Gaming Harmless or Harmful An Argument Writing MiniUnit

Gaming: Harmless or Harmful? An Argument Writing Mini-Unit Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, based on templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne Bordeleon

Ways to Use Sources r o ph Illustrating – When writers use specific examples or facts from a text to support what they want to say. ta e Am Examples: The 18 -wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data. ” (Harris) ● ● ● ● “_____ argues that ______. ” “_____ claims that ______” “_____ acknowledges that ______” “_____ emphasizes that ______” “_____ tells the story of ______ “ “_____ reports that ______” “_____ believes that ______” Leeanne Bordelon, NSU Writing Project, 2014

Example of Illustrating from “The Early Bird Gets the Bad Grade” by Nancy Kalish: “When high schools in Fayette County in Kentucky delayed their start times to 8: 30 a. m. , the number of teenagers involved in car crashes dropped, even as they rose in the state. ” is a h t s i y a w t a In wh t? c a f r o e l p m specific exa laim might c f o d n i k t a h W rt? o p p u s o t d e us e b t i Linda Denstaedt, i 3 Leadership Team, National Writing Project

Ways to Use Sources r o h A p a t me ● Authorizing – When writers quote an expert or use the credibility or status of a source to support their claims. ords w t a Wh each Joseph Bauxbaum, a researcher at the Mount Sinai make n seem perso le? School of Medicine, found … credib According to Susan Smith, principal of a school which claim t a h W ach encourages student cell phone use, … e t h g mi elp h e t A study conducted by the Gulf Coast Center for Law & quo rt? Policy Center, a non-profit organization which monitors suppo environmental issues, revealed that … Leeanne Bordelon, NSU Writing Project, 2014

Example of Authorizing from “High schools with late start times help teens but bus schedules and after-school can conflict” ds r o w What her [“T]he focus on logistics is frustrating for make eem e? s Heather Macintosh, spokeswoman for a credibl aim national organization called Start School l c t a Wh this t h g i Later…. “What is the priority? ” she said. “It m ote help qu rt? o p p u s should be education, health and safety. ” Linda Denstaedt, i 3 Leadership Team, National Writing Project

Ways to Use Sources r ho p ta e Am ● Countering – Countering--When a writer “pushes back” against the text in some way, by disagreeing with it, challenging something it says, or interpreting it differently than the author does. e are th While parent groups often portray gaming negatively, recent brain research indicates there are positive effects. Leeanne Bordelon, NSU Writing Project, 2014 What ements l key e od o of a g ter”? “coun

Example of Countering Acknowledge the opposition, then refute it: While many people think ____, the research actually shows… Or summarize the opposition, then give your case: ____ argues that ____. What the author fails to consider is … ____ says that ____. This is true, but … ____ suggests that ____. The author doesn’t explain why …. ____ argues that ____. Another way to look at this is … ____ found that ____. However, the study doesn’t explore the connections between … Leeanne Bordelon, NSU Writing Project, 2014

Gaming Study this image. What is the claim that is being made? Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

What do you think? ● What do you think about the image? About the use of video games? ● Share your writing. ● Add a “For example. . ” ● Share Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Make this chart in your notebook Source: Video Games: Harmless or Harmful? (GTV) It Says I Say 1. 2. 3. 4. 5. 6. Jean Wolph, Louisville Writing Project, NWP CRWP funded by the Department of Education

Video Instructions ● As you watch the video. . . ○ Under “It Says” • Take notes on the pros and cons of video games. • Also, write down words and phrases that stick out to you Second viewing, • Add any additional notes you missed last time Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Gaming: Harmless or Harmful? ce r u o s this le? s e o D Video Games - Harmless or Harmful? edib o is r c m Wh d? see ? d Duality X Productions e c Balan interviewe Uploaded on May 26, 2010 being les p GTV m a r ex G, o f n e https: //www. youtube. com/watch? v=JFwf 7_VVf. Gg IZIN List R O H T of AU RATING, &this T ILLUS TERING in COUN. <iframe width="420" height="315" video src="//www. youtube. com/embed/JFwf 7_VVf. Gg" frameborder="0" your n o em allowfullscreen></iframe> Jot th under “It chart ays. ” S “GTV is a digital entertainment network where you can find, watch and share your favorite original programming from hundreds of leading providers. ”—gtv. com Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

Video Games: Harmless or Harmful? (GTV) It Says 1. Gamers say, “It’s just a game. ” Others say over-indulging can affect you. 2. Researchers have debated the effects of gaming since 1976. 3. Violent content has increased over the years. 4. Some argue that games are a safe outlet for aggressive behavior. Others argue that everyone would be violent if the games are so bad. 5. What does it say about our society that murder, abuse, and violence are entertainment? I Say ou y d i sd e t are o h n c t i Wha re? Wh u capt ating? tr illus rizing? o Auth re e h t Is ing r : e e t g llen ny coun a h C ya l l a u act ? here y. ” a S I l in “ l i f our y Now e r sha o t dy a e r Be s. a e d i Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

Make another chart in your notebook Source: Your Brain on Video Games (TED Talk) It Says I Say 1. 2. 3. 4. 5. 6. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Gaming: Harmless or Harmful? TED Talk https: //www. youtube. com/watch? v=Fkts. Fcoo. IG 8 Published on Nov 19, 2012 How do fast-paced video games affect the brain? Step into the lab with cognitive researcher Daphne Bavelier to hear surprising news about how video games, even action-packed shooter games, can help us learn, focus and, fascinatingly, multitask. ce r u o s this le? s e o Video link: Stop at 9: 29. D dib e r c seem les p m a r ex G, o f n Liste HORIZIN nd f AUT ATING, a o <iframe width="640" height="390" STR NG in U L L I RI src="//www. youtube. com/embed/Fkts. Fcoo. IG 8" frameborder="0" E T N COU deo. allowfullscreen></iframe> i this v Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of Education

