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Taking Common Core Writing Text Types toWriting Text Types to Paragraphs and Beyond
Carolyn Hood
©2002, 2017 Learning Headquarters 7290 Navajo Road, Suite 207
Carolyn Hood CABE 2017
7 90 Navajo oad, Su te 07San Diego, California 92119
Phone: (619) 229-0010 Fax: (619) 229-6672 Email: [email protected]
www.learningheadquarters.com
Standards-Based System to Increase Student Achievement
Writing Instruction
Demonstration WritingDemonstration Writing“I Demo It; We Do It”
Modeled/Shared/Interactive WritingModeled/Shared/Interactive Writing(At Grade Level)
Student Writing“You Try It; On Your Own”
Guided/Independent WritingGuided/Independent Writing(At Instructional Level)
Common Core Writing Standards English Language Arts/English Language Development
F kFramework
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Common Core Writing Text Types Across Grade Levels
K Opinion Informative/ Explanatory
Narrative
1 Opinion Informative/ Explanatory
Narrative
2 Opinion Informative/ Explanatory
Narrative
3 Opinion Informative/ Explanatory
Narrative
44 Opinion Informative/ Explanatory
Narrative
5 O i i I f ti / N ti5 Opinion Informative/ Explanatory
Narrative
6 Argument Informative/ NarrativeArgument Informative/ Explanatory
Narrative
Common Core State Standards -Writing Shifts-
• Writing Across Content Areas• Integrated Approach
• Balanced Access to Writing Text Types
Informative/ Explanatory
NarrativeArgument (Opinion)
• Text-Dependent Writing• Grounded in Evidence
from Texts
• Imbedded Research and Technology• Multiple Sources
Di i l T l• Digital Tools• Collaboration
English Language Development (ELD) Standards
-Key Shifts-• Used in Tandem with Common Core
ELA Standards and Content AreasELA Standards and Content Areas
Designated• Specialized
Integrated•All Content Areas
CSpecialized Attention to Critical Language Skills
All Content Areas•ELA with ELD Considerations•All of the Time
• 3 Modes of Communication• C ll b ti I t ti
• Protected TimeAll of the Time
• Collaboration, Interpretive, Productive
• 3 Levels on Continuum3 Levels on Continuum• Emerging, Expanding, Bridging
• Key ThemesyLanguage
DevelopmentEffectiveExpression
ContentKnowledge
FoundationalSkills
Meaning Making
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WritinggText Types
Argument (Opinion)
• Note: See Appendix A for more details, including “The Special Place f A t i th St d d ”of Argument in the Standards”
Informative/Explanatory
d f• Note: See Appendix A for more details, including distinctions between arguments and g mexplanations
Narrative
• Note: See Appendix A for more details, including “Creative Writing b d N ti ”beyond Narrative”
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Text Structures
Written Language
Scribbles Sounds/ Letters
Words/ Phrases Sentences Paragraphs Multiple
Paragraphs
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Sentence ldBuilding
Powerful Sentences Chart• T t f i l• To transform a simple
idea into powerful sentencessentences
• To brainstorm related words/synonymsy y
• To develop and verbalize new sentences
• Grades 1-6
Powerful Sentences Chart
The desperate 49ers panned for gold using a rocker in California during the
Gold RushGold Rush.
Spanish Powerful Sentences ChartPowerful Sentences Chart
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Sentence Blueprints Cards• To create a variety of y
powerful sentences• To actively engage
students in creating new blueprint patterns
• To develop and verbalize new sentences
• Grades 2-6: TravelersG d 3 6 T i l D k• Grades 3-6: Triple Deckers
• Grades 3-6: Double the Whos
Building Powerful Sentences (T v l s) usin th(Travelers) using the
Powerful Sentences Chart
The desperate 49ers panned for goldThe desperate 49ers panned for gold during the Gold Rush in California.
-Travelers-
The desperate 49erspanned for
gold
using a rocker
in California
during the Gold Rushrocker California Gold Rush.
