Informative Essay Writing
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
HELPFUL RESOURCES:
New York State Computer Based Testing
5th Grade New York State Question Sampler: https://ny.nextera.questarai.com/tds/#practice
6th Grade New York State Question Sampler: https://ny.nextera.questarai.com/tds/#practice
5th Grade New York State Question Sampler: https://ny.nextera.questarai.com/tds/#practice
6th Grade New York State Question Sampler: https://ny.nextera.questarai.com/tds/#practice
Revisions Checklist:
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RACE Format Graphic Organizer:
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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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WEEK OF JANUARY 1, 2017! HAPPY NEW YEAR!
"Challenges of Being a Firefighter"
"Challenges of Being a Firefighter"
Homework due Wednesday, January 4, 2017: None.
Classwork, Tuesday, January 3, 2017: Introducing the "Challenges of Being a Firefighter" Informative Essay.
"Challenges of Being a Firefighter" Essay Directions:
Classwork, Tuesday, January 3, 2017: Introducing the "Challenges of Being a Firefighter" Informative Essay.
- Activate Prior Knowledge:
- Questions: How many people know someone who is a firefighter? What do you know about how difficult a task it is to be a firefighter?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept Development)
- Concept Development: "challenges," "relevant"
- Synonyms of concepts: As a class, we will brainstorm a list of words that we can use in our writing instead of using the word "challenges" too frequently.
- Nonexamples of "relevant" quote: Not being able to find the mustard was a challenge for the firefighters.
- Examples of "relevant" quote: Because they are grilling hot dogs for a huge party that the cooks are catering, not being able to find the mustard was a huge challenge.
- Skill Development:
- Students will analyze the learning objectives of the assignment (examine carefully, breaking it into components to understand it).
- Students will annotate the learning objectives of the assignment.
- Students will describe and explain what "relevant" quotes are.
- Students will identify several examples of a possible claim/thesis statement for the essay.
- Students will list words that can be interchanged with "challenges."
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
"Challenges of Being a Firefighter" Essay Directions:
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Homework due Thursday, Friday, and Monday, January 5, ,6, and 9, 2017: None.
Classwork, Wednesday, Thursday, and Friday, January 4, 5, and 6, 2017: Choosing RELEVANT facts and quotes.
Classwork, Wednesday, Thursday, and Friday, January 4, 5, and 6, 2017: Choosing RELEVANT facts and quotes.
- Activate Prior Knowledge:
- When students arrive to class, the SmartBoard will have two words written on it: relevant and compelling.
- Students will write down what they think each of the words mean.
- We will discuss the meaning and importance of both of those words.
- With partners, students will discuss briefly what could be relevant facts that they might find in the articles about challenges of being a firefighter.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept Development and Skill Development)
- Concept Development: "relevant," "compelling"
- Skill Development:
- Students will analyze an article searching for relevant quotes and facts to support our claim (examine carefully, breaking it into components to understand it).
- Students will identify quotes that are relevant and support our claim.
- Students will explain why the quotes are relevant.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will explain the process and model the process of close reading and deciding if a fact is relevant and supports our claim.
- After deciding whether or not a fact is relevant to our task, we will discuss if the quote is compelling.
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same steps.
- We will do this together as a class for the first three articles.
- Before students break into pairs, we will analyze the NYS rubric and the RACE Rubric so students can be aware of what is expected of them in their writing.
- By the fourth article, students will work in pairs to find relevant quotes.
- Students will also write "compelling" by the quote if the students deem the quote compelling.
- By the fifth article, students will read the article on their own and decide if a quote is relevant and compelling.
- "An Interview with a Fire Investigator" http://gatzertes.seattleschools.org/UserFiles/Servers/Server_2251/File/Student%20Activities/FireInvestigator.pdf?sessionid=58b22fd4bb84daf75deadb6e9a3e13fd
- "Fighting Fire from Head to Toe"http://gatzertes.seattleschools.org/UserFiles/Servers/Server_2251/File/Student%20Activities/FightingFireFromHeadToToe.pdf?sessionid=58b22fd4bb84daf75deadb6e9a3e13fd
- "The Great Chicago Fire" http://gatzertes.seattleschools.org/UserFiles/Servers/Server_2251/File/Student%20Activities/TheGreatChicagoFire.pdf?sessionid=58b22fd4bb84daf75deadb6e9a3e13fd
- "For Men Only? Not!" http://gatzertes.seattleschools.org/UserFiles/Servers/Server_2251/File/Student%20Activities/ForMenOnlyNOT.pdf?sessionid=58b22fd4bb84daf75deadb6e9a3e13fd
- "Firefighting through the Ages" http://gatzertes.seattleschools.org/UserFiles/Servers/Server_2251/File/Student%20Activities/FirefightingThroughTheAges.pdf?sessionid=58b22fd4bb84daf75deadb6e9a3e13fd
WEEK OF JANUARY 9, 2017
Homework due Tuesday, Wednesday, and Thursday, January 10, and 11, 2017: Each student should create an outline. The outline should be completed by Thursday. Students will earn a grade for the outline. See below for instructions.
