Pedagogical highlight of the week:
Last week, we worked on analyzing and evaluating the effectiveness of written arguments. We discussed what makes an argument strong (facts and evidence), and what weakens an argument (unsupported opinions). The kids underlined and annotated multiple written arguments, identifying important elements like the author’s claim, thesis, reasons and evidence. Eventually, my students will begin crafting written arguments of their own, so it’s critical that they be exposed to exemplars so that they have models to draw from when they begin writing.
While highly important, examining written arguments may not be considered the most engaging classwork to the average 13-year-old. I’m a realist. I know that my students are not jumping out of bed and rushing to school with the hopes that I will have an essay for them to annotate. Most of my students are really into their independent reading books, and they are enjoying our class novel as well. Argumentative writing is taking time away from both of those activities, which means it has the potential to be met with some resistance.
In an effort to spice things up a bit, I felt like I had to get away from just identifying the key components of an argumentative essay and having the students answer questions about the essays they were reading. I wanted them to produce something to show me that they understood the validity of the argument.
So I had them create an advertising campaign for an essay that they read about the dangers of using a cell phone while driving. Here’s how I mapped it out:
- They read the essay on their own and underlined the author’s claim and any supporting evidence.
- In groups of three, students compared their findings and decided which evidence was the strongest.
- We reconvened as a class and discussed the claim of the essay and any relevant evidence or statistics that the author used to strengthen her position.
- I showed my students the following anti-smoking advertisements. We first identified each ad’s claim and the facts that were included as well. I also asked the kids to notice how the campaign had cleverly used images that were interwoven into the ad’s perspective and supporting evidence.
5. Students were challenged to create an advertisement against cell phone usage while driving, and they had to use information from the Hang Up and Drive essay to help them design their ad.
Here are a few of the more creative finished products:
Both of these students made the artful decision to put the text evidence inside the phone screen in their advertisement. I told each student that I thought that their idea could easily be a real ad a magazine.
If time permits, I generally ask students what they think about lessons, especially when I try something new like this. Overall, the feedback was pretty positive on this one. Most of the students enjoyed the opportunity to produce something other than a standard written response. I really value the feedback that I get from these quick conversations, and I would definitely encourage teachers to solicit comments from students regarding instruction whenever possible.
This week, my classes will be co-constructing argumentative essays using evidence from an NPR article on school start times. This will be the first time that I’ve constructed an essay with the entire class, and I’m very curious to see how it plays out. I’ll have to report back next Sunday with a full analysis of the pros and cons of co-constructing an argumentative essay with 20-something 7th graders at the same time. What could possibly go wrong, right?
Heart-warming moment of the week:
I have three boys in my 2nd period that have formed a quasi-book club that kind of organically arose from our independent reading time. First, they all read Long Way Down by Jason Reynolds. Then they read Solo by Kwame Alexander. When I took their class to the library this week, I overheard the three of them deciding upon the next book that they would read. They wanted another book written in poetic form. They also needed a title with three available copies in the library. They settled on Nikki Grimes’s Planet Middle School, the coming-of-age story of self-proclaimed tomboy Joylin Johnson and her journey into adolescence and eventually her first crush. I cannot wait to hear their in-class discussions on this book, and I LOVE that they are reading a book told from the perspective of a female protagonist, since so much of what they have been reading has been told from a male’s point of view.