Sixth Grade Writing
Research-Based Argument Essay Writing: Part 2
Research-Based Argument Essay Writing: Part 2
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Homepage for a detailed explanation of procedures and expectations.
Please see the Homepage for a detailed explanation of procedures and expectations.
Sixth 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 | |
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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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Homework Due Tuesday, November 10, 2015: None.
Classwork, Monday, November 9, 2015:
Classwork, Monday, November 9, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Today we will be starting a new project within this unit.
- Students will be introduced to the following topics and will get to pick which on they would like to write their essay on.
- Do we still need libraries?
- What’s so great about YouTube?
- Should single-use plastic shopping bags be banned?
- Should circuses be animal free?
- Should a college education be free?
- Should high schools drop football because too many players are getting injured?
- Students will choose three topics and write about why they would want to choose each topic. Then they will use that information to help them choose a topic.
- There is no homework.
Homework Due Thursday, November 12, 2015: None. Optional: Students can search for NEWS articles about their topic.
Classwork, Monday, November 10, 2015:
Classwork, Monday, November 10, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Today we will be begin reading, annotating, and responding to articles about the topics we chose yesterday.
- Here are links to the articles:
- Do we still need libraries? https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB0QFjAAahUKEwjvi43R2oTJAhXC5iYKHf-YAag&url=http%3A%2F%2Flearning.blogs.nytimes.com%2F2015%2F05%2F07%2Fdo-we-still-need-libraries%2F&usg=AFQjCNGX5Mv5cHbnnJ7BAnRzDT6wrA7ihA&sig2=w7U77IQlw3oVGi2sUd-YhA&bvm=bv.106923889,d.eWE
- What’s so great about YouTube? http://learning.blogs.nytimes.com/2015/10/27/whats-so-great-about-youtube/
- Should single-use plastic shopping bags be banned? http://learning.blogs.nytimes.com/2015/04/30/should-single-use-plastic-shopping-bags-be-banned/
- Should circuses be animal free? http://learning.blogs.nytimes.com/2015/03/06/should-circuses-be-animal-free/
- Should a college education be free? http://learning.blogs.nytimes.com/2015/01/23/should-a-college-education-be-free/
- Should high schools drop football because too many players are getting injured? http://learning.blogs.nytimes.com/2015/09/30/should-high-schools-drop-football-because-too-many-players-are-getting-injured/
- There is no homework.
Homework Due Friday, November 13 2015: None. Optional: Students can search for NEWS articles about their topic.
Classwork, Thursday, November 12, 2015:
Classwork, Thursday, November 12, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Today we will be begin reading, annotating, and responding to another article about the topics we have chosen. These articles will be provided in class.
- There is no homework :)
Homework Due Monday, November 16, 2015: Finish your outline.
Classwork, Thursday, November 13, 2015:
Classwork, Thursday, November 13, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Today we will be going over the guidelines for our speeches and beginning to work on our outlines.
- For homework, student will finish their outlines.
Speech Outline:
Speech Guidelines:
Speech Rubric:
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Speech Outline:
Speech Guidelines:
Speech Rubric:
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Homework Due Wednesday, November 18, 2015: Finish the first three paragraphs of your speech.
Classwork, Tuesday, November 17, 2015:
Classwork, Tuesday, November 17, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Today we will be starting to work on our speeches in class.
- For homework finish the first three paragraphs of your speech.
Homework Due Thursday, November 19, 2015: Finish your speeches! SEE ABOVE FOR GUIDELINES, OUTLINE, AND RUBRIC.
Classwork, Wednesday, November 18, 2015:
Classwork, Wednesday, November 18, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Today we will be working on our speeches. Students will have the whole period to work on their speeches.
- For homework students will finish their speeches.
Homework Due Friday, November 20, 2015: None.
Classwork, Thursday, November 19, 2015:
Classwork, Thursday, November 19, 2015:
- Common core standards addressed:
- ELA.CC.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- ELA.CC.W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
- Your speeches are due today!
- Today in class we will have a chance to polish up the grammar and spelling of our speeches before turning them in.
- 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?
Nonfiction Reading and Research-Based Argument Essay Writing
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.
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.
- The essay is to be completed in class. You will have two class periods to complete this task.
