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Gaming:  Harmless or Harmful? Gaming:  Harmless or Harmful?

Gaming: Harmless or Harmful? - PowerPoint Presentation

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Gaming: Harmless or Harmful? - PPT Presentation

An Argument Writing MiniUnit Jean Wolph Louisville Writing Project for NWP CRWP funded by the Department of Education based on templates developed by Beth Rimer and Linda Denstaedt ID: 482237

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Slide1

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 BordeleonSlide2

Ways to Use Sources Illustrating

– When writers use specific examples or facts from a text to support what they want to say. Examples:“_____ argues that ______.”

“_____

claims that ______”

“_____ acknowledges that ______”

“_____

emphasizes that ______”

“_____ tells the story of ______ “

“_____

reports that ______”

“_____ believes that ______”

Leeanne Bordelon, NSU Writing Project, 2014

The 18-wheeler carries lots of cargo, representing “material to think about: anecdotes, images, scenarios, data.” (Harris)

A metaphorSlide3

Example of Illustratingfrom “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.”

In what way is this a specific example or fact? What kind of claim might it be used to support? Linda Denstaedt

, i3 Leadership Team, National Writing Project Slide4

Ways to Use Sources

Leeanne Bordelon, NSU Writing Project, 2014Authorizing – When writers quote an expert or use the credibility or status of a source to support their claims.

Joseph

Bauxbaum, a researcher at the Mount Sinai School of Medicine, found …

According

to Susan Smith, principal of a school which encourages student cell phone use, …

A study conducted by the Gulf Coast Center for Law & Policy Center, a non-profit

organization which monitors environmental issues,

revealed

that …

A metaphor

What words make each person seem credible?

What claim might each quote help support? Slide5

Example of Authorizingfrom “High schools with late start times help teens but bus schedules and after-school can conflict” [“T]he focus on logistics is frustrating

for Heather Macintosh, spokeswoman for a national organization called Start School Later…. “What is the priority?” she said. “Itshould be education, health and safety.”

What words make her seem credible?

What claim might this quote help support?

Linda

Denstaedt, i3 Leadership Team, National Writing Project Slide6

Ways to Use Sources

Leeanne Bordelon, NSU Writing Project, 2014Countering – 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.

While parent groups often portray gaming negatively,

recent brain research indicates there are positive effects.

A metaphor

What are the key elements of a good “counter”?Slide7

Leeanne Bordelon, NSU Writing Project, 2014Acknowledge 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 …

Example of

CounteringSlide8

Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of EducationGaming

Study this image. What is the claim that is being made?Slide9

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 EducationSlide10

Make this chart in your notebook

Source: Video Games: Harmless or Harmful? (GTV)It Says

I Say1.

2.

3.

4.

5.

6.

Jean

Wolph

, Louisville Writing Project, NWP CRWP funded by the Department of EducationSlide11

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 EducationSlide12

Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of EducationGaming: Harmless or Harmful?<iframe width="420" height="315" src="//www.youtube.com/embed/JFwf7_VVfGg" frameborder="0"

allowfullscreen></iframe>Video Games - Harmless or Harmful?Duality X ProductionsUploaded on May 26, 2010GTVhttps://www.youtube.com/watch?v=JFwf7_VVfGg

Does this source seem credible? Balanced? Who is being interviewed?

Listen for examples of AUTHORIZING, ILLUSTRATING, & COUNTERING in this video.

Jot them on your chart under “It Says.”“GTV is a digital entertainment network where you can find, watch and share your favorite original programming from hundreds of leading providers

.”—gtv.comSlide13

Video Games: Harmless or Harmful? (GTV)It Says

I Say1. Gamers say, “It’s just a game.” Others say over-endulging 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?

Jean

Wolph

, Louisville Writing Project for NWP CRWP funded by the Department of EducationWhat notes did you capture? Which are illustrating? Authorizing? Challenge: Is there actually any countering here?

Now fill in “I Say.” Be ready to share your ideas.Slide14

Make another chart in your notebook

Source: Your Brain on Video Games (TED Talk)

It SaysI Say

1.

2.

3.

4.

5.

6.

Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide15

Jean Wolph, Louisville Writing Project for NWP CRWP funded by the Department of EducationGaming: Harmless or Harmful?<iframe width="640" height="390" src="//www.youtube.com/embed/FktsFcooIG8" frameborder="0"

allowfullscreen></iframe>TED Talk https://www.youtube.com/watch?v=FktsFcooIG8Published on Nov 19, 2012How 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.Video link: Stop at 9:29.

Does this source seem credible?

Listen for examples of AUTHORIZING,

ILLUSTRATING, and COUNTERING in this video.Slide16

Your Brain on Video Games (TED Talk)

Source: Your Brain on Video Games (TED Talk)It SaysI Say

1.

2.

3.

4.

5.

6.

NWP

CRWP funded by the Department of EducationSlide17

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

youSecond

viewing,Listen especially for examples of illustrating,

authorizing, and countering

NWP

CRWP funded by the Department of EducationSlide18

Share your noteswith your

neighbor.Add any new ideas to your notes.

Linda Denstaedt for NWP CRWP, funded by the Department of EducationSlide19

Your Brain on Video Games (Daphne Bavelier, TED

Talk)Source: Your Brain on Video Games (TED Talk)

It SaysI 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 age 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 EducationSlide20

I SAY . . .Under “I Say”

Across from each “It Says” note, Write your reactions, responses, comments, questions, agreements, or disagreements to the video notesShare!

Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide21

Refresh Your MemoryReread your writing and notes

on gaming. NWP CRWP funded by the Department of EducationSlide22

Now I’m Thinking…What do you think about

gaming now? Harmless? Harmful? Or ??NWP CRWP funded by the Department of EducationSlide23

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.

NWP

CRWP funded by the Department of Education

Agree

“As Daphne Bavelier

, cognitive scientist, says,”“The

TED Talk “Your Brain on Videos” explains …”“According to …”

“Supporting my example,

Bavelier’s

research shows…”Disagree“Although the video says …”

“While Daphne Bavelier explains …”Slide24

Adding to Our Thinking with a New Textby Linda Carroll, a regular contributor to NBCNews.com and TODAY.com.

Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationDoes this source seem credible? Look for examples of AUTHORIZING,ILLUSTRATING, and COUNTERING in this article.

Video Games Are Good for You (a Little Bit)Slide25

VIP Notes (Very Important Post-It Notes)

Use only 3 Post-it notes of each colorYellow=Important InfoBlue= Things that strike you or challenge your thinking

Beth Rimer, Ohio Writing Project for NWP CRWP funded by the Department of EducationSlide26

Continue Your ThinkingBegin 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 EducationSlide27

Sentence StartersThe 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 EducationSlide28

Exit Slip—Notecard Claim

Read over your writing so 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?

NWP

CRWP funded by the Department of EducationSAMPLES:Video games are more harmful than good.

Video games are more beneficial than harmful.Because research shows ___, we should ___.Slide29

Let’s Review!Let’s Review our Notes & previous writing on the Gaming

Picture & writing responseVideos & writing response“It Says/I Say” chart

Article & writing response

Note card ClaimSlide30

The 40-Minute Kernel Essay Slide31

The 40-Minute Kernel Essay 3 minutesWrite 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?”Slide32

The 40-Minute Kernel Essay 4 minutes

Select 2-3 pieces of evidence that provide information to support your claim. 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. Slide33

The 40-Minute Kernel Essay 3 minutes

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. Slide34

The 40-Minute Kernel Essay 3 minutesWrite a final few sentences as a conclusion, perhaps restating your claim. Slide35

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=

ACountering =

CDISCUSS: 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?