Glenview, Illinois Boston, Massachusetts Chandler, Arizona...

Glenview, Illinois

Boston, Massachusetts

Chandler, Arizona

Upper Saddle River, New Jersey

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Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ISBN-13: 978-0-328-76860-8 ISBN-10: 0-328-76860-X

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Reading Street Common Core Writing to Sources makes fact-finding fun! Students substantiate their claims and communicate in writing what they have learned from one text and then from other related texts.

Reading Street Common Core Writing to Sources encourages students to collaborate and share their growing knowledge with peers, adding quality experiences in the art of using text-based evidence.

Reading Street Common Core Writing to Sources provides more practice with all modes of writing—argument, informative/explanatory, and narrative—and connects to the Common Core State Standards.

Reading Street Common Core Writing to Sources gives students opportunities to complete Performance Tasks by writing in response to what they read and collaborating with others.

Reading Street Common Core Writing to Sources offers you an alternative approach to writing tasks on Reading Street!

1 Write Like a Reporter Write to one source.

Students respond to the main selection by citing evidence from the text.

2 Connect the TextsWrite to two sources.

Students respond to the main and paired selections by citing evidence from the texts.

3 Prove It! Unit Writing TaskWrite to multiple sources.

Students analyze multiple sources within a unit and cite evidence from the texts.

4 More Connect the TextsAdditional lessons specific to writing forms within all modes of writing—argument, informative/explanatory, and narrative—are included.

Reading Street Common CoreWriting to Sources

"Write Like a Reporter!"

Get Ready for

Performance

Tasks

Get Ready for

Performance

Tasks

Get Ready for

Performance

Tasks

Get Ready for

Performance

Tasks

iv

Table of Contents

Unit 1 Writing Focus: Narrative 5

Write Like a Reporter/Connect the TextsWeek 1 Old Yeller . . . . . . . . . . . . . . . . . . .6Week 2 Mother Fletcher’s Gift . . . . . . . . .10Week 3 Viva New Jersey . . . . . . . . . . . . .14Week 4 Saving the Rain Forests . . . . . . .18Week 5 Hachiko: The True Story of a

Loyal Dog . . . . . . . . . . . . . . . . . .22

Prove It! Unit Writing Task . . . . . . . . . . . . .26

Unit 2 Writing Focus: Argumentative 37

Write Like a Reporter/Connect the TextsWeek 1 The Universe . . . . . . . . . . . . . . .38Week 2 The Emperor’s Silent Army . . . . .42Week 3 Stones, Bones, and

Petroglyphs . . . . . . . . . . . . . . . .46Week 4 Good-bye to the Moon . . . . . . .50Week 5 Egypt . . . . . . . . . . . . . . . . . . . . .54


Unit 3 Writing Focus: Informative/Explanatory 69

Write Like a Reporter/Connect the TextsWeek 1 Hatchet . . . . . . . . . . . . . . . . . . . .70Week 2 When Marian Sang . . . . . . . . . . .74Week 3 Learning to Swim . . . . . . . . . . . .78Week 4 Juan Verdades: The Man Who

Couldn’t Tell a Lie . . . . . . . . . . . .82Week 5 Morning Traffic . . . . . . . . . . . . . .86


Unit 4 Writing Focus: Narrative 101

Write Like a Reporter/Connect the TextsWeek 1 Into the Ice: The Story of Arctic

Exploration . . . . . . . . . . . . . . . .102Week 2 The Chimpanzees I Love . . . . .106Week 3 Black Frontiers . . . . . . . . . . . . .110Week 4 Deep-Sea Danger . . . . . . . . . .114Week 5 Inventing the Future . . . . . . . . .118

Prove It! Unit Writing Task . . . . . . . . . . . .122

Unit 5 Writing Focus: Argumentative 133

Write Like a Reporter/Connect the TextsWeek 1 The View from Saturday . . . . . .134Week 2 Harvesting Hope: The Story

of Cesar Chavez . . . . . . . . . . . .138Week 3 The River That Went to

the Sky . . . . . . . . . . . . . . . . . . .142Week 4 Gold . . . . . . . . . . . . . . . . . . . . .146Week 5 Greensburg Goes Green . . . . .150


Unit 6 Writing Focus: Informative/Explanatory 165

Write Like a Reporter/Connect the TextsWeek 1 Don Quixote and the

Windmills . . . . . . . . . . . . . . . . .166Week 2 Ancient Greece . . . . . . . . . . . . .170Week 3 The All-American Slurp . . . . . .174Week 4 The Aztec News . . . . . . . . . . . .178Week 5 Where Opportunity Awaits . . . .182


v

Table of Contents

More Connect the Texts 197

Writing Forms Argumentative

Persuasive Essay . . . . . . . . . . . . . . . . .198Nomination Letter . . . . . . . . . . . . . . . . .200Advertising Brochure . . . . . . . . . . . . . .202Nomination Letter . . . . . . . . . . . . . . . . .204Persuasive Speech . . . . . . . . . . . . . . . .206Persuasive Essay . . . . . . . . . . . . . . . . .208Persuasive Essay . . . . . . . . . . . . . . . . .210Persuasive Essay . . . . . . . . . . . . . . . . .212Persuasive Essay . . . . . . . . . . . . . . . . .214Opinion Piece . . . . . . . . . . . . . . . . . . . .216Persuasive Essay . . . . . . . . . . . . . . . . .218

Informative/ExplanatoryCompare-and-Contrast Essay . . . . . .220Research Report . . . . . . . . . . . . . . . . . .222Autobiographical Sketch . . . . . . . . . . .224Cause-and-Effect Essay . . . . . . . . . . .226

Unit 1 Loyalty and RespectWriting Focus: Narrative

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6 Unit 1 • Week 1 • Old Yeller

Name

Narrative

Old Yeller

Write Like a Reporter

Narrative Paragraph

Student Prompt Reread the passage on pp. 34–39 in which Travis tells about the encounter with a bear. Create a list of the main events in order. Then write a one-paragraph narrative that retells the events from a different character’s perspective. Use first-person point of view to introduce the narrator and establish the situation. Include transitions, such as first and then, to clarify the sequence of events. Also include descriptions and sensory details based on details in the original text.

Old Yeller • Unit 1 • Week 1 7

Narrative

Old Yeller

Common Core State Standards

Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Student Prompt, p. 6 Reread the passage on pp. 34–39 in which Travis tells about the encounter with a bear. Create a list of the main events in order. Then write a one-paragraph narrative that retells the events from a different character’s perspective. Use first-person point of view to introduce the narrator and establish the situation. Include transitions, such as first and then, to clarify the sequence of events. Also include descriptions and sensory details based on details in the original text.


Narrative Paragraph

Writing to Sources After students reread the passage, have them list the events in order. Point out that Old Yeller is told in first person, from Travis’s perspective. Remind students to write their narratives from a different character’s perspective, in first person. Students should introduce the main characters and retell the main events using transitions to make the sequence clear. They should also include descriptions and sensory details to develop the scene. Remind students to base their descriptions on details from the original story.

Students’ paragraphs should:

• orient the reader by establishing a situation and introducing the narrator

• organize an event sequence that unfolds naturally and use a variety of transitional words, phrases, and clauses to manage the sequence of events

• use sensory details to convey experiences and events precisely

• demonstrate strong command of the conventions of standard written English

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8 Unit 1 • Week 1 • Old Yeller

Name Narrative

Old Yeller

Connect the Texts

Narrative Dialogue

Student Prompt Look back at Old Yeller and “A Dog’s Life” and take notes on how each text describes the relationship between dogs and humans. Consider what Old Yeller would say to Arliss if the dog could talk. Then write a narrative dialogue between Arliss and Old Yeller that illustrates their relationship. Include details from both texts to create your dialogue. Carefully reread the story to find specific facts and sensory details to include in your dialogue.

Old Yeller • Unit 1 • Week 1 9

Narrative

Old Yeller


Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Connect the Texts

Narrative Dialogue

Writing to Sources Discuss with students the relationship between dogs and humans. Then have students carefully reread Old Yeller and “A Dog’s Life” and write a dialogue between Arliss and Old Yeller that illustrates their relationship. Students should also incorporate facts from “A Dog’s Life” as they write. Remind students to use specific facts and sensory details from both texts to develop their dialogues.

Student Prompt, p. 8 Look back at Old Yeller and “A Dog’s Life” and take notes on how each text describes the relationship between dogs and humans. Consider what Old Yeller would say to Arliss if the dog could talk. Then write a narrative dialogue between Arliss and Old Yeller that illustrates their relationship. Include details from both texts to create your dialogue. Carefully reread the story to find specific facts and sensory details to include in your dialogue.

4-point Narrative Writing Rubric

Score Narrative Focus OrganizationDevelopment of Narrative

Language and Vocabulary

Conventions

4

Narrative is clearly focused and developed throughout.

Narrative has a well-developed, logical, easy-to-follow plot.

Narrative includes thorough and effective use of details, dialogue, and description.

Narrative uses precise, concrete sensory language as well as figurative language and/or domain-specific vocabulary.

Narrative has correct grammar, usage, spelling, capitalization, and punctuation.

3

Narrative is mostly focused and developed throughout.

Narrative has a plot, but there may be some lack of clarity and/or unrelated events.

Narrative includes adequate use of details, dialogue and description.

Narrative uses adequate sensory and figurative language and/or domain-specific vocabulary.

Narrative has a few errors but is completely understandable.

2

Narrative is somewhat developed but may occasionally lose focus.

Narrative’s plot is difficult to follow, and ideas are not connected well.

Narrative includes only a few details, dialogues, and descriptions.

Language in narrative is not precise or sensory; lacks domain-specific vocabulary.

Narrative has some errors in usage, grammar, spelling and/or punctuation.

1Narrative may be confusing, unfocused, or too short.

Narrative has little or no apparent plot.

Narrative includes few or no details, dialogue or description.

Language in narrative is vague, unclear, or confusing.

Narrative is hard to follow because of frequent errors.

0 Narrative gets no credit if it does not demonstrate adequate command of narrative writing traits.

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10 Unit 1 • Week 2 • Mother Fletcher’s Gift

Name

Narrative

Mother Fletcher’s Gift


Narrative Paragraph

Student Prompt Reread the passage on pp. 58–63 of Mother Fletcher’s Gift and retell the sequence of events. Then write a one-paragraph narrative describing Mother Fletcher’s activities from the perspective of a neighbor on O’Brien’s beat. Use first-person point of view to establish and introduce your narrator, and organize your narrative so that the events unfold naturally. Also include sensory details from the text to convey your characters’ experiences convincingly.

Mother Fletcher’s Gift • Unit 1 • Week 2 11

Narrative




Student Prompt, p. 10 Reread the passage on pp. 58–63 of Mother Fletcher’s Gift and retell the sequence of events. Then write a one-paragraph narrative describing Mother Fletcher’s activities from the perspective of a neighbor on O’Brien’s beat. Use first-person point of view to establish and introduce your narrator, and organize your narrative so that the events unfold naturally. Also include sensory details from the text to convey your characters’ experiences convincingly.


Narrative Paragraph

Writing to Sources After students reread pp. 58–63, have them list the events in order. Before students begin writing, point out that Mother Fletcher’s Gift is told from Officer O’Brien’s perspective. Remind students to write their narratives in first person, using I instead of he or she, from a neighbor’s perspective. In their narratives, students should introduce the narrator and use details from the text to describe Mother Fletcher. Students’ narratives should also include sensory details from the text to convey their characters’ experiences in a convincing manner.


• orient the reader by introducing the narrator

• organize an event sequence that unfolds naturally

• use sensory details to convey a neighbor’s experiences with Mother Fletcher


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12 Unit 1 • Week 2 • Mother Fletcher’s Gift

Name Narrative


Connect the Texts

Narrative Monologue

Student Prompt Look back at Mother Fletcher’s Gift and “The Harlem Renaissance” and take notes on how each text describes Harlem. Then write a short monologue from Mother Fletcher’s perspective that describes how she would have experienced the Harlem Renaissance. Consider how she might view the changes in Harlem over time. Carefully reread both texts to find specific facts and sensory descriptions to include in your narrative.

Mother Fletcher’s Gift • Unit 1 • Week 2 13

Narrative




Connect the Texts

Narrative Monologue

Writing to Sources Discuss with students the differences and similarities in how the texts describe Harlem. Then have students write a monologue from Mother Fletcher’s perspective that describes how she would have experienced the Harlem Renaissance. Students should incorporate evidence from Mother Fletcher’s Gift and “The Harlem Renaissance” as they write. Remind students to use sensory language and specific details from both texts to develop their narratives.

Student Prompt, p. 12 Look back at Mother Fletcher’s Gift and “The Harlem Renaissance” and take notes on how each text describes Harlem. Then write a short monologue from Mother Fletcher’s perspective that describes how she would have experienced the Harlem Renaissance. Consider how she might view the changes in Harlem over time. Carefully reread both texts to find specific facts and sensory descriptions to include in your narrative.




Conventions

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3






2












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14 Unit 1 • Week 3 • Viva New Jersey

Name

Narrative

Viva New Jersey


Narrative Paragraph

Student Prompt Reread pp. 94–99 of Viva New Jersey and create a list of the main events. Then write a one-paragraph narrative that retells the events from Chauncey’s perspective. Use transitions, such as first, next, and then, to show the sequence of events. Also, include descriptions and sensory details from the text to establish the situation and to recreate Chauncey’s experience.

Viva New Jersey • Unit 1 • Week 3 15

Narrative

Viva New Jersey



Student Prompt, p. 14 Reread pp. 94–99 of Viva New Jersey and create a list of the main events. Then write a one-paragraph narrative that retells the events from Chauncey’s perspective. Use transitions, such as first, next, and then, to show the sequence of events. Also, include descriptions and sensory details from the text to establish the situation and to recreate Chauncey’s experience.


Narrative Paragraph

Writing to Sources After students reread the passage, have them list the events in order. Point out that Viva New Jersey begins with Lucinda finding Chauncey, a dog that leads her to make her first friend. In their narratives, students should describe the main events from Chauncey’s perspective using transitions to make the sequence of events clear. Students should also include descriptions and sensory details from the text to recreate Chauncey’s experience.


• orient the reader by establishing the situation

• use a variety of transitional words, such as first, next, and then, to manage the sequence of events

• use sensory details to convey Chauncey’s experiences


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16 Unit 1 • Week 3 • Viva New Jersey

Name Narrative

Viva New Jersey

Connect the Texts

Narrative E-mail Exchange

Student Prompt Look back at Viva New Jersey and “Visiting Another Country.” Consider what might have happened if Lucinda had researched New Jersey before moving. Then write a fictional e-mail exchange between Lucinda and a resident of West New York. Draw information from both texts to suggest possible activities for Lucinda. Include descriptive and sensory details from the texts in your narrative.

Viva New Jersey • Unit 1 • Week 3 17

Narrative

Viva New Jersey



Connect the Texts

Narrative E-mail Exchange

Writing to Sources Guide student discussion about the challenges of moving to a new place. Then have students carefully reread Viva New Jersey and “Visiting Another Country” and write a fictional email exchange between Lucinda and a resident of West New York. Students should use both texts to suggest possible activities for Lucinda. Remind students to use descriptive language and sensory details to develop their narratives.

Student Prompt, p. 16 Look back at Viva New Jersey and “Visiting Another Country.” Consider what might have happened if Lucinda had researched New Jersey before moving. Then write a fictional e-mail exchange between Lucinda and a resident of West New York. Draw information from both texts to suggest possible activities for Lucinda. Include descriptive and sensory details from the texts in your narrative.




Conventions

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3






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18 Unit 1 • Week 4 • Saving the Rain Forests

Name

Narrative

Saving the Rain Forests


Narrative Paragraph

Student Prompt Reread pp. 120–125 of Saving the Rain Forests and list the problems that Sally Morgan describes. Then write a one-paragraph letter from the perspective of a local farmer or a businessman. Use transitional words and phrases to organize events, and include text evidence to support your narrative. Use narrative techniques, such as description, to show your narrator’s response to the disappearing rain forests.

Saving the Rain Forests • Unit 1 • Week 4 19

Narrative



Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Student Prompt, p. 18 Reread pp. 120–125 of Saving the Rain Forests and list the problems that Sally Morgan describes. Then write a one-paragraph letter from the perspective of a local farmer or a businessman. Use transitional words and phrases to organize events, and include text evidence to support your narrative. Use narrative techniques, such as description, to show your narrator’s response to the disappearing rain forests.


Narrative Paragraph

Writing to Sources After students reread the passage, have them list key problems in the order that they appear in the text. Remind students to write their fictional letters from one character’s perspective, either a local farmer or a businessman, retell events in order, and use transitional words and phrases to organize the events. Remind students to support their narratives with evidence from Saving the Rain Forests.



• use a variety of transitional words and phrases to organize the character’s ideas

• use narrative techniques to show the responses of characters to situations

• demonstrate good command of the conventions of standard written English

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20 Unit 1 • Week 4 • Saving the Rain Forests

Name Narrative


Connect the Texts

Narrative Dialogue

Student Prompt Look back at Saving the Rain Forests and “Drip, Dry?” and take notes on how each text describes the decline of natural resources. Then write a short dialogue between two environmental experts who are discussing natural resources at an international environmental summit. Carefully reread both texts to find specific facts and details for your characters to discuss.

Saving the Rain Forests • Unit 1 • Week 4 21

Narrative



Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 9.a. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Connect the Texts

Narrative Dialogue

Writing to Sources Discuss with students the environmental issues described in the expository text and persuasive text. Then have students carefully reread Saving the Rain Forests and “Drip, Dry?” and write a dialogue between two environmental experts attending an environmental summit. Students should incorporate specific facts and details from both texts as they write their narratives.

Student Prompt, p. 20 Look back at Saving the Rain Forests and “Drip, Dry?” and take notes on how each text describes the decline of natural resources. Then write a short dialogue between two environmental experts who are discussing natural resources at an international environmental summit. Carefully reread both texts to find specific facts and details for your characters to discuss.




Conventions

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3






2












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22 Unit 1 • Week 5 • Hachiko

Name

Narrative

Hachiko


Narrative Paragraph

Student Prompt Reread pp. 150–155 of Hachiko and retell the sequence of events. Then write a one-paragraph narrative that retells some of these events from Hachiko’s perspective. Start by introducing Hachiko as the narrator. Use first-person point of view and include transitions, such as first, next, and then, to show the sequence of events. Also include descriptions and sensory details from the text to convey the events and Hachiko’s experiences.

Hachiko • Unit 1 • Week 5 23

Narrative

Hachiko



Student Prompt, p. 22 Reread pp. 150–155 of Hachiko and retell the sequence of events. Then write a one-paragraph narrative that retells some of these events from Hachiko’s perspective. Start by introducing Hachiko as the narrator. Use first-person point of view and include transitions, such as first, next, and then, to show the sequence of events. Also include descriptions and sensory details from the text to convey the events and Hachiko’s experiences.


Narrative Paragraph

Writing to Sources After students reread pp. 150–155 of Hachiko, have them list all the events that occur in order. Before students begin writing, remind them to start by introducing Hachiko as the narrator, and to write from a first-person point of view, using I instead of he. In their narratives, students should retell the events using transitions to make the sequence clear. They should also include descriptions and sensory details from the text to convey the events and Hachiko’s experiences.



• use a variety of transitional words and phrases to manage the sequence of events

• use sensory details to convey experiences and events


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24 Unit 1 • Week 5 • Hachiko

Name Narrative

Hachiko

Connect the Texts

Narrative Article

Student Prompt Look back at Hachiko and “They’ve Got Personality.” Take notes on how each text describes animals’ personalities. Then write a fictional newspaper article about an event that shows Hachiko’s memorable personality. Carefully reread Hachiko to find a specific event to write about. Include sensory details to describe Hachiko, as well as facts from the experts quoted in “They’ve Got Personality.”

Hachiko • Unit 1 • Week 5 25

Narrative

Hachiko



Connect the Texts

Narrative Article

Writing to Sources Discuss with students how animals’ personalities can be unique. Then have students carefully reread Hachiko and “They’ve Got Personality” and write a fictional newspaper article describing an event that showcases Hachiko’s memorable personality. Students’ narratives should focus on a specific event from the story and should include sensory details describing Hachiko, as well facts from the experts quoted in “They’ve Got Personality.”

Student Prompt, p. 24 Look back at Hachiko and “They’ve Got Personality.” Take notes on how each text describes animals’ personalities. Then write a fictional newspaper article about an event that shows Hachiko’s memorable personality. Carefully reread Hachiko to find a specific event to write about. Include sensory details to describe Hachiko, as well as facts from the experts quoted in “They’ve Got Personality.”




Conventions

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3






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26 Unit 1

ELL

Academic Vocabulary

Introduce Genre Write short story on the board. Point out that a short story is a fictional narrative that is meant to be read in one sitting. Narrative is another word for story.

A short story is narrative writing that develops imagined events, characters, and settings to reveal a theme, or universal message.

Loyal Characters

Narrative Short Story

In this unit, students have read examples of narrative writing and have had the opportunity to write in this mode. Remind students of texts and writing tasks (such as Write Like a Reporter and Connect the Texts) in which they have encountered and practiced narrative writing.

Key Features of a Narrative Short Story

•introducesanarratorandcharactersanddevelopsaclearpoint of view

•organizeseventsinalogicalorder

•includesdialogue,pacing,anddescriptiontodevelopevents and characters

•usestransitionwords,phrases,andclausestoshowsequence

•includesprecisewordsandphrases,descriptivedetails,and sensory language

•includesaconclusion

Writing Task Overview

Each unit writing task provides students with an opportunity to write to sources. To successfully complete the task, students mustanalyze,synthesize,andevaluatemultiplecomplextextsand create their own written response.

Loyal Characters

Part 1: Students will reread and take notes on the selected sources. They will then respond to several questions about these sources and discuss their written responses with partners or in small groups.

Part 2: Students will work individually to plan, write, and revise their own narrative short story.