The desperate 49ers panned for gold during the Gold Rush in California.g
Using a the desperate 49ersUsing a rocker,
Using a rocker, the desperate 49ers
in California
during the Gold Rush.
panned for gold
g , ppanned for gold during the Gold Rush in
California.
-Triple Deckers-
Th h f lThe hopeful
dreamers panned through riverbeds,
investigated the Mother Lode,
and searched at their land claim
every waking hour.
The hopeful dreamers panned through riverbeds, investigated the Mother Lode,
and searched at their land claim everyand searched at their land claim every waking hour.
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-Double the Who’s-
James M h ll
hunted for t
a gold kMarshall, nuggets
i 1849
seeker,
toin the Sierra in 1849 to prosper.
in the Sierra Nevada mountains
James Marshall a gold seeker huntedJames Marshall, a gold seeker, hunted for nuggets in the Sierra Nevada
mountains in 1849 to prosper.
-with Travelers-To prosper, James Marshall, a gold p p , , g
seeker, hunted for nuggets in the Sierra Nevada mountains in 1849.
Spanish Sentence Blueprints Cardsp
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Powerful Argument ( )(Opinion)W itiWriting
Third Grade Sample
Teaching Task Pre-Planning
Concept(s)American HeroesExploring Informational Texts: Describing Historical Events
Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
Describing Historical Events
The Story of Ruby Bridgesby Robert Coles
Th St f R b B id i d l d
Text(s) and/or Source(s)
The Story of Ruby Bridges is a read-aloud informational text listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks’
Sample Performance Task (p 62):Students read Robert Coles’s retelling of a Students read Robert Coles s retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby d h h l [ ]
Text Type
desegregating her school. [RI.3.3]
Argument (Opinion)
Teaching Task (with Text Structure)
How would you describe Ruby Bridges? After reading The Story of Ruby Bridges, write an essay that states your opinion on the best word or phrase to describe this young girl
Instructional Sequence
Structure)
Consider: Plan by backward mapping to include reading
or phrase to describe this young girl. Support your opinion with reasons. (Analysis)
Sequence -Plan and Teach-
y pp g gof text prior to teaching instructional sequence
8Teaching Task Pre-Planning Sheet A © 2012 Learning Headquarterswww.learningheadquarters.com
The Great
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Instructional Sequence Guide
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Instructional Sequence Guide
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Build Concept and Background
Note-Taking Tip:Note Taking Tip:• As you read the story,
create an anchor chart that models how to takethat models how to take notes about moments from the story that may describe Ruby’sdescribe Ruby s personality (e.g., determined)
Build Concept and Background
Build Concept and Background:Review Grade-Level Standards
-Scoring Guide-
Build Concept and Background: Review Grade-Level Standards -Create a Student-Generated
Checklist-
Write about the idea or book - Jayden
Third Grade Opinion Checklist
Write about the idea or book JaydenWrite what you believe about - Abel Organize your reasons so other people can understand them - Alejandra Make sure your reasons match and
support your opinion/belief - Loydpp y p y Use transitions to connect your ideas -
Sofia C t id ith t t d Connect your ideas with starters and
transitions - Mia C-C-Conclude your idea - MasonWrap it up - Bella
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Build Concept and Background: Analyze Writing (Text Type)
Exemplars
Instructional Sequence Guide
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H ld d ib
Identify Task
How would you describe Ruby Bridges? After reading The Story of Ruby BridgesThe Story of Ruby Bridges,write an essay that states
your opinion on the best word y por phrase to describe this young girl. Support your
i i ithopinion with reasons.
Learning Headquarters’ Third Grade Writing Task Templates
-Opinion-Analysis Task 1: [Insert question] After __________
(researching, reading, learning about, experiencing) __________ (content), write a/an __________ ( d ) h i i
-Opinion-
(product) that states your opinion on __________. Support your opinion with reasons.
Comparison Task 2: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares__________ and argues __________. Support your opinion with reasons.
Evaluation Task 3: [Insert question] After __________ (researching, reading, learning about, experiencing)
(content) write a/an__________ (content), write a/an __________ (product) that discusses __________ and evaluates __________. Support your opinion with reasons.