Classwork, Monday, Tuesday, January 9, and 10, 2017:
Classwork, Monday, Tuesday, January 9, and 10, 2017:
- Students will use the New York State rubric as a guide to bring their writing to a higher level.
- Each student will create an outline using the relevant quotes that we discussed, analyzed and chose during class.
- I can utilize several pieces of information, facts, and details from all five articles found in the “Firefighter” packet in my outline.
- I can create an outline with several relevant, well-chosen facts, definitions, details, and quotations from the text.
- I can create an outline that includes at least three bullets of topics that I will include in my essay.
- I can create an outline that includes at least four body paragraphs.
- I can create an outline that includes at least three bullets of topics that I will include in my essay.
- Sort the relevant and compelling quotes into categories.
- You may choose to sort your quotes into the following categories: Challenges, more challenges, historical challenges, challenges of being a woman firefighter, extra quotes I might not use.
- After you categorize your quotes, prioritize your quotes in order of importance.
- When writing your essay, you will use one quote per paragraph. Each quote may be no longer than one sentence long.
- You will use several other facts that you will put in your own words to describe and explain the challenges of being a firefighter. Be sure to add these facts to your outline.
- In summary, you should have one quote and about three other facts per paragraph in your outline.
- The outline should be completed by Thursday. Students will earn a grade for the outline.
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Homework due Thursday, January 12, 2017: Each student should create an outline. The outline should be completed by Thursday. Students will earn a grade for the outline. See above for instructions.
Classwork, Wednesday, January 11, 2017: We will not have writing class due to having a guest speaker in class.
Classwork, Wednesday, January 11, 2017: We will not have writing class due to having a guest speaker in class.
Homework due Friday, and Tuesday, January 13, and 17, 2017: None.
Classwork, Thursday, and Friday, January 12, and 13, 2017: Students will begin typing their essays.
Classwork, Thursday, and Friday, January 12, and 13, 2017: Students will begin typing their essays.
WEEK OF JANUARY 16, 2017:
"Challenges of Being a Firefighter" Essay:
Due Thursday, January 19, 2017
Homework due Wednesday, and Thursday, January 18, and 19, 2017: "Challenges of Being a Firefighter" Essay:
Due Thursday, January 19, 2017
Classwork, Tuesday, and Wednesday, January 17, and 18, 2017: Students will be typing their essays.
Due Thursday, January 19, 2017
Homework due Wednesday, and Thursday, January 18, and 19, 2017: "Challenges of Being a Firefighter" Essay:
Due Thursday, January 19, 2017
Classwork, Tuesday, and Wednesday, January 17, and 18, 2017: Students will be typing their essays.
- As a class we have been working through each and every detail that is necessary to complete this assignment well.
- Please see the "Challenges of Being a Firefighter Essay Directions," and the "Challenges of Being a Firefighter Outline," for most of the details to help guide your work.
- Mrs. Looney is expecting at least two pages typed for each essay.
- As we have discussed, each essay will have at least six paragraphs with about six or seven sentences in each paragraph.
- Please see Mrs. Looney if you have any questions.
- There will be no extra time allotted for this assignment.
Homework due Friday, and Monday, January 20, and 23, 2017: Revisions of "Challenges of Being a Firefighter" Essay.
Classwork, Thursday, and Friday, January 19, and 20, 2017:
REVISIONS:
Classwork, Thursday, and Friday, January 19, and 20, 2017:
- As a class, we will review all of the areas of the essay that need to be revised.
REVISIONS:
- Use the resources that are found in your Writing Resources Packet.
- See above for resources.
- Be sure to proofread your essay, checking to be sure that you have followed all of the steps using the RACE format.
- Be sure that you have at least three quotes in your essay.
- Be sure that you explain each quote with at least three sentences for each quote.
- Be sure that you are using the MLA format to cite your quotes. Refer to page 8 in the resource packet.
- Be sure that you have used different "What does the text SAY?" prompts for each quote.
- Be sure that you have used at least five different "What does the author MEAN?" and/or "Why does it MATTER?" writing prompts.
- Be sure that your introduction has at least four sentences.
