Fifth Grade:
Extended Response Essay, Text-Based, PART 2
Extended Response Essay, Text-Based, PART 2
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day. www.mrslooney.weebly.com
Please see the Homepage for a detailed explanation of procedures and expectations.
Please see the Homepage for a detailed explanation of procedures and expectations.
Fifth Grade Writing Rubric:
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New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
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RACE Graphic Organizer (including the extended version):
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RACE Rubric:
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"What Does the Text SAY" Writing Prompts:
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"What Does the Author MEAN?" Writing Prompts:
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"Why Does it Matter?" Writing Prompts:
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ARMS Revision Checklist:
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COPS Editing Checklist:
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DIRECTIONS AND EXPECTATIONS:
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ARTICLES:
Black Friday: To Shop or Not to Shop?
Black Friday: To Shop or Not to Shop?
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ARTICLES:
Starbucks' Cups: Waging a War on Christmas?
Starbucks' Cups: Waging a War on Christmas?
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WEEK OF APRIL 8, 2019
Do Zoos Help or Harm Animals?
Research-Based Argument Essay Writing
DIRECTIONS: "Do Zoos Help or Harm Animals?" Argument Essay
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Documents
The worksheets needed for this unit can be found on the following link:
The worksheets needed for this unit can be found on the following link:
DO ZOOS HELP OR HARM ANIMALS?
ARGUMENT ESSAY RESOURCES: ***The file below has all the documents that are needed to read and analyze in order to complete the assignment well. It also has extra resources for additional assistance. See resources below.
ARGUMENT ESSAY RESOURCES: ***The file below has all the documents that are needed to read and analyze in order to complete the assignment well. It also has extra resources for additional assistance. See resources below.
do.zoos.help.or.harm.animals.packet.pdf | |
File Size: | 2702 kb |
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***The above file has all the documents that are needed to read and analyze in order to complete the assignment well. It also has extra resources for additional assistance.
RESEARCH-BASED ARGUMENT ESSAY:
IT WILL BE TO YOUR ADVANTAGE TO HAVE THE FOLLOWING HOMEWORK COMPLETED IN ORDER TO WRITE A POWERFUL ESSAY.
IT WILL BE TO YOUR ADVANTAGE TO HAVE THE FOLLOWING HOMEWORK COMPLETED IN ORDER TO WRITE A POWERFUL ESSAY.
- You will need the following resources found above in order to write a powerful argument essay of whether zoos help or harm animals.
- Each student is expected to read, reread, and analyze the five texts that were provided in the "Do Zoos Help or Harm Animals?" packet.
- Read the articles and the graph, and watch the news report. Be sure that the packet is completed including tasks 1, 2, 3, and 4. Task number 5 will be completed in class.
- Tasks number 1, 2, 3, and 4 are to be completed as bulleted lists. Be sure to include direct quotes in your bulleted lists. You will want to write down the paragraph number of where you found your quote in the text. You will get a grade for each of the tasks. The due dates are to be determined.
- Each student is expected to question the texts.
- Each student is expected to annotate in the margins of the text as they read.
- Each student is expected to have all of the above completed to the best of their ability. Each task is for a grade.
- These next few days, students will have the opportunity to show off their skills as researchers, critical thinkers, and writers.
- What is your stance, position, or opinion on the issue: Do zoos help or harm animals?
Do zoos help or harm animals?
- Students will "write a research-based argument essay to clearly state a position on whether zoos help or harm endangered animals, and to support that position persuasively with evidence from the texts that (will be) watched and read."
- The following assignments, that will be introduced in several class periods, are intended to provide the information that is necessary to write the argument essay. If the work is not completed in class, it is expected to be completed as homework. It is essential to have the classwork/homework completed in order to complete the essay.
- See below for more details.
- Standards:
- RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
- W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Note: Ideas, information, and materials for these lessons have been taken from Lucy Calkins and Colleagues of Teachers College, Columbia University, Reading and Writing Project from Units of Study in Opinion, Information, and Narrative Writing, firsthand, Portsmouth, New Hampshire, 2013.
