W-1 Sample Argumentation Tasks Elementary

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1 W-1 Sample Argumentation Tasks Elementary Language Arts What is your favorite Eric Carle Book? Why? (Kindergarten) Should people be allowed to keep wild animals as pets? After reading When Wild Animals Become Pets and watching the ABC video about the Zanesville, Ohio, animal massacre, write a letter to Ohio legislators. In your letter, identify the problem(s) of having wild animals as pets and argue for a solution to the growing trend. Support your position with evidence from the text(s). Be sure to examine competing views. Give examples from past and current events or issues to illustrate and clarify your position. After reading informational texts (e.g., Animals of Africa, Face to Face with Cheetahs, Face to Face with Lions, and The Field Guide to Safari Animals) and viewing Discovery Education videos (e.g., The Jeff Corwin Experience: Wild Cats), write a newspaper article that compares Africa s big cats and argues which cat is the most powerful. Be sure to support your position with evidence from the texts. After reading Hey, Little Ant and informational texts about ants, write an essay that compares ants and humans and argues whether or not humans should kill ants. Be sure to support your position with evidence from the texts. After exploring the following texts, Tailing Tornadoes (Imagine It!), Science Text, Thunder Cake by Patricia Polacco, and make a claim about which severe weather system has a greater impact on the United States: hurricanes, tornados, or thunderstorms. Your class has been given the job of deciding what to do with one large piece of land that is the same size as your school s playground. Where is the best place you would put the land (in a city, suburb, or rural community)? Explain why you would put the land in that community, and what you would do with the land. After reading Yeh-Shen : A Cinderella Story from China retold by Ai-Ling Louie, Smoky Mountain Rose: an Appalachian Cinderella by Alan Schroeder, Cindy Ellen: A Wild Western Cinderella by Susan Lowell, The Turkey Girl: A Zuni Cinderella Story retold by Penny Pollock, and/or other versions of this traditional tale, write a letter to your teacher stating which version is your favorite, supplying reasons from the texts that support your opinion. After reading The Three Little Pigs retold and illustrated by Steven Kellogg, Three Little Cajun Pigs by Mike Artell, The Three Pigs by David Wiesner, The Three Swingin' Pigs by Vicky Rubin, The Three Little Pigs : A Folk Tale Classic by Paul Galdone, The Three Little Javelinas by Susan Lowell, The True Story of the 3 Little

2 Pigs by A. Wolf as told by Jon Schieszka and/or other versions of this traditional tale, write a letter to your media specialist stating which version is your favorite, supplying reasons from the texts that support your opinion. Math LaPonda and Angela are having a heated debate. LaPonda is positive that ¼ is larger than ½ because 4 is larger than 2. Angela disagrees. She is sure ½ is larger than ¼. Use the various manipulatives in the classroom and determine who is correct. Create a poster (either traditional or online using a Web 2.0 tool) to explain who you feel is mathematically accurate. Be sure to support your position with multiple models (area, line, clocks, etc.) and supporting statements. 4th Grade Close to 1,000 game: Have students play the game on the first day. Discuss strategies as they are working. Day two While students are playing the game call STOP. Have students record the 6 cards they have in front of them and record what number their chip is on. Then have them write what their next move will be and explain (on paper) why they think that is their next best move. Ask students to share their writing with their partner. Encourage partners to listen carefully and ask for clarification when they are unclear. Walk around and listen to students as they discuss (as you walk, mentally choose a few partners to share). Call all of the students together. Ask them to read practices 3 and 6 on the poster. Say to the group, As these two partners share, listen for evidence that they constructed a viable argument and attended to precision while doing so. Have students share connections between their work and the 2 practices highlighted today. 2nd Grade: Teacher book page The day after session 2.5, copy the samples from page and post on large chart paper. - Ask students to read practice 3 from the poster. Ask them what they think it means and discuss ideas. Do the same for practice 6. - Ask the students to think about the 3 representations of the same data. After a discussion of what the data shows, ask partners to decide which graph best displays the data and why (they should write it down). Tell them they must use evidence from the data (not that it s a pretty color, or has straighter lines). Remind students to think about what was discussed for practices 3 and 6 as they write. - Then ask partners to find another group that didn t choose the same graph and argue why their choice is more appropriate. As students talk, listen for good examples to highlight in a large group discussion. 3rd Grade: Franik s Marbles SAB 55 After students have completed the work on pages ask, Is it possible to start with more marbles than your partner on the first day, but end up with less on the 10th day?