- Be sure that your conclusion has at least four sentences.
- Be sure that your essay follows the New York State Rubric.
- Reread your essay MANY times to be sure that your sentences and paragraphs make sense.
- Check your spelling.
- Check for correct punctuation.
- Be sure you have correct punctuation at the end of every sentence.
revisions.docx | |
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File Type: | docx |
WEEK OF JANUARY 23, 2017
Homework due Tuesday, and Wednesday, January 24, and 25, 2017: SEE SOCIAL STUDIES PAGE FOR CLASSWORK AND HOMEWORK.
Classwork, Monday, and Tuesday, January 23, and 24, 2017:
Classwork, Monday, and Tuesday, January 23, and 24, 2017:
WEEK OF JANUARY 30, 2017:
-Students will be completing their "Child Labor" outlines. Outlines due on Tuesday, January 31.
-Students will spend about three class periods typing their "Child Labor" Themes essay in class.
-If some students are a bit slow with their typing, it would be in their best interest to work on this during study hall and tutoring.
-Students will be completing their "Child Labor" outlines. Outlines due on Tuesday, January 31.
-Students will spend about three class periods typing their "Child Labor" Themes essay in class.
-If some students are a bit slow with their typing, it would be in their best interest to work on this during study hall and tutoring.
WEEK OF FEBRUARY 6, 2017
Homework due Tuesday, February 7, 2017: Students will write two paragraphs in their social studies notebook describing character traits of Dr. Martin Luther King, Jr. USE THE RACE FORMAT!!!!! Please see the social studies page for more details.
Classwork, Monday, February 6, 2017: Character Traits of Dr. Martin Luther King, Jr.
Classwork, Monday, February 6, 2017: Character Traits of Dr. Martin Luther King, Jr.
Homework due Wednesday, and Thursday, February 8, and 9, 2016: Begin reading the "Should Chocolate Milk Be Banned in Schools?" articles. Highlight the pros and cons of the argument in two different colored highlighters. Annotate the articles as you are reading and as you are highlighting. This is for a grade.
Classwork, Tuesday, and Wednesday, February 7, and 8, 2017:
Should Chocolate Milk Be Banned in Schools?
Argument Essay Directions:
chocolate.milk.argument.essay.pdf
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chocolate.milk.argument.essay.docx
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Should Chocolate Milk Be Banned in Schools?
Articles:
articles.chocolate.milk.pdf
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articles.chocolate.milk.docx
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Blank RACE Rubric:
race_rubric_blank_template.pdf
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race_rubric_blank_template.docx
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RACE Graphic Organizer:
race.graphic.organizer10.15.pdf
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race.graphic.organizer10.15.docx
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RACE Rubric:
race.rubric10.15.pdf
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race.rubric10.15.docx
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Classwork, Tuesday, and Wednesday, February 7, and 8, 2017:
- Annotations and highlighting is due on Thursday at 8:00.
- The outline is due on Friday at 8:00.
- DIRECTIONS:
- Begin reading the "Should Chocolate Milk Be Banned in Schools?" articles.
- As you are reading the texts, highlight the pros and cons of chocolate milk in schools. (Use one color for pros and another color for cons.)
- After reading the articles, students will form an opinion about whether or not schools should ban chocolate. Decide what your opinion is. What is your claim?
- Students will create a rubric to set goals for their writing.
- Students will create an outline to guide them as they write their essay.
- Write an essay stating as many facts as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find meaningful pros OR cons.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Type as much as you can, as quickly as you can.
- Chocolate Milk Commercial: https://www.ispot.tv/ad/A5LL/americas-milk-companies-usa-swimming-built-with-chocolate-milk
- ABC News: The Chocolate Milk Debate. http://abcnews.go.com/WNT/video/chocolate-milk-debate-13360641abcnews.go.com/WNT/video/chocolate-milk-debate-13360641
Should Chocolate Milk Be Banned in Schools?
Argument Essay Directions:
chocolate.milk.argument.essay.pdf
Download File
chocolate.milk.argument.essay.docx
Download File
Should Chocolate Milk Be Banned in Schools?
Articles:
articles.chocolate.milk.pdf
Download File
articles.chocolate.milk.docx
Download File
Blank RACE Rubric:
race_rubric_blank_template.pdf
Download File
race_rubric_blank_template.docx
Download File
RACE Graphic Organizer:
race.graphic.organizer10.15.pdf
Download File
race.graphic.organizer10.15.docx
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RACE Rubric:
race.rubric10.15.pdf
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race.rubric10.15.docx
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Homework due Friday, February 10, 2017: The outline is due tomorrow, Friday at 8:00. Use the outline examples that are found in your Writing Resources Packet for ideas of how to write your outline.