Scorable Products: evidence-based short responses, a short story

Prove It!

Narrative Short Story

Narrative

Unit 1

Unit 1 27


Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (Also Writing 3.a., Writing 3.b., Writing 3.c., Writing 3.d., Writing 3.e.)

Loyal Characters: Writing Task – Short Response

Teacher Directions:

1. Introduce the Sources Refer students to the following texts in the Student Edition:

1. Old Yeller, pp. 26–39

2. Viva New Jersey, pp. 86–99

3. Hachiko: The True Story of a Loyal Dog, pp. 144–159

Explain to students that they will need to draw evidence and support from the texts above in order to answer evidence-based short response questions and to write a narrative short story. Students should take notes and categorize information as they closely reread the texts. Students should be given paper or a relevant graphic organizer from the TR DVD for note-taking.

2. Provide Student Directions and Scoring Information (p. 30) Answer any task-related questions students may have. If necessary, provide additional paper for students to write their responses.

3. Initiate the Writing Task If you are timing this part of the task, you may wish to alert students when half the allotted time has elapsed and again when 5 minutes remain.

4. Facilitate Collaboration After students have completed their written responses to the evidence-based short response questions, assign partners and have them discuss their responses. Have partners take turns reading their responses, asking questions about their partners’ responses, and responding to those questions with elaboration and detail. Partners should alternate roles for each question.

Narrative

Unit 1

28 Unit 1

Narrative

Unit 1

Scoring Information

Use the following 2-point scoring rubrics to evaluate students’ answers to the evidence-based short response questions.

1. Compare and contrast the techniques that the authors of Old Yeller, Viva New Jersey, and Hachiko: The True Story of a Loyal Dog use to develop the characters. Use details from each source to support your answer.

Analysis Rubric

2

The response: •demonstratestheabilitytoanalyzesimilaritiesanddifferences

among the texts

•includesspecificdetailsthatmakereferencetothetexts

1

The response: •demonstratesalimitedabilitytoanalyzesimilaritiesand

differences among the texts

•includessomedetailsthatmakereferencetothetexts

0Aresponsereceivesnocreditifitdemonstratesnoabilitytoanalyzesimilarities and differences among the texts or includes no relevant details from the texts.

2. Reread the dialogue in each story. What common personality traits does the dialoguerevealaboutChauncey,Hachiko,andOldYeller?Usedetailsfromthesources to support your response.

Synthesis Rubric

2

The response: •demonstratestheabilitytosynthesizeinformationfromthe

sources in order to determine how dialogue reveals character


1

The response: •demonstratesalimitedabilitytosynthesizeinformationfromthe

sources in order to determine how dialogue reveals character


0Aresponsereceivesnocreditifitdemonstratesnoabilitytosynthesizeinformation from the sources or includes no relevant details from the texts.

Unit 1 29


Writing 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

3. Of the three texts, decide which story shows the most convincing characterization of the dog. Include details from each text to support your evaluation that the characterization is very convincing or less convincing, explaining how these details support your view.

Evaluation Rubric

2

The response: •demonstratestheabilitytoevaluatethelevelofcharacter

development in texts


1

The response: •demonstratesalimitedabilitytoevaluatethelevelofcharacter

development in texts


0Aresponsereceivesnocreditifitdemonstratesnoabilitytoevaluatecharacter development from the sources or includes no relevant details from the texts.

Narrative

Unit 1

30 Unit 1

Name

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Loyal Characters:

Writing Task – Short Response

Student Directions:Your Assignment You will reread several selections from Unit 1 and take notes on these sources. Then you will answer three questions about these materials. You may refer to your notes or to any of the sources as often as you like.

Sources1. Old Yeller, pp. 26–39

2. Viva New Jersey, pp. 86–99

3. Hachiko: The True Story of a Loyal Dog, pp. 144–159

Be sure to read closely and take good notes. Your sources and notes will be the basis for writing your own short story in the second half of this writing task.

Evidence-Based Short Response Questions Answer the short response questions on the lines provided below each question. Your answers to these questions will be scored. Be sure to base your answers on the sources you have just read. Remember that you may refer back to your notes or to any of the sources.

After you have answered the questions, you will discuss your responses with a partner. Your teacher will let you know when to begin the discussion part of this task.

Scoring Information Your responses will be scored based on how you demonstrate the ability to:

• compare information across texts

• include relevant evidence from the sources as support

• identify, analyze, synthesize, and evaluate information from the sources

• distinguish key details and support from irrelevant information

Narrative

Unit 1

Unit 1 31

Name

Evidence-Based Short Response Questions1. Compare and contrast the techniques that the authors of Old Yeller, Viva New

Jersey, and Hachiko: The True Story of a Loyal Dog use to develop the characters. Use details from each source to support your answer.

2. Reread the dialogue in each story. What common personality traits does the dialogue reveal about Chauncey, Hachiko, and Old Yeller? Use details from the sources to support your response.

3. Of the three texts, decide which story shows the most convincing characterization of the dog. Include details from each text to support your evaluation that the characterization is very convincing or less convincing, explaining how these details support your view.

Collaborative DiscussionAfter you have written your responses to the questions, discuss your ideas. Your teacher will assign you a partner and let you know when to begin.

Narrative

Unit 1C

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32 Unit 1

Loyal Characters: Writing Task – Short Story

Teacher Directions:

1. Provide Student Directions and Scoring Information (p. 34) Explain to students that they will now review their notes and sources, and plan, draft, and revise their narrative short stories. Although they may use their notes and sources, they must work alone. Students will be allowed to look back at the answers they wrote to the short response questions, but they are not allowed to make changes to those answers. Have students read the directions for the short story. Answer any task-related questions they may have. Students should be given paper on which to write their short stories.

2. Initiate the Writing Task If you are timing this part of the task, you may wish to suggest approximate times for students to begin writing and revising. If students wish to continue writing rather than revise, allow them to do so. Alert students when 5 minutes remain.

3. Scoring Information Use the scoring rubric on the next page to evaluate students’ short stories.

4. Short Story Prompt Use what you have learned about the characters in Old Yeller, Viva New Jersey, and Hachiko to write a realistic short story in which two or more characters from different stories meet each other. At least one character must be an animal. Include a clear setting and sequence of events, and develop your characters through dialogue and descriptive details. Be sure to follow the conventions of written English.

Narrative

Unit 1

Unit 1 33


Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Also Writing 3.a., Writing 3.b., Writing 10.)

Narrative

Unit 1

4-Point Narrative Writing Rubric

ScoreNarrative

FocusOrganization

Development of Narrative


Conventions

4

Short story is clearly focused and developed throughout.

Short story has a well-developed, logical, easy-to-follow plot.

Short story includes thorough and effective use of details, dialogue, and description.

Short story uses precise, concrete sensory language as well as figurative language.

Short story has correct grammar, usage, spelling, capitalization, and punctuation.

3

Short story is mostly focused and developed throughout.

Short story has a plot, but there may be some lack of clarity and/or unrelated events.

Short story includes adequate use of details, dialogue, and description.

Short story uses adequate sensory and figurative language.

Short story has a few errors but is completely understandable.

2

Short story is somewhat developed but may occasionally lose focus.

Short story’s plot is difficult to follow, and ideas are not connected well.

Short story includes only a few details, dialogues, and descriptions.

Language in short story is not concrete, precise, or sensory.

Short story has some errors in usage, grammar, spelling, and/or punctuation.

1Short story may be confusing, unfocused, or too short.

Short story has little or no apparent plot.

Short story includes few or no details, dialogue, and description.

Language in short story is vague, unclear, or confusing.

Short story is hard to follow because of frequent errors.

0 Short story gets no credit if it does not demonstrate adequate command of narrative writing traits.

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34 Unit 1

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Loyal Characters:

Writing Task – Short Story

Student Directions:Your Assignment Now you will review your notes and sources, and plan, draft, and revise your narrative short story. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers.

Short Story Prompt Use what you have learned about the characters in Old Yeller, Viva New Jersey, and Hachiko to write a realistic short story in which two or more characters from different stories meet each other. At least one character must be an animal. Include a clear setting and sequence of events, and develop your characters through dialogue and descriptive details. Be sure to follow the conventions of written English.

Scoring Information Your short story will be assigned a score for

1. Focus– how well you introduce a narrator, characters, and develop a clear point of view

2. Organization– how naturally you structure event sequences from beginning to end, using transition words, phrases, and clauses

3. Elaboration– how well you use narrative techniques, such as dialogue, pacing, and description, to develop characters and events

4. Language and Vocabulary– whether you use precise words and phrases and how well you use descriptive details and sensory details to convey characters, setting, and events

5. Conventions– how well you follow the rules of grammar, usage, punctuation, capitalization, and spelling

Now begin work on your short story. Try to manage your time carefully so that you can

• plan your short story

• write your short story

• revise and edit for a final draft

Narrative

Unit 1

Unit 1 35


Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking/Listening 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Speaking/Listening 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Loyal Characters: Writing Task – Short Story

Teacher Directions:

1. Publish Explain to students that publishing their writing is the last step in the writing process. If time permits, have students review one another’s short stories and incorporate any comments their classmates have. Offer students suggestions for how to publish their work, such as in a class anthology, online magazine, or blog post. Encourage students to use the Internet to produce and share their work with others.

2. Present Students will now have the option to present their short stories. Have students give oral readings of their short stories in front of the class. Use the list below to offer students some tips on listening and speaking.

While Listening to a Classmate…

•Facethespeakertolistenattentively.

•Reactandrespondtowhatthespeakersays.

While Speaking to Classmates…

•Havegoodpostureandeyecontact.

•Speakatanappropriatepace.

•Adaptspeechasnecessarywhenreadingdialogue.

Things to Do Together…

•Askandanswerquestionswithdetail.

•Buildoneachother’sideas.

Narrative

Unit 1

Unit 2 Space and TimeWriting Focus: Argument

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38 Unit 2 • Week 1 • The Universe

Name

Argument

The Universe


Argumentative Paragraph

Student Prompt Look back at The Universe. The author compares exploring space to “exploring a dark, mysterious ocean.” Is this comparison effective? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons. As you carefully reread the text, choose relevant supporting evidence, such as facts and details from the text, to make your argument clear and persuasive. Also use transitions to show how your reasons support your claim.

The Universe • Unit 2 • Week 1 39

Argument

The Universe


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Student Prompt, p. 38 Look back at The Universe. The author compares exploring space to “exploring a dark, mysterious ocean.” Is this comparison effective? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons. As you carefully reread the text, choose relevant supporting evidence, such as facts and details from the text, to make your argument clear and persuasive. Also use transitions to show how your reasons support your claim.



Writing to Sources After students reread the text, have them identify details and descriptions that suggest that exploring space is similar to “exploring a dark, mysterious ocean.” If they disagree with the comparison, have them find details that show why the comparison is not effective or why another comparison might be more accurate. Before students begin writing, remind them to introduce their claim, support it using text evidence, and use transition words and phrases to clarify the relationship between their claim and reasons.


• introduce a claim

• support the claim with clear reasons and relevant evidence

• use words and phrases to clarify the relationship between the claim and reasons


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40 Unit 2 • Week 1 • The Universe

Name Argument

The Universe

Connect the Texts

Argumentative Essay

Student Prompt Look back at The Universe and “Creating a World Like Ours.” Do you agree that terraforming on Mars will eventually lead people to colonize that planet? Decide where you stand and write a short essay in which you support your claim. Carefully reread both expository texts to find evidence to support your argument. Remember to use scientific language from the texts to construct your argument.

The Universe • Unit 2 • Week 1 41

Argument

The Universe



Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about colonization on Mars based on the possibility of terraforming. Then have them carefully reread both texts to find specific pieces of evidence, such as facts, examples, and quotations, to support their claim. Have students look carefully at how each author presents information about the universe. Remind students to incorporate scientific language from these texts into their arguments.

Student Prompt, p. 40 Look back at The Universe and “Creating a World Like Ours.” Do you agree that terraforming on Mars will eventually lead people to colonize that planet? Decide where you stand and write a short essay in which you support your claim. Carefully reread both expository texts to find evidence to support your argument. Remember to use scientific language from the texts to construct your argument.

4-point Argument Writing Rubric

ScoreStatement of

Purpose/FocusOrganization

Development of Evidence


Conventions

4

Opinion is clearly conveyed and well supported; response is focused.

Organization is clear and effective, creating a sense of cohesion.

Evidence is thorough and persuasive, and includes facts and details.

Ideas are clearly and effectively conveyed, using precise language and/or domain-specific vocabulary.

Command of conventions is strongly demonstrated.

3

Opinion is clear, adequately supported; response is generally focused.

Organization is clear, though minor flaws may be present and some ideas may be disconnected.

Evidence is adequate and includes facts and details.

Ideas are adequately conveyed, using both precise and more general language; may include domain-specific vocabulary.

Command of conventions is sufficiently demonstrated.

2

Opinion is somewhat supported; response may lack focus or include unnecessary material.

Organization is inconsistent, and flaws are apparent.

Evidence is uneven or incomplete; insufficient use of facts and details.

Ideas are unevenly conveyed, using overly-simplistic language; lack of domain-specific vocabulary.

Command of conventions is uneven.

1The response may be confusing, unfocused; opinion not sufficiently supported.

Organization is poor or nonexistent.

Evidence is poor or nonexistent.

Ideas are conveyed in a vague, unclear, or confusing manner.

There is very little command of conventions.

0 The response shows no evidence of the ability to construct a coherent opinion essay using information from sources.

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42 Unit 2 • Week 2 • The Emperor’s Silent Army

Name

Argument

The Emperor’s Silent Army



Student Prompt Reread The Emperor’s Silent Army. The author describes what Qin Shi Huang, the potters, and archaeologists may have thought about the terra cotta army. How do these viewpoints influence your opinion of these artifacts? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons and evidence. As you carefully reread the text, choose relevant facts and quotations to support your argument. Also, use transitions to show how your reasons support your claim.

The Emperor’s Silent Army • Unit 2 • Week 2 43

Argument




Student Prompt, p. 42 Reread The Emperor’s Silent Army. The author describes what Qin Shi Huang, the potters, and archaeologists may have thought about the terra cotta army. How do these viewpoints influence your opinion of these artifacts? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons and evidence. As you carefully reread the text, choose relevant facts and quotations to support your argument. Also, use transitions to show how your reasons support your claim.



Writing to Sources After students reread the text, have them identify facts, quotations, and other details that illustrate what different people have thought about the terra cotta army. Ask students to consider how these viewpoints influence what they think about the terra cotta army’s significance. Before students begin their paragraphs, remind them to support their arguments using text evidence from The Emperor’s Silent Army and transition words and phrases that clarify the relationship between the claim and reasons.






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44 Unit 2 • Week 2 • The Emperor’s Silent Army

Name Argument


Connect the Texts

Argumentative Essay

Student Prompt Look back at The Emperor’s Silent Army and “The Taj Mahal.” What is the most important thing that the terra cotta army and the Taj Mahal tell you about the people who built them? Decide where you stand and write a short argumentative essay. Carefully reread both texts to find evidence to support your argument. Use precise and descriptive language to discuss the monuments and construct your argument.

The Emperor’s Silent Army • Unit 2 • Week 2 45

Argument




Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about the terra cotta army and the Taj Mahal. Then have students carefully reread both texts to find specific evidence, such as descriptions and speculations about the historical figures, to support their claims. Have students cite evidence about the monuments and the people who built them. Remind students to use precise and descriptive language to discuss the monuments and construct their arguments.

Student Prompt, p. 44 Look back at The Emperor’s Silent Army and “The Taj Mahal.” What is the most important thing that the terra cotta army and the Taj Mahal tell you about the people who built them? Decide where you stand and write a short argumentative essay. Carefully reread both texts to find evidence to support your argument. Use precise and descriptive language to discuss the monuments and construct your argument.


ScoreStatement of




Conventions

4






3






2












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46 Unit 2 • Week 3 • Stones, Bones, and Petroglyphs

Name

Argument

Stones, Bones, Petroglyphs



Student Prompt Look back at Stones, Bones, and Petroglyphs. Can archaeologists know for certain what the Pueblo people were like based on the remains they left behind? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons. As you carefully reread the text, choose relevant evidence, such as facts, observations, and quotations, to support your claim. Use transitions to show how your reasons support your claim.

Stones, Bones, and Petroglyphs • Unit 2 • Week 3 47

Argument




Student Prompt, p. 46 Look back at Stones, Bones, and Petroglyphs. Can archaeologists know for certain what the Pueblo people were like based on the remains they left behind? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons. As you carefully reread the text, choose relevant evidence, such as facts, observations, and quotations, to support your claim. Use transitions to show how your reasons support your claim.



Writing to Sources After students reread the text, have them identify text evidence, such as facts, observations, and quotations, that illustrates what archaeologists know about the Pueblo people. If students disagree with the idea that archaeologists can know for certain about the Pueblo people, have them find details that show where archaeologists’ knowledge is flawed or incomplete. Before students begin writing, remind them to introduce their claim and support it with relevant evidence, and to use transition words and phrases to clarify the relationship between the claim and reasons.






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48 Unit 2 • Week 3 • Stones, Bones, and Petroglyphs

Name Argument


Connect the Texts

Argumentative Essay

Student Prompt Look back at Stones, Bones, and Petroglyphs and “Adobe Homes.” Compare and contrast how these texts describe ancient Pueblo life and life today. What do these texts tell you about the connection between the past and the present? Write a short essay in which you state and support your claim. Carefully reread both texts to find evidence. Remember to use facts and quotations to clearly and effectively support your argument.

Stones, Bones, and Petroglyphs • Unit 2 • Week 3 49

Argument




Connect the Texts

Argumentative Essay

Writing to Sources Discuss aspects of ancient Pueblo life. Have students compare and contrast how the authors present information about the ancient Pueblo people. Then have them carefully reread both texts to find evidence, such as facts and quotations, to support their claim. Ask students to evaluate how these texts connect the past and the present. Remind students to use precise language to support their arguments.

Student Prompt, p. 48 Look back at Stones, Bones, and Petroglyphs and “Adobe Homes.” Compare and contrast how these texts describe ancient Pueblo life and life today. What do these texts tell you about the connection between the past and the present? Write a short essay in which you state and support your claim. Carefully reread both texts to find evidence. Remember to use facts and quotations to clearly and effectively support your argument.


ScoreStatement of




Conventions

4






3






2












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50 Unit 2 • Week 4 • Good-bye to the Moon

Name

Argument

Good-bye to the Moon



Student Prompt Reread Good-bye to the Moon. Then use Kepler’s observations to compare and contrast the moon and Earth. Would the moon or Earth be a better place to live? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with text evidence. As you carefully reread the text, choose relevant descriptions and observations to support your claim. Use words and phrases to show how your evidence supports your claim.

Good-bye to the Moon • Unit 2 • Week 4 51

Argument



Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

Student Prompt, p. 50 Reread Good-bye to the Moon. Then use Kepler’s observations to compare and contrast the moon and Earth. Would the moon or Earth be a better place to live? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with text evidence. As you carefully reread the text, choose relevant descriptions and observations to support your claim. Use words and phrases to show how your evidence supports your claim.



Writing to Sources After students reread the text, have them identify descriptions and observations about the moon and Earth. Remind students that this science fiction story is told from Kepler’s perspective; they should keep his bias in mind as they evaluate both places. Students should clearly introduce their claim about which place is better for residents and provide supporting text evidence. Also remind students to use transition words and phrases to clarify the relationship between the claim and evidence.



• support the claim with relevant evidence

• use words and phrases to clarify the relationship between the claim and evidence


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52 Unit 2 • Week 4 • Good-bye to the Moon

Name Argument


Connect the Texts

Argumentative Essay

Student Prompt Look back at Good-bye to the Moon and “Zoo.” Both science fiction stories explore the idea that perspective depends on where someone lives. Why do you think both authors chose to explore this idea using science fiction? Decide where you stand and write a short essay in which you support your claim. Carefully reread both texts to find relevant observations about each story’s settings to support your argument.

Good-bye to the Moon • Unit 2 • Week 4 53

Argument




Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ observations about how perspectives changed in the stories. Then have them carefully reread both science fiction texts to find relevant observations about each of the settings—the moon, Earth, and Kaan—to support their claim. Have students look carefully at how each author explores the idea that perspective depends on where someone lives. Remind students to use their evidence to draw conclusions and support their arguments.

Student Prompt, p. 52 Look back at Good-bye to the Moon and “Zoo.” Both science fiction stories explore the idea that perspective depends on where someone lives. Why do you think both authors chose to explore this idea using science fiction? Decide where you stand and write a short essay in which you support your claim. Carefully reread both texts to find relevant observations about each story’s settings to support your argument.


ScoreStatement of




Conventions

4






3






2












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54 Unit 2 • Week 5 • Egypt

Name

Argument

Egypt



Student Prompt Look back at Egypt. The author uses images, maps, and other graphics throughout the text. How helpful are these visual tools in clarifying the text? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons and evidence. As you carefully reread Egypt, evaluate how the visual materials connect to the information in the text. Use precise words and phrases to clarify the relationship between your claim and reasons in order to support your argument.

Egypt • Unit 2 • Week 5 55

Argument

Egypt



Student Prompt, p. 54 Look back at Egypt. The author uses images, maps, and other graphics throughout the text. How helpful are these visual tools in clarifying the text? Decide where you stand and write a one-paragraph argument in which you introduce your claim and support it with clear reasons and evidence. As you carefully reread Egypt, evaluate how the visual materials connect to the information in the text. Use precise words and phrases to clarify the relationship between your claim and reasons in order to support your argument.



Writing to Sources After students reread Egypt, have them scan the text to see how the images, maps, and other graphics connect to the information about ancient Egypt. Ask students to introduce their claim by stating whether or not the visual materials are effective and why. Remind students to support their claim with clear reasons and evidence based on the text and use precise words and phrases to clarify the relationship between their claim and reasons.