3 How? Then ask students to make their case (argue their answer) using examples or evidence from the work they ve been doing this week. Have students write these in their journals. Choose a few journal entries to share the next day (you will want to choose writing that is a bit unclear, or lacks the use of important mathematical language). On the next day, have small groups of students view one of the 4-5 examples you ve chosen. Ask them if there is any place in the argument where it would help if the student was more precise. Students can indicate that with post-its. Call all students together and discuss what changes they suggested and how practice 6 impacts their work in mathematics. Science After reading Mama Cat Has Three Kittens by Denise Fleming, What s It Like to Be a Fish? by Wendy Pfeffer, Where Do Chicks Come From? by Amy E. Sklansky, Dogs by Anita Ganeri, viewing the Discovery Education video segment Pigs as Pets, and reading or viewing other resources, write a letter to your parents stating your opinion about which animal would make the best pet, supplying reasons from the texts that support your opinion. In your opinion, which form of camouflage do you think is the best: mimicry, blending, or warning? Based on this opinion, supply reasons that support your thinking. What conclusions can you draw about the use of camouflage? Social Studies In what way do cities contribute to the efficient exchange of goods within a culture? After reading, The Development of Civilization, write an essay that discusses and evaluates how a medium of exchange allows a culture to improve the quality of life and opportunities to secure and export goods and materials. Be sure to support your position with evidence from the text. After researching about the Lost Colony using the video, articles, images, and the book Roanoke: The Lost Colony, write a letter to the Lost Colony Outdoor Production Company that argues your hypotheses on what really happened to the Lost Colony. Be sure to support your hypotheses with evidence from your research. Music After performing one of the pieces you are currently studying in band, orchestra, or chorus, write a short analysis of your performance. Support your position and cite specific music examples. (Argumentation/Evaluation)

4 After exploring the concept of pitch, demonstrate the effect that finger placement has on intonation when playing a string instrument. What conclusions can you draw? Support your discussion through evidence from your demonstration. (Cause-Effect) Perform a piece of music you are currently studying at two different tempos. Explain the appropriate use of each for a variety of settings. (Argumentation/Comparison) Why does a composer choose to add crescendos, decrescendos, and other expressive markings during a specific section of the music? Analyze the impact of his/her choices. (Argumentation/Analysis) After researching transposition, identify an issue musicians might face when performing together and pose a solution. Support your solution with evidence from your research. (Problem-Solution) When listening to a musical excerpt, identify the most prominent instrument(s) or voice(s) and why. (Argumentation/Analysis) Listen to two contrasting styles of music and identify qualities of the music that make each style unique. (Argumentation/Comparison) After listening to Peter and the Wolf, make a claim about the appropriateness for each instrument and the character it represents. Theatre After performing a short skit, write a short analysis of your performance. Support your position and cite specific examples. (Argumentation/Evaluation) After watching a play or musical, identify the most prominent character(s) and explain why. (Argumentation/Analysis) What impact does lighting have on the mood of a particular act or scene? How do the minor characters in a play or musical add depth to a particular act or scene?

5 After reading The Miracle Worker, write a brief essay that discusses how Helen Keller s internal struggles impact her relationships when learning to read Braille. Support your claim with evidence from the script. How does interpreting a script assist an actor in the development of a character? After reading, viewing supporting documents, choose and perform a scene. Explain your choices and address the question. Media Skills After reading The Three Little Pigs by Paul Galdone and The True Story of the Three Little Pigs by Jon Scieszka, write a short essay that compares the point-of-view of the narrators and argue whether the wolf was really a bad wolf. Could it have been that the pigs were jealous? Could there have been a misunderstanding? Be sure to support your position with evidence from the texts. Dance After performing one of the pieces you are currently studying in dance, write a short analysis of your performance. Support your position and cite specific examples. (Evaluation) After exploring the concept of facial expression, demonstrate the effect that various expressions have on the reading of the dance. What conclusions can you draw? Support your discussion through evidence from your demonstration. (Cause-Effect) Select four different steps for a dance sequence of eight counts. Create two different sequences using the same steps. Explain the appropriate use of each for a variety of effects. (Comparison) Why does a choreographer choose to use a canon, call and response, or rondo during a specific section of the dance? Analyze the impact of his/her choices. (Analysis) View two different choreographers interpretations of one narrative dance. Identify the elements that make each unique. (Comparison) View two different choreographers interpretations of a subject. Evaluate each for the effectiveness in communicating the idea. (Evaluation)

