6th-12th grade
2014-2015
ELA Teacher’s Reference Book
2013-2014 ELA Reference Book
Table of Contents
GREAT ELA PRACTICES4
TOULMIN (PERSUASIVE WRITING)
Overview of Teaching Toulmin6
Toulmin Key Concepts and Explanations7
Toulmin Grading Rubric9
Toulmin Step by Step Grading Guide11
Using Toulmin to Understand Arguments32
Writing a Toulmin Paragraph34
Toulmin Outline39
SOCRATIC SEMINARS
Overview of using Socratic Seminars43
Dialogue versus Debate44
Student Guidelines for Listening and Speaking in a Socratic Seminar45
“Outer Circle” Socratic Seminar Assessment46
Socratic Seminar Grading Rubric48
Post-Seminar Teacher Reflection Questions49
READER’S RESPONSE JOURNALS
Overview for using Reader’s Response Journals50
Sample Reader’s Response Prompts52
Reader’s Response Grading Rubric53
Sample Reader’s Response Journal Entries54
STUDENT WRITING SAMPLES - EXEMPLARS
6th Grade Tindley58
6th Grade Common Core59
8th Grade Tindley61
9th Grade Common Core63
HS Tindley66
HS Common Core68
ONLINE RESOURCES FOR TEACHERS70
Great ELA Practices
1) Identify clear learning objectives that identify the topic, skill or concept to be studied. For example:
Students will be able to:
- Generate topics using graphic organizers, outlines or other pre-writing techniques
- Write an effective introductory paragraph for an argumentative essay
- Write poetry that uses sound techniques to create effects (onomatopoeia, alliteration, metering, rhyme scheme)
2) Model what you expect from your scholars using think aloud, guided practice and check for understanding.
- Use think aloud to process what you are thinking while reading, writing or responding to questions. By verbalizing this, it brings to the surface the complex thinking process that undergirds reading comprehension, interpretative reading, analytical writing and other cognitively demanding skills. As teachers model this, scholars will also learn how to think aloud and engage in it independently while tackling complex academic tasks.
- During guided practice, the teacher should allow students to practice, approximate the skill, strategy or concept with teacher support and coaching. Instantaneously, scholars will emulate what is being taught. Students can work individually or in pairs.
- Check for understanding is similar to guided practice. Circulating the room, listening attentively to students’ responses and cold calling allows a teacher to gage levels of comprehension and applied understanding. This gives the teacher immediate feedback in real time as to which learning objectives needs to be immediately clarified or explained in further detail for the purposes of mastery. In addition, it signals to the teacher what needs to be re-taught and/or what interventionsare necessary for future lessons.
3) Use exemplar texts to establish, with great specificity, what a high achieving essay should look like. Teachers can use these texts to guide students throughout the writing process. Teachers would help to sustain teachers independence in applying concepts, skills and strategies that have been taught. Studentsapplication of these strategies should be assessed in independent writing, especially as they engage in more complex writing assignments.
4) Give constructive feedbacktohelp inform student learning.
- Teachers should be explicit as to how written work will be graded, including the use of rubrics.
- Immediate feedback gives students an opportunity to improve the quality of their organization, content and conventions
- Feedback helps to gage what needs to be retaught or explained with greater detail and specificity
- Feedback fosters communication between the teacher and student through writing
Teaching TheToulmin Model for
Writing Persuasive Essays
“The purpose of these studies is to raise problems, not solve them: to draw attention to a field of inquiry, rather than to survey it fully; and to provoke discussion rather than to serve as a systematic treatise.”
Stephen Toulmin
Overview:
A well written essay will often lend itself to invoking a thoughtful triad between the text and reader, the text and other texts and the text and the world. Persuasive writing, in particular, in addition to using evidence relies chiefly on reasoning; the writer’s task is to offer reasons that are convince because of their validity. Claims of fact and claims of value help to govern arguments in persuasive writing.
Examples
Claim of fact
Capital punishment reduces crime.
The federal tax on gasoline must be raised.