• support the claim with clear reasons and evidence



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56 Unit 2 • Week 5 • Egypt

Name Argument

Egypt

Connect the Texts

Argumentative Essay

Student Prompt Reread Egypt and “The Rosetta Stone.” Do you agree that understanding ancient Egyptian languages and artifacts is important? Decide where you stand and write a short essay in which you support your claim. Carefully reread both expository texts to find evidence to support your argument. Remember to use academic language to describe your opinion and construct your argument.

Egypt • Unit 2 • Week 5 57

Argument

Egypt



Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about archaeology and why they agree or disagree that understanding ancient Egyptian language and artifacts is important. Then have students carefully reread both expository texts to find specific pieces of evidence, such as facts and examples, to support their claim. Remind students to use academic language to construct their arguments.

Student Prompt, p. 56 Reread Egypt and “The Rosetta Stone.” Do you agree that understanding ancient Egyptian languages and artifacts is important? Decide where you stand and write a short essay in which you support your claim. Carefully reread both expository texts to find evidence to support your argument. Remember to use academic language to describe your opinion and construct your argument.


ScoreStatement of




Conventions

4






3






2












58 Unit 2

ELL

Academic Vocabulary

Introduce Genre Write claim on the board. Explain that a claim, like an opinion, cannot be proved true or false. It is a statement of belief. Point out that an argumentative essay is based on the author’s claim(s) about a topic.

An argument is persuasive writing that states a writer’s opinion, or claim, and supports the claim with reasons and evidence.

Past Cultures

Argumentative Essay

In this unit, students have read examples of persuasive writing and have had the opportunity to write in this mode. Remind students of texts and writing tasks (such as Write Like a Reporter and Connect the Texts) in which they have encountered and practiced argumentative writing.

Key Features of an Argument

•statesanopinion,oraclaim,onatopic

•includeswell-organized,clearreasonsandrelevantevidence to support the claim

•includeswords,phrases,andclausestoclarifyhowreasons support the claim

•establishesandmaintainsaformalstyle

•hasanintroduction,body,andconclusion


Each unit writing task provides students with an opportunity to write to sources. To successfully complete the task, students mustanalyze,synthesize,andevaluatemultiplecomplextextsand create their own written responses.

Past Cultures

Part 1: Students will read and take notes on the selected sources. They will then respond to several questions about these sources and discuss their written responses with partners or in small groups.

Part 2: Students will work individually to plan, write, and revise their own argumentative essay.

Scorable Products: evidence-basedshortresponses,anargumentative essay

Prove It!

Argumentative Essay

Argument

Unit 2

Unit 2 59


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Also Writing 1.a., Writing 1.b., Writing 1.c., Writing 1.d., Writing 1.e.)

Past Cultures: Writing Task – Short Response

Teacher Directions:


1. The Emperor’s Silent Army, pp. 208–223

2. “The Taj Mahal,” pp. 228–229

3. Egypt, pp. 302–315

Explain to students that they will need to draw evidence and support from the texts above in order to answer evidence-based short response questions and to write an argumentative essay. Students should take notes and categorize information as they closely reread the texts. Students should be given paper or a relevant graphic organizer from the TR DVD for note-taking.

2. Provide Students Directions and Scoring Information (p. 62) Answer any task-related questions students may have. If necessary, provide additional paper for students to write their responses.


4. Facilitate Collaboration After students have completed their written responses to the evidence-based short response questions, assign partners and have them discuss their responses. Have one partner read his or her response and the other partner distinguish claims that are supported by text evidence from those that are not. Partners should alternate roles for each question and collaborate to find support for weaker or unsupported responses.

Argument

Unit 2

60 Unit 2

Argument

Unit 2

Scoring Information


1. Use details from the texts to compare why the terra cotta soldiers, the Egyptian pyramids, and the Taj Mahal were built.

Analysis Rubric

2


among the texts


1

The response: •demonstratesalimitedabilitytoanalyzesimilaritiesand




2.Createalistofkeycharacteristicsthatexplainwhythesoldiers,thepyramids,andtheTajMahalmaybeconsideredwondersoftheancientworld.Citespecifictextdetails to illustrate each characteristic.

Synthesis Rubric

2

The response: •demonstratestheabilitytosynthesizeinformationfromthesourcesinordertogeneratekeycharacteristics


1

The response: •demonstratesalimitedabilitytosynthesizeinformationfromthesourcesinordertogeneratekeycharacteristics



Unit 2 61



3. Evaluate what the artifacts and monuments of past civilizations most reveal about the lives and beliefs of the people who designed and built them. Use information from the three texts and inferences based on that information to support your answer.

Evaluation Rubric

2

The response: •demonstratestheabilitytoevaluateinformationintextsinorder

to draw conclusions about past civilizations


1

The response: •demonstratesalimitedabilitytoevaluateinformationintextsin

order to draw conclusions about past civilizations


0A response receives no credit if it demonstrates no ability to evaluate information from the sources or includes no relevant details from the texts.

Argument

Unit 2

62 Unit 2

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Past Cultures



Sources1. The Emperor’s Silent Army, pp. 208–223

2. “The Taj Mahal,” pp. 228–229

3. Egypt, pp. 302–315

Be sure to read closely and take good notes. Your sources and notes will be the basis for writing your argumentative essay in the second half of this writing task.


After you have answered the questions, you will discuss your responses with a partner or within a small group. Your teacher will let you know when to begin the discussion part of this task.





• distinguish key details from unimportant information

Argument

Unit 2

Unit 2 63

Name

Evidence-Based Short Response Questions1. Use details from the texts to compare why the terra cotta soldiers, the Egyptian

pyramids, and the Taj Mahal were built.

2. Create a list of key characteristics that explain why the soldiers, the pyramids, and the Taj Mahal may be considered wonders of the ancient world. Cite specific text details to illustrate each characteristic.

3. Evaluate what the artifacts and monuments of past civilizations most reveal about the lives and beliefs of the people who designed and built them. Use information from the three texts and inferences based on that information to support your answer.


Argument

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64 Unit 2

Past Cultures: Writing Task – Argumentative Essay

Teacher Directions:

1. Provide Student Directions and Scoring Information (p. 66) Explain to students that they will now review their notes and sources, and plan, draft, and revise their argumentative essays. Although they may use their notes and sources, they must work alone. Students will be allowed to look back at the answers they wrote to the short response questions, but they are not allowed to make changes to those answers. Have students read the directions for the argumentative essay, and answer any task-related questions they may have. Students should be given paper on which to write their argumentative essays.


3. Scoring Information Use the scoring rubric on the next page to evaluate students’ argumentative essays.

4. Short Story Prompt Use what you have learned from reading The Emperor’s Silent Army, “The Taj Mahal,” and Egypt to write an argumentative essay. Make a claim about why it is important to learn about the artifacts and monuments of past cultures, and select details from all three texts to provide evidence for your claim. Be sure to follow the conventions of written English.

Argument

Unit 2

Unit 2 65


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Also Writing 1.a., Writing 1.b., Writing 10.)

Argument

Unit 2

4-Point Argument Writing Rubric

ScoreStatement of




Conventions

4

Opinion is clearly conveyed and well supported; argument is focused.





3

Opinion is clear, adequately supported; argument is generally focused.





2

Opinion is somewhat supported; lacks focus or includes unnecessary material.

Organization is inconsistent and flaws are apparent.


Ideas are unevenly conveyed, using overly-simplistic language; lacks domain-specific vocabulary.


1

Argument may be confusing, unfocused; opinion not sufficiently supported.





0 The response shows no evidence of the ability to construct a coherent argumentative essay using information from sources.

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66 Unit 2

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Past Cultures

Writing Task – Argumentative Essay

Student Directions:Your Assignment Now you will review your notes and sources, and plan, draft, and revise your argumentative essay. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers.

Argumentative Essay Prompt Use what you have learned from reading The Emperor’s Silent Army, “The Taj Mahal,” and Egypt to write an argumentative essay. Make a claim about why it is important to learn about the artifacts and monuments of past cultures, and select details from all three texts to provide evidence for your claim. Be sure to follow the conventions of written English.

Scoring Information Your argumentative essay will be assigned a score for

1. Focus – how well you state your claim on the topic and support it throughout the essay

2. Organization – how well you use reasons to support your claim and relevant evidence to support your reasons, demonstrating your understanding of the texts and topic

3. Elaboration – how well you use words, phrases, and clauses to clarify relationships between your claim and reasons as well as how clear and relevant your evidence is

4. Language and Vocabulary – how well you express your ideas using concrete language and maintain a formal style

5. Conventions – how well you follow the rules of grammar, usage, capitalization, punctuation, and spelling

Now begin work on your argumentative essay. Try to manage your time carefully so that you can

• plan your argumentative essay

• write your argumentative essay


Argument

Unit 2

Unit 2 67


Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Speaking/Listening 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Speaking/Listening 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Past Cultures: Writing Task – Argumentative Essay

Teacher Directions:

1. Publish Explain to students that publishing their writing is the last step in the writing process. If time permits, have students review one another’s compositions and incorporate any comments their classmates have. Offer students suggestions for how to publish their work, such as in a school newspaper, brochure, or blog post. Encourage students to use the Internet to share their work with others.

2. Present Students will now have the option to present their argumentative essays. Have students first summarize their claims and reasons and then debate or discuss them. Use the list below to offer students some tips on listening and speaking.



•Identifythespeaker’sargumentandclaims.

•Takenotesonkeyreasonsandevidenceusedtosupportthespeaker’sclaim(s).


•Presentideaslogically.

•Maintainappropriateeyecontact.

•Speakclearly,usingappropriatepaceandadequatevolume.



•Clarifyorfollowuponinformationpresented.

•Contributetothediscussionandexpandoneachother’sideas.

Argument

Unit 2

Unit 3 Challenges and ObstaclesWriting Focus: Informative/Explanatory

70 Unit 3 • Week 1 • Hatchet

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c., or its affiliates. All Rights Reserved.

Name Informative/Explanatory

Hatchet


Informative/Explanatory Paragraph

Student Prompt Reread pp. 342–349 of Hatchet, which describe how Brian builds a fire. List his attempts and make note of the realizations that Brian has after each unsuccessful attempt. Then write a one-paragraph explanation that describes the correct procedure for building a fire. Introduce the topic and develop your explanation using concrete details and Brian’s insights. Also, use precise language and key terms from the text to construct your explanation.

Hatchet • Unit 3 • Week 1 71


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).



Writing to Sources After students reread the passage, have them list each attempt that Brian makes in order. Help students draw the conclusion that Brian realizes something new and important about building a fire after each unsuccessful attempt. Before students begin writing, remind them to introduce the topic clearly and to use Brian’s insights as a basis for what steps to follow to correctly build a fire. Students should construct their explanations using concrete details, precise language, and key terms from Hatchet.


• introduce the topic clearly

• develop the topic with concrete details or other information and examples related to the topic

• use precise language and domain-specific vocabulary to inform about or explain the topic


Informative/Explanatory

Hatchet

Student Prompt, p. 70 Reread pp. 342–349 of Hatchet, which describe how Brian builds a fire. List his attempts and make note of the realizations that Brian has after each unsuccessful attempt. Then write a one-paragraph explanation that describes the correct procedure for building a fire. Introduce the topic and develop your explanation using concrete details and Brian’s insights. Also, use precise language and key terms from the text to construct your explanation.

72 Unit 3 • Week 1 • Hatchet

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Name

Student Prompt Look back at Hatchet and “Call of the Deep Wilds.” How are the survival skills that Brian uses in Hatchet different from the skills described in the expository text? How are they similar? Write a short essay to compare and contrast Brian’s experience of being alone in the woods with the information given in “Call of the Deep Wilds.” Carefully reread both texts to find facts, concrete details, and quotations to support your conclusions.

Connect the Texts

Informative/Explanatory Essay


Hatchet

Hatchet • Unit 3 • Week 1 73

Informative/Explanatory Writing Rubric

Score Focus OrganizationDevelopment of Evidence


Conventions

4

Main idea is clearly conveyed and well supported; response is focused.


Evidence is relevant and thorough; includes facts and details.



3

Main idea is clear, adequately supported; response is generally focused.





2

Main idea is somewhat supported; lacks focus or includes unnecessary material.





1Response may be confusing, unfocused; main idea insufficiently supported.





0 The response shows no evidence of the ability to construct a coherent explanatory essay using information from sources.


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Connect the Texts


Writing to Sources Discuss students’ understanding of the different survival skills described in Hatchet and “Call of the Deep Wilds.” Then have them carefully reread the story and the expository text to find specific facts and details about the topic. Have students consider how each text presents information about surviving in the wild. Students’ explanations should contain facts, concrete details, and quotations to support their conclusions.

Student Prompt, p. 72 Look back at Hatchet and “Call of the Deep Wilds.” How are the survival skills that Brian uses in Hatchet different from the skills described in the expository text? How are they similar? Write a short essay to compare and contrast Brian’s experience of being alone in the woods with the information given in “Call of the Deep Wilds.” Carefully reread both texts to find facts, concrete details, and quotations to support your conclusions.


Hatchet

74 Unit 3 • Week 2 • When Marian Sang

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When Marian Sang



Student Prompt Reread the passage on pp. 372–379 that describes Marian’s training and career as a singer. Write a paragraph that focuses on how Marian responded to racial prejudice. Introduce the topic and develop it with key facts, concrete details, and other information and examples from the text. In your explanation, use words, phrases, and clauses to link ideas about the power of music and overcoming prejudice.

When Marian Sang • Unit 3 • Week 2 75


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).



Writing to Sources After students reread the passage, have them identify specific examples of how Marian responded to racial prejudice. Before students begin writing, point out that Marian never gave up her dream of becoming a professional singer, even when prejudice made it difficult. Remind students that their paragraphs should include facts, concrete details, and other information and examples from When Marian Sang. Their explanations should also include words, phrases, and clauses to link ideas about the power of music and overcoming prejudice.


• introduce the topic and provide a general observation and focus

• develop the topic with facts, concrete details, or other information and examples related to the topic

• link ideas within and across categories of information using words, phrases, and clauses



When Marian Sang

Student Prompt, p. 74 Reread the passage on pp. 372–379 that describes Marian’s training and career as a singer. Write a paragraph that focuses on how Marian responded to racial prejudice. Introduce the topic and develop it with key facts, concrete details, and other information and examples from the text. In your explanation, use words, phrases, and clauses to link ideas about the power of music and overcoming prejudice.

76 Unit 3 • Week 2 • When Marian Sang

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Name

Student Prompt Look back at When Marian Sang and “The Lincoln Memorial.” Write a short essay that describes the historical significance of Marian’s concert at the Lincoln Memorial. Why is it important that the concert took place there? Carefully reread both texts to find facts, concrete details, and quotations to support your conclusions. Use precise language to clarify the connection between the concert and the ideals that the Lincoln Memorial represents.

Connect the Texts



When Marian Sang

When Marian Sang • Unit 3 • Week 2 77




Conventions

4






3






2














Connect the Texts


Writing to Sources Discuss students’ views about Marian’s concert at the Lincoln Memorial. Then have them carefully reread When Marian Sang and “The Lincoln Memorial” to find specific facts, concrete details, and quotations to support their conclusions about why this concert and its location were so significant. Students’ paragraphs should also include precise language to clarify the connection between the concert and the ideals that the Lincoln Memorial represents.

Student Prompt, p. 76 Look back at When Marian Sang and “The Lincoln Memorial.” Write a short essay that describes the historical significance of Marian’s concert at the Lincoln Memorial. Why is it important that the concert took place there? Carefully reread both texts to find facts, concrete details, and quotations to support your conclusions. Use precise language to clarify the connection between the concert and the ideals that the Lincoln Memorial represents.


When Marian Sang

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78 Unit 3 • Week 3 • Learning to Swim


Learning to Swim



Student Prompt Reread the passage on pp. 402–408 that describes Kyoko’s experience at the Sea of Japan. Write a paragraph explaining how facing danger eventually gave Kyoko confidence in her swimming ability. Provide a general observation about the topic, and develop your observation with concrete details and quotations from Learning to Swim. Use precise language and key swimming terms from the text to construct your explanation.

Learning to Swim • Unit 3 • Week 3 79


Learning to Swim



Student Prompt, p. 78 Reread the passage on pp. 402–408 that describes Kyoko’s experience at the Sea of Japan. Write a paragraph explaining how facing danger eventually gave Kyoko confidence in her swimming ability. Provide a general observation about the topic, and develop your observation with concrete details and quotations from Learning to Swim. Use precise language and key swimming terms from the text to construct your explanation.



Writing to Sources After students reread the passage, have them identify key events from Kyoko’s experience at the Sea of Japan. Remind students to provide a general observation about the topic. Also remind them to find concrete details and quotations from Learning to Swim to support their explanations of how facing danger eventually gave Kyoko confidence in her swimming ability. Students should also include precise language and key swimming terms, such as breaststroke and treading, in their explanations.


• provide a general observation

• develop the observation with concrete details and quotations related to the topic

• use precise language and domain-specific vocabulary to inform about or explain the topic


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80 Unit 3 • Week 3 • Learning to Swim


Learning to Swim

Connect the Texts


Student Prompt Look back at Learning to Swim and “Staying Safe in the Water.” What information appears in both texts? Write a short essay to compare and contrast the information you learned from the autobiography and the information featured in the Internet search on water safety. Carefully reread both texts to find facts, concrete details, and quotations to support your explanation.

Learning to Swim • Unit 3 • Week 3 81


Learning to Swim



Connect the Texts


Writing to Sources Discuss students’ understanding of water safety as described in both Learning to Swim and “Staying Safe in the Water.” Then have them carefully reread the autobiography and the Internet search results to evaluate how each text presents information about water safety. Students’ explanations should include facts, concrete details, and quotations to support their conclusions.

Student Prompt, p. 80 Look back at Learning to Swim and “Staying Safe in the Water.” What information appears in both texts? Write a short essay to compare and contrast the information you learned from the autobiography and the information featured in the Internet search on water safety. Carefully reread both texts to find facts, concrete details, and quotations to support your explanation.




Conventions

4






3






2












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82 Unit 3 • Week 4 • Juan Verdades


Juan Verdades



Student Prompt Reread the passage on pp. 434–439 that describes the test of Juan Verdades’s honesty. Write a paragraph explaining how Juan handles this test. Introduce the topic, and develop it with concrete details, quotations, and other information and examples from Juan Verdades. Also, use clear words and phrases to link ideas about honesty, lying, and the fruit of el manzano real to inform your explanation.

Juan Verdades • Unit 3 • Week 4 83


Juan Verdades



Student Prompt, p. 82 Reread the passage on pp. 434–439 that describes the test of Juan Verdades’s honesty. Write a paragraph explaining how Juan handles this test. Introduce the topic, and develop it with concrete details, quotations, and other information and examples from Juan Verdades. Also, use clear words and phrases to link ideas about honesty, lying, and the fruit of el manzano real to inform your explanation.



Writing to Sources After students reread the passage, have them identify key events from Juan Verdades’s test of honesty. Before students begin writing, point out that this moment determines the fate of Juan’s reputation, his relationship with Araceli, and the ranches of don Arturo and don Ignacio. Remind students to introduce the topic, and to find concrete details, quotations, and other information and examples from Juan Verdades to support their explanations. Students’ explanations should also include clear words and phrases to link key ideas from the text.



• develop the topic with concrete details, quotations, or other information and examples related to the topic

• link ideas within and across categories of information using words and phrases


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84 Unit 3 • Week 4 • Juan Verdades


Juan Verdades

Connect the Texts


Student Prompt Look back at Juan Verdades and “Fox and Little Goat.” How does each text express ideas about honesty and lying? Write a short essay using precise language to compare and contrast how the folk tale and fable address these ideas. Carefully reread both texts to find concrete details, quotations, and examples to support your explanation.

Juan Verdades • Unit 3 • Week 4 85


Juan Verdades



Connect the Texts


Writing to Sources Discuss students’ understanding of honesty and lying as described in Juan Verdades and “Fox and Little Goat.” Then have them carefully reread the folk tale and the fable to evaluate how each text explores these key ideas. Students’ essays should use precise language to compare and contrast the two texts and should include concrete details, quotations, and examples to support their explanations.

Student Prompt, p. 84 Look back at Juan Verdades and “Fox and Little Goat.” How does each text express ideas about honesty and lying? Write a short essay using precise language to compare and contrast how the folk tale and fable address these ideas. Carefully reread both texts to find concrete details, quotations, and examples to support your explanation.




Conventions

4






3






2












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86 Unit 3 • Week 5 • Morning Traffic


Morning Traffic



Student Prompt Reread the passage on pp. 462–468 that illustrates the growing chaos, or disorder, in the Reyeses’ apartment. Write a paragraph explaining how dialogue helps to create chaos in this part of the play. Introduce the topic and develop it with concrete details, quotations, and stage directions from Morning Traffic. Also, use precise language to develop your explanation.

Morning Traffic • Unit 3 • Week 5 87


Morning Traffic



Student Prompt, p. 86 Reread the passage on pp. 462–468 that illustrates the growing chaos, or disorder, in the Reyeses’ apartment. Write a paragraph explaining how dialogue helps to create chaos in this part of the play. Introduce the topic and develop it with concrete details, quotations, and stage directions from Morning Traffic. Also, use precise language to develop your explanation.



Writing to Sources After students reread the passage, have them identify key moments that create extra chaos, or disorder, in the Reyeses’ apartment. Before students begin writing, point out that this part of the play eventually leads to David’s outburst. Remind students to find concrete details, quotations, and stage directions from Morning Traffic to support their explanations of how the play’s dialogue creates chaos. Students should also use precise language to develop their explanations.



• develop the topic with concrete details, quotations, or other information and examples related to the topic

• use precise language to explain the topic


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88 Unit 3 • Week 5 • Morning Traffic


Morning Traffic

Connect the Texts


Student Prompt Look back at Morning Traffic and “Chess — More Than a Game.” Write a short essay that uses both texts to compare and contrast the different reasons that people have for learning how to play chess. Use precise language and chess vocabulary. Carefully reread the drama and the personal essay to find concrete details and quotations to support your essay.