Visit http://readingandwritingproject.com/ for more information.
Link for Teaching Argument Essay https://learnzillion.com/lessons/1460-select-a-topic-for-an-argumentative-essay
Homework due Thursday, April 11, 2019: Task 1: Response to "Phoenix Zoo Helps Save Endangered Animals" worksheet, found on page XXX in the Argument Writing Tasks Packet.
Classwork, Tuesday, April 9, 2019: Questioning Texts Worksheet.
Writing a Research-Based Argument Essay:
"Phoenix Zoo Helps Save Endangered Animals" Text: page 1 in the Argument Writing Articles Packet.
Classwork, Tuesday, April 9, 2019: Questioning Texts Worksheet.
Writing a Research-Based Argument Essay:
- Refer to the NYS Learning Standards listed above.
- DO ZOOS HELP OR HARM ANIMALS?
- "We will immerse ourselves into an age-old debate." We will direct our attention on the issue of whether zoos are helpful or not for animals.
- Students will begin to fill out the Questioning Texts worksheet before they view the video. (Found on page 22 of the Argument Writing Tasks Packet.)
- Students will create a graphic organizer t-chart (or students may use page 24 of the Argument Writing Tasks Packet) to be used to take notes as they watch the video clip: Phoenix Zoo Helps Save Endangered Species." https://www.youtube.com/watch?v=w-X7HiHb9yY
- The second time students watch the video they will write down important information that may be used in the essay.
- Write down specific quotes from the video.
- Be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text.
- Students will choose two to four of the facts that they wrote on their graphic organizer and write them on the Task 1: Response to "Phoenix Zoo Helps Save Endangered Animals" worksheet.
- The following text is taken from the http://www.myfoxphoenix.com website: "The Arabian Oryx was almost extinct -- but now it's thriving at the Phoenix Zoo. Overhunting and a threatened habitat thinned the herds in the Middle East. The Phoenix Zoo took nine animals to save the species back in the 1960s. The climate and the terrain in the Sonoran desert are very similar to the Arabian Peninsula. In the past 45 years, there have been 239 births. Many of the babies went to other zoos, wildlife preserves, and back to the Middle East. There are now more than 6,000 of the animals in the world. With the success of the Oryx operation, the Phoenix Zoo is getting more involved in preserving other species. Right now they're working with the Chiracahua leopard frog, the Mexican grey wolf and several species of fish.
"Phoenix Zoo Helps Save Endangered Animals" Text: page 1 in the Argument Writing Articles Packet.
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phoenix.zoo.helps.save.endangered.animals.mp4 | |
File Size: | 3622 kb |
File Type: | mp4 |
Homework due Monday, December 7, 2015: Task 1: Response to "Phoenix Zoo Helps Save Endangered Animals" worksheet, found on page 25 in the Argument Writing Tasks Packet. Students will also begin to read "Zoos: The Historical Debate" (found on pages 2-6 in the Argument Writing Articles Packet).
Classwork: Friday, December 4, 2015
Response to "Zoos: Historical Debate."
Classwork: Friday, December 4, 2015
Response to "Zoos: Historical Debate."
- Refer to the NYS Learning Standards listed above.
- Argument, Persuasive, Opinion Writing: What does it mean? Why is it important?
- Students will watch the video (see above) and will complete Task 1: Response to "Phoenix Zoo Helps Save Endangered Animals" worksheet, found on page 25 in the Argument Writing Tasks Packet.
- Before reading, students will reflect to themselves, "What stance should I take about zoos based on what I'm learning? What is MY stance, MY position on this topic?"
- We choose a stance that has the "most compelling reasons or evidences to believe in."
- Students will begin reading the article "Zoos: The Historical Debate" (found on pages 2-6 in the Argument Writing Articles Packet). Students will hone in to the details and evidence that most strongly support their claim.
- While reading the text, students will continue to annotate in the margins or underline important information.
- Students will add to their thinking about the pros and cons of the issue.