Your Brain on Video Games (TED Talk) Source: Your Brain on Video Games (TED Talk) It Says I Say 1. 2. 3. 4. 5. 6. NWP CRWP funded by the Department of Education

Video Instructions ● As you watch the video. . . ○ Under “It Says” • Take notes that explain how playing video games affects the brain • Also, write down words and phrases that stick out to you Second viewing, • Listen especially for examples of illustrating, authorizing, and countering NWP CRWP funded by the Department of Education

Share your notes with your neighbor. Add any new ideas to your notes. Linda Denstaedt for NWP CRWP, funded by the Department of Education

Your Brain on Video Games (Daphne Bavelier, TED Talk) Source: Your Brain on Video Games (TED Talk) It Says I Say 1. Cognitive Scientists work to see how to make our brains smarter, better, faster. 2. Video games are pervasive. 90% of children play video games; average of a gamer is 33 years old 3. Binging is never good, but in reasonable doses, gaming has powerful positive effects on our behavior. (Claim) 4. Counters “Screen time makes your vision worse” with research study. Vision is better (small detail in context of clutter and being able to resolve different levels of gray) 5. Counters “Video games lead to attention problems and greater distractibility. ” 6. Ability to track objects improves. NWP CRWP funded by the Department of Education

I SAY. . . ● Under “I Say” ○ Across from each “It Says” note, • Write your reactions, responses, comments, questions, agreements, or disagreements to the video notes • Share! Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Refresh Your Memory Reread your writing and notes on gaming. NWP CRWP funded by the Department of Education

Now I’m Thinking… What do you think about gaming now? Harmless? Harmful? Or ? ? NWP CRWP funded by the Department of Education

Use the sentence starters to include information in your writing. Think about ways to add information from a source to your writing. Use a sentence starter to add evidence and then explain your thinking. Disagree Agree ○ ○ ○ “As Daphne Bavelier, cognitive scientist, says, ” “The TED Talk “Your Brain on Videos” explains …” “According to …” “Supporting my example, Bavelier’s research shows…” “Although the video says …” “While Daphne Bavelier explains …” NWP CRWP funded by the Department of Education

Adding to Our Thinking with a New Text Video Games Are Good for You (a Little Bit) ● by Linda Carroll, a regular contributor to NBCNews. com and TODAY. com. ce r u o s this le? s e o D edib r c m see les p m a r ex ING, o f k o Lo RIZ O H nd T a U , A G f o ATIN in R T S ILLU TERING COUN ticle. r this a Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

VIP Notes (Very Important Post-It Notes) ● Use two different colored Post-It notes. ● Write the last name of the author of the article at the top of the note. ● Summarize the passage on the VIP. ● First Color=Important information to support your position ● Second Color= Things that shock you or challenge your thinking- information that counters your position. Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of Education

Continue Your Thinking ●Begin a new writing using information from the new text. ●Use sentence frames to introduce the information. ●Explain what you think about the evidence. NWP CRWP funded by the Department of Education

Sentence Starters The article “Video Games Are Good for You (a Little Bit)” explains … ○ As Andrew Przybylski, the author of the study, says, …. ○ According to Patrick Tolan of the University of Virginia, … ○ Although the article says … ○ While the study showed … ○ NWP CRWP funded by the Department of Education

Exit Slip—Notecard Claim ● Read over your writing so SAMPLES: Video games are more harmful than good. Video games are more beneficial than harmful. far and use the note card to write a claim about gaming and the choices teens make. Is gaming harmless? Harmful? Helpful? ● How might you qualify (or limit) your claim? Because research shows ___, we should ___. NWP CRWP funded by the Department of Education

Let’s Review! ● Let’s Review our Notes & previous writing on the Gaming ○ ○ ○ Picture & writing response Videos & writing response “It Says/I Say” chart Article & writing response Note card Claim

The 40 -Minute Kernel Essay Attention grabber and my claim on the Issue Here's what I’ve learned But this fact really convinces me I now believe

The 40 -Minute Kernel Essay 3 minutes Attention grabber and my claim on the Issue Write an introduction that provides an interesting detail about gaming to grab the reader’s attention. Then state your claim on the issue: “Video Games: Harmless or Harmful? ”

The 40 -Minute Kernel Essay ● 4 minutes Select 2 -3 pieces of evidence that provide information to support your claim. Here's what I’ve learned ● 10 minutes State a reason you believe this claim. Insert evidence using sentence starters to write what you’ve learned about the effects of gaming. Connect and explain how the evidence supports your claim.

The 40 -Minute Kernel Essay ● 3 minutes But this fact really convinces me Identify 1 -2 pieces of evidence that seem most convincing--maybe a fact from research or a quote from an authority. ● 10 minutes State the reason this fact or quote seems most important. Introduce the evidence with a sentence starter like “According to…” Explain how this evidence supports your claim.

The 40 -Minute Kernel Essay 3 minutes I now believe Write a final few sentences as a conclusion, perhaps restating your claim.

Searching for Ways You Used Sources ● Trade papers with a partner. ● Partners read and code the ways the writer used sources in the margin. ● Search draft for examples of ○ Illustrating= I ○ Authorizing= A ○ Countering = C ● DISCUSS: What have we learned about using sources during this mini-unit? How can we use these ideas in other writing experiences, including on-demand testing?