- See below for more details.
- Standards:
- RI.6.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.6.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- RI.6.10: 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.6.1: 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.
Homework Due Monday, November 10, 2014: Correct test for partial credit.
Classwork, Friday November 7, 2014:
Classwork, Friday November 7, 2014:
- Hand back Steve Jobs Test.
- Students can fix these tests for partial credit if they hand them in by Monday.
- As a class we will read arguments for and against zoos.
- We will collectively read both sides of the argument.
- We will go through how to write an argument essay outline.
- As a class we will write the first two-three paragraphs of an argument essay.
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Homework Due Wednesday, November 12, 2014: None.
Classwork, Monday, November 10, 2014:
Classwork, Monday, November 10, 2014:
- Students will finish highlighting the main points for the pro and cons of zoos.
- Students then will pick one side of the argument to use for their argument essay.
- As a class we will go over the first three paragraphs of an argument essay.
- Students will write write pick either the pro side of zoos or the con side or zoos to argue in their essays. Each paragraph within the essay should have around five complete sentences.
Homework Due Thursday, November 13, 2014: Finish zoo argument essay.
Classwork, Wednesday, November 12, 2014:
Classwork, Wednesday, November 12, 2014:
- Students will write the rest of their zoo argument essay.
- Students are either for or against zoos.
- Students do not need to include a refute paragraph within their essay.
- Students should have an introduction, three body paragraphs that support their claims, and a conclusion.
- Students should include quotes within their essays.
Homework Due Friday, November 14, 2014: None.
Classwork, Thursday, November 13, 2014:
Classwork, Thursday, November 13, 2014:
- 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 either pick to support having pets at home or to not have pets at home.
- As a class we will read both sides of the argument.
- We will highlight the important details for both for and against having pets at home.
- Students will get an argument essay checklist
- Students will then fill out their argument essay graphic organizer.
- Students can fill out their argument essay thought organizer (this one is optional because it is similar to the other quote, warrant, claim graphic organizer).
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outliningandscaffoldingargumentativeessays.pdf | |
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Homework Due Monday, November 17, 2014: Finish claim, quote, warrant outline.
Classwork, Friday, November 14, 2014:
Classwork, Friday, November 14, 2014:
- Students will learn how to integrate quotes into their essays.
- Students will start writing a outline for their essays about either supporting having pets at home or against having pets at home.
- In students outline they should include a quote and warrant for each of the three reasons that they have for their claim.
Homework Due Tuesday, November 18, 2014: First two paragraphs of argument essay.
Classwork, Monday, November 17, 2014:
Classwork, Monday, November 17, 2014:
- 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.
- Students will be given an argument essay checklist. Everything that is on the checklist should be included in the argument essay.
- Students will start writing their first two paragraphs of their essay.
- The first two paragraphs of the students essays are due on Tuesday.
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Homework Due Wednesday, November 19, 2014: Rough draft of argument essay.
Classwork, Tuesday, November 18, 2014:
Classwork, Tuesday, November 18, 2014:
- Students will finish writing their rough draft of their argument essay.
- 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 rough draft of their essays.
- Rough draft of argument essay are due on Wednesday, November 19, 2014.
Homework Due Thursday, November 20, 2014: Final draft of argument essay written on loose-leaf paper.
Classwork, Wednesday, November 19, 2014:
Classwork, Wednesday, November 19, 2014:
- Students will learn editing techniques.
- 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 partners paper and write edits on the paper.
- Students will discuss their edits with their partner and their reasoning for editing a certain section.
- Students will then take their edited rough draft and start writing a final draft of their argument essay on loose-leaf paper.
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Homework Due Friday, November 21, 2014: None.
Classwork, Thursday, November 20, 2014:
Classwork, Thursday, November 20, 2014:
- Students who want to read their argument essays to the whole class may.
- Students should speak clearly and loudly for their peers to be able to understand them.
- Students will have today to write about some lessons that they really enjoyed this past quarter.
- Students should write what their favorite lessons were and why they liked those specific lessons.
- Students can also write about some lessons that they did not enjoy as much as why.
- Student feedback is very important in the lesson plan making process and is very appreciated.
Homework Due Monday, November 24, 2014: None. Enjoy break!