6 After viewing a dance, discuss the dancers costumes. Make a claim about the appropriateness of each. Support your claim with evidence seen in the dance. (Evaluation) What impact does the lighting and/or sets have on the mood of a particular part of a dance? Support your position by referring to the dance. (Analysis) While looking at a narrative dance, describe what you think is happening in the picture including who the characters are, the action that is taking place, the time period, and the place. Support your interpretation with evidence from the art. (Analysis) Look at a selected group of choreographers with works that include a variety of genres. Select the choreographer with whom you would like to work. Provide reasons why you made that selection over the others. Provide evidence from the choreographer s life and repertoire. (Comparison) You are competing for the artistic director s position in a dance company. You must create a program for an evening performance. Review the company s repertoire. Select the works to be performed. Determine the order of performance. Support your decisions with evidence. Be sure to address competing views. Give examples from previous performances to clarify your position. (Problem-Solution) After performing a dance, review the process and knowledge needed to complete it. Determine the skills used that were learned in other classes. Support your position with specific examples of instruction or assignments. (Analysis) After completing a rehearsal for a performance, write an instructional needs list that identifies the causes of mistakes made by the group and the specific needs in instruction or practice to correct them. Also identify what the group did well and why. (Cause- Effect) Physical Education 5th Grade Essential Standard PE 5 MS 1.4 Create movement sequences that are smooth and fluid and have several different rhythmic patterns. Students work in pairs to create a fluid sequence using one roll, two locomotor movements, and two static balances. Students share with each other after completing their initial sequence. While sharing, students must provide reasons for their choices within their sequence.

7 4th Grade Essential Standard HE 4 NPA 1.1 Plan meals using MyPlate.gov. Develop a breakfast meal using the MyPlate recommendations. This meal will be developed from an analysis of their intake using the MyPlate software. Each student will justify the choices for their plan reflecting their nutritional goals from the analysis. Visual Arts After using a printing process to create a series of prints, select your best print. Describe why it is your best and explain what you did in the process to make the print better than the others. Support your discussion with evidence from the print. (Cause and Effect) After mixing several tints and shades of a color, make notations to remember how each was achieved. Explain the effect of the process and the amount of white or black paint used. What implications can you draw regarding consistently achieving the same value? Support your discussion with evidence from the tints and shades achieved. (Cause and Effect) Look at 2 works of art (i.e., landscapes, portraits, still lifes) from different movements. Write a critique that compares the representation of the subject and argue which is better from your point of view. Be sure to support your position by referencing specific parts of the composition or style. (Comparison) While looking at a narrative work of art, describe what you think is happening in the picture including who the characters are, the action that is taking place, the time period, and the place. Support your interpretation with evidence from the art. (Analysis) Review all the art you have completed in the course. Complete a rubric for each piece based on originality, technique, and personal voice. Select five works to go into your portfolio. Be able to support your decision based on the evaluation. (Evaluation) Look at a selected group of art with works that include a variety of styles, movements, and artists. Select the art you would like to own. Provide reasons why you would purchase that work of art over the others. (Comparison) Visit Select 10 masterpieces from at least 3 different museums to form an exhibition in your museum. Identify why your museum needs this kind of exhibition. Support your selection of art for inclusion. (Part 1) (Analysis)

8 Using the exhibition formed in the previous task, sell your exhibit to two different museums. Identify why their museum needs this kind of exhibition and how your specific exhibition will fulfill their need. (Part 2) (Problem Solution) Given samples of different brands of one media (crayons, construction paper, tempera paint, etc.), determine which is the best brand to use in school (optional extension: which is best for a professional artist). Support your decision with evidence from quality of the media, application, cost, availability, storage area needed. (Comparison and Evaluation) After trying different brands of one media (crayons, construction paper, tempera paint, etc.), select one and create a picture. Based on the results, determine the effects of the media on the art and what caused this effect (artist, paper, media, process time, etc.). (Cause and effect) After completing a work of art, review the process and knowledge needed to complete it. Determine the skills used that were learned in other classes used in art. Support your position with specific examples of instruction or assignments. (Analysis)