Morning Traffic • Unit 3 • Week 5 89


Morning Traffic


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Connect the Texts


Writing to Sources Discuss students’ understanding of the game of chess as described in both Morning Traffic and “Chess — More Than a Game.” Then have them carefully reread the drama and the personal essay to find concrete details and quotations to support their compare-contrast essays. Students’ essays should also include precise language and domain-specific vocabulary, such as pawns and strategies, to clarify their explanations.

Student Prompt, p. 88 Look back at Morning Traffic and “Chess — More Than a Game.” Write a short essay that uses both texts to compare and contrast the different reasons that people have for learning how to play chess. Use precise language and chess vocabulary. Carefully reread the drama and the personal essay to find concrete details and quotations to support your essay.




Conventions

4






3






2












90 Unit 3

Academic Vocabulary


Unit 3

ELL

Introduce Genre Write compare and contrast on the board. Explain that to compare is to look closely at two or more things and note the ways in which they are similar. To contrast is to note the differences between two or more things.

A compare-contrast essay is a short written composition in which the writer compares two or more things by telling how they are alike and contrasts them by telling how they are different.

Responding to Challenges

Informative/Explanatory Compare-Contrast Essay

In this unit, students have read examples of informative/explanatory writing and have had the opportunity to write in this mode. Remind students of texts and writing tasks (such as Write Like a Reporter and Connect the Texts) in which they have encountered and practiced informative/explanatory writing.

Key Features of an Informative/Explanatory Compare-Contrast Essay

•focusesonexplainingandanalyzinghowtwoormoreitemsare alike and different

•presentsrelatedinformationlogically

•developsthetopicwithfacts,details,andotherrelevantinformation

•usesappropriatetransitionstoclarifysimilaritiesanddifferences

•usespreciselanguage,domain-specificvocabulary,andaformal style

•containsanintroduction,body,andconclusion





Part 2: Students will work individually to plan, write, and revise theirowninformative/explanatorycompare-contrastessay.

Scorable Products: evidence-basedshortresponses,informative/explanatorycompare-contrastessay

Prove It!


Unit 3 91


Unit 3


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. (Also Writing 2.a., Writing 2.b., Writing 2.c., Writing 2.d., Writing 2.e., Writing 2.f.)

Responding to Challenges: Writing Task – Short Response

Teacher Directions:


1. Hatchet, pp. 336–349

2. When Marian Sang, pp. 366–379

3. Learning to Swim, pp. 396–409

Explain to students that they will need to draw evidence and support from the texts above in order to answer evidence-based short response questions and to write an informative/explanatory compare-contrast essay. Students should take notes and categorize information as they closely reread the texts. Students should be given paper or a relevant graphic organizer from the TR DVD for note-taking.



4. Facilitate Collaboration After students have completed their written responses to the evidence-based short response questions, assign partners and have them discuss their responses. Have one partner read his or her response and the other partner add detail by making comments that relate directly to the text under discussion. Then have partners switch roles.

92 Unit 3


Unit 3

Scoring Information


1. Identify the challenges faced by Brian, Marian, and Kyoko and describe how each one responded to that challenge. Support your answer with details from the texts.

Analysis Rubric

2

The response: •demonstratestheabilitytoanalyzeevents,characters,and

characters’ behaviors among the texts


1

The response: •demonstratesalimitedabilitytoanalyzeevents,characters,and

characters’ behaviors among the texts


0Aresponsereceivesnocreditifitdemonstratesnoabilitytoanalyzeevents, characters, and characters’ behaviors among the texts or includes no relevant details from the texts.

2. Based on the actions of Brian, Marian, and Kyoko, propose a three-step plan for successfully facing a challenge. Cite details or quotations from each text to support your answer.

Synthesis Rubric

2

The response: •demonstratestheabilitytosynthesizeinformationfromthesources

in order to create a plan


1


sources in order to create a plan



Unit 3 93


Unit 3



3. Assess how well Brian, Marian, and Kyoko did in facing challenges. Who did the best job overcoming his or her challenge? Cite evidence from the texts to support your evaluation.

Evaluation Rubric

2

The response: •demonstratestheabilitytoevaluateinformationintextsinorderto

assess characters


1


order to assess characters



94 Unit 3

NameInformative/Explanatory

Unit 3

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Student Directions: Your Assignment You will reread several selections from Unit 3 and take notes on these sources. Then you will answer three questions about these materials. You may refer to your notes or to any of the sources as often as you like.

Sources1. Hatchet, pp. 336–349

2. When Marian Sang, pp. 366–379

3. Learning to Swim, pp. 396–409

Be sure to read closely and take good notes. Your sources and notes will be the basis for writing your own essay in the second half of this writing task.

Evidenced-Based Short Response Questions Answer the short response questions on the lines provided below each question. Your answers to these questions will be scored. Be sure to base your answers on the sources you have just read. Remember that you may refer back to your notes or to any of the sources.


Scoring Information Your responses will be scored based on how you demonstrate your ability to:


• analyze and synthesize information from the texts

• evaluate who best overcame their challenge

• include specific details that clearly reference the sources

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Evidence-Based Short Response Questions1. Identify the challenges faced by Brian, Marian, and Kyoko and describe how each

one responded to that challenge. Support your answer with details from the texts.

2. Based on the actions of Brian, Marian, and Kyoko, propose a three-step plan for successfully facing a challenge. Cite details or quotations from each text to support your answer.

3. Assess how well Brian, Marian, and Kyoko did in facing challenges. Who did the best job overcoming his or her challenge? Cite evidence from the texts to support your evaluation.


96 Unit 3


Unit 3

Responding to Challenges: Writing Task – Essay

Teacher Directions:

1. Provide Student Directions and Scoring Information (p. 98) Explain to students that they will now review their notes and sources, and plan, draft, and revise their informative/explanatory compare-contrast essays. Although they may use their notes and sources, they must work alone. Students will be allowed to look back at the answers they wrote to the short responses, but they are not allowed to make changes to those answers. Have students read the directions for the essay and answer any task-related questions they may have. Students should be given paper on which to write their compare-contrast essays.

2. Initiate the Writing Task If you are timing this part of the task, you may wish to suggest approximate times for students to begin writing and revising. If students wish to continue writing rather than revising, allow them to do so. Alert students when 5 minutes remain.

3. Scoring Information Use the scoring rubric on the next page to evaluate students’ compare-contrast essays.

4. Essay Prompt Use what you have learned from reading Hatchet, When Marian Sang, and Learning to Swim to write an essay that compares and contrasts how Brian, Marian, and Kyoko each responded to a challenge. How did they solve their problems in similar and different ways? Develop your essay by providing textual evidence from all three texts. Be sure to follow the conventions of written English.

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Unit 3


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Also Writing 2.a., Writing 2.b., Writing 10.)

4-Point Informative/Explanatory Writing Rubric



Conventions

4

The compare-contrast essay clearly states similarities and differences, and remains focused.

The compare-contrast essay has a clear and effective structure creating unity and completeness.

The compare-contrast essay provides thorough and convincing evidence that includes details and quotations.

The compare-contrast essay clearly and effectively expresses ideas, using precise language.

The compare-contrast essay demonstrates a strong command of conventions.

3

The compare-contrast essay adequately states similarities and differences, and generally remains focused.

The compare-contrast essay has an evident structure, though there may be minor flaws and some ideas may be loosely connected.

The compare-contrast essay provides adequate evidence that includes details and quotations.

The compare-contrast essay adequately expresses ideas, using both precise and more general language.

The compare-contrast essay demonstrates an adequate command of conventions.

2

The compare-contrast essay is somewhat sustained with some extraneous material or a minor drift in focus.

The compare-contrast essay has an inconsistent structure, and flaws are evident.

The compare-contrast essay provides cursory evidence that includes partial use of details and quotations.

The compare-contrast essay expresses ideas unevenly, using simplistic language.

The compare-contrast essay demonstrates a partial command of conventions.

1

The compare-contrast essay may be confusing, unfocused, or not sufficiently sustained.

The compare-contrast essay has little or no discernible structure.

The compare-contrast essay provides minimal evidence and few details and quotations.

The compare-contrast essay’s expression of ideas is vague, lacks clarity, or is confusing.

The compare-contrast essay demonstrates a lack of command of conventions.

0 The response shows no evidence of the ability to construct a coherent compare-contrast essay using information from sources.

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98 Unit 3


Unit 3

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Writing Task – Essay

Student Directions:Your Assignment Now you will review your notes and sources, and plan, draft, and revise your informative/explanatory compare-contrast essay. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers.

Essay Prompt Use what you have learned from reading Hatchet, When Marian Sang, and Learning to Swim to write an essay that compares and contrasts how Brian, Marian, and Kyoko each responded to a challenge. How did they solve their problems in similar and different ways? Develop your essay by providing textual evidence from all three texts. Be sure to follow the conventions of written English.

Scoring Information Your informative/explanatory compare-contrast essay will be assigned a score for

1. Focus – how clearly you use the strategy of comparison/contrast to convey ideas

2. Organization – how well your ideas flow logically from introduction to conclusion, using transitions to signal and connect similarities and differences

3. Elaboration – how effectively you develop the topic with relevant text evidence

4. Language and Vocabulary – how well you use precise language, vocabulary, and a formal style

5. Conventions – how well you follow the rules of grammar, usage, punctuation, capitalization, and spelling

Now begin work on your informative/explanatory essay. Try to manage your time carefully so that you can

• plan your compare-contrast essay

• write your compare-contrast essay


Unit 3 99


Unit 3


Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Speaking/Listening 1.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Speaking/Listening 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Responding to Challenges: Writing Task – Essay

Teacher Directions:

1. Publish Explain to students that publishing their writing is the last step in the writing process. If time permits, have students review one another’s compositions and incorporate any comments their classmates have. Discuss different ways technology can be used to produce and publish writing, including using software to prepare a multimedia presentation or poster. Encourage students to use the Internet to share their work with others, such as on a classroom wiki.

2. Present Students will now have the option to present their informative/explanatory compare-contrast essays. Have students read their essays in front of the class and then lead a question-answer session. Use the list below to offer students some tips on listening and speaking.



•Focusonandjotdownnotesaboutsimilaritiesanddifferences.


•Maintaingoodeyecontact.

•Speakatanappropriatepaceandwithadequatevolume.

•Useyourvoiceandbodylanguagetoemphasizemainideas.




•Demonstrateunderstandingofothers’perspectivesthroughparaphrasing.

Unit 4 Explorers, Pioneers, and DiscoverersWriting Focus: Narrative

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102 Unit 4 • Week 1 • Into the Ice

Name


Narrative Paragraph

Student Prompt Reread the three paragraphs on pp. 33–34 that describe Peary’s early Arctic explorations. Use details from the text to write a one-paragraph narrative retelling Peary’s story in first person from the perspective of either Peary’s wife or a Polar Inuit. Establish the situation in the story and organize the events logically. Use dialogue and description to show how your character responds to the situations in your narrative.

Narrative

Into the Ice

Into the Ice • Unit 4 • Week 1 103



Student Prompt, p. 102 Reread the three paragraphs on pp. 33–34 that describe Peary’s early Arctic explorations. Use details from the text to write a one-paragraph narrative retelling Peary’s story in first person from the perspective of either Peary’s wife or a Polar Inuit. Establish the situation in the story and organize the events logically. Use dialogue and description to show how your character responds to the situations in your narrative.


Narrative Paragraph

Writing to Sources After students reread the paragraphs from Into the Ice, have them identify relevant details about Peary’s personality and early explorations. Before students begin writing, tell them to write their narratives in first person, using I instead of he or she. Remind students that their stories should clearly establish a situation and present events that unfold naturally. The stories should also use the narrative techniques of dialogue and description to convey information about the character’s responses to situations in the narrative.


• orient the reader by establishing a situation


• use narrative techniques such as dialogue and description to show the responses of characters to situations


Narrative

Into the Ice

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104 Unit 4 • Week 1 • Into the Ice

Name

Connect the Texts

Alternate History Narrative

Student Prompt Reread pp. 32–33 of Into the Ice and the article “How to Survive in Antarctica.” Then write a short alternate history narrative in which Salomon Andrée describes how his team used practical survival techniques to live through the Arctic winter. Use first-person point of view and descriptive details from both texts in your narrative.

Narrative

Into the Ice

Into the Ice • Unit 4 • Week 1 105



Student Prompt, p. 104 Reread pp. 32–33 of Into the Ice and the article “How to Survive in Antarctica.” Then write a short alternate history narrative in which Salomon Andrée describes how his team used practical survival techniques to live through the Arctic winter. Use first-person point of view and descriptive details from both texts in your narrative.

Connect the Texts

Alternate History Narrative

Writing to Sources After students have reread pp. 32–33 of Into the Ice, ask students to discuss why Salomon Andrée and his companions did not survive the Arctic winter. Then have students scan “How to Survive in Antarctica” and identify skills that could have helped Andrée survive. Guide students to include these skills and other evidence from both texts in their narratives.

Narrative

Into the Ice




Conventions

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106 Unit 4 • Week 2 • The Chimpanzees I Love

Name


Narrative Paragraph

Student Prompt Reread “Protecting the Chimpanzees” on pp. 65–68 and retell the reasons that chimpanzees are disappearing from the great Congo basin. Then write a one-paragraph story about someone working to protect chimpanzees and their habitat. Introduce the narrator, other characters, and setting. Next, organize a sequence of events to help the plot unfold naturally. Include dialogue and descriptive details from the text to develop experiences and events in your narrative.

Narrative

The Chimpanzees I Love

The Chimpanzees I Love • Unit 4 • Week 2 107



Student Prompt, p. 106 Reread “Protecting the Chimpanzees” on pp. 65–68 and retell the reasons that chimpanzees are disappearing from the great Congo basin. Then write a one-paragraph story about someone working to protect chimpanzees and their habitat. Introduce the narrator, other characters, and setting. Next, organize a sequence of events to help the plot unfold naturally. Include dialogue and descriptive details from the text to develop experiences and events in your narrative.


Narrative Paragraph

Writing to Sources After students reread “Protecting the Chimpanzees” and retell the reasons that chimpanzees are disappearing, have them identify details from the section to include in their narratives. Before students begin writing, remind them to introduce the narrator, characters, and setting. In their narratives, students should organize the events so that the plot will unfold naturally. Students’ stories should also include the narrative techniques of dialogue and description to develop experiences and events in their narratives.




• use narrative techniques such as dialogue and description to develop experiences and events


Narrative


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108 Unit 4 • Week 2 • The Chimpanzees I Love

Name

Connect the Texts

Narrative News Story

Student Prompt Compare and contrast how The Chimpanzees I Love and “‘Going Ape’ over Language” describe human-primate communication. Write a brief, fictional news story about a primate that uses American Sign Language or technology to communicate with humans. Clarify the sequence of events by establishing the situation and including transitional words such as first and next. Also include appropriate description and sensory details in your narrative based on evidence from the texts.

Narrative


The Chimpanzees I Love • Unit 4 • Week 2 109



Student Prompt, p. 108 Compare and contrast how The Chimpanzees I Love and “‘Going Ape’ over Language” describe human-primate communication. Write a brief, fictional news story about a primate that uses American Sign Language or technology to communicate with humans. Clarify the sequence of events by establishing the situation and including transitional words such as first and next. Also include appropriate description and sensory details in your narrative based on evidence from the texts.

Connect the Texts

Narrative News Story

Writing to Sources Discuss with students how human-primate communication is described in The Chimpanzees I Love and “‘Going Ape’ over Language.” Have students identify details from each text to include in their fictional news stories. Remind them that their narratives should establish a situation and include transitional words to clarify the sequence of events. Students’ narratives should also include sensory details to convey experiences and events.

Narrative





Conventions

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110 Unit 4 • Week 3 • Black Frontiers

Name


Narrative Paragraph

Student Prompt Reread pp. 94–97 of Black Frontiers and retell the sequence of events that brought the Exodusters to Kansas. Then write a one-paragraph letter from a fictional settler describing the experience of moving from the Old South to Kansas. Introduce the narrator and manage the sequence of events by using transitional words and phrases such as first, next, and after that. Include sensory details from the text to convey experiences and events in your narrative.

Narrative

Black Frontiers

Black Frontiers • Unit 4 • Week 3 111



Student Prompt, p. 110 Reread pp. 94–97 of Black Frontiers and retell the sequence of events that brought the Exodusters to Kansas. Then write a one-paragraph letter from a fictional settler describing the experience of moving from the Old South to Kansas. Introduce the narrator and manage the sequence of events by using transitional words and phrases such as first, next, and after that. Include sensory details from the text to convey experiences and events in your narrative.


Narrative Paragraph

Writing to Sources After students reread pp. 94–97, guide them in retelling the sequence of events that brought the Exodusters to Kansas. Then have them scan Black Frontiers to find relevant descriptions to include in their letters. Before students begin writing, remind them that their letters should clearly introduce the narrator and be written from a fictional settler’s point of view. Students’ narratives should also include a variety of transitional words and phrases and appropriate sensory details from the text.



• organize an event sequence that uses a variety of transitional words and phrases, such as first, next, and after that, to manage the sequence of events

• use sensory details from the text to convey experiences and events


Narrative

Black Frontiers

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112 Unit 4 • Week 3 • Black Frontiers

Name

Connect the Texts

Narrative Dialogue

Student Prompt Look back at Black Frontiers, “The Dream Keeper,” “Youth,” and “Dreams.” What message do you think Langston Hughes was trying to convey through his poems? Retell this message and use your ideas to write a short conversation, or dialogue, between Hughes and one of the pioneers from Black Frontiers. Remember to include details from both texts in your narrative.

Narrative

Black Frontiers

Black Frontiers • Unit 4 • Week 3 113



Student Prompt, p. 112 Look back at Black Frontiers, “The Dream Keeper,” “Youth,” and “Dreams.” What message do you think Langston Hughes was trying to convey through his poems? Retell this message and use your ideas to write a short conversation, or dialogue, between Hughes and one of the pioneers from Black Frontiers. Remember to include details from both texts in your narrative.

Connect the Texts

Narrative Dialogue

Writing to Sources Guide students in identifying the message of Hughes’s poems from pp. 106–107 and retelling this message in their own words. Then have them select a pioneer from Black Frontiers and consider what the poet and the pioneer might discuss if they had a conversation, or dialogue. Remind students to use relevant descriptive details from both texts in their narratives.

Narrative

Black Frontiers




Conventions

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114 Unit 4 • Week 4 • Deep-Sea Danger

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Narrative Paragraph

Student Prompt Reread pp. 124–128 and retell the event sequence of the crew’s encounter with the squid. Then write a one-paragraph narrative that describes these events from one crewmember’s perspective. Introduce the narrator and use transitions such as first and next to organize the sequence of events. Include dialogue from the text to show the character’s responses. Also include sensory details to convey the experiences and events in your narrative.

Narrative

Deep-Sea Danger

Deep-Sea Danger • Unit 4 • Week 4 115



Student Prompt, p. 114 Reread pp. 124–128 and retell the event sequence of the crew’s encounter with the squid. Then write a one-paragraph narrative that describes these events from one crewmember’s perspective. Introduce the narrator and use transitions such as first and next to organize the sequence of events. Include dialogue from the text to show the character’s responses. Also include sensory details to convey the experiences and events in your narrative.


Narrative Paragraph

Writing to Sources After students reread pp. 124–128 from Deep-Sea Danger, guide them in retelling the event sequence of the crew’s encounter with the giant squid. Before students begin writing, remind them that their narratives should describe events from one crewmember’s perspective. Students’ narratives should introduce the narrator and use transition words to organize the events. Narratives should also include dialogue from the text and sensory details to convey the narrator’s experiences.



• organize an event sequence that uses a variety of transitional words, such as first and next, to manage the sequence of events

• use dialogue and sensory details to convey experiences and events


Narrative

Deep-Sea Danger

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116 Unit 4 • Week 4 • Deep-Sea Danger

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Connect the Texts

Narrative Script

Student Prompt Reread Deep-Sea Danger and “Deep-Sea Explorer.” Compare and contrast how the texts describe deep-sea exploration. Then, use details about characters from the drama and biographical information from the online reference source to write a short fictional script about Dr. Earle. Introduce her as a character, and include dialogue and a description of the setting in your narrative.

Narrative

Deep-Sea Danger

Deep-Sea Danger • Unit 4 • Week 4 117



Student Prompt, p. 116 Reread Deep-Sea Danger and “Deep-Sea Explorer.” Compare and contrast how the texts describe deep-sea exploration. Then, use details about characters from the drama and biographical information from the online reference source to write a short fictional script about Dr. Earle. Introduce her as a character, and include dialogue and a description of the setting in your narrative.

Connect the Texts

Narrative Script

Writing to Sources Discuss with students how Deep-Sea Danger and “Deep-Sea Explorer” present information about deep-sea exploration. Students should make note of the characters, plot, and descriptions in the drama, and of the biographical details about Sylvia Earle in the online reference source. Have them use each of these elements to write fictional scripts, and remind them to include dialogue and a description of the setting in their narratives.

Narrative

Deep-Sea Danger




Conventions

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118 Unit 4 • Week 5 • Inventing the Future

Name


Narrative Paragraph

Student Prompt Reread p. 158 from Inventing the Future and retell the sequence of events. Then, write a fictional, one-paragraph account of Edison’s phonograph demonstration from the perspective of one of the editors of Scientific American. Introduce your narrator and use transitional words such as first and then to show the sequence of events. Include sensory details from the text to convey the editor’s experiences in your narrative.

Narrative

Inventing the Future

Inventing the Future • Unit 4 • Week 5 119



Student Prompt, p. 118 Reread p. 158 from Inventing the Future and retell the sequence of events. Then, write a fictional, one-paragraph account of Edison’s phonograph demonstration from the perspective of one of the editors of Scientific American. Introduce your narrator and use transitional words such as first and then to show the sequence of events. Include sensory details from the text to convey the editor’s experiences in your narrative.


