This has been one of the most interesting, surprising, and downright challenging spring seasons I have ever experienced. My students are home learning online while I try to teach them from my own home. My own children are home, learning from their teachers who are also at home. Never in my life did I think I would write those two sentences (or use the word home so darn much) but here we are. We officially start distance learning on Monday, so I have been working on a remote learning unit for my students. Though we are a 1:1 school, I will need to plan for a few students who will have limited internet access during this time. We have decided to continue learning digitally, and provide packets (mailed home) as well. With all of this in mind, I am moving forward with my digital argumentative writing unit with several of my groups.
Argumentative writing and speaking is an important unit of study. In a traditional setting, students have the option of asking questions, developing ideas with partners, and collaborating as they brainstorm arguments, counterarguments, and evidence. Now, with my students learning from home, many of these traditional methods of instruction are no longer options. But, with some creative re-tooling and some digital instruction options, this unit can still be meaningful, and perhaps more importantly, an engaging unit for students.
Why is Argumentative Writing and Speaking a Good Virtual/Distance Learning Option?
First, argumentative writing is fantastic to use while students are learning from home because the situation has brought up many opportunities for developing sound arguments. Students can use their home lives, current situations, and their general frustrations about what is going on to work on creating claims, providing evidence, and explaining their ideas. Perhaps they wish to argue for more time to play video games or sleep in longer. They may be interested in debating the proposed social distancing or the governments involvement in the virus. I know my children are currently crafting arguments for a raise in their allowance now that I have been expecting them to complete more chores around the house!
Second, argumentation is formulaic in nature, so after I teach my students this formula (a fun acronym I have created), they can practice using that formula over and over for ongoing learning opportunities, and maybe even win some arguments at home!
Third, my argument unit is both digital and printable. The presentation is in both PowerPoint (which I prefer when using Zoom) and Google Slides which is great for Google Classroom. This goes over the formula I use to teach argumentative paragraphs, explaining how to use it to synthesize a claim and evidence into a persuasive paragraph. PowerPoints or slides are easy to convert into a packet or share digitally with students and parents, so getting information out to students (either mailed in packets or shared virtually) is not only possible but easy. The same is true for the counterargument paragraph, formal writing lessons, thesis lessons, etc. The best part about this unit is the student notebook. This can easily be printed along with the slideshows for quick mailing. All student documents in one student notebook. The digital version can be easily assigned in Google Classroom or other education sites. This keeps their entire unit of documents from the hook statement, to the essay graphic organizers in one location.
Where to Start?
My go-to lesson when teaching students to write argumentatively is through the SEE acronym. I also use the acronym PEE for those who like a little humor in their lives. Check out this blog post for more information on that!
The SEE acronym stands for:
S=State the Claim
E=Evidence
E=Explanation
To set this lesson up for distance learning, I get a copy of my SEE PowerPoint/ Google Slides to all of my students. I can do this by printing the PowerPoint (2-4 slides per sheet) and including it in a packet to be mailed to students, or I can share the resource with my students through Google Classroom. If virtual learning is an option, I use a video source like Zoom, Screencast O-Matic, or Loom, to create a video explaining the slides and the assignment to my students. Problem-solving is the name of the game, so I may also be able to use other resources at my disposal as well. If you have some ideas, drop them in the comments!
The awesome part of the SEE acronym is the many, many (did I say many) ways students can practice this at home and document their learning. They can create an argument to present to their parent about why they should get to have an additional hour to play video games. They could create an argumentative paragraph about why they should or should not be allowed to play soccer with their friends at the park. The opportunities to develop well thought out arguments in a time of distress is endless.
Here are some relevant ideas for which students could create SEE (argument) paragraphs.
Why daily cleaning in the house is helpful/pointless.
How video games can teach me lessons while not in school.
What is the best use of my time while not in school?
Who should be the person to go pick up groceries, and why.
What is the most damaging part of the quarantine on teens?
How much phone time is appropriate during the quarantine?
What is going to be the game-changing development in the fight against Covid-19?
What was successful/unsuccessful in how the government handled Covid-19.
Why students should/shouldn’t receive a raise in their allowance with chores during this time.
How much time should teens spend in online school/distance learning each day during this time?
The list is endless, and students can definitely work on their own ideas too. If they need more inspiration, the slides in this unit also include 14 arguable topics for students to choose from.
Create Engagement with Unique Assessment Options
As I said, the awesome part of argumentation is the formulaic quality of the skills. The formula, much like a math equation, requires practice and implementation. I can ask students to write or create one of these SEE argumentative paragraphs several times with different topics of interest. Students can write the full argumentative essay with counterarguments, or they craft visual projects to share their arguments. When students can pick a topic of passion they get engaged. When they can deliver that message in a way that intrigues them, it keeps them engaged. Below are some summative assessment options for this argument unit that could work for your students in this unique time.
Show What You Know with Argument
Write the full argumentative essay with support from the lessons and graphic organizers.
Create a PowerPoint or Google Slides presentation with written arguments and visuals images to support those ideas.
Create a video to present the argument as a speech. Students can use ScreenCast-O-Matic, Screencastify, or even PowerPoint to create videos of their presentation.
Enlist in a digital debate with a peer on Zoom or Google Meets. Prepare for arguments and counterarguments and debate in a digital setting.
Create a media presentation (magazine advertisement or mock billboard advertisement) to share arguments. I would ask students to combine visuals and text to share ideas. This will allow you to see that they can meet the standards and incorporate text evidence.
Create a video commercial of these arguments. Make sure to make the basic requirements clear, just as you would with the media presentation. I like to create a bulleted list of the requirements. I might insist on a claim statement, textual evidence, and logical reasoning. I would also require students to incorporate text into the commercial so I can assess their writing skills. This could be done using a PowerPoint slide or Canvas and inserting this into the video with video editing software. It could also just be written on a poster board for the students to hold up during the commercial for a lower-tech option.
In this time of distress and confusion, I love that this unit can help our students understand how ‘classroom learning’ and ‘real-life’ connect. This is an excellent lesson to lean into during these unprecedented times.
To get a better look at my SEE lesson and argumentation unit, check out the links below!