- List the reasons and evidence that support our claim or stance.
- After reading the article and annotating, students will begin to complete page 27 in the Argument Writing Tasks Packet: Response to: "Zoos: The Historical Debate."
"Zoos: The Historical Debate" (Found on pages 2-6 in the Argument Writing Articles Packet.)
zoos.the.historical.dbate.with.task.pdf | |
File Size: | 138 kb |
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Homework due Tuesday, Wednesday, and Thursday, December 8, 9, and 10, 2015: 1) Students will read "Zoos: The Historical Debate" (found on pages 2-3 in the Argument Writing Articles Packet...to read an additional more challenging essay read pages 4-6). After reading the article and annotating, students will complete the Task: Response to "Zoos: The Historical Debate." 2) Students will read "Zoochosis" (found on pages 7-8 in the Argument Writing Articles Packet). After reading the article and annotating, students will fill out the Task 2: Response to "Zoochosis" sheet (found on page 29 in the Argument Writing Tasks Packet).
Classwork: Monday, Tuesday, and Wednesday, December 7, 8, and 9, 2015
"Zoochosis" (Found on pages 7-8 in the Argument Writing Articles Packet.)
Classwork: Monday, Tuesday, and Wednesday, December 7, 8, and 9, 2015
- Students will read "Zoos: The Historical Debate" (found on pages 2-3 in the Argument Writing Articles Packet...to read an additional more challenging essay read pages 4-6). After reading the article and annotating, students will complete the Task: Response to "Zoos: The Historical Debate."
- Then students will read "Zoochosis," written by Stephanie Santana and Shauwn Lukose (found on pages 7-8 in the Argument Writing Articles Packet). "It was the sadness in their eyes that has continued to haunt us."
- Before reading the articles, students will work in pairs to discuss the skills that we have been practicing the last few weeks.
- Students will make a list of those skills.
- Students will choose three of the skills that they have found to be most useful to them.
- Students will discuss why the skills they have chosen are most useful to them as they research information to write their argument essay.
- In pairs, students will then continue to practice the skills learned while reading the article.
- After reading the article and annotating, students will fill out the Task 2: Response to "Zoochosis" sheet (found on page 29 in the Argument Writing Tasks Packet).
- In pairs or groups of three, students will compare and discuss their findings. Students will also discuss whether or not they agree or disagree with the authors.
- Students will continue to fill out the compare and contrast t-chart graphic organizer.
- "Zoochosis," by Stephanie Santana and Shauwn Lukose. http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%202%20-%20Zoochosis.pdf (Found on pages 7-8 in the Argument Writing Articles Packet.)
"Zoochosis" (Found on pages 7-8 in the Argument Writing Articles Packet.)
zoochosis.pdf | |
File Size: | 1364 kb |
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Homework due day, , 2015: Read "The Swazi Eleven" (found on pages 9-11 in the Argument Writing Articles Packet). Students will complete the Task 3: Response to "The Swazi Eleven." (Found on page 31 in the Argument Writing Tasks Packet.)
Classwork: day, , 2015
"The Swazi Eleven" (Found on pages 9-11 in the Argument Writing Articles Packet.)
Classwork: day, , 2015
- Refer to the NYS Learning Standards listed above.
- Students will read an article that will "add to (their) thinking about the pros and cons of zoos."
- Students will read, "The Swazi Eleven," written by Kelly Boland Hohne. (Found on pages 9-11 in the Argument Writing Articles Packet.)
- While reading the text, students will annotate in the margins or underline important information.
- After finishing reading the text, students will complete the Task 3: Response to "The Swazi Eleven." (Found on page 31 in the Argument Writing Tasks Packet.)
- Be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text.
- We will refer to the OWL Purdue website and review the PowerPoint (see below).
- OWL Purdue Online Writing Lab: Argumentative Essays https://owl.english.purdue.edu/owl/resource/685/05/
- OWL Purdue Effective Persuasion Presentation PowerPoint, https://owl.english.purdue.edu/owl/resource/696/1
"The Swazi Eleven" (Found on pages 9-11 in the Argument Writing Articles Packet.)