Claim of value
Euthanasia is immoral
Capital punishment is barbaric
In order to prove a claim, a writer must use evidence. Evidence can take multiple forms, but most often in student writing, evidence is comprised of examples (literary, historical, political), statistics and personal experiences. We emphasize the teaching of argumentation because it best equips or scholars to engage in clearly stating their ideas, integrating convincing, elaborate and properly cited evidence. In addition, scholars learn how to anticipate and counter reader concerns and arguments. By learning a variety of methods to advance their argument or position, our scholars will be able to write in multiple contexts and for a variety of disciplines, especially as they advance in their college preparatory curriculum.
Student Learning Objectives: As a result of learning the Toulmin Model, scholars should be able to:
- Write persuasive pieces with a clearly stated claim that is supported by evidence and cited sources as needed
- Use stylistic and rhetorical devices to strengthen arguments
- Engage in complex reasoning that synthesizes and integrates evidence from primary and secondary sources
Your Instructional Role: Your role is critical in helping scholars to understand what persuasion is, when we use it and how it should be integrated into their formal academic writing exercises. The tools here are intended to help you to explicitly teach Toulmin with specificity and clarity by using mentoring texts and modeling.
Toulmin Key Concepts and Explanations
I) Introduction
A) Background Information (HOOK)--Presents information relevant to claim and grabs the reader’s interest (using imagery, figurative language, a real world analogy, etc).
B) Claim (thesis)--What you want to prove in your essay.
C) Clarification--A breakdown of terms in your claim; what might the reader not understand from what you wrote in your claim. In addition, a preview of your premises (main points you will make in your body paragraphs)
II) Body Paragraph 1
A) Topic Sentence (Premise) --One way in which the claim is true (main point you will prove in this body paragraph)
B) Evidence —Concrete, specific examples of something or events that relate to your topic sentence and your overall claim (thesis).
C) Warrant --Explains why evidence matters. You can and should have multiple reasons why your evidence matters.
D) Conclusion/Transition --Summarizes what you just said in your paragraph, a thought provoking close, or previews the next paragraph.
III) Body Paragraph 2
A) Topic Sentence (Premise) --One way in which the claim is true (main point you will prove in this body paragraph).
B) Evidence -- Concrete, specific examples of something or events that relate to your topic sentence and your overall claim (thesis).
C) Warrant --Explains why evidence matters. You can and should have multiple reasons why your evidence matters.
D) Conclusion/Transition --Summarizes what you just said in your paragraph, a thought provoking close, or previews the next paragraph.
IV) Body Paragraph 3
A) Topic Sentence (Premise) --One way in which the claim is true (main point you will prove in this body paragraph)
B) Evidence -- Concrete, specific examples of something or events that relate to your topic sentence and your overall claim (thesis).
C) Warrant -- Explains why evidence matters. You can and should have multiple reasons why your evidence matters.
D) Conclusion/Transition --Summarizes what you just said in your paragraph, a thought provoking close, or previews the next paragraph.
OR (upper grades)
A) Topic Sentence--One way in which the claim is true (main point you will prove in this body paragraph)
B)Objection--Valid and logical objection one might have to the claim. Clearly stated as ANOTHER person’s opinion.Provides evidence FOR the objection (a quote from the text).
C)Reply --Clearly stated as author’s opinion (without using I). Addresses every point within the objection and defends claim.
D) Conclusion/Transition --Summarizes what you just said in your paragraph, a thought provoking close, or previews the next paragraph.
V) Conclusion
A) Restate the Claim--Says what they paper has tried to prove using synonyms, not the same exact words as the original claim.
B) Review of Body--Says what the main points of the paper were using synonyms, not the same exact words as the premises.
C) Concluding Statement--Brings the essay to a close through a clearly related/thoughtful statement.