Narrative Paragraph

Writing to Sources After students reread p. 158 from Inventing the Future and retell the sequence of events, have them scan the text to find relevant descriptions to include in their fictional accounts. Before students begin writing, remind them to write from the perspective of one of the Scientific American editors. Tell them to write in the first person, using I instead of he or she. Students’ narratives should introduce the narrator, contain transitional words, and include appropriate sensory details from the text.



• organize an event sequence that uses a variety of transitional words, such as first and then, to manage the sequence of events

• use sensory details to convey experiences and events


Narrative


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120 Unit 4 • Week 5 • Inventing the Future

Name

Connect the Texts

Narrative Dialogue

Student Prompt Look back at Inventing the Future and “Garrett Augustus Morgan.” Compare and contrast the two biographies, noting the structure and sequence of events presented in each one. Then write a fictional dialogue, or conversation, between Edison and Morgan in which they discuss a particular invention. In your narrative, include descriptions and sensory details from each biography to engage your readers.

Narrative


Inventing the Future • Unit 4 • Week 5 121



Student Prompt, p. 120 Look back at Inventing the Future and “Garrett Augustus Morgan.” Compare and contrast the two biographies, noting the structure and sequence of events presented in each one. Then write a fictional dialogue, or conversation, between Edison and Morgan in which they discuss a particular invention. In your narrative, include descriptions and sensory details from each biography to engage your readers.

Connect the Texts

Narrative Dialogue

Writing to Sources Discuss Inventing the Future and “Garrett Augustus Morgan” with students. Focus the discussion on the similarities and differences in the structures and event sequences of the two biographies. Before students begin writing, have them scan the texts to find relevant details to include in their fictional dialogues, or conversations. Remind students that their narratives should focus on a particular invention and include sensory details from both texts.

Narrative





Conventions

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122 Unit 4

Narrative

Unit 4Prove It!

Narrative Biography

A biography is a written account of another person’s life.

Introduce Genre Write biography on the board. Point out that a biography is a type of narrative based on a real person and his or her life, written by someone else.

Academic Vocabulary

ELL

New Frontiers

Narrative Biography

In this unit, students have read examples of narrative writing, including a biography, and have had the opportunity to write in this mode. Remind students of texts and writing tasks (such as Write Like a Reporter and Connect the Texts) in which they have encountered and practiced narrative writing.

Key Features of a Biography

•establishesacontextandintroducesthenarratorand characters

•organizeseventslogically

•includestechniques,suchaspacinganddescription,todevelop characters and experiences

•usestransitionwords,phrases,andclausestoshowsequenceandtimeshifts

•usespreciselanguage,descriptivedetails,andsensorydetails to convey experiences

•providesaconclusiondevelopedfromthenarratedexperiences



New Frontiers

Part 1: Students will reread and take notes on the selected sources.Theywillthenrespondtoseveralquestionsaboutthesesources and discuss their written responses with partners or in small groups.

Part 2: Students will work individually to plan, write, and revise their own biography.

Scorable Products: evidence-based short responses, a biography

Unit 4 123

Narrative

Unit 4


Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Also Writing 3.a., Writing 3.b., Writing 3.c., Writing 3.d., Writing 3.e.)

New Frontiers: Writing Task – Short Response

Teacher Directions:


1. Into the Ice: The Story of Arctic Exploration, pp. 26–39

2. The Chimpanzees I Love: Saving Their World and Ours, pp. 56–69

3. Inventing the Future: A Photobiography of Thomas Alva Edison, pp. 148–165

Explain to students that they will need to draw evidence and support from the texts above in order to answer evidence-based short response questions and to write a biography. Students should take notes and categorize information as they closely reread the texts. Students should be given paper or a relevant graphic organizer from the TR DVD for note-taking.



4. Facilitate Collaboration After students have completed their written responses to the evidence-based short response questions, assign partners or small groups and have them discuss their responses. If students struggle to work together productively, provide them with tips and strategies for building on others’ ideas and expressing their own clearly.

124 Unit 4

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Scoring Information


1. Compare the challenges in each text and how the characters respond to these challenges. What main technique do the authors of the texts use to develop the characters?

Analysis Rubric

2

The response: •givessufficientevidenceoftheabilitytoanalyzesimilaritiesand



1

The response: •giveslimitedevidenceoftheabilitytoanalyzesimilaritiesand



0Aresponsegetsnocreditifitprovidesnoevidenceoftheabilitytoanalyzesimilaritiesanddifferencesamongthetextsorincludesnorelevant details from the texts.

2.WhatpersonalitytraitsdotheArcticexplorers,JaneGoodall,andThomasEdisonsharethathelpthemachievetheirgoals?Whichcharacterizationtechnique—orcombinationoftechniques—dotheauthorsusetorevealthesetraits?Includedetailsfromthetextstosupportyouranswer.

Synthesis Rubric

2

The response: •givessufficientevidenceoftheabilitytosynthesizeinformation

from the sources in order to draw an overall conclusion


1

The response: •giveslimitedevidenceoftheabilitytosynthesizeinformationfrom

the sources in order to draw an overall conclusion


0Aresponsegetsnocreditifitprovidesnoevidenceoftheabilitytosynthesizeandanalyzeinformationfromthesourcesorincludesnorelevant details from the texts.

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Unit 4



3. In narrative nonfiction, authors use characterization techniques to help readers connect to the character or person they are writing about. Evaluate which character in the three texts—Fridtjof Nansen, Robert Peary, Jane Goodall, or Thomas Edison—is the most fully developed through these characterization techniques. Include details from the three texts to support your evaluation.

Evaluation Rubric

2

The response: •givessufficientevidenceoftheabilitytoevaluatethecharacter

development in narrative nonfiction


1

The response: •giveslimitedevidenceoftheabilitytoevaluatethecharacter

development in narrative nonfiction


0A response gets no credit if it provides no evidence of the ability to evaluate information from the sources or includes no relevant details from the texts.

126 Unit 4

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Unit 4

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New Frontiers



Sources1. Into the Ice: The Story of Arctic Exploration, pp. 26–39

2. The Chimpanzees I Love: Saving Their World and Ours, pp. 56–69

3. Inventing the Future: A Photobiography of Thomas Alva Edison, pp. 148–165

Be sure to read closely and take good notes. Your sources and notes will be the basis for writing your own biography in the second half of this writing task.


After you have answered the questions, you will discuss your responses with a partner or within a small group. Your teacher will let you know when to begin the discussion part of this task.





• distinguish key details and support from irrelevant details

Unit 4 127

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Unit 4

Evidence-Based Short Response Questions1. Compare the challenges in each text and how the characters respond to these

challenges. What main technique do the authors of the texts use to develop the characters?

2. What personality traits do the Arctic explorers, Jane Goodall, and Thomas Edison share that help them achieve their goals? Which characterization technique—or combination of techniques—do the authors use to reveal these traits? Include details from the texts to support your answer.

3. In narrative nonfiction, authors use characterization techniques to help readers connect to the character or person they are writing about. Evaluate which character in the three texts—Fridtjof Nansen, Robert Peary, Jane Goodall, or Thomas Edison—is the most fully developed through these characterization techniques. Include details from the three texts to support your evaluation.

Collaborative DiscussionAfter you have written your responses to the questions, discuss your ideas. Your teacher will assign you a partner or a small group and let you know when to begin.

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128 Unit 4

Narrative

Unit 4

New Frontiers: Writing Task – Biography

Teacher Directions:

1. Provide Student Directions and Scoring Information (p. 130) Explain to students that they will now review their notes and sources, and plan, draft, and revise their biographies. Although they may use their notes and sources, they must work alone. Students will be allowed to look back at the answers they wrote to the short response questions, but they are not allowed to make changes to those answers. Have students read the directions for the biography. Answer any task-related questions they may have. Students should be given paper on which to write their biographies.


3. Scoring Information Use the scoring rubric on the next page to evaluate students’ biographies.

4. Biography Prompt Use what you have learned from reading Into the Ice, The Chimpanzees I Love, and Inventing the Future to write a biography of an influential scientist, inventor, or explorer. Use at least two characterization techniques to effectively develop your character and show how this person responds to the challenges of his or her time in a groundbreaking way. Review the three texts for examples of characterization techniques. Be sure to follow the conventions of written English.

Unit 4 129

Narrative

Unit 4


Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Also Writing 3.a., Writing 3.b., Writing 10.)




Conventions

4






3






2












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130 Unit 4

Name Narrative

Unit 4

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Student Directions: Your Assignment Now you will review your notes and sources, and plan, draft, and revise your biography. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers.

Biography Prompt Use what you have learned from reading Into the Ice, The Chimpanzees I Love, and Inventing the Future to write a biography of an influential scientist, inventor, or explorer. Use at least two characterization techniques to effectively develop your character and show how this person responds to the challenges of his or her time in a groundbreaking way. Review the three texts for examples of characterization techniques. Be sure to follow the conventions of written English.

Scoring Information Your biography will be assigned a score for

1. Focus – how well you introduce a narrator, characters, and develop a clear point of view

2. Organization – how naturally you structure event sequences from beginning to end, using transition words, phrases, and clauses

3. Elaboration – how well you use narrative techniques, such as dialogue and description, to develop characters and events

4. Language and Vocabulary – whether you use precise words and phrases and how well you use descriptive details and sensory details to convey characters, setting, and events

5. Conventions – how well you follow the rules of grammar, usage, punctuation, capitalization, and spelling

Now begin work on your biography. Try to manage your time carefully so that you can

• plan your biography

• write your biography


New Frontiers

Writing Task – Biography

Unit 4 131

Narrative

Unit 4


Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking/Listening 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking/Listening 1.b. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Speaking/Listening 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. Speaking/Listening 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

New Frontiers: Writing Task – Biography

Teacher Directions:

1. Publish Explain to students that publishing their writing is the last step in the writing process. If time permits, have students review one another’s compositions and incorporate any comments their classmates have. Discuss different ways technology can be used to publish and share writing, such as through blogs, wikis, and online student newspapers.

2. Present Students will now have the option to present their biographies. Have students read their biographies in front of the class. Encourage them to use multimedia components, such as images, slideshows, or audio, to enhance their biographies. Use the list below to offer students some tips on listening and speaking.



•Takenotesonwhatthespeakersays.

•Reflectonideasbeingdiscussed.


•Determineyourpurposeforspeaking.



•Adaptyourvoicewhenreadingdialogue.

•Integratemultimediatoenhanceandclarifyinformation.



•Buildontheideasofothers.

Unit 5 ResourcesWriting Focus: Argument

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134 Unit 5 • Week 1 • The View from Saturday

Name Argument

The View from Saturday



Student Prompt Reread pp. 202–203 of The View from Saturday. Noah says, “The best gift of all is . . . to give up your gift.” Do you agree with Noah’s statement? Decide where you stand and write a paragraph in which you state your claim and support it with clear reasons and relevant evidence. Include details from the text to support your claim, and provide a concluding statement at the end of your argument.

The View from Saturday • Unit 5 • Week 1 135

Argument




Student Prompt, p. 134 Reread pp. 202–203 of The View from Saturday. Noah says, “The best gift of all is . . . to give up your gift.” Do you agree with Noah’s statement? Decide where you stand and write a paragraph in which you state your claim and support it with clear reasons and relevant evidence. Include details from the text to support your claim, and provide a concluding statement at the end of your argument.



Writing to Sources After students reread pp. 202–203, discuss their opinions and guide them to pick a stance on the issue. Then have them find details from The View from Saturday that either support or contradict the statement, “The best gift of all is . . . to give up your gift.” Remind students to clearly introduce their claims and reasons. Students should end with concluding statements that logically follow their arguments.


• introduce a claim about the quotation from The View from Saturday

• support the claim with clear reasons and relevant evidence from the text

• provide a concluding statement that follows from the argument presented


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136 Unit 5 • Week 1 • The View from Saturday

Name Argument


Connect the Texts

Argumentative Essay

Student Prompt Look back at The View from Saturday and “Be a Family Historian.” In your opinion, which text does a better job of presenting how family members can be resources? Write a short essay to explain your argument. Also, find evidence from each text to support your claim. Remember to organize your reasons and evidence clearly, and provide a concluding statement for your argument.

The View from Saturday • Unit 5 • Week 1 137

Argument



Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about which text does a better job of presenting how family members can be resources. Then have them scan each text to find relevant evidence to support their arguments. Before students begin writing, remind them to introduce their essays with a specific claim, organize their supporting reasons and evidence clearly, and end with a logical concluding statement.

Student Prompt, p. 136 Look back at The View from Saturday and “Be a Family Historian.” In your opinion, which text does a better job of presenting how family members can be resources? Write a short essay to explain your argument. Also, find evidence from each text to support your claim. Remember to organize your reasons and evidence clearly, and provide a concluding statement for your argument.


ScoreStatement of




Conventions

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3






2












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138 Unit 5 • Week 2 • Harvesting Hope

Name Argument

Harvesting Hope



Student Prompt Reread pp. 222–226 of Harvesting Hope. Does the author effectively describe how Chavez’s childhood experiences influenced him to fight for change as an adult? State your opinion in a one-paragraph argument. Introduce your claim and support it with clear reasons and relevant text evidence. Use words and phrases such as because and as a result to show how your reasons support your claim.

Harvesting Hope • Unit 5 • Week 2 139

Argument

Harvesting Hope



Student Prompt, p. 138 Reread pp. 222–226 of Harvesting Hope. Does the author effectively describe how Chavez’s childhood experiences influenced him to fight for change as an adult? State your opinion in a one-paragraph argument. Introduce your claim and support it with clear reasons and relevant text evidence. Use words and phrases such as because and as a result to show how your reasons support your claim.



Writing to Sources After students reread pp. 222–226, ask them to consider whether or not the author does a good job of showing how Chavez’s childhood experiences influenced him as an adult. Before students begin writing, remind them that their arguments should have claims that are supported by clear reasons and relevant evidence from Harvesting Hope. Students’ arguments should also include words and phrases that clarify the relationship between the claim and reasons.


• introduce a claim about the author’s description of Chavez’s childhood


• use words and phrases, such as because and as a result, to clarify the relationship between the claim and reasons


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140 Unit 5 • Week 2 • Harvesting Hope

Name Argument

Harvesting Hope

Connect the Texts

Argumentative Essay

Student Prompt Look back at Harvesting Hope, “Fieldworkers,” and “Farmworkers.” Do you think biographical nonfiction or poetry creates a more vivid picture of migrant workers’ lives? Write a short essay to support your argument. Carefully reread each text to find evidence for your claim, such as specific facts and details. Remember to organize your reasons in a logical progression that supports your argument.

Harvesting Hope • Unit 5 • Week 2 141

Argument

Harvesting Hope


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 9.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). Writing 9.b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ views on whether biographical nonfiction or poetry creates a more vivid picture of the lives of migrant workers. Have students state their claims and scan Harvesting Hope, “Fieldworkers,” and “Farmworkers” to find supporting facts and details. Before students begin writing, remind them to organize their reasons in a logical progression that builds on their claims and supports their arguments.

Student Prompt, p. 140 Look back at Harvesting Hope, “Fieldworkers,” and “Farmworkers.” Do you think biographical nonfiction or poetry creates a more vivid picture of migrant workers’ lives? Write a short essay to support your argument. Carefully reread each text to find evidence for your claim, such as specific facts and details. Remember to organize your reasons in a logical progression that supports your argument.


ScoreStatement of




Conventions

4






3






2












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142 Unit 5 • Week 3 • The River That Went to the Sky

Name Argument

The River That Went to the Sky



Student Prompt Reread The River That Went to the Sky. Do you think the author’s retelling of the myth is an appealing way to describe why parts of Africa receive very little rain? Write a one-paragraph argument explaining why or why not. Support your claim with clear reasons and relevant evidence from the text. Also use precise words, phrases, and clauses to clarify the relationship between your claim and your reasons.

The River That Went to the Sky • Unit 5 • Week 3 143

Argument




Student Prompt, p. 142 Reread The River That Went to the Sky. Do you think the author’s retelling of the myth is an appealing way to describe why parts of Africa receive very little rain? Write a one-paragraph argument explaining why or why not. Support your claim with clear reasons and relevant evidence from the text. Also use precise words, phrases, and clauses to clarify the relationship between your claim and your reasons.



Writing to Sources After students reread The River That Went to the Sky, discuss their opinions about the author’s retelling of this myth. Then have students review the text to find clear reasons and relevant evidence to support their claims, such as particular details or descriptions that they find appealing. Remind students to use precise words, phrases, and clauses to clarify the relationship between claims and reasons in their arguments.


• introduce a claim about the author’s retelling of the myth


• use words, phrases, and clauses to clarify the relationship between the claim and reasons


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144 Unit 5 • Week 3 • The River That Went to the Sky

Name Argument


Connect the Texts

Argumentative Essay

Student Prompt Look back at The River That Went to the Sky and “Pecos Bill and the Cyclone.” Compare and contrast the genres of these texts. Which genre—myth or tall tale—seems to work best for a story about nature? Write a short essay to support your argument. Find supporting evidence from both texts and use transitions to show how the text evidence supports your claim.

The River That Went to the Sky • Unit 5 • Week 3 145

Argument




Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about whether a myth or a tall tale is more effective for a story about nature. Remind students to scan The River That Went to the Sky and “Pecos Bill and the Cyclone” to find supporting text evidence. Students’ essays should also include transition words, such as because, to clarify the relationship between their claims and supporting reasons.

Student Prompt, p. 144 Look back at The River That Went to the Sky and “Pecos Bill and the Cyclone.” Compare and contrast the genres of these texts. Which genre—myth or tall tale—seems to work best for a story about nature? Write a short essay to support your argument. Find supporting evidence from both texts and use transitions to show how the text evidence supports your


ScoreStatement of




Conventions

4






3






2












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146 Unit 5 • Week 4 • Gold

Name Argument

Gold



Student Prompt Reread Gold. What is the author’s purpose for writing this expository text? Do you think she provides enough evidence to support why gold is considered a precious metal? Write a one-paragraph argument explaining why or why not. Begin by introducing your claim. Then support your claim with clear reasons and relevant text evidence. Finally, use precise words and phrases to clarify the relationship between the claim and reasons in your argument.

Gold • Unit 5 • Week 4 147

Argument

Gold



Student Prompt, p. 146 Reread Gold. What is the author’s purpose for writing this expository text? Do you think she provides enough evidence to support why gold is considered a precious metal? Write a one-paragraph argument explaining why or why not. Begin by introducing your claim. Then support your claim with clear reasons and relevant text evidence. Finally, use precise words and phrases to clarify the relationship between the claim and reasons in your



Writing to Sources After students reread Gold, support student discussion about the author’s purpose for writing. Then discuss their opinions about whether or not she provides enough text evidence to support the idea that gold is considered a precious metal. Have students scan the text to find reasons and evidence to support their claims. Remind them to use precise language to clarify the relationship between claims and reasons in their arguments.


• introduce a claim about the author’s main idea


• use words, phrases, and clauses to clarify the relationship between the claim and reasons


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148 Unit 5 • Week 4 • Gold

Name Argument

Gold

Connect the Texts

Argumentative Essay

Student Prompt Look back at Gold and “The California Gold Rush.” Were the forty-niners justified in their determined pursuit of gold? Write a short argumentative essay explaining why or why not. Carefully reread both texts to find facts and details to support your claim. Organize your reasons and evidence, and use a formal style to construct your argument.

Gold • Unit 5 • Week 4 149

Argument

Gold



Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about the forty-niners’ pursuit of gold. Remind students to reread Gold and “The California Gold Rush” to find relevant facts and details to support their claims. To maintain a formal style, students’ argumentative essays should introduce a claim, organize supporting reasons and evidence clearly, and end with a concluding statement.

Student Prompt, p. 148 Look back at Gold and “The California Gold Rush.” Were the forty-niners justified in their determined pursuit of gold? Write a short argumentative essay explaining why or why not. Carefully reread both texts to find facts and details to support your claim. Organize your reasons and evidence, and use a formal style to construct your argument.


ScoreStatement of




Conventions

4






3






2












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150 Unit 5 • Week 5 • Greensburg Goes Green

Name

Argument

Greensburg Goes Green



Student Prompt Reread pp. 307–313 in which the author describes the rebuilding of Greensburg as a green town after a devastating tornado. Are the benefits of going green worth its high cost? Write a letter to the town newspaper in which you argue for or against Greensburg going green. State your claim and support it with reasons and evidence from the text. Conclude with a statement that summarizes your argument.

Greensburg Goes Green • Unit 5 • Week 5 151

Argument




Student Prompt, p. 150 Reread pp. 307–313 in which the author describes the rebuilding of Greensburg as a green town after a devastating tornado. Are the benefits of going green worth its high cost? Write a letter to the town newspaper in which you argue for or against Greensburg going green. State your claim and support it with reasons and evidence from the text. Conclude with a statement that summarizes your argument.



Writing to Sources Have students reread pp. 307–313 and identify the costs and benefits of Greensburg’s plan to go green. Before students begin writing, remind them to start their letters by introducing their claims. Students’ letters should also include clear reasons and relevant text evidence to support their claims, as well as concluding statements that summarize the points made in their arguments.


• introduce a claim about Greensburg’s plan to go green


• provide a concluding statement that summarizes the points made in their arguments


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152 Unit 5 • Week 5 • Greensburg Goes Green

Name Argument


Connect the Texts

Argumentative Essay

Student Prompt Look back at Greensburg Goes Green and “Green Journal.” Which green practice do you think would be the most beneficial for the environment? Write a short argumentative essay to support your claim. Use facts and details from each text to construct your argument and address one possible opposing claim in order to strengthen your argument.

Greensburg Goes Green • Unit 5 • Week 5 153

Argument




Connect the Texts

Argumentative Essay

Writing to Sources Discuss students’ opinions about the green practices described in Greensburg Goes Green and “Green Journal.” Have students scan each text to find relevant facts and details to construct their arguments about which practice would be the most beneficial. Remind students to clearly introduce their claims and address one possible opposing claim in order to strengthen their arguments.