Homework due Thursday and Friday, December 10 and 11, 2015: Homework: Read "The Swazi Eleven" (found on pages 9-11 in the Argument Writing Articles Packet). Students will complete the Task 3: Response to "The Swazi Eleven." (Found on page 31 in the Argument Writing Tasks Packet.)After finishing reading the graph (found on page 12 in the Argument Writing Articles Packet), students will "fill in the table with details from the text that help us understand why it's hard for elephants to live in their natural habitat." Students will complete task 4 in the packet. (Found on page 33 in the Argument Writing Tasks Packet.)
Classwork: Wednesday and Thursday, December 9 and 10, 2015
"Life Span of Female African Elephants in Zoos and the Wild" (Found on page 12 in the Argument Writing Articles Packet.)
Classwork: Wednesday and Thursday, December 9 and 10, 2015
- Refer to the NYS Learning Standards listed above.
- Students will reread an article that will "add to (their) thinking about the pros and cons of zoos."
- Students will reread, "Life Span of Female African Elephants in Zoos and the Wild," bar graph. (Found on page 12 in the Argument Writing Articles Packet.)
- As students read, they will refer to the "Prompts for Thinking and Writing" handout (the second page in the handout).
- While reading the chart, students will annotate in the margins. "Jot down ideas and evidence from (the) chart that you could use in your argument essay."
- After finishing reading the text, students will "fill in the table with details from the text that help us understand why it's hard for elephants to live in their natural habitat." Students will complete task 4 in the packet. (Found on page 33 in the Argument Writing Tasks Packet.)
- Be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text.
- "Life Span of Female African Elephants in Zoos and the Wild," bar graph can be found on the following link: http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%204%20-%20The%20Life%20Span%20of%20Female%20African%20Elephants.pdf
- Students will read an article that will "add to (their) thinking about the pros and cons of zoos."
- Students will read, "The Swazi Eleven," written by Kelly Boland Hohne. (Found on pages 9-11 in the Argument Writing Articles Packet.)
- While reading the text, students will annotate in the margins or underline important information.
- After finishing reading the text, students will complete the Task 3: Response to "The Swazi Eleven." (Found on page 31 in the Argument Writing Tasks Packet.)
- Be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text.
- "The Swazi Eleven" (Found on pages 9-11 in the Argument Writing Articles Packet.)
"Life Span of Female African Elephants in Zoos and the Wild" (Found on page 12 in the Argument Writing Articles Packet.)
the.swazi.eleven.pdf | |
File Size: | 78 kb |
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"Life Span of Female African Elephants in Zoos and the Wild" (Found on page 12 in the Argument Writing Articles Packet.)
life_span_of_female_african_elephants.pdf | |
File Size: | 147 kb |
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Homework due Monday, December 14, 2015: Finish writing the outline for your essay. Be sure you include quotes and explanations in your outline. An outline graphic organizer can be found on pages 4-7 in the Argument Writing Tasks Packet. This is for a grade!
Classwork, Friday, December 11, 2015:
Essay Outline Graphic Organizer:
Classwork, Friday, December 11, 2015:
- Go over the claim, quote, and warrant power point.
- Explain to students that they will fill out their own graphic organizer with the same three key details.
- Students will "write a research-based argument essay to clearly state a position on whether zoos help or harm endangered animals, and to support that position persuasively with evidence from the texts that (have been) watched and read."
- As a class, we will discuss the three pages of the Argument Writing Performance Assessment Rubric found on pages 38-40 in the Argument Writing Tasks Packet.
- We will discuss the "Body Paragraphs Often Go Like This" handout found on page 20 of the Argument Writing Tasks Packet.
- Students will start writing an outline for their essays. An outline graphic organizer can be found on pages 4-7 in the Argument Writing Tasks Packet. You may use this graphic organizer or write your own graphic organizer in your notebook.
Essay Outline Graphic Organizer:
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Outline Checklist:
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Homework due Tuesday, December 15, 2015: None.
