklist, have students take out the two pages of draft paper that are under the checklist. Explain that this paper is designed to provide lots of space for revisions. If they write on every other line, they'll have room to cross out segments and write their changes above them. Remind students that this is just a rough draft and that it’s not supposed to be perfect. Encourage them to get their ideas down on paper quickly so they’ ll have plenty of time to revise. In Lesson 13, they will work with a peer to get feedback on their rough draft. And you will be giving them feedback while they’re working on their drafts and revisions. If time remains, give students the rest of the class period to begin their first draft. While they are working, circulate and see that they are off to a good start. Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh Pann) (Thig form ig under Tab 4- in the student notebook.) DEER FEEDBACK 2 * Examine the author's outline and write comments that anewer the questions below. + Write your comments and your initials on post-ite and place them on the author's outline. + Honest feedback can help your partner improve their egeay. Eseay prompt: What policy should your school follow about school lunches? [f your angwer ig: You could write something like: yes Your claim ig clear and it addresses the prompt. no Try to make your claim clearer; Claim does not address prompt. yes Two different reasong; Three different reasons. no Migsing a reagon; Reagone are the game. yes Your reasons explain your claim. no Thig reagon doesn't really explain your claim; Thig reason ign't clear. yes You have text evidence for each reason. no You don't have text evidence for thie reason; This ig not text evidence. yes Your evidence supports your reagone. no Thig evidence doesn't really support ite reagon; Thig evidence ign't clear. Triple Q (2020) Pennsylvania State University University of Pittsburgh rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND (Thig checkligt ig under Tab 5 in the gtudent notebook.) SELF CHECKLIST Author EVIDENCE AN (yes) (@) (eit clear? s) (2) Does your claim respond to the writing prompt? REASONS (ve) (®) Do you have at least 2 reasons? CONCLUSION (ve) (®) Do they explain why you believe the claim? (=) (2) Do you have a conclusion? 6 >) Are your reasons different from each other? ne) Does it connect back to the claim? LANGUAGE & ORGANIZATION °) Do you use signal words to help readere follow your argument? >) Do you use paragraphs to organize your argument? What are you doing in your eegay to make gure your argument will be convincing to your readers? Triple Q (2020) OAO Pennsylvania State University University of Pittsburgh BY NC _ ND rem OSS) Pennsylvania State University University of Pittsburgh BY NC_ND (This paper is under Tab 5) Triple Q (2020) Pennsylvania State University University of Pittsburgh