Student Prompt, p. 152 Look back at Greensburg Goes Green and “Green Journal.” Which green practice do you think would be the most beneficial for the environment? Write a short argumentative essay to support your claim. Use facts and details from each text to construct your argument and address one possible opposing claim in order to strengthen your argument.


ScoreStatement of




Conventions

4






3






2












154 Unit 5

Argument

Unit 5Prove It!

Argumentative EssayThe Value of Resources

Argumentative Essay

In this unit, students have read examples of argumentative writing and have had the opportunity to write in this mode. Remind students of texts and writing tasks (such as Write Like a Reporter and Connect the Texts) in which they have encountered and practiced argumentative writing.

Key Features of an Argument

•statesaclaimonatopic

•includesreasonsandrelevantevidence,suchasfactsanddetails, to support the claim

•organizesreasonsandevidenceinaclearandlogicalorder

•includestransitionstoclarifyrelationshipsamongreasonsand the claim

•hasaformalstyle

•providesaconclusion



The Value of Resources


Part 2: Students will work individually to plan, write, and revise their own argumentative essay.

Scorable Products: evidence-based short responses, an argumentative essay

In an argument, a writer states an opinion, or claim, and supports that claim with reasons and relevant evidence, such as details, facts, and examples.

Introduce Genre Write argument on the board. Point out that a written argument is persuasive writing intended to make an audience think or act a certain way.

Academic Vocabulary

ELL

Unit 5 155

Argument

Unit 5

The Value of Resources: Writing Task – Short Response

Teacher Directions:


1. “Be a Family Historian,” pp. 210–211

2. Harvesting Hope, pp. 220–231

3. Gold, pp. 270–279

Explain to students that they will need to draw evidence and support from the texts above in order to answer evidence-based short response questions and to write an argumentative essay. Students should take notes and categorize information as they closely reread the texts. Students should be given paper or a relevant graphic organizer from the TR DVD for note-taking.



4. Facilitate Collaboration After students have completed their written responses to the evidence-based short response questions, assign partners and have them discuss their responses. Have one partner read his or her response and the other partner distinguish claims that are supported by text evidence from those that are not. Partners should alternate roles for each question and collaborate to find support for weaker or unsupported responses.


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Speaking/Listening 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. (Also Writing 1.a., Writing 1.b., Writing 1.c., Writing 1.d., Writing 1.e.)

156 Unit 5

Argument

Unit 5

Scoring Information


1. Identify and compare the types of resources described in the three texts. In what ways are these resources similar and different? Cite details from the texts.

Analysis Rubric

2


among the texts


1

The response: •demonstratesalimitedabilitytoanalyzesimilaritiesanddifferences

among the texts



2. Why are the resources described in the three texts valuable to people? Find a quotation from each text to support your answer.

Synthesis Rubric

2

The response: •demonstratestheabilitytosynthesizeinformationfromthesources

in order to draw a conclusion about resources


1


sources in order to draw a conclusion about resources



Unit 5 157

Argument

Unit 5



3. Create a scale from 1 to 5 for evaluating the value of resources to people, with 1 being least valuable and 5 being most valuable. Evaluate each resource from the readings on your scale. Cite examples from the texts to support your rankings.

Evaluation Rubric

2

The response: •demonstratestheabilitytoevaluateinformationintextsinorderto

create a rating scale for resources


1


order to create a rating scale for resources



158 Unit 5

Name Argument

Unit 5

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Sources1. “Be a Family Historian,” pp. 210–211

2. Harvesting Hope, pp. 220–231

3. Gold, pp. 270–279

Be sure to read closely and take good notes. Your sources and notes will be the basis for writing your essay in the second half of this writing task.



Scoring Information Your responses will be scored on how you demonstrate the ability to:


• draw conclusions about why resources are valuable

• evaluate resources in terms of their value

• include specific details that clearly reference the sources

Unit 5 159

Name Argument

Unit 5

Evidence-Based Short Response Questions1. Identify and compare the types of resources described in the three texts. In what

ways are these resources similar and different? Cite details from the texts.

2. Why are the resources described in the three texts valuable to people? Find a quotation from each text to support your answer.

3. Create a scale from 1 to 5 for evaluating the value of resources to people, with 1 being least valuable and 5 being most valuable. Evaluate each resource from the readings on your scale. Cite examples from the texts to support your rankings.


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160 Unit 5

Argument

Unit 5

The Value of Resources: Writing Task – Argumentative Essay

Teacher Directions:

1. Provide Student Directions and Scoring Information (p. 162) Explain to students that they will now review their notes and sources, and plan, draft, and revise their argumentative essays. Although they may use their notes and sources, they must work alone. Students will be allowed to look back at the answers they wrote for the short response questions, but they are not allowed to make changes to those answers. Have students read the directions for the argumentative essay and answer any task-related questions they may have. Students should be given paper on which to write their essays.


3. Scoring Information Use the scoring rubric on the next page to evaluate students’ argumentative essays.

4. Argumentative Essay Prompt Use what you have learned from reading “Be a Family Historian,” Harvesting Hope, and Gold to write an argumentative essay in which you answer the following question: Which resource discussed in the texts is the most valuable to people and why? Support your claim with quotations and details from all three texts. Be sure to follow the conventions of written English.

Unit 5 161

Argument

Unit 5


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Also Writing 1.a., Writing 1.b., Writing 10.)


ScoreStatement of




Conventions

4

The claim is clearly stated, focused, and strongly maintained.

The argument has a clear and effective structure creating unity and completeness.

The argument provides thorough and convincing evidence that includes facts and details.

The argument clearly and effectively expresses ideas, using precise language.


3

The claim is adequately sustained and generally focused.

The argument has an evident structure, though there may be minor flaws and some ideas may be loosely connected.

The argument provides adequate evidence that includes facts and details.

The argument adequately expresses ideas, using both precise and more general language.


2

The claim is somewhat sustained with some extraneous material or a minor drift in focus.

The argument has an inconsistent structure, and flaws are evident.

The argument provides cursory evidence that includes partial or uneven use of facts and details.

The argument expresses ideas unevenly, using simplistic language.


1

The claim may be confusing, unfocused, or not sufficiently sustained.

The argument has little or no discernible structure.

The argument provides minimal evidence that includes little or no use of facts and details.

The argument’s expression of ideas is vague, lacks clarity, or is confusing.



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162 Unit 5

Name Argument

Unit 5

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Writing Task – Argumentative Essay

Student Directions:Your Assignment Now you will review your notes and sources, and plan, draft, and revise your argumentative essay. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers.

Argumentative Essay Prompt Use what you have learned from reading “Be a Family Historian,” Harvesting Hope, and Gold to write an argumentative essay in which you answer the following question: Which resource discussed in the texts is the most valuable to people and why? Support your claim with quotations and details from all three texts. Be sure to follow the conventions of written English.

Scoring Information Your argumentative essay will be assigned a score for

1. Focus – how well you state your claim on the topic and support it throughout the essay

2. Organization – how well you use reasons to support your claim and relevant evidence to support your reasons

3. Elaboration – how well you clarify relationships between your claim and reasons as well as how clear and relevant your evidence is

4. Language and Vocabulary – how well you express your ideas using concrete language and maintain a formal style


Now begin work on your argumentative essay. Try to manage your time carefully so that you can

• plan your argumentative essay

• write your argumentative essay


Unit 5 163

Argument

Unit 5

The Value of Resources: Writing Task – Argumentative Essay

Teacher Directions:

1. Publish Explain to students that publishing their writing is the last step in the writing process. If time permits, have students review one another’s compositions and incorporate any comments their classmates have. Discuss different ways technology can be used to produce and publish writing. Encourage students to use the Internet to share their work with others, such as through a blog post.

2. Present Students will now have the option to present their argumentative essays. Have students give debates on their argumentative essays in front of the class. Use the list below to offer students some tips on listening and speaking.



•Takenotesonwhatthespeakersays.


•Determineyourpurposeforspeaking.



•Presentclaimsandevidenceinalogicalorder.




•Determinewhetherclaimsaresupportedbyevidence.


Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking/Listening 1.b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Speaking/Listening 3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Speaking/Listening 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Unit 6 Exploring CulturesWriting Focus: Informative/Explanatory

Don Quixote and the Windmills • Unit 6 • Week 1 167


Don Quixote and the Windmills



Student Prompt, p. 166 Reread pp. 336–339 of Don Quixote and the Windmills. What causes Señor Quexada to decide that he is a knight? What effect does this decision have on him? Write a one-paragraph essay on this topic. Begin your essay by introducing and developing the topic using concrete details, quotations, and examples from the text. Use precise words and phrases in your explanation.



Writing to Sources After students have reread the passage, have them identify the cause of Señor Quexada’s decision to become a knight. Then have them scan the text to find concrete details that describe the effect of this decision. Before students start writing, remind them to begin their essays by introducing the topic. Students’ essays should include concrete details, quotations, and specific examples from Don Quixote and the Windmills as well as precise language that accurately explains the cause-and-effect relationship.



• develop the topic with concrete details, quotations, or other examples related to the topic

• use precise language to explain the topic


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168 Unit 6 • Week 1 • Don Quixote and the Windmills



Connect the Texts

Compare-Contrast Paragraph

Student Prompt Look back at Don Quixote and the Windmills and “Feudalism.” How are these two texts similar? How are they different? Write a paragraph comparing and contrasting how the texts present ideas and concepts about a particular time in history. Begin your paragraph with a general observation about the topic. Carefully reread both texts to find concrete details, quotations, and examples to support your explanation.

Don Quixote and the Windmills • Unit 6 • Week 1 169





Connect the Texts

Compare-Contrast Paragraph

Writing to Sources Discuss with students the similarities and differences between the two texts. Although both texts address the topic of knights, the historical fiction piece presents details in the form of a story while the textbook entry contains factual information and labeled graphics. Remind students to begin with a general observation about the topic and to include concrete details, quotations, and examples from both texts to support their explanations.

Student Prompt, p. 168 Look back at Don Quixote and the Windmills and “Feudalism.” How are these two texts similar? How are they different? Write a paragraph comparing and contrasting how the texts present ideas and concepts about a particular time in history. Begin your paragraph with a general observation about the topic. Carefully reread both texts to find concrete details, quotations, and examples to support your explanation.




Conventions

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170 Unit 6 • Week 2 • Ancient Greece

Name


Ancient Greece



Student Prompt Reread Chapter 5 on pp. 370–374 of Ancient Greece. Write a one-paragraph explanation describing one of the major achievements of the ancient Greeks. Explain how this achievement still has an influence on the modern world. Remember to introduce the topic clearly and use facts, concrete details, and examples from the text to develop the topic. Also include key terms from the text to support your explanation.

Ancient Greece • Unit 6 • Week 2 171


Ancient Greece



Student Prompt, p. 170 Reread Chapter 5 on pp. 370–374 of Ancient Greece. Write a one-paragraph explanation describing one of the major achievements of the ancient Greeks. Explain how this achievement still has an influence on the modern world. Remember to introduce the topic clearly and use facts, concrete details, and examples from the text to develop the topic. Also include key terms from the text to support your explanation.



Writing to Sources After students reread Chapter 5 of Ancient Greece, point out the headings that identify the different categories of ancient Greek achievements. Have students choose an achievement from one of these categories to describe in their paragraphs. Before students begin writing, remind them to introduce the topic clearly and to include facts, concrete details, examples from the text, and key terms. Students’ explanations should also address how their chosen achievement still has an influence on the modern world.



• develop the topic with facts, concrete details, and examples related to the topic

• use domain-specific vocabulary to inform about or explain the topic


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172 Unit 6 • Week 2 • Ancient Greece


Ancient Greece

Connect the Texts

Compare-Contrast Essay

Student Prompt Look back at Ancient Greece and “Relighting the Flame.” Write a short essay comparing and contrasting how the expository texts address the topic of the Olympic games. Carefully reread both texts to find facts, concrete details, and other examples to support your explanation. Use precise language and key terms to link ideas across texts.

Ancient Greece • Unit 6 • Week 2 173


Ancient Greece



Connect the Texts


Writing to Sources Discuss the similarities and differences in how both expository texts address the topic of the Olympic games. Have students scan Ancient Greece and “Relighting the Flame” to find facts, concrete details, and examples to support their explanations. Remind them to use precise language and key terms to link the ideas across the texts.

Student Prompt, p. 172 Look back at Ancient Greece and “Relighting the Flame.” Write a short essay comparing and contrasting how the expository texts address the topic of the Olympic games. Carefully reread both texts to find facts, concrete details, and other examples to support your explanation. Use precise language and key terms to link ideas across texts.




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174 Unit 6 • Week 3 • The All-American Slurp

Name


The All-American Slurp



Student Prompt Reread pp. 394–396 of The All-American Slurp. Then write a paragraph explaining how the author uses sensory details to vividly describe the Lin family’s experience at the Gleasons’ dinner party. Begin your explanation by introducing the topic, and include concrete details, quotations, and examples from the story to develop the topic. Use precise words and phrases to link ideas in your explanation.

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166 Unit 6 • Week 1 • Don Quixote and the Windmills

Name





Student Prompt Reread pp. 336–339 of Don Quixote and the Windmills. What causes Señor Quexada to decide that he is a knight? What effect does this decision have on him? Write a one-paragraph essay on this topic. Begin your essay by introducing and developing the topic using concrete details, quotations, and examples from the text. Use precise words and phrases in your explanation.

The All-American Slurp • Unit 6 • Week 3 175





Student Prompt, p. 174 Reread pp. 394–396 of The All-American Slurp. Then write a paragraph explaining how the author uses sensory details to vividly describe the Lin family’s experience at the Gleasons’ dinner party. Begin your explanation by introducing the topic, and include concrete details, quotations, and examples from the story to develop the topic. Use precise words and phrases to link ideas in your explanation.



Writing to Sources After students reread pp. 394–396, explain that sensory details are details related to the five senses. Have students scan the text to find sensory details to include in their explanations, such as the visual description of the relish tray and the words Crunch and Z-z-zip. Remind students to begin their paragraphs with an introduction to the topic. Students’ explanations should also include concrete details, quotations, and examples from the story, as well as precise words and phrases to link ideas.



• develop the topic with concrete details, quotations, and examples related to the topic

• link ideas within and across categories of information using words and phrases


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176 Unit 6 • Week 3 • The All-American Slurp



Connect the Texts


Student Prompt Look back at The All-American Slurp and “The Evolution of Eating Utensils.” Write a short essay explaining how the ideas and concepts in the realistic fiction piece and the expository text are related. Start your explanation with a general observation about the topic. Then use concrete details and examples from each text to support your explanation.

The All-American Slurp • Unit 6 • Week 3 177





Connect the Texts


Writing to Sources Discuss with students how the ideas and concepts presented in the realistic fiction piece and the expository text are related. Then have students scan The All-American Slurp and “The Evolution of Eating Utensils” to find concrete details and examples to include in their essays. Remind students that their explanations should begin with a general observation about the topic.

Student Prompt, p. 176 Look back at The All-American Slurp and “The Evolution of Eating Utensils.” Write a short essay explaining how the ideas and concepts in the realistic fiction piece and the expository text are related. Start your explanation with a general observation about the topic. Then use concrete details and examples from each text to support your explanation.




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178 Unit 6 • Week 4 • The Aztec News

Name


The Aztec News



Student Prompt Reread pp. 436–437 of The Aztec News. Use information from the text to write a one-paragraph explanation of how to throw a successful Aztec party. Organize your ideas before you start writing. Next, begin your explanation by introducing the topic. Develop the topic with facts, concrete details, and examples from the text. Use precise words and phrases to inform your readers about the topic.

The Aztec News • Unit 6 • Week 4 179


The Aztec News



Student Prompt, p. 178 Reread pp. 436–437 of The Aztec News. Use information from the text to write a one-paragraph explanation of how to throw a successful Aztec party. Organize your ideas before you start writing. Next, begin your explanation by introducing the topic. Develop the topic with facts, concrete details, and examples from the text. Use precise words and phrases to inform your readers about the topic.



Writing to Sources After students reread pp. 436–437, point out how the headings in the article identify different aspects of planning an Aztec party. Tell students that they can use these headings to organize their ideas. Before students begin writing, remind them that their explanations should begin with an introduction to the topic and should include facts, concrete details, and examples from the text. Students should also use precise language to inform readers about the topic.



• develop the topic with facts, concrete details, and examples related to the topic

• use precise language to inform about or explain the topic


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180 Unit 6 • Week 4 • The Aztec News


The Aztec News

Connect the Texts


Student Prompt Look back at The Aztec News and “The Maya.” Write a short essay comparing and contrasting how the texts address the topic of ancient American civilizations. Begin your explanation with a general observation about the topic. Carefully reread both texts to find facts, concrete details, and examples to support your explanation. Remember to use precise words and phrases to link ideas across the texts.

The Aztec News • Unit 6 • Week 4 181


The Aztec News



Connect the Texts


Writing to Sources Discuss the similarities and differences relating to how the texts address the topic of ancient American civilizations. Point out that one difference is that the newspaper focuses on the Aztecs and the Web site focuses on the Maya. Remind students to begin their explanations with a general observation about the topic and to include facts, concrete details, examples, and precise language.

Student Prompt, p. 180 Look back at The Aztec News and “The Maya.” Write a short essay comparing and contrasting how the texts address the topic of ancient American civilizations. Begin your explanation with a general observation about the topic. Carefully reread both texts to find facts, concrete details, and examples to support your explanation. Remember to use precise words and phrases to link ideas across the texts.




Conventions

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182 Unit 6 • Week 5 • Where Opportunity Awaits

Name


Where Opportunity Awaits



Student Prompt Reread Where Opportunity Awaits and take notes on the illustrations that appear with the text. Choose one of the illustrations and write a paragraph explaining how it contributes to the development of ideas within the text. Describe the illustration using concrete details and facts from the text. Use precise language to develop your explanation and connect your chosen illustration to larger ideas.

Where Opportunity Awaits • Unit 6 • Week 5 183





Student Prompt, p. 182 Reread Where Opportunity Awaits and take notes on the illustrations that appear with the text. Choose one of the illustrations and write a paragraph explaining how it contributes to the development of ideas within the text. Describe the illustration using concrete details and facts from the text. Use precise language to develop your explanation and connect your chosen illustration to larger ideas.



Writing to Sources After students reread Where Opportunity Awaits, ask them to consider how the illustrations relate to the rest of the text. Before students write their paragraphs, point out that the illustrations come from a famous series of paintings that defined the Great Migration. Remind students to find concrete details and facts to support their ideas about how their chosen illustrations provide additional information to readers. Students should use precise language to develop their explanations and connect the illustrations to larger ideas.


• provide a general observation and focus on one of the illustrations

• develop the topic with facts and concrete details related to the illustration

• use precise language to inform about or explain the illustration


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184 Unit 6 • Week 5 • Where Opportunity Awaits



Connect the Texts


Student Prompt Look back at Where Opportunity Awaits and “Coming Over.” Write a short essay that explains why people would choose to migrate to large cities or immigrate to the United States. Carefully reread both expository texts to find facts, details, and other relevant evidence to support your explanation. Remember to use precise language to explain the appeal of starting a new life in a new place.

Where Opportunity Awaits • Unit 6 • Week 5 185





Connect the Texts


Writing to Sources Discuss students’ understanding of migration and immigration as described in Where Opportunity Awaits and “Coming Over.” Then have them carefully reread both texts to find facts, details, and other relevant evidence to support their explanations of why people choose to either migrate or immigrate. Students’ essays should also use precise language to explain the appeal of starting over in a new place.

Student Prompt, p. 184 Look back at Where Opportunity Awaits and “Coming Over.” Write a short essay that explains why people would choose to migrate to large cities or immigrate to the United States. Carefully reread both expository texts to find facts, details, and other relevant evidence to support your explanation. Remember to use precise language to explain the appeal of starting a new life in a new place.




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186 Unit 6

Academic Vocabulary


Unit 6

ELL

Introduce Genre Write cause and effect on the board. Place an arrow between the words to show that a cause leads to an effect. Discuss examples from everyday life in which one thing leads to, or causes, another.

A cause is something that makes an event happen. An effect is a result. In a cause-effect essay, a writer identifies and explains the relationship between causes and effects.

The Immigrant Experience

Informative/Explanatory Cause-Effect Essay

In this unit, students have read examples of informative/explanatory writing and have had the opportunity to write in this mode. Remind students of texts and writing tasks (such as Write Like a Reporter and Connect the Texts) in which they have encountered and practiced informative/explanatory writing.

Key Features of an Informative/Explanatory Cause-Effect Essay

•Introducesatopicandexplainstherelationshipbetweencauses and effects

•developsthetopicwithfacts,definitions,details,quotations, or other information

•organizesideasandconceptsusingtransitionstolinkcauses and effects

•usespreciselanguageanddomain-specificvocabulary

•maintainsaformalstyle

•providesaconcludingstatementorsection





Part 2: Students will work individually to plan, write, and revise theirowninformative/explanatorycause-effectessay.

Scorable Products: evidence-basedshortresponses,informative/explanatorycause-effectessay

Prove It!


Unit 6 187


Unit 6


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Speaking/Listening 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Also Writing 2.a., Writing 2.b., Writing 2.c., Writing 2.d., Writing 2.e., Writing 2.f.)

The Immigrant Experience: Writing Task – Short Response

Teacher Directions:


1. The All-American Slurp, pp. 392–407

2. Where Opportunity Awaits, pp. 456–463

3. “Coming Over,” pp. 468–473

Explain to students that they will need to draw evidence and support from the texts above in order to answer evidence-based short response questions and to write an informative/explanatory cause-effect essay. Students should take notes and categorize information as they closely reread the texts. Students should be given paper or a relevant graphic organizer from the TR DVD for note-taking.



