The Line of Reasoning (LOR) Tree

For the last three days we have learned what the heck a line of reasoning tree is…and how drawing trees fits into our classroom (thanks to Mrs. Pavich at EdPioneer!)

Last night for homework, I set you free to create your own trees, using an article about the Supreme Court and the appointment of Supreme Court Judges, which can be found here (password: GlobalWriting2).

Here are the directions that I gave you:

-Read the Sept. 5 debate article in Upfront regarding the appointments of Supreme Court judges.
– Highlight the main pieces of the argument and then draw it out in a tree. Make it pretty. And then turn it in.
– You may model it after other trees that we have drawn in class this week.
– Write a conclusion using the tree answering the issue question. Your conclusion should be based on the evidence and the strengths and weaknesses of the sides.
– This is a quiz grade worth 50 points. Show me you have been paying attention. I want to see your annotations AND your tree tomorrow.

I want to give you some extra support, so here is a post reviewing all about the tree and how we are using it right now in class.

For the students who have been ill or stuck taking math tests this week, this post should be super helpful to fill in some gaps. 

The image of a tree is our new tool, that we have added to our tool box next to our hand approach brainstorm tool 🙂 It has multiple parts, but the main pieces are: roots, trunk, branches, leaves, sunshine, little birdies, and wise owls. Below is a photo of the notes from Tuesday! It explains what each element of the tree means and what we call it.   🙂

*As a reminder, we previously said that we used a thesis and then followed those with claims. Now we are changing our vocabulary a bit…we are now saying claims and subclaims. Our claim is our old thesis, and our subclaims are our old claims. Check in with me if you have any questions.*

In class yesterday, we read about the United Nations and look at arguments about whether or not it is still relevant in the world today. We looked at this article from Upfront Magazine. (You can use the same password as seen earlier in the post.)

As we read the article, we highlighted/labeled the various elements from the tree in the article.

The “Yes” side was a little tricky because the subclaims came quickly in the beginning followed by a lot of evidence that we had to weed through. But, for the most part, it was pretty straight forward. The author had inlcuded a lot of solid evidence and examples.

The “No” was a lot more difficult in comparions. It had context and then we got mixed up because the first subclaim was precided by evidence. You can tell tha teven Miss.K made a mistake as she was labeling the first time.

After we labeled the article, we took the elemetns and we put them into a tree. You even learned how poor of an artist Miss K is when she tried to draw airplanes and birds.

After our discussion, you unanimously agreed that the Pro-UN side was stronger. It had more branches and leaves….well…it really had clearer subclaims and evidence. We decided that the evidence that there is little hope for the future was not strong enough to support the no side. We came to a class conclusion, BASED ON THE EVIDENCE IN THE ARTICLES, that the United Nations is relevant in todays society.

Remember, no one will set up their argument in the same way as the person before them did…its a bit of a gamble and you have to be willing to really read and digest what author is saying. You are doing a great job as we begin to tackle the higher level arguments today!

Keep Calm and Argue On!

-Miss. Krzyzanowski