Fifth Grade: Informative Writing
2019-2020
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the RESOURCE page on this website for a detailed explanation of procedures and expectations. There are several important resources, graphic organizers, and helpful documents found on the RESOURCE page.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the informative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
2019-2020
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the RESOURCE page on this website for a detailed explanation of procedures and expectations. There are several important resources, graphic organizers, and helpful documents found on the RESOURCE page.
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
For the next few weeks we will be reading, analyzing, annotating, discussing, and writing informative texts. Several skills are needed to be able to complete these tasks. Each skill will be broken down, modeled, practiced, and practiced again. Students will work as a whole class group, in pairs, and independently. Students will use multi-media sources as examples and guides.
Several New York State Next Generation English Language Arts Learning Standards are essential in order to be able to accomplish the informative writing assignments. These standards will be practiced while utilizing the selected poems, articles, videos, and photos in order to master these skills.
Are you ready, Scio Tigers?
To view many amazing videos and resources:
1) Go to CABOCES Insignia Log In: https://caboces.insigniails.com/Library/Login
2) Log in with your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to https://caboces.insigniails.com/Library/Login, you can click on to LEARN360, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, and BrainPop, you can then click on the highlighted links found in the lessons.
6) To log onto Discovery Education Streaming, click on to the Discovery Education Streaming icon. Your login information is in your agenda.
IMPORTANT RESOURCES
RACEEECEEECEEER Graphic Organizer:
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RACEEECEEER Rubric:
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WRITING PROMPTS:
What does the text SAY? What does the author MEAN? Why does it MATTER?
What does the text SAY? What does the author MEAN? Why does it MATTER?
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WEEK OF JANUARY 6, 2020
HOW TO EAT AN OREO COOKIE
Homework due Tuesday, January 7, 2020:
1. List of ways to eat an OREO cookie. List at least 10 steps.
2. List of characteristics of an OREO cookie. List at least 10 characteristics.
Homework due Wednesday, January 8, 2020:
1. List of at least 10 synonyms for the word "eat."
2. List of at least 10 synonyms for the word "delicious."
Homework due Thursday, January 9, 2020: The final draft of the OREO cookie essay is due at 8:00 on Thursday morning.
Classwork due Monday, Tuesday, and Wednesday, January 6, 7, and 8, 2020: Work on the OREO cookie essay.
DIRECTIONS: HOW TO EAT AN OREO COOKIE
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SYNONYMS FOR "EAT" AND "DELICIOUS"
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CIRCLE TIME QUESTIONS:
-Yes or No: Are you ready to be back at school?
-What is one thing that you like about the snow?
-List three things that you are grateful for at school. Share one of those things.
-As a class, write a brainstorm list on the different ways to eat an OREO cookie. What way do you eat an OREO?
-What is one word that you will use in your writing to describe an OREO?
-What is one word that you will use in your writing instead of the word "eat"?
-What is one word that you will use in your writing instead of the word "delicious"?
-Yes or No: Are you ready to be back at school?
-What is one thing that you like about the snow?
-List three things that you are grateful for at school. Share one of those things.
-As a class, write a brainstorm list on the different ways to eat an OREO cookie. What way do you eat an OREO?
-What is one word that you will use in your writing to describe an OREO?
-What is one word that you will use in your writing instead of the word "eat"?
-What is one word that you will use in your writing instead of the word "delicious"?
PERSUASIVE ADVERTISEMENT COMMERCIALS: OREO
PLEASE REFER TO THE WOMEN OF THE REVOLUTION AND MEN OF THE REVOLUTION SOCIAL STUDIES PAGE ON MRS. LOONEY'S WEBSITE TO GET MORE DETAILS ABOUT THE WRITING ASSIGNMENTS FOR THIS WEEK.
RIDING FOR FREEDOM
"Riding for Freedom" Questions
riding.for.freedom.questions.11.01.19.docx | |
File Size: | 17 kb |
File Type: | docx |
riding_for_freedom_article.pdf | |
File Size: | 531 kb |
File Type: |
"Riding for Freedom" QUESTION #1:
- In “Riding for Freedom,” what is the main idea of paragraphs 1 through 4?
- Use two details from the article to support your response.
"Riding for Freedom" Directions, QUESTION #1:
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"Riding for Freedom" QUESTION #2:
- Describe one character trait of Sybil Ludington.
- Use two details from the article to support your response.
"Riding for Freedom" Directions, QUESTION #2:
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Homework:
Annotate the article "We Were Here, Too." Answer questions one and two using two RACER Graphic Organizers.