Classwork, Monday, December 14, 2015:
Classwork, Monday, December 14, 2015:
- Work on argument essay. It should be written on loose-leaf paper. DUE TUESDAY, DECEMBER 15, 2015! ESSAYS WILL BE WRITTEN IN CLASS AND WILL BE COLLECTED AFTER WRITING CLASS ON TUESDAY.
- Students will learn how to to use their outlines to guide their writing process.
- Students will learn how to take one of their paragraphs from their outlines and make it into an essay paragraph that is strong and compelling.
- Students will be reminded of including transitions in their argument essays. The Writing Prompts are found on pages 12-14 in the Argument Writing Tasks Packet. This document is also found above.
- Students will begin writing their essay.
Homework due Wednesday, December 16, 2015: Argument essay written on loose-leaf paper. The directions and expectations are found above and found on pages 1-2 and pages 34-35 in the Argument Writing Tasks Packet.
Classwork, Tuesday, December 15, 2015:
Classwork, Tuesday, December 15, 2015:
- Students will finish writing their argument essay.
- Argument essay is written on loose-leaf paper. The directions and expectations are found above and found on pages 1-2 and pages 34-35 in the Argument Writing Tasks Packet.
- Students should use their outline as a guide to help direct their thinking as they write.
- Students will have the whole class period to complete their essays.
- The first draft of the argument essay is due on Tuesday, December 15, 2015 after class.
Homework due Thursday, December 17, 2015: Students will begin practicing reading their essays to be prepared to share in class. Students will receive a grade for the final copy of the essay, a grade for the revisions, and a separate grade for the presentation.
Classwork, Wednesday, December 16, 2015: Substitute teacher.
Classwork, Wednesday, December 16, 2015: Substitute teacher.
- Students will continue to use revising and editing techniques.
- Students will use the ARMS graphic organizer and the COPS graphic organizer to guide the revising and editing. (Found below and on pages 15-18 in the Argument Writing Tasks Packet.)
- Students may also use pages 36-37 in the Argument Writing Tasks Packet to help with editing and revision.
- Circle misspelled words, put a carrot in-between words to insert more words, underline letters that should be capitalized, underline whole sentences or circle sentences that don’t make sense or are run-on, and make anecdotal records in the margins of paper.
- Students will be assigned a partner.
- Students will read their partner's paper and write suggestions on the paper.
- Students will discuss their suggestions with their partner and their reasoning for revising and/or editing a certain section.
- Students will then have the opportunity to make changes to their essay and start writing a final draft of their argument essay on loose-leaf paper.
- Students will make changes to their essay and will turn in a final draft of their argument essay on loose-leaf paper. Students will begin practicing reading their essays to be prepared to share in class. Students will receive a grade for the final draft of the essay, a separate grade for the revisions, and a separate grade for the presentation.
Revisions and Editing Learning Objectives:
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COPS Graphic Organizer:
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ARMS Graphic Organizer:
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Homework due Friday, December 18, 2015: Students will begin practicing reading their essays to be prepared to share in class. Students will receive a grade for the essay and a separate grade for the presentation.
Classwork: Thursday, December 17, 2015
Classwork: Thursday, December 17, 2015
- Students will complete their final revisions and editing. Students will write their final draft on loose-leaf.
- Students will double-check the writing rubric to be sure that they have completed the best work that they can do.
- Tomorrow students will read their argument essays to the whole class.
- Students should speak clearly and loudly for their peers to be able to understand them.
- Students will practice reading their essays quietly to themselves to be prepared to share with the class tomorrow.
Homework due Monday, December 21, 2015: Students will continue practicing reading their essays to be prepared to share in class. Students will receive a grade for the final draft of the essay, a separate grade for the revisions and a separate grade for the presentation. Monday will be our Christmas Celebration in social studies class. Students are invited to bring in a snack to share. Most classes have 15 people in the class.
Classwork: Friday, December 18, 2015
Classwork: Friday, December 18, 2015
- Students will share their essays in small groups and with the whole class.