4. Facilitate Collaboration After students have completed their written responses to the evidence-based short response questions, assign partners and have them discuss their responses. Have partners take turns reading their answers, asking questions about them, and responding to those questions. Partners should alternate roles for each question.

188 Unit 6


Unit 6

Scoring Information


1. Compare the factors that motivated the Lin family, the Thomas family, and European immigrants to move to a new country or region. Cite details from the three texts to support your answer.

Analysis Rubric

2


among the texts


1

The response: •demonstratesalimitedabilitytoanalyzesimilaritiesanddifferences

among the texts



2.Combinedetailsandexamplesfromthethreetextstomakeageneralizationaboutthekindsofchallengesmigrantsandimmigrantsfacewhentheyfirstmoveto a new country or region. How are these challenges effects of the factors that motivated the move?

Synthesis Rubric

2

The response: •demonstratestheabilitytosynthesizeinformationaboutcharacters’

challenges


1

The response: •demonstratesalimitedabilitytosynthesizeinformationabout

characters’ challenges


0Aresponsereceivesnocreditifitdemonstratesnoabilitytosynthesizeinformation about characters’ challenges or includes no relevant details from the texts.

Unit 6 189


Unit 6



3. Evaluate which of the texts does the clearest and most thorough job of explaining the motivations and challenges for migrants and immigrants. Include details and quotations from the texts to explain and justify your view.

Evaluation Rubric

2The response: •demonstratestheabilitytoevaluatethelevelofexplanationintexts


1

The response: •demonstratesalimitedabilitytoevaluatethelevelofexplanationin

texts


0A response receives no credit if it demonstrates no ability to evaluate the level of explanation in texts or includes no relevant details from the texts.

190 Unit 6


Unit 6

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Sources1. The All-American Slurp, pp. 392–407

2. Where Opportunity Awaits, pp. 456–463

3. “Coming Over,” pp. 468–473

Be sure to read closely and take good notes. Your sources and notes will be the basis for writing your own informative/explanatory cause-effect essay in the second half of this writing task.



Scoring Information Your responses will be scored based on how you demonstrate your ability to:


• include relevant evidence from the sources


• distinguish key details and support from irrelevant information

Unit 6 191


Unit 6

Evidence-Based Short Response Questions1. Compare the factors that motivated the Lin family, the Thomas family, and

European immigrants to move to a new country or region. Cite details from the three texts to support your answer.

2. Combine details and examples from the three texts to make a generalization about the kinds of challenges migrants and immigrants face when they first move to a new country or region. How are these challenges effects of the factors that motivated the move?

3. Evaluate which of the texts does the clearest and most thorough job of explaining the motivations and challenges for migrants and immigrants. Include details and quotations from the texts to explain and justify your view.


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192 Unit 6


Unit 6

The Immigrant Experience: Writing Task – Cause-Effect Essay

Teacher Directions:

1. Provide Student Directions and Scoring Information (p. 194) Explain to students that they will now review their notes and sources, and plan, draft, and revise their cause-effect essays. Although they may use their notes and sources, they must work alone. Students will be allowed to look back at the answers they wrote to the short response questions, but they are not allowed to make changes to those answers. Have students read the directions for the cause-effect essay. Answer any task-related questions they may have. Students should be given paper on which to write their cause-effect essays.


3. Scoring Information Use the scoring rubric on the next page to evaluate students’ cause-effect essays.

4. Cause-Effect Essay Prompt Use what you have learned from reading The All-American Slurp, Where Opportunity Awaits, and “Coming Over” to answer the following question: What causes people to migrate to new areas, and what challenges do migrants and immigrants face as a result of the move? Support your ideas with quotations, details, and examples from the texts. Be sure to follow the conventions of written English.

Unit 6 193


Unit 6


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. (Also Writing 2.a., Writing 2.b., Writing 10.)




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194 Unit 6


Unit 6

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Writing Task – Cause-Effect Essay

Student Directions: Your Assignment Now you will review your notes and sources, and plan, draft, and revise your cause-effect essay. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers.

Cause-Effect Essay Prompt Use what you have learned from reading The All-American Slurp, Where Opportunity Awaits, and “Coming Over” to answer the following question: What causes people to migrate to new areas, and what challenges do migrants and immigrants face as a result of the move? Support your ideas with quotations, details, and examples from the texts. Be sure to follow the conventions of written English.

Scoring Information Your informative/explanatory cause-effect essay will be assigned a score for

1. Focus – how well you provide and maintain a focus on the causes and effects of immigration

2. Organization – how well your essay organizes ideas and concepts, using transitions to link and clarify causes and effects

3. Elaboration – how well you develop your topic with quotations, details, or examples from the texts

4. Language and Vocabulary – how well you present information using precise language and domain-specific vocabulary


Now begin work on your cause-effect essay. Try to manage your time carefully so that you can

• plan your informative/explanatory cause-effect essay

• write your informative/explanatory cause-effect essay


Unit 6 195


Unit 6


Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Speaking/Listening 1.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Speaking/Listening 1.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Speaking/Listening 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Speaking/Listening 5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

The Immigrant Experience: Writing Task – Cause-Effect Essay

Teacher Directions:

1. Publish Explain to students that publishing their writing is the last step in the writing process. If time permits, have students review one another’s cause-effect essays and incorporate any comments their classmates have. Discuss different ways students might use technology and the Internet to produce, publish, and share their writing, including podcasts and blogs.

2. Present Students will now have the option to present their cause-effect essays. Have students create and deliver a brief multimedia presentation (e.g., including images, graphics, music, sound) that summarizes the main ideas in their essays. Use the list below to offer students some tips on listening and speaking.



•Takenotesoncausesandeffects.

•Thinkaboutinformationinvisualdisplays.


•Expressyourideassimplyanddirectly.

•Introduceandexplainanymediaelements.

•Besureeveryoneintheaudiencecanseeanyvisualdisplays.

•Speakatanappropriatepaceandvolume.



•Buildoneachother’sideas,referringtospecifictextdetailswhenappropriate.

More Connect the Texts

198 Argument • Use with Unit 1

Objectives


Persuasive Essay


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of a persuasive essay.

• Write a persuasive essay using facts and supporting details.

• Evaluate your writing.

• Revise and publish your writing.

STEP 1 Read Like a Writer

Review the key features of a persuasive essay listed below. Respond to any questions students might have.

Key Features of a Persuasive Essay

• Establishes a position by stating a claim, or opinion

• Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the topic and the text

• Organizes the reasons and evidence in a clear and logical order, using transition words and phrases to clarify the relationships among the claim and supporting reasons

• Includes an introduction, body, and conclusion that follows from the argument presented

• Establishes and maintains a formal style

Choose a persuasive text that students have already read to model key features. Display the model for students to see and point out each of the key features you have discussed.

STEP 2 Organize Your Ideas

Writing Prompt Look back at Old Yeller and Viva New Jersey. Think about what is directly stated or implied about Arliss and Lucinda in the texts. Then make a case as to whether the two might have been friends if they had met. Support your claim with relevant evidence from the texts.

Think Aloud To decide if Arliss and Lucinda might have been friends, I first think about their physical and personality traits. Then I think whether these traits might be compatible. For example, Arliss and Lucinda both like animals. However, Arliss is five years old, and Lucinda is in high school. I think this age difference might prevent a friendship between them.

Guided Writing Have students scan the selections to identify physical and personality traits for Arliss and Lucinda. Work with them to organize the evidence in a chart. Tell students to review their charts and determine a claim, or opinion, about whether Arliss and Lucinda would be friends. Have them underline or highlight three examples of relevant evidence that most strongly support their claims.

Argument • Use with Unit 1 199

Argument

Use with Unit 1

STEP 3 Draft Your Writing

Remind students of the key features of a persuasive essay. Then explain that they will use their charts to help organize their writing.

Think Aloud On my chart, I highlighted three examples of relevant evidence that support my claim. Now I’m going to number those examples from least to most important. I’ll end my essay with the most important evidence, since readers will probably remember that most. When I state my claim, I’ll use strong verbs to show how I feel about the topic. In the body of my essay, I’ll use persuasive words and phrases to support my claim.

Getting Started Provide a list of persuasive words and phrases students can use to clarify the relationships among their claims and the reasons they are using as evidence, such as therefore, as a result, definitely, and most importantly. Remind students to provide a concluding statement that follows from the argument presented in their essays. Point out that they should establish and maintain a formal style by avoiding the use of slang and nonstandard English.

STEP 4 Evaluate Your Writing

Display the checklist below and have students use it to evaluate their persuasive essays. Circulate around the room and confer with individual students.

✓ Is my essay focused on one claim?

✓ Did I support my claim with clear reasons and relevant evidence?

✓ Did I organize my reasons and evidence clearly?

✓ Did I use a formal style that avoids slang and nonstandard English?

✓ Did I use words and phrases to clarify the relationship between my claim and reasons?

✓ Does my concluding statement make sense with the argument I presented?

Help students identify areas in which their writing may be improved. Then guide them to set goals and develop a plan for revision.

STEP 5 Revise and Publish

Help students follow through with their plans for revision. If time permits, have students trade essays and offer suggestions for how to improve their essays.

Publishing Students can use a computer to input and then print their essays to share with a partner.


Objectives


Nomination Letter


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of a nomination letter.

• Write a nomination letter using clear reasons and relevant evidence.




Review the key features of a nomination letter listed below. Respond to any questions students might have.

Key Features of a Nomination Letter

• Introduces the writer’s claim that someone should be included in a group

• Supports the claim with clear reasons and relevant evidence

• Clarifies the relationship among the claim, the reasons, and the evidence

• Maintains a formal style, including business letter formatting

• Provides a logical concluding statement, often urging the reader to take action

Provide a model to illustrate key features. Display the model for students to evaluate and point out each of the key features you have discussed.


Writing Prompt Look back at Black Frontiers and “Garrett Augustus Morgan.” The author of Black Frontiers, Lillian Schlissel, is planning a new expanded edition of her book. You believe that Schlissel should include Garrett Morgan in this new edition. Write a nomination letter designed to convince Schlissel to include Morgan in her book. Establish clear reasons for this claim and use relevant evidence from each text to support your claim.

Think Aloud Your ideas will be more convincing if they are well organized and presented in a logical order. Decide on the claim you will state about Morgan in your letter. Then identify at least two reasons for your claim.

Guided Writing Help students create outlines for their letters. First, students should introduce their claims. Then students should state at least two clear reasons for their claims and provide relevant evidence from each text. Each reason, along with its supporting evidence, will form one body paragraph of the letter. Finally, students should provide concluding statements that follow logically from the arguments.


Argument

Use with Unit 4


Have students use their outlines to write nomination letters. Remind them of the key features of nomination letters.

Think Aloud One of the best ways to persuade readers is to clarify the relationships among your claim, your reasons, and your evidence. For example, what is a pioneer? How were the Buffalo Soldiers, who are already included in the book, military or social pioneers? How was Morgan a scientific pioneer?

Getting Started Tell students to begin writing their nomination letters using their outlines to help them organize their ideas. Tell students to introduce their claims. Then offer guidance regarding where to place relevant evidence to support the reasons for their claims. Emphasize the importance of formal style and words, phrases, and clauses to clarify relationships. Remind students to end with concluding statements or sections that follow logically from the arguments presented.


Display the checklist below and have students use it to evaluate their nomination letters. Circulate throughout the room and confer with individual students.

✓ Is my claim clearly stated?

✓ Do I provide at least two clear reasons that support my claim?

✓ Do I provide relevant evidence for each reason?

✓ Are the relationships among my claims, reasons, and evidence clear?

✓ Do I maintain a formal style free of slang and nonstandard English?

✓ Do I provide a concluding statement or section that follows logically from my argument?

Help students set goals and establish plans for improving in areas where their writing needs development.


Help students execute their plans for revision. If time permits, encourage students to exchange letters and offer suggestions for improvement.

Publishing Students can print and mail their nomination letters to the publisher of Black Frontiers.


Objectives


Advertising Brochure


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 1.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• Identify the characteristics of an advertising brochure.

• Write an advertising brochure using catchy words and vivid graphics.




Review the key features of an advertising brochure listed below. Respond to any questions students might have.

Key Features of an Advertising Brochure

• Introduces a claim, or position, about a product, service, or event

• Uses persuasive techniques to support the claim with clear reasons and relevant evidence

• Uses persuasive words, phrases, and clauses to add clarification

• Includes photographs or other types of graphics to illustrate the claim

Use an advertising brochure to model key features. Display the model for students to see and point out each of the key features you have discussed.


Writing Prompt Imagine that Kepler from Good-Bye to the Moon visits Egypt and sees the pyramids during his stay on Earth. Use what you know about Kepler and information from Egypt to write an advertising brochure from his point of view. Support your claim with relevant evidence from the texts.

Think Aloud I see that Kepler mentions several times in Good-Bye to the Moon that he wants to see the pyramids. So, as Kepler, I will claim that visiting the pyramids is the most amazing thing to do while on Earth! I’m going to go back into the text of Egypt for relevant evidence that I can use to support my claim. I also want to include a map showing the location of the pyramids, so I will look on the Internet for one that I can download and use.

Guided Writing Remind students that the purpose of their advertising brochure is to convince readers to visit the pyramids. With that in mind, have students come up with their own claims that they will make clear in their brochures. Have them reread pp. 312 and 313 of Egypt to identify relevant evidence they can use to support their claims, taking notes on what they read. Have students also reread Good-Bye to the Moon to get a sense of Kepler’s personality and the kind of language he might use in an


Argument

Use with Unit 2

advertising brochure. Tell students to search the Internet for downloadable images of the pyramids or maps that show their locations and print them.


Remind students of the key features of an advertising brochure. Then explain that students will use their notes to help organize their writing.

Think Aloud For my brochure, I will fold a sheet of paper in half lengthwise. The front will be the cover of the brochure, and the remaining space will be for the text and the graphics. Since I want to persuade readers, I will use powerful language—such as spectacular, amazing, gigantic, and marvelous—when describing the pyramids and Egypt.

Getting Started Work with students to develop an outline for their brochures. Remind students to provide a concluding statement that follows from the information presented in their brochures, such as a final attempt to persuade the reader to see the pyramids. Point out that students can use a casual tone in their writing, but they should avoid the use of nonstandard English. Review persuasive words and phrases students can use to clarify the relationships among their claims and the reasons they are using as evidence.


Display the checklist below and have students use it to evaluate their brochures. Circulate around the room and confer with individual students.

✓ Did I clearly state my claim?



✓ Did I use persuasive and catchy words and phrases to grab the reader’s attention?

✓ Does my concluding statement make sense with the information I presented?



Help students follow through with their plans for revision. If time permits, have students trade brochures and offer suggestions for how to improve them.

Publishing Students can use a computer to write and assemble their advertising brochures, downloading and placing graphics within the brochure. Then students can present their brochures to their peers.


Objectives


Nomination Letter


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

• Identify the characteristics of a nomination letter.

• Write a nomination letter using facts and supporting details.




Review the key features of a nomination letter listed below. Respond to any questions students might have.

Key Features of a Nomination Letter

• Introduces a claim, or position, about a person

• Explains why a person should receive an award

• Follows the format of a formal letter


• Uses persuasive words, phrases, and clauses to clarify the relationship among claims and reasons

Use a nomination letter to model key features. Display the model for students to see and point out each of the key features you have discussed.


Writing Prompt In Hatchet and Learning to Swim, the main characters show courage under extreme situations. Write a nomination letter telling why both characters should be honored with an award for their actions. Support your claims with relevant evidence from the texts.

Think Aloud I will start my letter by identifying the characters and introducing my claim—that they should receive awards for bravery. Then I will include details from the texts that support my claim, painting a vivid picture of the danger the characters faced and how they showed courage. I will end my letter with a concluding statement that reminds the reader of my argument.

Guided Writing Explain to students that the purpose of a nomination letter is to help readers get to know the nominees and to convince the readers that the nominees deserve the award. Work with students to identify relevant evidence from the texts to support their claims. Then help them organize the reasons and evidence clearly in outline form, with a section for an introduction, body, and closing.


Argument

Use with Unit 3


Remind students of the key features of a nomination letter. Then explain that they will use their outlines to write their drafts.

Think Aloud Following the format of a formal letter, I will include my address, the date, the recipient’s address, a salutation, an introduction, a body, and a closing. I will state my claim in the introduction and relevant evidence in the body. To clarify the relationship among my claims and reasons, I will use words and phrases such as because of this, so, and as a result. I’ll make sure my conclusion supports the argument I presented.

Getting Started Use a sample letter to review the basic parts of a formal letter and the relevant punctuation. Have students write their drafts, organizing the information in letter form. Remind them to establish and maintain a formal style by avoiding the use of slang and nonstandard English.


Display the checklist below and have students use it to evaluate their nomination letters. Circulate around the room and confer with individual students.

✓ Did I clearly state my claim?



✓ Did I establish and maintain a formal style?

✓ Did I use words and phrases to clarify the relationship among my claim and reasons?




Help students follow through with their plans for revision. If time permits, have students trade letters and offer suggestions for how to improve them.

Publishing Students can publish and display their letters for their peers to read.


Objectives


Persuasive Speech



• Identify the characteristics of a persuasive speech.

• Write a persuasive speech, using clear reasons and relevant evidence.




Review the key features of a persuasive speech that are listed below. Respond to any questions students might have.

Key Features of a Persuasive Speech

• Introduces the writer’s claim about a topic



• Maintains a formal style

• Provides a logical concluding statement, often urging the listener to take action

Display a persuasive speech or essay that students have already read to illustrate key features. Point out each of the key features you have discussed.


Writing Prompt Look back at The View from Saturday and Harvesting Hope: The Story of Cesar Chavez. Noah and Cesar Chavez each help communities in need. Write a persuasive speech to convince your classmates to help with a school or community need. Consider persuasive techniques that Noah and Cesar Chavez used to help you convince your classmates. Establish clear reasons for this claim and use relevant evidence from each text to persuade your listeners.

Think Aloud To make your ideas convincing, consider organization and logic. Decide on the claim you will make about a school or community need. Then identify at least three reasons for your claim.

Guided Writing Help students create outlines for their speeches. First, students should introduce their claims using an attention-getting strategy such as a question or a shocking statistic. Then students should state at least three clear reasons for their claims and provide relevant text evidence. Each reason, along with its supporting evidence, should form one body paragraph of the speech. Finally, students should provide concluding statements that follow logically from their arguments.


Argument

Use with Unit 5


Have students use their outlines to write persuasive speeches. Remind them of the key features of persuasive speeches.

Think Aloud One of the best ways to persuade the audience is to provide a concluding statement that asks listeners to act because the topic appeals to their emotions, logic, or sense of right and wrong. Identify the most important reason that should convince listeners of your claim and revisit it in your concluding statement, using precise language.

Getting Started Tell students to begin writing their speeches using their outlines to help them organize their ideas. Tell students to introduce their claims. Then give them guidance regarding where to place relevant evidence to support the reasons for their claims. Emphasize the importance of formal style and words, phrases, and clauses to clarify relationships. Remind them to end with concluding statements or sections that follow logically from the arguments presented.


Display the checklist below and have students use it to evaluate their speeches. Circulate throughout the room and confer with individual students.


✓ Do I provide at least three clear reasons that support my claim?


✓ Are the relationships among claims, reasons, and evidence clear?





Help students execute their plans for revision. If time permits, encourage students to exchange speeches and offer suggestions for improvement.

Publishing Students can deliver their speeches to classmates.


Objectives


Persuasive Essay




• Write a persuasive essay using clear reasons and relevant evidence.










• Provides a logical concluding statement, often urging the reader to agree with the writer

Display an example of a persuasive essay such as a newspaper or television editorial. Help students evaluate and point out each of the key features you have discussed.


Writing Prompt Look back at “Feudalism” and Ancient Greece. Each text describes a form of government: feudalism and Athenian democracy. Think about the purpose or goal of each form of government as stated in the texts. Then write a persuasive essay stating which form of government more successfully achieved its purpose and why. Establish clear reasons for this claim and use relevant evidence from each text to support your claim.

Think Aloud To be convincing, your ideas must be organized and logical. Decide on the claim you will make about which form of government most successfully achieved its purpose.

Guided Writing Display an outline as an example, and help students create outlines for their essays. Students should introduce their claims by discussing the differing purposes of government. Then students should state two to three clear reasons for their claims. For each reason, students should provide relevant evidence from each text. Each reason, along with its supporting evidence, should form one paragraph of the essay. Finally, students should provide concluding statements that follow logically from the arguments they have presented.


Argument

Use with Unit 6


Have students use their outlines to write their persuasive essays. Remind them of the key features of persuasive essays.

Think Aloud In supporting your claim, notice that you are comparing and contrasting two forms of government. Remember to use compare-and-contrast transition words and phrases to clarify these relationships: however, nevertheless, although, and despite.

Getting Started Tell students to use their outlines to help them organize their ideas. Students should begin by introducing their claims. Then provide assistance regarding where students should include relevant evidence to support the reasons for their claims. Reiterate the importance of formal style and words, phrases, and clauses to clarify relationships. Remind students to end with concluding statements or sections that follow logically from the arguments presented.


Display the checklist below and have students use it to evaluate their essays. Circulate throughout the room and confer with individual students.


✓ Do I provide two to three clear reasons that support my claim?





Help students set goals and establish plans for improving in areas where their writing needs further development.


Help students execute their plans for revision. If time permits, encourage students to exchange letters and offer suggestions for improvement.

Publishing Students may use their essays as the basis for debating forms of government.


Objectives


Persuasive Essay




• Write a persuasive essay using facts and supporting details.






• Establishes a position by stating a claim, or position, about a topic

• Supports the claim with clear reasons and relevant evidence, demonstrating an understanding of the topic and the text

• Organizes the reasons and evidence in a clear and logical order, using transition words and phrases to clarify the relationships among the claim and supporting reasons

• Includes an introduction, body, and conclusion that follows from the argument presented

• Establishes and maintains a formal style

Choose a persuasive text that students have already read to model key features. Display the model for students to see and point out each of the key features you have discussed.