Classwork, Friday, November 20, 2014:
Classwork, Friday, November 20, 2014:
- Students will attend an awards assembly for honor role and high honor role during first period.
- Students are expected to be respectful and to not talk during the awards assembly.
Classwork: Tuesday, January 28, 2014
Homework due Wednesday, January 29, 2014: Questioning Texts worksheet.
Writing a Compare and Contrast Essay and a Research-Based Argument Essay:
Homework due Wednesday, January 29, 2014: Questioning Texts worksheet.
Writing a Compare and Contrast Essay and a Research-Based Argument Essay:
- Refer to the NYS Learning Standards listed above.
- DO ZOOS HELP OR HARM ANIMALS?
- 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.
- Students will create a graphic organizer t-chart to be used to take notes as they watch the video clip "Phoenix Zoo Helps Save Endangered Species." http://www.myfoxphoenix.com/story/18097815/phoenix-zoo-helps-save-endangered-species
- 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.
Read more: http://www.myfoxphoenix.com/story/18097815/phoenix-zoo-helps-save-endangered-species#ixzz2r9UbDVDX
phoenix_zoo_helps_save_endangered_species.pdf | |
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phoenix_zoo_helps_save_endangered_species.docx | |
File Size: | 109 kb |
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Classwork: Wednesday, January 29, 2014
Homework due Thursday, January 30, 2014: Students will read "Zoos: The Historical Debate" and will fill in the compare and contrast t-chart graphic organizer.
Response to "Zoos: Historical Debate."
Homework due Thursday, January 30, 2014: Students will read "Zoos: The Historical Debate" and will fill in the compare and contrast t-chart graphic organizer.
Response to "Zoos: Historical Debate."
- Refer to the NYS Learning Standards listed above.
- Students will read the article "Zoos: The Historical Debate." http://www.globalanimal.org/2012/04/21/are-zoos-good-or-bad/
- Students will begin to fill out the Questioning Texts worksheet before they begin reading the article. As you read, ask yourself the guiding question, “Do zoos help or harm animals?"
- Students will choose at least two symbols from the Text Code sheet to use as they read the article and annotate in the margins.
- After reading the article and annotating, students will continue to fill out the compare and contrast t-chart graphic organizer in the social studies notebook.
"Zoos: The Historical Debate," found on the Global Animal website, http://www.globalanimal.org/2012/04/21/are-zoos-good-or-bad/
zoos.the.historical.debate..pdf | |
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Classwork: Thursday, January 30, 2014
Homework due Friday, January 31, 2014: Read "The Swazi Eleven" and complete the Task 3: Response to "The Swazi Eleven."
Homework due Friday, January 31, 2014: Read "The Swazi Eleven" and complete the Task 3: Response to "The Swazi Eleven."
- Refer to the NYS Learning Standards listed above.
- "Zoochosis," written by Stephanie Santana and Shauwn Lukose.
- "It was the sadness in their eyes that has continued to haunt us."
- Before reading the article, 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.
- 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.
- 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 in the social studies notebook.
- "Zoochosis," by Stephanie Santana and Shauwn Lukose. http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%202%20-%20Zoochosis.pdf
"The Swazi Eleven."
- In pairs, students will continue to practice the skills learned while reading the article.
- Students will choose at least two symbols from the Text Code sheet to use as they read the article and annotate in the margins.
- After reading the article and annotating, students will fill out the Task 2: Response to "Zoochosis" sheet and Task 3: Response to "The Swazi Eleven" sheet.
- 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 in the social studies notebook.
- Be sure to read "The Swazi Eleven" and complete task 3 for homework.
COMPARE AND CONTRAST ESSAY: DUE FRIDAY, JANUARY 31, 2014, 3:00 PM:
THE FOLLOWING HOMEWORK IS DUE ON FRIDAY BY 8:00 AM. IT WILL BE TO YOUR ADVANTAGE TO HAVE THE FOLLOWING HOMEWORK COMPLETED IN ORDER TO WRITE A POWERFUL ESSAY ON FRIDAY MORNING. YOU WILL MOST LIKELY NOT HAVE TIME TO PLAN YOUR WRITING ON FRIDAY MORNING. BE PREPARED WITH YOUR PLAN BEFORE FRIDAY MORNING.
