Overview

The goal for this sequence of activities is to extend students’ ability to develop and apply criteria to create evidence-based arguments of judgment. With a foundation in arguments of fact, students are positioned to transition into arguments of judgment, which rely on the development of criteria. Previous implementation of these modules has pointed to the need for students to have additional support in making their criteria explicit, so they can be better positioned to answer questions that surface repeatedly in Literature: why? So what? Who says?

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Day 15

Sources
The Art Donor

Materials
The Art Donor Criteria Notetaker
The Art Donor Four Paintings Notetaker

Activities
1. Pass out The Art Donor scenario and read as a class.
2. On the handout, students will independently answer the following question: Identify two criteria that you think would be important to consider when making a judgment about the type of painting to place in the waiting room of a children’s hospital? Be sure to (1). Identify the criteria, and (2). Explain why it’s important. (5-8 minutes).TC_Bubble
3. Put students into small groups (predetermined by the teacher), and have students share their criteria. Then have students determine the five most important criteria that they will use, including explanations of why it’s important. Remind groups that they must have five different criteria in total.
4. Pass out The Art Donor Criteria Notetaker and have students work in their groups to collaboratively fill in their 5 agreed upon criteria.TC_Bubble
5. Pass out The Art Donor Four Paintings Notetaker and have groups discuss the strengths and weaknesses of the four paintings. Groups apply their criteria to each painting and discuss which painting would be most appropriate. Each group should come to a consensus on which painting most closely fits their criteria.TC_Bubble

Day 16

Sources
The Art Donor

Materials
The Art Donor Criteria Notetaker
The Art Donor Four Paintings Notetaker
The Art Donor Exit Ticket

Activities
1. Put students back into their small groups and give them 15 minutes to review their criteria and prepare a presentation of which painting their group decided was most appropriate for the waiting room and why.
2. Have each group report out. Groups will present their arguments on which painting is most appropriate for display in the waiting room. After each presentation, encourage students to provide feedback to other groups as well. As groups present, record feedback for each group and include the feedback other students provide, as appropriate.TC_Bubble
3. Distribute The Art Donor Exit Ticket and have students answer the following questions: 1. How useful is generating criteria prior to making arguments of judgments? 2. Would your criteria change is the painting were for your home? Explain.

  • Students independently complete writing task (4-5 sentences per question).TC_Bubble

Days 17-18

Sources
The Art Donor

Materials
The Art Donor Criteria Notetaker
The Art Donor Four Paintings Notetaker
The Art Donor RAFT
The Art Donor Rubric
The Art Donor Argument Reaction Guide

Activities
1. Explain RAFT, a differentiated task that allows students some choice in both the role and format they choose. Draw distinctions between audiences (e.g. In Slip or Trip, you were producing a crime scene investigation report. What audience was that intended for? How are these audience roles similar or different?). Students will begin developing arguments of judgment independently. 
2. Provide support/direction around various formats and what’s included in each. Circulate to provide students with additional support, as needed.
3. Distribute the argument reaction guide and let students complete it independently.