2013-2014 Interim Rubric – Argumentative Essay
Pre-Writing / ______/ 5□ Use of Planning Space
□ Some/All ideas have been pre-planned
□Some/All of essay organization has been pre-planned / 0 1 2 3 4 5
Introduction / ______/ 10
□ Background Information
□ Presents information that is relevant to the claim (in student’s own words)
□ Grabs the reader’s interest / 0 1 2 3
□ Claim
□ Clearly states a specific focus
□ Presents an interesting/original idea beyond the predictable / 0 1 2 3
□ Clarification
□ Thoroughly clarifies key terms/concepts through specific language and explanation
□ Previews the body paragraphs and main points of the argument / 0 1 2 3
Organization
□ All components of paragraph are organized in a logical manner / 0 1
Body Paragraphs / ______/ 24 or 36
□ Premise/Topic Sentence
□ □ □ Clearly related to the claim
□ □ □ Thoughtful introduction of the main topic of the body paragraph / BP1 - 0 1 2 3
BP2 - 0 1 2 3
BP3 - 0 1 2 3
□ Evidence
□ □ □ Accurate evidence that supports the premise/topic sentence
□ □ □ Includes multiple evidence statements / BP1 - 0 1 2 3
BP2 - 0 1 2 3
BP3 - 0 1 2 3
□ Warrant
□ □ □ Demonstrates how the evidence supports the premise or overall claim
□ □ □ Includes multiple warrant statements / BP1 - 0 1 2 3
BP2 - 0 1 2 3
BP3 - 0 1 2 3
□ Conclusion
□ □ □ Summarizes the main message of the paragraph in a non-repetitive manner
OR
□ □ □ Reflective and thought-provoking close
OR
□ □ □ Preview of the next paragraph
NB: If the warrant sufficiently concludes the paragraph, no additional conclusion sentence is needed. / BP1 - 0 1 2
BP2 - 0 1 2
BP3 - 0 1 2
Organization
□ □ □ Paragraph sections are organized in a logical manner / BP1 - 0 1
BP2 - 0 1
BP3 - 0 1
Objection-Reply (if present) / ______/ 12
Objection
□ Objection is present, valid, and elaborate/sophisticated
□ Provides evidence that is logical and extensive / 0 1 2 3
0 1 2 3
Reply
□ Reply is present and addresses every point within the objection
□ Provides evidence that is logical and extensive / 0 1 2
0 1 2 3
Organization
□ Paragraph sections are organized in a logical manner / 0 1
Conclusion / ______/ 10
□ Restatement of Claim
□ Comprehensive
□ Non-repetitive / 0 1 2 3
□ Review of Body
□ Comprehensive
□ Non-repetitive / 0 1 2 3
□ Concluding Statement
□ Clearly related
AND
□ Thoughtfully extends the argument
OR
□ Elegantly brings the essay to a close / 0 1 2 3
Organization
□ Paragraph sections are organized in a logical manner / 0 1
Language / ______/ 26
Word Choice
□ Formal; use of Standard English (no slang, contractions or symbols)
□ Appropriate to purpose and audience (uses content-specific words)
□ Sophisticated and elaborate vocabulary throughout
□ Interesting, creative, and appropriate use of language (literary techniques, imagery, dialogue, humor, figurative language, rhetoric, etc.)
□ Uses all 5 vocabulary words from the list correctly / 0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3
0 1 2 3 4 5
Structure
□ Varied and appropriate sentence structure
□ Transitions are used at the paragraph and essay level for smooth progression of ideas
□ Organization is logical and smooth on an essay level (all components are present and in correct order) / 0 1 2 3
0 1 2 3
0 1 2 3
Conventions / ______/ 13
Capitalization and Punctuation
□ Beginning of sentences and proper nouns are capitalized
□ Appropriate apostrophe usage
□ Correct end punctuation
□ Commas
□ Semicolons/Colons / 0 1 2 3 4 5
Spelling
□ Commonly misspelled words and grade-appropriate words are spelled correctly / 0 1 2
Sentence Structure
□ Absence of sentence fragments and run-on sentences / 0 1 2
Usage
□ Consistent verb tense
□ Subject-verb agreement / 0 1 2
0 1 2
Toulmin Rubric Reference Guide
Pre-Writing
Use of Planning Space: This point shows that students are aware that planning is necessary, even if they don’t do it thoughtfully or effectively.
Students receive 0 points if they leave the planning space completely blank.
Students receive 1 point for demonstrating at least an attempt at planning.
Some/All ideas have been pre-planned: These two points show that students have thought through their ideas before they begin drafting their essay.
Students receive 1 point if they have evidence of their claim and 1-2 premises in their
planningspace.
Students receive an additional point if they have evidence of their claim and all of their
premisesin their planning space.
Some/All of essay organization has been pre-planned: These two points show that students have thought through how they will organize their essay before they begin drafting it. This goes just beyond brainstorming ideas. They must show a flow of organization – whether in a flow chart, list, outline, or some other organizational method.