THE FOLLOWING HOMEWORK IS DUE ON FRIDAY BY 8:00 AM. IT WILL BE TO YOUR ADVANTAGE TO HAVE THE FOLLOWING HOMEWORK COMPLETED IN ORDER TO WRITE A POWERFUL ESSAY ON FRIDAY MORNING. YOU WILL MOST LIKELY NOT HAVE TIME TO PLAN YOUR WRITING ON FRIDAY MORNING. BE PREPARED WITH YOUR PLAN BEFORE FRIDAY MORNING.
- You will need the following resources found above in order to write a powerful essay comparing and contrasting the points of view of whether zoos help or harm animals.
- We will write the essay in class on Friday.
- Each student is expected to read, reread, and analyze the five texts that were provided in the "Do Zoos Help or Harm Animals?" packet by Friday morning, 8:00 AM.
- 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. Task number 5 is not due on Friday. We will work on it 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.
- 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 create a t-chart graphic organizer and fill in the t-chart with bullet points comparing and contrasting the details found in the text.
- Each student is expected to have all of the above completed by 8:00 AM Friday morning.
DO ZOOS HELP OR HARM ANIMALS?
COMPARE AND CONTRAST ESSAY RESOURCES: See resources below.
ARGUMENT ESSAY RESOURCES: See resources below.
COMPARE AND CONTRAST ESSAY RESOURCES: See resources below.
ARGUMENT ESSAY RESOURCES: See resources below.
do.zoos.help.or.harm.animals.packet.pdf | |
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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.
writing.rubric.2013.xlsx | |
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writing_sheet1.pdf | |
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compare.contrastdo.zoos.help.or.harm.animals.writing.assessment.2014.docx | |
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compare.contrastdo.zoos.help.or.harm.animals.writing.assessment.2014.pdf | |
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writing.checklist2014.doc | |
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writing.checklist2014.pdf | |
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argument.do.zoos.help.or.harm.animals.2014.pdf | |
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argument.do.zoos.help.or.harm.animals.2014.docx | |
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argument.writing.checklist2014.doc | |
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argument.writing.checklist2014.pdf | |
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zoo.argument.sample.docx | |
File Size: | 109 kb |
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Classwork: Friday, January 31, 2014
Homework due Monday, February 3, 2014: Be sure that your packet is filled with important, relevant information. Be sure that the spelling is correct.
Homework due Monday, February 3, 2014: Be sure that your packet is filled with important, relevant information. Be sure that the spelling is correct.
- In class, students will complete the compare and contrast essay: "Do Zoos Help or Harm Animals?"
- See the NYS Standards above.
Classwork: Monday, February 3, 2014
Homework due Tuesday, February 4, 2014: None.
Homework due Tuesday, February 4, 2014: None.
- Refer to the NYS Learning Standards listed above.
- Argument, Persuasive, Opinion Writing: What does it mean? Why is it important?
- 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."
- List these reasons and evidence.
- Students will reread the articles and 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.
Due: Wednesday, February 5, 2014 Homework: Be sure your outline and essay plan is complete.
Classwork: Tuesday, February 4, 2014
Classwork: Tuesday, February 4, 2014
- Refer to the NYS Learning Standards listed above.
- Students will create an outline that will organize their thoughts for their argument.
- Students will begin to think of an anecdote that will help persuade their readers to take their side of the argument.
- As a class, we will go over the three pages of the Informational Reading/Argument Writing Performance Assessment Rubric.
- Students will reread an article that will "add to (their) thinking about the pros and cons of zoos."
- Students will reread, "The Swazi Eleven," written by Kelly Boland Hohne.
- As students read, they will refer to the "Prompts for Thinking and Writing" handout (the second page in the handout).
- While reading the text, students will annotate in the margins or underline important information.
- 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."
- 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
Due Thursday, February 6, 2014: Homework: Write your introduction. Think of at least one anecdote to add to your essay.
Classwork: Wednesday, February 5, 2014
Classwork: Wednesday, February 5, 2014
- 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.
- 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."
- 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
Due Friday, February 7, 2014: Homework: Be sure that packet and outline, and "harm/help" t-chart are complete. DUE FRIDAY, FEBRUARY 7, 2014!
