Literacy Design Collaborative Argumentative Module
Literacy Design Collaborative Argumentative Module
Where’s the Beef?
Beef.jpg
Information Sheet for Argumentation Module
Module title: / Where’s the Beef?Module description (overview): / According to the United States Department of Agriculture, it is estimated that 25.6 billion pounds of beef will be consumed this year alone. This consumption will account for 79 billion dollars of revenue for the beef industry and give students 79 billion reasons to educate themselves on all aspects of the beef industry. A closer examination of the production practices in the beef industry such as the use of antibiotics, growth hormones, and feed additives will allow students to formulate their claim and defend their position pertaining to the question, “Should consumers purchase beef products that have been altered from their natural state?”
Main aspects of the learning process include:
- A close reading process that probes all facets of the beef industry
- A task engagement process that sets up the main teaching task
- An extension that allows students to design and conduct an experiment with the 3 major types of meat products (organic, grass-fed, and status quo)
- A transition to writing in which students connect their claim to textual evidence
- A writing process in which students establish and support a claim about whether consumers of beef products should purchase beef products that have been altered from their natural state.
Template task (include number, type, level): / Task 2:[Insert question] After reading______(literature or informational texts),write a/an______(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. (Argumentation/Analysis)
Teaching task: / Should consumers purchase beef products that have been altered from their natural state? After reading primary and secondary texts on the production practices of the beef industry, write an argumentative essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.
Grade(s)/Level: / 10, 11, 12
Discipline: (e.g., ELA, science, history, other?) / Agricultural Education-Animal Systems Pathway (Career and Technical Education)
Course: / Biological Animal Science
Author(s): / Toby Craver
Contact information: /
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 20111
Section 1: What Task?
Teaching Task
Teaching task: / Should consumers purchase beef products that have been altered from their natural state? After reading primary and secondary texts on the production practices of the beef industry, write an argumentative essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views.Reading texts: / “Understanding Hormone Use in Beef Cattle”
“Natural and Organic Beef”
“Is Your Meat Safe?”
“Feed Additives in Beef Cattle”
“Beef Quality Assurance and Beef Safety Program: Overview”
“Frankensteer” Documentary
Animal Science Biology and Technology, 3rd Edition. Mikesell, Robert E., and Meecee Baker. Animal science biology & technology. 3rd ed. Australia: Delmar Cengage Learning, 2011.Print.
Background to share with students: / Point of origin food labeling is becoming more prominent here in the United States. Our student population is not only consuming food products but also making decisions on what they buy for consumption. For these reasons, they need to have the knowledge to make informed choices when it comes to the products they purchase. In addition, the detailed look into the beef industry will enable students to realize other options concerning markets in the event that a student decides to make a business venture into the beef industry.
Extension (optional): / Day 10-Extension: Statistics show that for everyone farm job, five nonfarm jobs are created. Students must realize that the production aspect of the livestock industry leads to many nonfarm occupations including agriculture research. Agriculture research uses hands-on, research-based principles to ensure that the beef consumers purchase is safe for them. This extension easily lends to these real-world, hands-on practices that agriculture researcher’s use every day in the field or laboratory. Agriculture researchers use teams including: research scientists, postdoctoral research associates, support scientists, research technicians, as well as positions in various professional, technical, administrative, secretarial and clerical, and trades and crafts occupational areas. These teams are responsible for grading these beef products into the categories of Prime, Choice, Standard, Select, and Utility. These quality grades are based on color, texture, and the fat content of the meat. In this extension, students design and conduct an experiment utilizing the three major types of meat products-Organic, Grass-fed, and Status Quo.Students will use real- world tools to determine the color, texture, and fat content of each of the three types of beef products. Individual meat products should be the same retail cut and weight. Grids will be used to document fat content. Students use their notebooks to log observations and results from the experiment.
Note: Add three days to your timeline if you opt to do the extension.
Note: I have hyperlinked a student example to help guide the process.
Content Standards From State or District
Standards source: / Arkansas Biological Animal ScienceNumber / Content StandardS
8.4 / Describe environmental factors that affect animal health such as sanitation and stress.
8.5 / Describe how disease and illness are prevented and animal well-being is promoted.
8.6 / Identify the different types of injections.
8.7 / Describe the types of immunity and how immunity can be improved.
3.2 / Discuss procedures in conducting experimental research.
3.3.2 / Observe safety practices in conducting experiments.
3.4 / Discuss the collection of data.
Common Core State Standards
NUMBER / ANCHOR STANDARDS FOR READING1 / Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2 / Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4 / Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
10 / Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER / ANCHOR STANDARDS FOR WRITING
1 / Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4 / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5 / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9 / Draw evidence from literary or informational texts to support analysis, reflection, and research.
10 / Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
NUMBER / ANCHOR STANDARDS FOR SPEAKING AND LISTENING
1 / Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
4 / Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 20111
Scoring Rubric for Argumentation Template Tasks
Scoring Elements / Not Yet / Approaches Expectations / Meets Expectations / Advanced1 / 1.5 / 2 / 2.5 / 3 / 3.5 / 4
Focus / Attempts to address prompt, but lacks focus or is off-task. / Addresses prompt appropriately and establishes a position, but focus is uneven. / Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. / Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.
