Argumentative Essay Readers Theatre

I love using readers theatre scripts to introduce key concepts. Kids find scripts engaging and interesting; the script format leads to high engagement; and kids have a real reason to pronounce and use key vocabulary.

Writing these scripts makes me feel like I'm a writer on a 50s-era variety show. What madcap situation should I use? How can I put characters in an interesting situation? I work under some serious constraints, too. I have to make sure that the roles are fairly even, or squabbling will ensue. I have to make sure that key vocabulary is repeated by more than one character. And whatever situation I develop must come to a conclusion in two or possibly three pages.

This week I wrote a new script about argumentative essays. Like most of the scripts that I write, this one was born from necessity--I wanted an engaging way to introduce the parts of an essay. My goal was for students to be able to annotate an argumentative essay and mark the parts. This got me thinking about what the parts of an essay would be like, personality-wise, which led to the script.

It's silly, it's ridiculous, but it got the job done. After reading the script students were able to go into an argumentative essay (I used these) and mark the parts. The script also led to some great questions, like these:

-Can the counterclaim come in the introductory paragraph? (Yes, definitely!)
-Do argumentative texts have more than one claim? (Indeed! Why did the script have only one Claim?)
-Why is Conclusion so sleepy? (Why, indeed?)

Bringing the parts of an essay to life can be fun. Try it out! The script is free and can be downloaded here.

Other Readers Theatre Scripts

What is high-quality writing?

    In the first few weeks of fourth grade, I am all about words on the page. It's like coaxing squirrels out of hiding--the classroom needs to be a gentle place, a place of calmness and smiles and happy things.
   But it can't stay like this. As a writer myself, I know that smiles and rainbows can only go so far. Writers sometimes need more than a nudge to move them out of comfortable habits and ineffective strategies.
    It takes some time to move from the coaxing stage into the working stage. To test the waters, I ask students a simple question: What is high quality writing?
    This year, as they called out their responses, I wrote them (as quickly as I could!) in the magenta marker. The responses at the top are the earliest ones. The ones on the right were taken from the bulletin board about our reading class.
    What do you notice? It's easy to see that they are focusing on the external characteristics of writing--what a piece of writing looks like.
    I've noticed over the years that this is fairly common in fourth graders (and probably most students). When asked the question, "What makes high quality writing?", they respond with the most outwardly obvious characteristics of a piece of writing.

    It was hard, but I didn't comment on what they said. Instead, I showed students a piece of writing that looks polished, but is obviously flawed. I wrote this piece "live"--I told students I should charge for admission!--to demonstrate that not every piece with periods and sentences is high quality writing. Of course I added some humor to keep their attention.
    Hands went back up in the air as students considered why the monkey piece is not high quality. Their new comments are written in blue.
    You can see that these comments focus much more on content and organization. My students have all had high-quality writing instruction, but they needed to see a poor example in order to access what they've already learned.
     The "support claims" idea was based on a student discussion about the use of opinions in my piece. "You shouldn't use opinions," one student declared. Others disagreed. Eventually I did help them with the language of "support claims", mostly because the longer, more convoluted way they were saying it would have taken me a long time to write.
    What did I learn from this? My students are still developing ideas for what makes high quality writing. I have to be very, very careful in my comments and feedback to promote an emphasis on content and organization. My students really really want to please me...but I have to make sure that we are working toward high-quality writing, and not just a piece that will make the teacher happy.
    Our next step was to work on paragraphs from Daily Sentence Writing. When students finished, I sent them to the chart to see if they noticed characteristics of high-quality writing in their own pieces. At the end of the class, I asked, "What did you do today to create high-quality writing?"
   Over the next few weeks, my goal will be to help students develop their own rubrics, rubrics that will guide them as they assess their own writing and the writing of their peers.
    (And I really do like pie.)

In your classroom...
1. Ask students, "What makes high quality writing?" Record their ideas.
2. If students seem to focus on surface elements, show a piece that uses correct punctuation and spelling, but lacks organization and a coherent ideas. If you don't feel comfortable with live writing, it's perfectly fine to create this piece ahead of time. After students read this new piece of writing, ask them to generate some new thoughts about high quality writing. Record new ideas in a different color.
3. (It might happen...) Students may not be able to generate any criteria related to content, organization, or word choice. In this case, 6 Traits lessons with great mentor texts are called for! I like the lessons at Writing Fix for this.
4. Give students time to write. Anything! Remind students to refer to the chart for qualities of high quality writing.
5. Ask students, "What did you do today to create high quality writing?" Encourage students to look back to the chart to describe what they did. In fact, you may even be able to add some ideas based on student responses.
6. Keep the chart visible in the classroom and add to it.

Synthesis and Writing from Sources

On Tuesday I had the privilege of presenting a workshop about synthesis and writing from sources for my colleagues. We gathered around tiny kindergarten tables in the quiet school to share stories, information, and ideas. What fun!

I've been intrigued by the role of synthesis in student learning for a long time. How do we synthesize? How can we help students bridge ideas between topics and texts? Not only is synthesis required for writing from sources, but it is also the whole point of what we are doing in the classroom. Students will take the pieces of what we give them and what they gather to create something entirely new.

I decided to track down some of the key processes for synthesis. (Of course, gathering information, reading texts, and putting together the ideas into something new is synthesis. So meta!) Here is the first part of the presentation:

Writing from Sources Part 1 from Emily Kissner

So, what do you think?

-Which of the skills of connecting, organizing, and selecting do you see as most difficult for your students?
-How does this help you to plan for successful writing from sources?

In the next part, I'll share some low-stakes classroom activities to build up these key skills. These engaging activities help to build a culture of synthesis in the classroom--and will make the task of writing from sources much more friendly for students.

Notes
-If you're looking for an easy-to-implement writing from sources task, try this Under the Sea nonfiction text set. A synthesis task is included. Introduction to Text Structure could also be used for writing from sources tasks.
-September Reading Homework is revised and ready for the new school year!
-Daily Sentence Writing 1 and Daily Sentence Writing 2 are both complete.


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