- As a class, students will share what was learned about opinion essay writing.
- See above for texts and resources.
Homework due Wednesday and Thursday, December 22 and 23, 2015: None. Students may complete an extra credit assignment. See home page for details. Monday will be our Christmas Celebration in social studies class. Students are invited to bring in a snack to share. Most classes have 15 people in the class.
Classwork, Monday, and Tuesday, December 21 and 22, 2015:
Classwork, Monday, and Tuesday, December 21 and 22, 2015:
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list.
- Students will review the fact that hyperbole are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- We will watch a few great videos to get us in the holiday spirit. We will also talk about cultural differences.
- Video number one: Amhrán na gCupán - When I'm gone as Gaeilge, YouTube. https://www.youtube.com/watch?v=Hz63M3v11nE
- Video number two: Avicii Vs Lurgan - "Wake Me Up" as Gaeilge https://www.youtube.com/watch?v=1A6__HssHW8&list=RDHz63M3v11nE&index=2
- Video number three: Beyonce surprises students - Let's Move! Flash Workout for New York City, YouTube video. https://www.youtube.com/watch?v=XoX9qXBP0Bs
- Video number four: Madcon, Glow, Official Music Video, YouTube. https://www.youtube.com/watch?v=P9QBK1W9Ag4
- Video number five: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video six: Michael Franti, Say Hey (I Love You)
Animals in the Classroom: Pros and Cons
Should animals be allowed in the classroom?
Should animals be allowed in the classroom?
RESOURCES:
Please use the following resources to help you prepare your argument essay.
Please use the following resources to help you prepare your argument essay.
Animals in the Classroom Packet, Tasks 1-3:
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Three Non-Fiction Text Samples:
pets.enhance.learning..pdf | |
File Size: | 229 kb |
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leave_animals_out_of_the_classroom_10-20122_copy.pdf | |
File Size: | 131 kb |
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should_you_have_a_pet_in_your_classroom12_copy.pdf | |
File Size: | 114 kb |
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Essay Checklist:
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RACE Graphic Organizer:
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COPS Revision Checklist:
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Writing Rubric: After opening the document, scroll down for the fifth grade rubric.
3-8.ela.common.core.writing.rubric.pdf | |
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- Note: Ideas, information, and materials for these lessons have been taken from Lucy Calkins and Colleagues of Teachers College, Columbia University, Reading and Writing Project from Units of Study in Opinion, Information, and Narrative Writing, firsthand, Portsmouth, New Hampshire, 2013.
Go to http://readingandwritingproject.org/resources/assessments/reading-writing-assessments
Visit http://readingandwritingproject.com/ for more information. - Note: Students will be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text as they write their opinion essay.
- We will refer to the OWL Purdue website and review the PowerPoint (see below).
- OWL Purdue Online Writing Lab: Argumentative Essays https://owl.english.purdue.edu/owl/resource/685/05/
- OWL Purdue Effective Persuasion Presentation PowerPoint, https://owl.english.purdue.edu/owl/resource/696/1
Standards:
- RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
- W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Homework Due Thursday, December 4, 2014: Fill out page number 1 in the "Animals in the Classroom Packet, Tasks 1-3". The packet tasks will be collected for a grade.
Classwork, Wednesday, December 3, 2014:
Classwork, Wednesday, December 3, 2014:
- Students will receive the handouts "Animals in the Classroom Packet, Tasks 1-3".
- Students will look at the cover of the packet. What questions do we have about the photo? Do you think the photo truly represents what the packet is about?
- As a class we will watch the video "Why Dogs Reduce Stress in the Classroom." http://www.youtube.com/watch?v=EAO8i7s1uWU
- We will preview page one in the packet "Response to video 'Why Dogs Reduce Stress in the Classroom'." We will discuss the questions.
- Students will watch the video again and fill out page number 1 in the packet. This is due for homework.
Animals in the Classroom Packet, Tasks 1-3:
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Homework Due Friday,December 5 , 2014: Finish Task #1 on page 2 of the packet. The packet tasks will be collected for a grade.