Writing Prompt Look back at Old Yeller and Hachiko: The True Story of a Loyal Dog. Use evidence from each selection to write a persuasive essay about which dog you think is more deserving of a statue, Old Yeller or Hachiko.

Think Aloud To organize my writing, I’m going to use a chart to list the events from each text that display each dog’s bravery or loyalty. I’ll only include relevant information and examples that support my topic.

Guided Writing Work with students to identify relevant evidence from the texts. Make sure the events students list are strong examples from the texts.


Argument

Use with Unit 1


Remind students of the key features of a persuasive essay. Then explain that they will use their charts to write their essays.

Think Aloud On my chart, I listed examples of relevant evidence that support my claim. Now I’m going to rank those examples from the weakest to the strongest. I’ll end my essay with the strongest evidence, since readers will probably remember that most. When I state my claim, I’ll use strong verbs to show how I feel about the topic. In the body of my essay, I’ll use persuasive words and phrases to support my claim.

Getting Started Provide a list of persuasive words and phrases students can use to clarify the relationships among their claims and the reasons they are using as evidence, for example: certain, confident, definitely, most important, and obviously. Remind students to provide a concluding statement that follows from the argument presented in their essays. Point out that they should establish and maintain a formal style by avoiding the use of slang and nonstandard English.


Display the checklist below and have students use it to evaluate their persuasive essays. Circulate around the room and confer with individual students.

✓ Is my essay focused?




✓ Did I use words and phrases to clarify the relationship between my claim and reasons?

Help students identify areas in which their writing could be improved. Remind them to avoid the use of slang in order to maintain a formal style. Then guide them in setting goals and developing a plan for revision.


Help students follow through with their plans for revision. If time permits, have students trade essays and offer suggestions for improvement.

Publishing Students can set up a class blog and post their essays for family members and friends to read.


Objectives


Persuasive Essay




• Write a persuasive essay stating a claim, or opinion, and supporting it with relevant facts and concrete details.






• Introduces a claim, or opinion

• Provides evidence to support the claim

• Contains clear topic sentences that are supported by relevant facts, definitions, concrete details, quotations, or other information and examples

• Uses transitions to clarify relationships among ideas

• Provides a conclusion related to the claim

Display a persuasive essay that students have already read to illustrate key features. Point out each of the key features you have discussed.


Writing Prompt Look back at Into the Ice and Deep-Sea Danger. Each of these explorers makes preparations for these journeys and must respond to unforeseen events. Write a persuasive essay stating which journey you think was more difficult. Support your claim with evidence from the texts.

Think Aloud Your ideas will be more convincing if they are well organized and presented in a logical order. Before you begin writing, list the similarities and differences between the preparations and responses of the two expeditions. Begin by stating your claim, or opinion. Then decide the order in which you want to present the evidence to support your claim.

Guided Writing Help students think about ways to introduce their topics, including conclusions about the difficulty of the journeys. Explain that students should state their claim in the first paragraph and then support it with reasons, facts, and details in subsequent paragraphs. The supporting reasons are usually organized from least important to most important. Each paragraph should have a clear topic sentence that is supported by evidence from the two texts. A conclusion should restate the claim and follow logically from the information in the body paragraphs.


Argument

Use with Unit 4


Have students use their outlines to write persuasive essays. Remind them of the key features of a persuasive essay.

Think Aloud Remember that a persuasive essay states a claim, or opinion, and then supports it with evidence from the texts. Words such as most, best, and better help state opinions.

Getting Started Tell students to begin writing their persuasive essays. Tell students to state their claims. Then give them guidance on where to place relevant facts, definitions, concrete details, quotations, or other information and examples to support their opinion, or claim, about which expedition was more difficult. Emphasize the importance of using precise language and formal style. Remind them to use transitions to signal and clarify relationships and to end with concluding statements or sections.


Display the checklist below and have students use it to evaluate their persuasive essays. Circulate throughout the room and confer with individual students.

✓ Do I state my claim clearly?

✓ Do I support my claim with relevant facts, definitions, concrete details, quotations, or other information and examples?

✓ Do I use appropriate transition words to clarify the relationships among ideas?

✓ Do I use a formal style that avoids slang and nonstandard English?

✓ Do I provide a conclusion that follows logically from my argument?



Help students execute their plans for revision. If time permits, encourage students to exchange essays and offer suggestions for improvement.

Publishing Students can present their essays to science or social studies classes and lead discussions regarding the difficulties of preparing for and taking such an expedition.


Objectives


Persuasive Essay




• Write a persuasive essay using persuasive words and clear language.










• Provides a logical concluding statement, often urging the reader to agree with the writer



Writing Prompt Look back at “‘Going Ape’ Over Language” and Inventing the Future: A Photobiography of Thomas Alva Edison. The chimpanzee scientists and Thomas Edison each faced problems related to communication, and each worked to solve these problems. In your opinion, what was the biggest problem each faced? Write an essay in which you state your opinion and support it with details from the text.

Think Aloud Before you begin writing, list the communication problems presented in each text. Then think about which problems would be more difficult to solve. Use this information to complete a graphic organizer before you write.

Guided Writing Guide students in completing their organizers. Help students think about ways to introduce their claims, including conclusions about the purpose and methods of communication. Explain that students should identify the problems in one body paragraph and state what they feel was the biggest problem each person faced in another body paragraph. Then students should state two to three clear reasons for their claims. For each reason, students should provide relevant evidence from each text. A concluding statement or section should logically follow the explanation presented in the body paragraphs.


Argument

Use with Unit 4


Have students use their graphic organizers to write persuasive essays. Remind them of the key features of a persuasive essay.

Think Aloud Remember that, in a persuasive essay, you are attempting to persuade the reader to agree with you. When writing about which problems you feel are the biggest ones, use adjectives such as hardest, ambitious, and challenging.

Getting Started Tell students to begin writing their persuasive essays using their graphic organizers to help them structure their ideas. Tell students to introduce their claims. Then give them guidance regarding where they should include relevant evidence to support the reasons for their claims. Reiterate the importance of formal style and words, phrases, and clauses to clarify relationships. Remind students to end with concluding statements or sections that follow logically from the arguments presented.




✓ Do I provide two to three clear reasons that support my claim?








Publishing Students can e-mail their essays to family and friends as a way of beginning exchanges about how they feel modern technology, including e-mail, has continued to solve communication problems.


Objectives


Opinion Piece


Writing 1. Write arguments to support claims with clear reasons and relevant evidence. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of an opinion piece.

• Write an opinion piece using facts and supporting details.




Review the key features of an opinion piece listed below. Respond to any questions students might have.

Key Features of an Opinion Piece

• States the writer’s opinion, or claim

• Tries to influence the reader’s opinion by developing an argument

• Provides evidence that is supported by facts, details, and examples

• Provides a concluding section that follows the information presented

Choose an opinion piece that students have already read to model the key features. Display the model for students to see and point out each of the key features you have discussed.


Writing Prompt Look back at Hatchet and When Marian Sang. Both Brian and Marian are faced with several problems they have to solve. Choose one problem that each faced. Then write an opinion piece that first outlines the problems and how Brian and Marian solved their problems. Conclude by giving your opinion about what traits or qualities are necessary to be a problem-solver. Develop the piece with relevant details and examples from the selections.

Think Aloud I’ll begin by choosing a problem for Marian and Brian. Then I’ll review the selections, making notes of relevant facts and details that tell about the problem and how it was solved. I can use these notes to write an outline for my essay. In the body of my essay, I’ll have three sections. The first section will be about Brian’s problem and what he did to solve it. The second section will be about Marian’s problem and how she solved it. In the third section, I will state my opinion about the qualities and traits that are necessary to be a problem-solver.

Guided Writing Have students choose a problem for each character. Then have them develop the topic with relevant facts, details, and other information and examples from the selections. Work with students to create an outline from their notes.


Argument

Use with Unit 3


Remind students of the key features of an opinion piece. Then explain that they will use their outlines to write their drafts.

Think Aloud I want to make sure readers of my essay understand how each character solved his or her problem. To do this, I’ll use appropriate transitions to clarify the relationships among the ideas. I’ll also provide a concluding statement that follows from the information presented in my essay. In this section, I’ll state my opinion about what traits and qualities are necessary to be a problem-solver.

Getting Started Tell students to use their outlines to begin writing their opinion pieces. Point out that each section should have a topic sentence and include relevant facts and details that support the topic sentence. Remind students to establish and maintain a formal style in their writing.


Display the checklist below and have students use it to evaluate their opinion pieces. Circulate around the room and confer with individual students.

✓ Does my opinion piece clearly introduce my claim?

✓ Did I include details and relevant facts that show how the characters solved their problems?

✓ Is there a main idea for each section?

✓ Did I use appropriate transitions to clarify the relationships among my ideas?

✓ Is my conclusion clear and logical?



Help students follow through with their plans for revision. If time permits, have students trade essays and offer suggestions for how to improve them.

Publishing Have students use a word-processing program to type their essays. Then have them print their essays and read them aloud in small groups.


Objectives


Persuasive Essay


Writing 1. Write arguments to support claims with reasons and relevant evidence. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


• Write a persuasive essay using relevant facts and supporting details.






• Tries to influence the reader’s opinion by developing an argument

• Provides evidence using facts, details, and examples

• Often urges the reader to take action

• Contains a conclusion that is directly related to the opinion, or claim



Writing Prompt Look back at The River That Went to the Sky and Gold. Both texts describe natural resources in Africa. Write a persuasive essay in which you explain which resource is most important and why you think as you do. Support your opinion, or claim, by citing concrete details from each text.

Think Aloud To engage your reader, organize your ideas and present them in a logical order. Before you begin writing, list Africa’s natural resources as described in the two texts. Then think about which natural resource has the greatest impact on geography and population.

Guided Writing Have students complete main idea and detail graphic organizers. Help students think about ways to introduce their claims, including conclusions about the relationships between the natural resources they have chosen, geography, and population. For example, drought affects the plant and animal populations that serve as food sources, which, in turn, affect people’s health. Explain that each paragraph will include relevant facts and concrete details that reinforce the central argument of the essay. A concluding statement or section will logically follow from the body of their persuasive essays.


Argument

Use with Unit 5


Have students use their graphic organizers to write persuasive essays. Remind them of the key features of a persuasive essay.

Think Aloud One of the best ways to persuade readers is to use facts and details that support your claim. Try using a quote from a text. Use this sentence starter: For example, the writer states, “(insert quotation).”

Getting Started Tell students to begin writing their persuasive essays using their graphic organizers to help them structure their ideas. Tell students to introduce their claims. Then give them guidance regarding where to place relevant facts, definitions, concrete details, quotations, or other information and examples to support their claims. Emphasize the importance of using precise language and formal style. Remind them to use transitional words to clarify relationships and to end with concluding statements or sections.



✓ Do I clearly state my claim regarding Africa’s most important natural resource?

✓ Do I support the claim with relevant facts, definitions, concrete details, quotations, or other information and examples?

✓ Do I use appropriate transition words to clarify the relationships among ideas?

✓ Do I use precise language to explain my claim?


✓ Do I provide a concluding statement that follows logically from my claim?




Publishing Students can post their persuasive essays on a class blog and receive feedback from friends and family.

220 Informative/Explanatory • Use with Unit 1

Objectives


Compare-and-Contrast Essay


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of a compare-and-contrast essay.

• Write a compare-and-contrast essay using facts and supporting details.




Review the key features of a compare-and-contrast essay listed below. Respond to any questions students might have.

Key Features of a Compare-and-Contrast Essay

• Compares and contrasts two topics by telling how they are alike and different

• Follows an appropriately organized structure

• Contains a clear topic sentence that is supported by relevant information and examples

• Uses appropriate transitions to clarify the relationships among ideas

• Provides a concluding statement that follows the explanation presented

Choose a compare-and-contrast essay that students have already read to model key features. Display the model for students to see and point out each of the key features you have discussed.


Writing Prompt Look back at “A Dog’s Life” and “They’ve Got Personality.” Compare and contrast the two texts. Write an explanation of how the texts are alike and how they are different. Provide relevant information and examples from the texts to support your ideas.

Think Aloud Before I begin writing, I will list the similarities and differences between the two texts. To identify relevant examples that support my explanation, I will ask myself the following questions: What is the topic of each text? How are the texts organized? What text features are found in the texts? What are the genres of the texts? Is the writing formal or casual?

Guided Writing Guide students in identifying evidence from the texts that answer the questions in the Think Aloud. Then work with them to complete a Venn diagram using the relevant information and examples they identified.

Informative/Explanatory • Use with Unit 1 221


Use with Unit 1


Remind students of the key features of a compare-and-contrast essay. Then explain that they will use their Venn diagrams to help organize their writing.

Think Aloud Before beginning my draft, I need to think about how to organize my essay. I will begin by introducing my topic. Then, in separate paragraphs, I will develop the topic using examples from my Venn diagram. One paragraph will describe “A Dog’s Life,” a second paragraph will describe “They’ve Got Personality,” and a third paragraph will compare and contrast the two texts. Finally, I will end with a concluding statement.

Getting Started Display an outline that follows the organizational structure described in the Think Aloud. Tell students that the paragraph about “A Dog’s Life” will include only relevant information and examples about that text; the same is true for the paragraph about “They’ve Got Personality.” Help students organize the evidence they included in their Venn diagrams in outline form. Remind students to use appropriate compare-and-contrast transitions—such as both, likewise, in contrast, and unlike—to clarify the relationships among their ideas. Point out that they should avoid using slang and nonstandard English in their essays.


Display the checklist below and have students use it to evaluate their compare-and-contrast essays. Circulate around the room and confer with individual students.

✓ Did I clearly introduce my topic?

✓ Did I use transition words to signal comparisons and contrasts?

✓ Did I include relevant information and examples from the selections that support my explanation?


✓ Did I use specific words to describe the similarities and differences?

✓ Did I include a concluding statement that follows from the explanation?



Help students follow through with their plans for revision. If time permits, have students trade essays and offer suggestions for how to improve their essays.

Publishing Students may use a computer to input the edited versions of their essays. Then have students read aloud the essays in a small group.


Objectives


Research Report


Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Writing 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Writing 8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of a research report.

• Write a research report using facts and supporting details.




Review the key features of a research report listed below. Respond to any questions students might have.

Key Features of a Research Report

• Focuses on a controlling idea or thesis

• Uses complete, accurate information based on research

• Presents the information in an organized way

• Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples

• Has clear topic sentences and supporting details


Display a research report to use as a model for students to see and point out each of the key features you have discussed.


Writing Prompt The authors of The Emperor’s Silent Army and Egypt include information about how the people of ancient China and Egypt viewed and dealt with death. Use these two selections to write a research report on beliefs about death from the viewpoint of these two civilizations. Provide relevant facts, definitions, concrete details, and other information and examples from the texts to support your ideas.

Think Aloud To begin, I will review The Emperor’s Silent Army and Egypt, looking for information about my topic—What were the ancient Chinese and Egyptian beliefs about death? I will write relevant facts, details, and other information on note cards, using my own words, not the author’s words.

Guided Writing Work with students to identify relevant facts, details, and other evidence from the texts. Remind students to paraphrase the information in their notes, rather than copying the authors’ exact words. Explain that if they do want to use an author’s exact words, they should enclose that text in quotation marks and credit the source.



Use with Unit 2


Remind students of the key features of a research report. Then explain that they will use their notes to help organize their writing.

Think Aloud Before beginning my draft, I need to organize my notes into an outline. I will begin by introducing my topic. Then, in separate paragraphs, I will develop the topic using examples from my note cards. I will organize the information in each paragraph so the main idea is clear to the reader. One paragraph will include information from The Emperor’s Silent Army, and a second paragraph will include information from Egypt. Finally, I will end with a concluding section. At the end of my report, I will list the two sources I used for my report.

Getting Started Display an outline that follows the organizational structure described in the Think Aloud. Help students organize the evidence from their note cards in outline form. Make sure they include a topic sentence in each paragraph and that the other sentences support the topic sentence. Show students how to create a list of sources with basic bibliographic information to include at the end of their reports. Remind students to use a formal writing style.


Display the checklist below and have students use it to evaluate their research reports. Circulate around the room and confer with individual students.

✓ Is my research report focused on the topic?

✓ Did I include relevant facts, definitions, concrete details, quotations, or other information and examples from the selections that support my topic?


✓ Did I paraphrase the material clearly and accurately or use quotation marks around authors’ exact words?


✓ Did I include basic bibliographic information for my sources?



Help students follow through with their plans for revision. If time permits, have students trade reports and offer suggestions for how to improve their reports.

Publishing Students can use a word processor to type their reports. Then have them read aloud the reports in small-group settings.


Objectives


Autobiographical Sketch


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of an autobiographical sketch.

• Write an autobiographical sketch using facts and supporting details.




Review the key features of an autobiographical sketch listed below. Respond to any questions students might have.

Key Features of an Autobiographical Sketch

• Tells about a real incident in the life of the writer

• Uses precise language and specific details to explain the event

• Is told from a first-person point of view


Choose an autobiography that students have already read to model the key features. Display the model for students to see and point out each of the key features you have discussed.


Writing Prompt Look back at When Marian Sang and chose an incident from her life. Then imagine that you are Marian Anderson. Use the incident to write an autobiographical sketch in the words of Marian, following the format of the autobiography Learning to Swim. Develop the sketch with relevant details and examples from both selections.

Think Aloud I’m choosing the incident on pp. 376–378 from When Marian Sang for my autobiographical sketch. The writer in Learning to Swim uses first person to tell her story, since it’s an autobiography. I will do the same, writing as if I am Marian and I am telling my own story.

Guided Writing Have students reread a section of Learning to Swim and note the features of an autobiography. Then work with them to identify relevant information and examples from When Marian Sang they will use to develop their sketches. Then, using those details, help students develop an outline.



Use with Unit 3


Remind students of the key features of an autobiographical sketch. Then explain that they will use their outlines to write their drafts.

Think Aloud An autobiographical sketch tells about an incident that happened to the writer. To make my sketch come alive for the reader, I will tell about the event using precise language and vivid descriptions. I’ll develop the topic with concrete details and relevant information.

Getting Started Tell students to use their outlines to begin writing their autobiographical sketches. Point out that each paragraph should have a topic sentence and include relevant facts and details that support the topic sentence.


Display the checklist below and have students use it to evaluate their autobiographical sketches. Circulate around the room and confer with individual students.

✓ Is my autobiographical sketch focused on a particular incident?

✓ Did I include concrete details and relevant facts or other information and examples from the selections?

✓ Did I use first-person point of view and precise language to explain the event?

✓ Did I follow the format of an autobiography?



Help students follow through with their plans for revision. If time permits, have students trade sketches and offer suggestions for how to improve them.

Publishing Students can use a word processor to type their autobiographical sketches. Students may then share with their peers.


Objectives


Cause-and-Effect Essay


Writing 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Identify the characteristics of a cause-and-effect essay.

• Write a cause-and-effect essay, using relevant facts and concrete details.




Review the key features of a cause-and-effect essay that are listed below. Respond to any questions students might have.

Key Features of a Cause-and-Effect Essay

• Explains what causes an event and/or what happens as the result of an event

• Follows an appropriately organized structure

• Contains clear topic sentences that are supported by relevant facts, definitions, concrete details, quotations, or other information and examples

• Uses transitions to clarify relationships among ideas

• Provides a concluding statement related to the explanation

Display a cause-and-effect passage that students have already read to illustrate key features of the form. Point out each of the key features you have discussed.


Writing Prompt Look back at “Pecos Bill and the Cyclone” and Greensburg Goes Green. In both texts, a weather event affects the setting and the characters. Write a cause-and-effect essay explaining the changes that happen as a result of the cyclone and the tornado. Cite concrete details from each text in support.

Think Aloud Before you begin writing, list the effects of each weather event on the setting and the characters in each story. Consider whether the effects are largely positive or negative and why. Use this information to construct a cause-and-effect graphic organizer before you write.

Guided Writing Help students think about ways to introduce their topics, such as with an observation about people’s attitudes when dealing with disaster. Explain that students should describe causes (cyclone and tornado) in one paragraph and effects (drought-ending rain, Death Valley, destruction, green rebuilding efforts) in one or two more paragraphs. Each paragraph should have a topic sentence that is supported by relevant facts, definitions, concrete details, quotations, and examples from the two texts. A concluding statement should logically follow the explanation presented in the paragraphs.



Use with Unit 5


Have students use their organizers to write cause-and-effect essays. Remind them of the key features of a cause-and-effect essay.

Think Aloud Remember that a cause-and-effect essay tells what causes an event or what happens as the result of an event. To clarify a cause-and-effect relationship, use cause-and-effect transition words and phrases, such as due to, because of, as a result of, and as a consequence.

Getting Started Tell students to begin writing their cause-and-effect essays using their graphic organizers to help them structure their ideas. Tell students to introduce their topics. Then give them guidance on where to place relevant facts, definitions, concrete details, quotations, or other information and examples that show the effects of the two weather events. Emphasize the importance of using precise language and formal style. Remind them to use transitional cause-and-effect words and phrases to clarify relationships and to end with concluding statements or sections.


Display the checklist below and have students use it to evaluate their cause-and-effect essays. Circulate throughout the room and confer with individual students.

✓ Do I explain the results of the two weather events?

✓ Do I develop my ideas with relevant facts, definitions, concrete details, quotations, or other information and examples?

✓ Do I use appropriate cause-and-effect transition words and phrases to clarify the relationships among ideas?

✓ Do I use precise language to explain causes and effects?


✓ Do I provide a concluding statement or section that follows logically from my explanation of causes and effects?

Help students set goals and establish plans for improving in areas where their writing needs additional development.



Publishing Students can post excerpts from their essays in the comments section of the Contact Form on the Greensburg, Kansas, Web site.

Date post:	06-Apr-2018
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