Students receive 1 point if they have evidence of 1-3 of their paragraphs organized in their planning space.
Students receive an additional point if they have evidence of 4-5 of their paragraphs
organized in their planning space.
Introduction
Background Information: This is where students present information that is relevant to the topic of the essay and/or their claim. It should be assumed that the reader has not read the writing prompt, and therefor needs specific information to understand the essay.
Students receive 0 points if they do not attempt to include background information. This will often result in the student opening with their claim and clarification.
Students receive 1 point if they attempt to include background information, even if it fails to serve a purpose. The information they provide may be off topic, unclear, or a simple and unoriginal re-statement of the writing prompt.
Presents information that is relevant to the claim
Students receive 1 point if they provide relevant background information. This can be an introduction to the topic of the essay (a re-phrasing of the prompt in his or her own words), an anecdote, facts, statistics, etc. that is either pulled from the prompt or from previous
knowledge.
Grabs the reader’s interest
Students receive 1 point if they successfully implement a ‘hook’. This can take many forms,
suchas an anecdote, question, quotation, rhetoric, dialogue, etc. This is a point that lends itself more to subjectivity. Refer to exemplars or ask a colleague if you are unsure. However, chances are that if you are unsure, it didn’t successfully grab ‘the reader’s’ interest.
Claim: This is where students present the specific claim of their essay. It is a direct response to the question that arises from the prompt. It should be very clear, specific, and original.
Students receive 0 points if they do not attempt to present a claim. Although rare, an
examplemay be if a student includes only background information in the opening paragraph and implicitly suggests the claim.
Students receive 1 point for attempting a claim, even if it is general, off-topic, or unclear.
Clearly states a specific focus
Students receive 1 point if their claim is clear and specific. After reading the claim, it should
beperfectly clear what the entire essay should be arguing for/about. A general rule of thumb
here is if you have to work to understand it, it’s not clear enough.
Presents an interesting/original idea beyond the predictable
Students receive 1 point if their claim is original or interesting compared to other students
his or her age.
Although it is positioned under the heading of “Claim,” the originality sometimes comes through in the clarification, or reasoning, of the claim. This happens more frequently when student choices for claims are limited (do you agree or disagree/select one of the following ideas/etc.) This is another point that lends itself to subjectivity, but is generally here to recognize students who think ‘outside of the box’ or who have a level of maturity or originality that most other students do not. This point is rarely given, and is more for the advanced students. Much like the hook, it is best to lean toward the conservative side.
Clarification: Students can accomplish several tasks within clarification. The most frequent example will be their ‘preview of body paragraphs,’ or the reasoning behind their claim. However, it is also a chance for them to further explain any terms, concepts, or ideas that are presented in the background information and/or their claim. Although this is taught to appear after the claim, students sometimes unknowingly (and perhaps instinctively) include it in the background information. Instead of looking in a specific location, be sure to ask whether students accomplish any of the main objectives of a clarification.
Students receive 0 points if they do not attempt to present any clarification and there is no evidence of it anywhere in the introduction.
Students receive 1 point for attempting a clarification, even if it is general, off-topic, or
unclear.
Thoroughly clarifies key terms/concepts through specific language and explanation
Students receive 1 point if they ‘clarify’ any of the key terms or ideas in the introduction.
This can take many forms and can appear after the claim or even within the background information. For example, if a student is suggesting a way to prevent bullying, they may list and/or define specific types of bullying in the background information. This would be a clarification of a key idea in the essay.
Another example may come after a claim. For example, a student’s claim could be “My neighbor, Mr. Griles, is the most influential person in my life.” Immediately after, the student could further explain that “Mr. Griles has lived next door for the last 10 years and is over so often, he is almost like family.” Many students will provide these more specific details within the body paragraphs, but if they are present here, they are considered clarification.
Yet, another example could be the narrowing down of a claim. For example, a student’s claim could be “We should have a spirit week in October.” Immediately after, the student could give more specific information such as, “Spirit weeks generally include pep rallies, class competitions, and other ways to show off school spirit.”
Previews the body paragraphs and main points of the argument
Students receive 1 point if they preview the body paragraphs of their essay. Many times this