Classwork, Thursday, December 4, 2014:
Homework Due Monday, December 8, 2014:
Classwork, Friday, December 5, 2014:
Classwork, Thursday, December 4, 2014:
- Students will read, analyze, and annotate the article "Should You Have a Pet in Your Classroom?" This article is on the last page of the "Animals in the Classroom Packet, Three Non-fiction Text Samples" packet (the one with the kitten on the cover) that was handed out yesterday. Each student should have the packets in their binder.
- Students will complete Task #1 found on page 2 of the "Animals in the Classroom, Tasks 1-3" packet (the one with the dog on the cover).
- The packet tasks will be collected for a grade.
- If the class finishes the assignment early, we will read the article together as a class and go over the answers for the task.
Homework Due Monday, December 8, 2014:
Classwork, Friday, December 5, 2014:
- We will go over the homework from the day before.
- Then, we will go over the directions for task #3, Research-based Opinion Writing, Should animals be allowed in the classroom? These directions are found on pages four and five of the packet.
- As a class we will begin to read, analyze, and annotate the article "Leave Animals Out of the Classroom."
Homework Due Tuesday, December 9, 2014: Complete Task #2 found on page 3 of the packet.
Classwork, Monday, December 8, 2014:
Classwork, Monday, December 8, 2014:
- As a class we will continue to read, analyze, and annotate the article "Leave Animals Out of the Classroom."
- In pairs, students will complete Task #2 found on page 3 of the packet.
- The packet tasks will be collected for a grade.
Homework due Wednesday, December 10, 2014: Read "Pets Enhance Learning" found in the "kitten" packet and complete the "Response to 'Pets Enhance Learning'" section on the next page. Be sure packet is complete. This is for a grade. Make sure ALL tasks are complete in the packet including the response to the video task and outline to prepare for the argument essay/letter.The entire packet is due Wednesday morning at 8:00 AM. See above for texts and resources.
Classwork, Tuesday, December 9, 2014:
- Read "Pets Enhance Learning" found in the "kitten" packet and complete the "Response to 'Pets Enhance Learning'" section on the next page.
- Students will annotate while reading the articles in the packet.
- Students will work on completing the packet.
Homework due Thursday, December 11, 2014: Outline due Thursday.
Classwork, Wednesday, December 10, 2014:
Classwork, Wednesday, December 10, 2014:
- Students will make a plan and write an outline that will assist the students as they write their essays.
- Be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text.
- We will refer to the OWL Purdue website and review the PowerPoint (see below).
- OWL Purdue Online Writing Lab: Argumentative Essays https://owl.english.purdue.edu/owl/resource/685/05/
- OWL Purdue Effective Persuasion Presentation PowerPoint, https://owl.english.purdue.edu/owl/resource/696/1
Homework Due Monday, December 15, 2014: Essay due Monday morning at 8:00. Final copy due ON LOOSE-LEAF OR TYPED. All tasks included in both packets (the kitten packet and the dog packet) are due on Monday.
Classwork, Thursday and Friday, December 11, and 12, 2014: Writing a research-based argument essay assessment. The essay is due on Monday at 8:00. See above for texts and resources.
Classwork, Thursday and Friday, December 11, and 12, 2014: Writing a research-based argument essay assessment. The essay is due on Monday at 8:00. See above for texts and resources.
- Students will write a research-based argument essay while using the packet and articles provided.
- Students will proofread their work, using a dictionary to check the spelling of difficult words.
- Be sure to find exact details from the text and use quotation marks to quote the specific details taken directly from the text.
- We will refer to the OWL Purdue website and review the PowerPoint (see below).
- OWL Purdue Online Writing Lab: Argumentative Essays https://owl.english.purdue.edu/owl/resource/685/05/
- OWL Purdue Effective Persuasion Presentation PowerPoint, https://owl.english.purdue.edu/owl/resource/696/1
Homework due Wednesday, December 17, 2014: None.
