2nd Grade Engages in Text Evidence and Opinion Writing this Week

Should the pigeon drive the bus?  This is the question that 2^nd graders are grappling with this week in their ELA classrooms as they begin to study text evidence and opinion writing.  Today students in Mrs. Morton’s and Mrs. Calfe's class participated in a writing lab where they worked with peers to co-construct a pro/con list of reasons why pigeon should…and why pigeon shouldn’t drive the bus.  All pros for the list were taken right from the text and classified as text-dependent.  All cons for the list were generated through student thinking about the text. 

In continuation of this genre study, students will weigh evidence in the following categories to support their position: compare/contrast, cause/effect, problem/solution, and types/kinds.

Celebrating Outstanding Leaders in Argument Writing

Today concluded week 4 of our 5^th grade before school argument writing workshops.  Students celebrated with a group read-around of hooks, positions, researched evidence, thinking and explaining and conclusions.  An audience of teachers gathered to hear our words and weigh in on our positions. Participants were recognized in front of the school via the morning announcements and awarded a leadership certificate from Mr. Buffone. 

2nd Grade Engages in Text Evidence and Opinion Writing this Week

Should the pigeon drive the bus?  This is the question that 2^nd graders are grappling with this week in their ELA classrooms as they begin to study text evidence and opinion writing.  Today students in Ms. Kilbury’s class participated in a writing lab where they worked with peers to co-construct a pro/con list of reasons why pigeon should…and why pigeon shouldn’t drive the bus.  All pros for the list were taken right from the text and classified as text-dependent.  All cons for the list were generated through student thinking about the text. 

In continuation of this genre study, students will weigh evidence in the following categories to support their position: compare/contrast, cause/effect, problem/solution, and types/kinds.

Do the Risks Outweigh the Gains?

Today, argument writers continued to grapple with two positions: Position A -Professional Athletes Make Too Much Money and Position B – Professional Athletes Deserve What They Make. 

Engaging in dialogue around a video clip which showed a variety of professional MLB catcher collisions, students had to question, “Do the risks outweigh the gains?”  In doing so, students added fragments of their thinking to either directly support their claim, or respectfully acknowledge the counterclaim.  Writers also examined a few statistics which showcased the top MLB injuries of all times.  This information included invaluable data, including whether or not these players were able to return to the sport after the injury, or if the injury hindered their ability to play.

Writers are working to piece their arguments together, utilizing various mentor article exemplars to coach their writing.  Some began to write hooks, while others worked to fill in the thinking and explaining portion of their position.

Next week will be the final week and writers will continue to work to bring all researched evidence and thinking and explaining to a close. As this workshop is process over product, a finished piece is not necessarily the goal.  The gathering, collecting, dialogic thinking, rehearsing, and fast drafting is what’s important.

Week 2 - Before School Argument Writing Workshop

Researching both sides of an argument is key to an unbiased essay. Today in week 2 of our 5^th grade before school argument writing workshop, participants worked to investigate both sides of their argument.  The goal of today’s lesson was to attempt to artfully and respectfully acknowledge the counterclaim while still defending the integrity of the original position.

In bringing authenticity to our work, we called upon the expertise of our Franklin Regional wrestling coach Eric Mausser. Student writers generated questions for Coach Mausser. During the interview, writers took careful notes that they then utilized in their arguments in the form of researched evidence quotes!

One participant crafted this in her writers notebook after the interview. According to Coach Eric Mausser, there are many sacrifices athletes have to make, “like time commitments, not as much time with their friends and family, and they have to eat junk food to get heavier.” Although that is all true, professional athletes do not need millions of dollars.

This young writer addressed the counterclaim, while still standing firm on her position. In the next two weeks writers will continue to plan their claim, structure their essay and utilize evidence by both paraphrasing and directly quoting from articles and interviews and analyzing information to synthesize in written judgment.

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Before School Argument Writing Workshop

Wouldn’t it be great to make nearly $111 million a year simply to play a game?  Many professional athletes, certainly think so! But do these athletes really deserve all that money?

That’s the debate students in 5th grade began grappling with today in week 1 of a 4 week, before school, argument writing workshop.  Writers will collaboratively work to sort and weigh evidence around this controversial topic. Ultimately a choice will have to be rendered: Position A- Professional athletes get paid too much money, or Position B- Professional athletes earn what they deserve. Students will collect evidence, rehearse thinking, plan their claim while respectfully addressing the counterclaim, and finally bring their argument to fruition in written form!

Stayed tuned to hear more from this heated debate group!

Invention Convention

First through fifth grade students from Franklin Regional Elementary Schools applied problem-solving strategies to develop a practical invention for the December 10th Invention Convention. The county competition, hosted by Yough School District, required the students to create a model or drawing of an invention and prepare a marketing strategy describing the invention. Participating schools included Belle Vernon, Charleroi, Derry Area, Franklin Regional, Frazier, Greater Latrobe, Ringold, Monessen, Mount Pleasant, Penn Trafford, Southmoreland and Yough School Districts.  Students were judged within their grade levels and 11 of 24 Franklin Regional students received a ribbon and certificate for their efforts.

In fifth grade, Praneel Varshney (Mrs. Sberna’s homeroom) won 2nd place with his EZ Parking invention. In fourth grade, Skye Lanham (Mrs. Melucci’s homeroom) earned 2nd place for her Shop ‘N Catch invention.  In second grade, Anika Jadia (Ms. Kilbury’s homeroom) took 3rd place with her Sty Pen invention.  In first grade, Tanisha Narayani (Mrs. Ferace’s homeroom) was awarded 1st place for her invention called Ani-Lock.  Additional participants from Heritage included fourth graders Katelynn Hyndman and Julianne Landsberg from Mrs. Melucci’s.  All inventions submitted will move on to the state level.  Congratulations to all winners and all the participants in this year’s Invention Convention!