Classwork:
- Students will read and annotate the social studies article "We Were Here, Too." Students will earn a grade for the annotations. Be sure that you aren't "highlighter happy"! Only highlight key words and quotes that you might want to use on your RACER. Be sure to ask at least five questions in the margins of the article as you annotate the article.
- Answer questions 1 and 2 on the RACER Graphic Organizers.
- Question #1: Choose one of the women in the article "We Were Here, Too." Describe one character trait of the woman you chose. Use two details from the text to support your response.
- Question #2: What is the author's point of view? Use two details from the article to support your response.
- The annotations and the two RACER Graphic Organizers are due tomorrow for homework.
QUESTIONS 1 AND 2: "We Were Here, Too"
test.prep.we.were.here.too01.02.18.pdf
Download File
test.prep.we.were.here.too01.02.18.docx
Download File
Article: "We Were Here, Too"
we_were_here_too.pdf | |
File Size: | 752 kb |
File Type: |
Question #1: "We Were Here, Too"
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Question #2: "We Were Here, Too"
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WEEK OF
ANIMALS IN THE CLASSROOM: Pros and Cons
Should animals be allowed in the classroom?
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.
VIDEO: Why Dogs Reduce Stress in the Classroom
ANIMALS IN THE CLASSROOM: Pros and Cons
Should animals be allowed in the classroom?
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.
VIDEO: Why Dogs Reduce Stress in the Classroom
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
DIRECTIONS Packet: Animals in the Classroom
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Animals in the Classroom ARTICLES:
ARTICLE: "Should You Have a Pet in Your Classroom?"
should_you_have_a_pet_in_your_classroom.pdf | |
File Size: | 114 kb |
File Type: |
ARTICLE: "Leave Animals Out of the Classroom"
leave_animals_out_of_the_classroom.pdf | |
File Size: | 131 kb |
File Type: |
ARTICLE: "Pets Enhance Learning"
pets.enhance.learning.pdf | |
File Size: | 229 kb |
File Type: |
WEEK OF
REVOLUTIONARY WOMEN
**Please refer to the "MAGAZINE: REVOLUTIONARY WOMEN, MAGAZINE: REVOLUTIONARY MEN" webpage on the Fifth Grade Social Studies page for directions and details. Click here for that page.
REVOLUTIONARY WOMEN
**Please refer to the "MAGAZINE: REVOLUTIONARY WOMEN, MAGAZINE: REVOLUTIONARY MEN" webpage on the Fifth Grade Social Studies page for directions and details. Click here for that page.
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
WEEK OF
REVOLUTIONARY MEN
**Please refer to the "MAGAZINE: REVOLUTIONARY WOMEN, MAGAZINE: REVOLUTIONARY MEN" webpage on the Fifth Grade Social Studies page for directions and details. Click here for that page.
REVOLUTIONARY MEN
**Please refer to the "MAGAZINE: REVOLUTIONARY WOMEN, MAGAZINE: REVOLUTIONARY MEN" webpage on the Fifth Grade Social Studies page for directions and details. Click here for that page.
WEEK OF
DO ZOOS HELP OR HARM ANIMALS?
*Please see the "Do Zoos Help or Harm Animals" Supportive Lessons found at the bottom of this page for suggestions and ideas.
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.
DO ZOOS HELP OR HARM ANIMALS?
*Please see the "Do Zoos Help or Harm Animals" Supportive Lessons found at the bottom of this page for suggestions and ideas.
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.
DIRECTIONS Packet: Do Zoos Help or Harm Animals?
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ARTICLES: Do Zoos Help or Harm Animals?
ARTICLE: "Phoenix Zoo Helps Save Endangered Animals"
phoenix.zoo.helps.save.endangered.animals.12.05.19.pdf | |
File Size: | 67 kb |
File Type: |
ARTICLE: "Zoos- The Historical Debate"
zoos_the_historical_debate.12.05.19.pdf | |
File Size: | 114 kb |
File Type: |
ARTICLE: "Zoochosis"
zoochosis.pdf | |
File Size: | 1364 kb |
File Type: |
ARTICLE: "The Swazi Eleven"
the.swazi.eleven.pdf | |
File Size: | 83 kb |
File Type: |
CHART: "Life Span of Female African Elephants
life_span_of_female_african_elephants.pdf | |
File Size: | 280 kb |
File Type: |
ARTICLES TEMPLATE:
articles_do_zoos_help_or_harm_animals_12.04.19.docx | |
File Size: | 148 kb |
File Type: | docx |
VIDEO:
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
BUG BITES
BUG BITES
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
THE UNDERGROUND RAILROAD
THE UNDERGROUND RAILROAD
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
ELLIS ISLAND
ELLIS ISLAND
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
IMMIGRATION TODAY
IMMIGRATION TODAY
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
THE NEGRO BASEBALL LEAGUES
THE NEGRO BASEBALL LEAGUES
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
CHALLENGES THAT CHILDREN FACE: CHILD LABOR
CHALLENGES THAT CHILDREN FACE: CHILD LABOR
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
CHALLENGES OF BEING A FIREFIGHTER
CHALLENGES OF BEING A FIREFIGHTER
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
WEEK OF
CHOCOLATE
CHOCOLATE
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
SHOULD CHOCOLATE MILK BE BANNED IN SCHOOLS?