Controlling Idea / Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. / Establishes a claim. (L2) Makes note of counter claims. / Establishes a credible claim. (L2) Develops claim and counter claims fairly. / Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly.
Reading/ Research / Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. / Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. / Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. / Accurately and effectively presents important details from reading materials to develop argument or claim.
Development / Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. / Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. / Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. / Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.
Organization / Attempts to organize ideas, but lacks control of structure. / Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. / Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. / Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.
Conventions / Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. / Demonstrates an uneven command of standard English conventions and cohesion.
Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. / Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. / Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.
Content Understanding / Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. / Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. / Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. / Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
Section 2: What Skills?
Skill / DefinitionSkills Cluster 1: Preparing for the Task
1. Task engagement / Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis / Ability to understand and explain the task’s prompt and rubric.
Skills Cluster 2: Reading Process
1. Text selection / Ability to identify appropriate texts.
2. Active reading
3. Note-taking / Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze competing arguments.
Ability to select important facts and passages for use in one’s own writing.
4. Essential vocabulary / Ability to identify and master terms essential to understanding a text.
5. Academic integrity / Ability to use and credit sources appropriately.
Skills Cluster 3: Transition to Writing
1. Bridging / Ability to begin linking reading results to writing task.
Skills Cluster 4: Writing Process
1. Claim / Ability to establish a claim/position relevant to task.
2. Planning / Ability to develop a line of thought and text structure appropriate to an argumentation task.
3. Development / Ability to construct an initial draft with an emerging line of thought and structure.
L2 Ability to analyze competing arguments.
4. Revision / Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing / Ability to proofread and format a piece to make it more effective.
6. Completion / Ability to submit final piece that meets expectations.
Section 3: What Instruction?
Pacing / Skill and Definition / Product and Prompt / Scoring (Product “meets expectations” if it…) / Instructional StrategiesSkills Cluster 1: Preparing for the Task
Day 1
(15 minutes) / 1. Task engagement:
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. / Product: Short Constructed Response
Prompt: Students record first thoughts to Before Learning questions. Then students record their first thoughts to After Learning questions. / Meets expectations if:
Students can discuss provided questions before and after the viewing of the learning tool. / Guided Questioning
- Before learning – The teacher asks students guided questions
- The teacher shows a short learning tool on pink slime.
- After learning-The teacher asks guided questions
- The teacher facilitates the sharing out of the student answers.
Day 1
(30 minutes) / 2. Task analysis:
Ability to understand and explain the task’s prompt and rubric.
2.Rubric Analysis / Product: Quick Write
Prompt: The student will rewrite the task prompt in his/her own words.
Product: Quick write of definition of element.
Highlighted key terms on scoring rubric.
Prompt: After reading Meets Expectations level of your rubric element, discuss among your group members following instructions for #1-4, and define your element on chart paper. Post it.
Then look at all four levels of accomplishment on your rubric and box in key terms that differentiate the levels. / Meets expectations if:
Students are able to complete the task prompt using their own words including:
- Essential question
- Type of product produced
- Supporting position evidence
- Competing views
Understanding is shown by definitions and highlighting of specific key words. / Quick Write
- The teacher presents task and has students paraphrase the task prompt in their own words.
- The teacher facilitates share out.
- The teacher will assign each element of the rubric to assigned groups of four.
#2 Highlights key words
#3 Paraphrases
#4 Writes paraphrase
- The teacher facilitates sharing out and has students create a classroom list. The teacher chooses one student from each group to share a few ideas on board and asks others to add to it.
- The teacher will review for possible questions and hold class discussion around the following question:
Ask students to pay particular attention to the “advanced” category and identify at least one element on which they would like to achieve in the “advanced” category.
Skills Cluster 2: Reading Process
1. Text selection:
Ability to identify appropriate texts. / (Teacher selected)
Days 2-7 / 2. Active reading:
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze competing arguments.
(taught together)
3. Note-taking:
Ability to select important facts and passages for use in one’s own writing. / Product: Student Notebook Activities
Prompt:
Students will read teacher selected primary and secondary texts which address both sides of the question from the task. Each student will complete the designated strategy when advised to do so with each text.While reading and analyzing the primary and secondary sources, students should be looking for industry related examples that relate to the task prompt. What are some key words or parts of the document that may need further instruction? / Meets expectations if:
Information is complete.
Information is accurate and relevant.
L2: answers questions with credible responses and supporting elements from the texts. / The teacher will use several strategies to assist students in reading primary and secondary text. While reading and analyzing the primary and secondary sources, students should be looking for industry related examples that relate to the task prompt and pertinent quotes. What are some key words or parts of the document that may need further instruction? For each text, advise students to take notes and/or annotate elements relevant to the task and have the information to do a citation when needed to avoid plagiarism. Include citation information to support facts;questions, etc. (for example, page numbers for a long text, clear indication when quoting directly.)
- In the Teacher Work Section of the module, I listed which tools I used with each article.
- Thinking Notes-
- Cornell Notes to find key points, details, and
- Chunking the Text to become the expert on their section then share with peers.
- Foldable Progressive Notes to summarize from Cornell notes