1 Fun while learning
Using the pre-lesson tools provided by Mars Gen One: Argubot Academy, the teacher should go over the mechanics of the game and the objective of finding the best evidence to support you claim. These are very well provided in this app. The object is to build the the best Argubot to use in and win the dual.
The students should take notes on matching evidence to claims that worked best for them. You can monitor this step by asking questions, collecting notes or both. Students can also learn from their failures or weak Argubots as well. Ask questions such as, "Why didn't that one succeed?" or "What could you have done better?"
2 Making a claim and finding evidence
1. Ask students this questions and have them write down their opinion on a piece of paper. Should cell phones be used in schools? Take a tally.
2. Give students a few articles about cell phone use in school. They should read and highlight evidence to support their claim.
OR use The Learning Network for current topics and articles.
3. Model evidence found and show the connection to claim.
4. Use outline by scholastic magazine to list evidence and counter claim.
3 Writing the argument
Have outline available for students to follow as they write their essay.
Writing rough draft that teacher can edit and comment on using classroom.google
4 Create Argument Cartoon
Bitstips for Schools:
1. Create an account
2. Add students to a class
3. Develop activity
4. Students present comic
Key Standards Supported
|W.K: Range of Writing|
|W.K.10||(Begins in grade 3)|
|Text Types and Purposes|
|W.K.1||Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).|
|W.K.2||Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.|
|W.K.3||Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.|
|Production and Distribution of Writing|
|W.K.4||(Begins in grade 3)|
|W.K.5||With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.|
|W.K.6||With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.|
|Research to Build and Present Knowledge|
|W.K.7||Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).|
|W.K.8||With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.|
|W.K.9||(Begins in grade 4)|