- Teacher asks students to select and transcribe a position that reflects their own opinion.

- Teacher instructs students to compose bullet points to support their positions.

- Students take five minutes of quiet time to complete assignment.

- Teacher helps a student compose a bullet point by encouraging him to indicate why he takes the position he does.

- Teacher encourages students to use target words.

[clip length—5:05]

TEACHER:  —four positions, each one a little bit different than the other. You may have an opinion that differs completely from all four. But what I’m asking you to do today is to choose one of the four that you think best fits what you believe, what your opinion is. What your perspective is, right? Your point of view. After you choose that, go ahead and write that position down. The reason I ask you to write it down even though it’s already there is ’cause it helps you, when you write it down, to kind of internalize it and think about it more. Then you’re gonna write at least three bullet points supporting your position. So three arguments, three supporting sentences, as to why you chose whatever position it is that you chose. Are there any questions? Okay. Now, I’m asking you to write them in your Word Generation notebook so that when it’s time to write our persuasive essay about whatever position you choose, you’ve got your notes right there. You’ve got your ideas right there. When we’re done—I’m gonna give you about five minutes to do this—when we’re done, we’re then gonna break into groups and share, in whatever position group you’ve chosen, share your arguments, share your bullet points. Okay? Questions. Alright. Yes.

STUDENT:  Do you do it in your Word Generation notebook?

TEACHER:  Mm-hm. Specifically, I said that, Jose, because I want you to have those notes right there ready for you to refer back to when it’s time to write your essay. Okay? Yes.

STUDENT:  Do you really have to copy it or—?

TEACHER:  Yes. That way, too, when you write you essay, you remember. I— You’re not just gonna write, “I support position four because,” you’re gonna write, “I feel that parents have the most control over their children because…” Something along those lines, okay? Good question. Alright, I appreciate the fact that you guys are gonna work quietly now. And I’m gonna set the timer for five minutes.

TEACHER:  I’m gonna put it  right here. Okay? So first, what position do you— what position do you like? Have you read them all?

STUDENT 1:  Yeah.

STUDENT 2:  I like number one ’cause it’s true.

TEACHER:  Okay. So rather than saying because it’s true, “I like number one ’cause it’s true,” why is it true?

STUDENT 2:  Because [inaudible]

TEACHER:  Okay, so that’s gonna be one of your bullet points. After you write down what position number one says, that’s gonna be your first bullet point. Good.

STUDENT 1:  I say number two.

TEACHER:  You say number two? Okay, let’s get number two down, and then you can reflect: What are the reasons why you agree with number two?

Let’s remember as we’re writing, you guys, let’s remember our vocabulary words. Don’t be afraid to try to use them now. Okay? Some of the [inaudible] words are restrictions and emphasize. What’s important to emphasize in the— in your argument? Is obesity a concern that you have? Okay? Do you think it’s an important issue?

If you have more than three reasons, more than three bullet points, please feel free to add. I really appreciate how focused you all are. We’ve got about a minute and a half left. Okay, now it’s time o start wrapping up your thoughts. Get down the last ideas, even if it’s a word.

Okay. Really, really nice focus, you guys. I appreciate how, um, intently and quietly you are working on this.

 

Instructions from Teacher Guide

Teacher-created position posters:

Student-created posters:

Also:

BJ's notes

Claudia's notes

Joel's notes

Nancy's notes