Classwork, Thursday, February 9, 2017:
Classwork, Thursday, February 9, 2017:
- The outline is due tomorrow, Friday at 8:00.
- Use the outline examples that are found in your Writing Resources Packet for ideas of how to write your outline.
- By this point students should be finished reading the "Should Chocolate Milk Be Banned in Schools?" articles.
- By this point students should be finished highlighting the pros and cons of chocolate milk in schools. (Use one color for pros and another color for cons.)
- If you haven't finished reading, annotating, and highlighting the articles, that should be completed in class.
- With all of the information that is gathered, students should now be able to form an opinion about whether or not schools should ban chocolate. Decide what your opinion is. What is your claim?
- Claim: Chocolate milk should be banned in schools.
- OR Claim: Chocolate milk should not be banned in schools.
- Students will create an outline to guide them as they write their essay.
- Use the outline examples that are found on pages 14-25 in your Writing Resources Packet for ideas of how to write your outline.
- The students' goal will be to write an essay stating as many facts as they can that support their claim, their position.
- Be sure to EXPLAIN each of the facts that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find meaningful pros OR cons.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
Homework due Monday, Tuesday, and Wednesday, February 13, 14, and 15, 2017: The typed "Should chocolate milk be allowed in school?" essay is due on Wednesday, by 3:00.
Classwork, Friday, Monday, Tuesday, and Wednesday, February 10, 13, 14, and 15, 2017: "Should chocolate milk be allowed in school?" Essay.
CHOCOLATE WAR
Classwork, Friday, Monday, Tuesday, and Wednesday, February 10, 13, 14, and 15, 2017: "Should chocolate milk be allowed in school?" Essay.
- The outline is due on Friday at 8:00.
- The typed "Should chocolate milk be allowed in school?" essay is due on Wednesday, by 3:00.
- By this point you should be finished reading the "Should Chocolate Milk Be Banned in Schools?" articles.
- By this point your should be finished highlighting the pros and cons of chocolate milk in schools. (Use one color for pros and another color for cons.)
- By this point your should be finished with your outline.
- Students will begin typing their essays.
- Claim: Chocolate milk should be banned in schools.
- OR Claim: Chocolate milk should not be banned in schools.
- Write an essay stating as many facts as you can that support your claim, your position.
- Be sure to EXPLAIN each of the facts that you choose.
- Be sure that you choose meaningful reasons to support your claim. Think hard. Dig deep to find meaningful pros OR cons.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make) in your introduction.
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page). The rest of your facts should be paraphrased (in your own words).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format to help you do your very best.
- Type as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due on Wednesday by the end of social studies class.
- Please print your essay and turn it in with a NYS rubric.
CHOCOLATE WAR
WEEK OF FEBRUARY 27, 2017
Homework due Tuesday, February 28, 2017: Students will write their own short story in which they will use at least 10 conversation sentences.
Classwork, Monday, February 27, 2017:
Classwork, Monday, February 27, 2017:
- As a class, we will review how to write conversation sentences.
- The rules and examples are found in the "Lessons That Change Writers" packet on page 11, "Punctuating Conversation."
- Students will write their own short story in which they will use at least 10 conversation sentences.
- Students will punctuate these sentences correctly.
- This is for a grade.
Homework due Wednesday, March 1, 2017: Students will write their own short story in which they will use at least 12 homonyms in sentences.
Classwork, Tuesday, February 28, 2017:
Classwork, Tuesday, February 28, 2017:
- As a class, we will review homonyms and how they are used properly.
- The rules and examples are found in the "Lessons That Change Writers" packet on page 12, "Homonyms."
- Students will write their own short story in which they will use at least 12 homonyms (including "no" and "know").
- Students will punctuate these sentences correctly.
- Students will also try to use about five conversation sentences in their story.
- This is for a grade.
Homework due Thursday, March 2, 2017: Quiz. Homonyms.
Classwork, Wednesday, March 1, 2017:
Classwork, Wednesday, March 1, 2017:
- As a class, we will review homonyms and how they are used properly.
- The rules and examples are found in the "Lessons That Change Writers" packet on page 12, "Homonyms."
- There will be a quiz on the 10 homonyms found on page 12 in the Lessons packet.
- 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:
- 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:
_animals.in.the.classroom.packet.pdf
Download File
_animals.in.the.classroom.packet.docx
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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:
- 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:
- 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:
- 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.
- 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.
Homework Due Tuesday, January 6, 2015: Compare and Contrast Essay: Kids Who Make a Difference.
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.