Classwork: Thursday, February 6, 2014
Classwork: Thursday, February 6, 2014
- Refer to the NYS Learning Standards listed above.
- 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.
- We will discuss the "Body Paragraphs Often Go Like This" handout found on page four of the packet.
- This is to be completed in class.
- This is for a grade.
Due Monday, February 10, 2014: Homework: None
Classwork: Friday, February 7, 2014. Essays due Friday, February 7, 2014, 3:00 PM. TURN IN ESSAY, OUTLINE, AND PACKET BY 3:00, TODAY, FRIDAY, FEBRUARY 7!
Classwork: Friday, February 7, 2014. Essays due Friday, February 7, 2014, 3:00 PM. TURN IN ESSAY, OUTLINE, AND PACKET BY 3:00, TODAY, FRIDAY, FEBRUARY 7!
- Students will write, proofread, revise, and finalize their essays.
Animals in the Classroom: Pros and Cons
Should animals be allowed in the classroom?
Should animals be allowed in the classroom?
The following lessons were taken from the Columbia Teachers College Reading and Writing Project. http://readingandwritingproject.com/about/overview Please use the following texts to plan your argument essay.
animals.in.classroom.argument.docx | |
File Size: | 80 kb |
File Type: | docx |
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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animals.in.the.classroom.packet.pdf | |
File Size: | 128 kb |
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animals.in.the.classroom.packet.docx | |
File Size: | 116 kb |
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writing.rubric.2013.xlsx | |
File Size: | 10 kb |
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writing_sheet1.pdf | |
File Size: | 51 kb |
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argument.writing.checklist2014.doc | |
File Size: | 53 kb |
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Classwork: Monday, February 10, 2014
Homework due Tuesday, February 11, 2014: Be sure packet is complete. This is for a grade. The entire packet is due Tuesday morning at 8:00 AM. See above for texts and resources.
Homework due Tuesday, February 11, 2014: Be sure packet is complete. This is for a grade. The entire packet is due Tuesday morning at 8:00 AM. See above for texts and resources.
- Students will annotate while reading the articles in the packet.
- Students will work on completing the packet.
Classwork: Tuesday, February 11, 2014
Homework due Wednesday, February 12, 2014: 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. See above for texts and resources.
Homework due Wednesday, February 12, 2014: 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. See above for texts and resources.
- Students will make a plan and write an outline that will assist the students as they write their essays.
Classwork: Wednesday, February 12, 2014. Writing a research-based argument essay assessment. Students will only have one class period for the assignment. The essay is due at the end of class. See above for texts and resources.
Homework due Thursday, February 13, 2014: None.
Homework due Thursday, February 13, 2014: None.
- 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.
Classwork: Thursday, February 13, 2014
Homework due Friday, February 14, 2014: None.
Homework due Friday, February 14, 2014: None.
- Students will practice reading their essays quietly to themselves.
- Students will share their essays in small groups. The groups will be using the writing checklist to see if all of the expectations are covered.
- As a class, students will share what was learned about argument essay writing.
- See above for texts and resources.
Classwork: Friday, February 14, 2014
Due to Jump Rope for Heart, we will not meet for writing class. Have a great break! Be sure to read and write over the break!
Homework due Monday, February 24, 2014: None.
Due to Jump Rope for Heart, we will not meet for writing class. Have a great break! Be sure to read and write over the break!
Homework due Monday, February 24, 2014: None.
RESOURCES:
Websites
- Video, "Phoenix Zoo Helps Save Endangered Species," http://www.youtube.com/
- http://readingandwritingproject.com/ Lucy Calkins and Colleagues of Teachers College, Columbia University, Reading and Writing Project
Books
- Units of Study in Opinion, Information, and Narrative Writing, firsthand, Portsmouth, New Hampshire, 2013.
Articles
- "Zoochosis," by Stephanie Santana and Shauwn Lukose, can be found on the following website: http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%202%20-%20Zoochosis.pdf
- "The Swazi Eleven," written by Kelly Boland Hohne, can be found on the following link: http://www.mendota289.org/vimages/shared/vnews/stories/4e55466221c17/5th%20Grade%20Text%203%20-%20The%20Swazi%20Eleven.pdf
- "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
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:
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