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
DO ZOOS HELP OR HARM ANIMALS?
DO ZOOS HELP OR HARM ANIMALS?
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
WEEK OF
CHALLENGES THAT CHILDREN FACE:
CHILD LABOR AND HUMAN RIGHTS
CHALLENGES THAT CHILDREN FACE:
CHILD LABOR AND HUMAN RIGHTS
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
"" Article
"" Directions, QUESTION #1:
WEEK OF
OVERCOMING CHALLENGES
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
Classwork due sday, January , 2020: Complete the
"" QUESTION #1:
- In "" what is the main idea of paragraphs 1 through 3?
- Use two details from the article to support your response.
"" Article
"" Directions, QUESTION #1:
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Homework due day, January, 2020: None.
Classwork due sday, January , 2020: Complete the
Classwork due sday, January , 2020: Complete the
Supportive Lessons:
Do Zoos Help or Harm Animals?
Research-Based Argument Essay
DIRECTIONS: "Do Zoos Help or Harm Animals?" Argument Essay
do.zoos.help.or.harm.animals.argument.essay.2015.pdf
Download File
do.zoos.help.or.harm.animals.argument.essay.2015.docx
Download File
Documents
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.
do.zoos.help.or.harm.animals.packet.pdf
Download File
***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.
Do zoos help or harm animals?
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.
phoenix_zoo_helps_save_endangered_species.pdf
Download File
phoenix_zoo_helps_save_endangered_species.docx
Download File
"Phoenix Zoo Helps Save Endangered Animals" YouTube Video:
phoenix.zoo.helps.save.endangered.animals.mp4
Download File
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."
"Zoos: The Historical Debate" (Found on pages 2-6 in the Argument Writing Articles Packet.)
zoos.the.historical.dbate.with.task.pdf
Download File
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.)
zoochosis.pdf
Download File
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.)
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.)
the.swazi.eleven.pdf
Download File
"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
Download File
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:
essay_outline.pdf
Download File
essay_outline.docx
Download File
Outline Checklist:
essay_checklist_nonfiction.pdf
Download File
essay_checklist_nonfiction.docx
Download File
Homework due Tuesday, December 15, 2015: None.
Classwork, Monday, December 14, 2015:
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:
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.
Revisions and Editing Learning Objectives:
revision.learning.goals.pdf
Download File
revision.learning.goals.docx
Download File
COPS Graphic Organizer:
cops.revision.checklist.pdf
Download File
cops.revision.checklist.docx
Download File
ARMS Graphic Organizer:
arms_ppt..pdf
Download File
arms_ppt.pptx
Download File
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
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
Do Zoos Help or Harm Animals?
Research-Based Argument Essay
DIRECTIONS: "Do Zoos Help or Harm Animals?" Argument Essay
do.zoos.help.or.harm.animals.argument.essay.2015.pdf
Download File
do.zoos.help.or.harm.animals.argument.essay.2015.docx
Download File
Documents
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.
do.zoos.help.or.harm.animals.packet.pdf
Download File
***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.
- 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:
- 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.
phoenix_zoo_helps_save_endangered_species.pdf
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phoenix_zoo_helps_save_endangered_species.docx
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"Phoenix Zoo Helps Save Endangered Animals" YouTube Video:
phoenix.zoo.helps.save.endangered.animals.mp4
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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."
- 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
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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
- 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
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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
- 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
- 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
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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
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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:
- 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:
essay_outline.pdf
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essay_outline.docx
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Outline Checklist:
essay_checklist_nonfiction.pdf
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essay_checklist_nonfiction.docx
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Homework due Tuesday, December 15, 2015: None.
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:
- 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.
- 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:
revision.learning.goals.pdf
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revision.learning.goals.docx
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COPS Graphic Organizer:
cops.revision.checklist.pdf
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cops.revision.checklist.docx
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ARMS Graphic Organizer:
arms_ppt..pdf
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arms_ppt.pptx
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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
- 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
- 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.
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
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New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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