Classwork: Tuesday, December 16, 2014: Students will share their essays to the class.
Classwork: Tuesday, December 16, 2014: Students will share their essays to the class.
Homework Due Tuesday, January 6, 2015: Compare and Contrast Essay: Kids Who Make a Difference.
Classwork, Monday, January 5, 2015: Substitute teacher.
Classwork, Monday, January 5, 2015: Substitute teacher.
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
Nonfiction Reading and Research-Based Opinion Essay Writing
- Should animals be allowed in the classroom?
- These next few days, students will have the opportunity to show off their skills as researchers, critical thinkers, and writers.
- What is your stance, position, or opinion on the issue: Should animals be allowed in the classroom?
- Students will "write a research-based opinion essay to clearly state a position on whether animals should be allowed in the classroom, and to support that position persuasively with evidence from the texts that (will be) watched and read."
- The following assignments, that will be introduced in several class periods, are intended to provide the information that is necessary to write the opinion essay. If the work is not completed in class, it is expected to be completed as homework. It is essential to have the classwork/homework completed in order to complete the essay.
- See the lessons below for more details.
Holiday Argument Essay Assignment:
Due Wednesday on loose-leaf after writing class.
Homework due Tuesday, and Wednesday, December 1, and 2, 2015: Work on your argument essay outline. BE SURE THAT YOUR OUTLINE IS COMPLETED BEFORE WRITING CLASS ON WEDNESDAY MORNING!!!!! Both the essay and the outline are due Wednesday after writing class on loose-leaf.
Classwork: Monday, Tuesday, and Wednesday, November 30, December 1, December 2, 2015: Argument Essay and Outline are due Wednesday after writing class on loose-leaf.
VIDEOS:
Starbucks:
http://www.cnbc.com/2015/11/09/starbucks-holiday-red-cup-brews-controversy-on-social-media.html
Black Friday:
http://money.cnn.com/2015/10/26/news/companies/rei-black-friday/index.html?iid=EL
Due Wednesday on loose-leaf after writing class.
Homework due Tuesday, and Wednesday, December 1, and 2, 2015: Work on your argument essay outline. BE SURE THAT YOUR OUTLINE IS COMPLETED BEFORE WRITING CLASS ON WEDNESDAY MORNING!!!!! Both the essay and the outline are due Wednesday after writing class on loose-leaf.
Classwork: Monday, Tuesday, and Wednesday, November 30, December 1, December 2, 2015: Argument Essay and Outline are due Wednesday after writing class on loose-leaf.
- Students will write an argument essay on one of the topics below. The essay is due on loose-leaf on Wednesday. Please be prepared by Wednesday, as we are starting another unit and topic on Thursday.
- Black Friday: To Shop or Not to Shop?
- Starbucks' Cups: Waging a War on Christmas?
- Read all of the articles that explain pros and cons for both of the topics. (The articles are found below.)
- Write an outline to plan how your essay will go. How will your reasons and evidence be grouped and organized?
- Introduce the topic. State your claim.
- Take a clear position on whether the new Starbucks’ cups are waging a war on Christmas or not. List reasons why or why not. What is your opinion on this controversy?
- -OR-
- Take a clear position on whether Black Friday is worthwhile or not. List reasons why or why not.
- Create body paragraphs to organize your reasons.
- Include relevant facts and details from the sources you’ve read and watched.
- Use the Extended RACE organizer to help you organize your essay. (Found above.)
- Use the packet with transition words to link ideas and information. (Found above.)
- Write a conclusion.
- Use the editing checklists to help you revise and edit your work. (Found above.)
- The final draft of your essay and outline are due on Wednesday after writing class on loose-leaf.
- Please be sure to turn your essay and outline in on time since we will beginning a new unit on Thursday.
VIDEOS:
Starbucks:
http://www.cnbc.com/2015/11/09/starbucks-holiday-red-cup-brews-controversy-on-social-media.html
Black Friday:
http://money.cnn.com/2015/10/26/news/companies/rei-black-friday/index.html?iid=EL