Problem-Solution Task 4: [Insert question] After __________ (researching, reading, learning about, experiencing)
( ) /__________ (content), write a/an __________ (product) that identifies a problem __________ and argues for a solution __________. Support your opinion with reasons.
Cause-Effect Task 5: [Insert question] After __________ Cause Effect(researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that argues the causes of __________ and explains the effects __________ . Support your opinion with reasonsopinion with reasons.
Third Writing Task Templates: Opinion © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative
www.learningheadquarters.com 10 © 2002, 2017 Learning Headquarters
Instructional Sequence Guide
The Great
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PlanEvents How Ruby
RespondedWords to Describe
Someone who Responds This Wayy
• Ordered to attend first grade at school as first and only African American
• Felt proud to have been chosen• Prayed with her family for courage
• strong• brave• courageous• optimistic
P id d d C i d d b• President ordered armed marshals to protect her from people who wanted to hurt her
• Continued to attend school every day
• brave• determined• persistent
• Entered school through a mob of angry, nasty people
• Hurried through crowd quietly
• calm• courteous• safe
• Other parents did not let their children
• Went to school with a smile on her face
• positive• self confidentnot let their children
go to school with hera smile on her face • self-confident
• Ruby and teacher alone in classroom every day
• Dedicated and ready to learn to read and write
• dedicated• bright• hard-workingy y g
• Constant chaos outside school
• Relaxed• Didn’t seem nervous or scared
• peaceful• fearless
• Dangerous day with l h i
• Stopped and prayed f f i f
• lovingf i hf langry people shouting
at her and wanting to hurt her
for forgiveness for people who hated her
• faithful• forgiving• compassionate
• Laws changed so all children could attend
• Continued to make a difference
• leader• role modelch ldren could attend
school togetherd fference role model
• pioneer• Constantly told she didn’t deserve an equal education
• Continued on to graduate from high school
• dedicated• strong• passionate
Plan
role model
honorable -Asiadetermined
-Becker
word/phrase that
role model -Mrs. Third
Becker
word/phrase that best describes Ruby Bridgesy g
Americanoptimist courageous
-KeenanAmerican
hero –Greyson
p-Rex
peaceful -Alexis leader -Alexis -Sahara
Instructional Sequence Guide
The Great
8
Build Concept and Background
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Research
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www.learningheadquarters.com 11 © 2002, 2017 Learning Headquarters
PrewriteControlling Idea (Opinion)
• To share a point of view• To connect topic to
purpose and task• To set up the significance
(“So what?”)
Controlling Idea =Controlling Idea = Topic + Task/Purpose
role model + word/phrase that best describes Ruby Bridges =
Ruby Bridges is best described as a role model for people around the world.
• Symbol introduced in kindergarten• “Shazam! Lighting strikes here!”Shazam! Lighting strikes here!• “Spark the rest of your writing”
Prewrite: Controlling Idea (Opinion)g ( p )
Mrs. ThirdDate
role model
Information• To gain attention of the
reader• To build background for
the point of view• To state what argument
(opinion) is about• To draw information
from and connect to sourcessources
• Symbol introduced in yfirst grade
• “Give the 9-1-1”
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Prewrite: Information from Experiences or Print and
Digital SourcesMrs. ThirdDate
l d l
• 1960• Judges orders• William Frantz Elementary
Date
role model• New Orleans, Louisiana
Related Words/Synonyms• To preclude reader
boredom• To eliminate over use• To be strategic about word
and phrase choice for effect
• Symbol introduced in firstSymbol introduced in first grade
• “S-S-Synonyms (hold up two fingers on one hand) mean (hold up two fingers on the other hand)on the other hand) s-s-same.”
Prewrite: Related Words/Synonymsy ym
Mrs. ThirdDate
role model
Ruby Bridges = little girl, first grader,
student, youth, courageous kid
• 1960• Judges orders• William Frantz Elementary• New Orleans, LouisianaLouisiana
Reasons• T t th it ’• To support the writer’s
purpose• To create an• To create an
organizational structure that lists reasons
• To address multiple viewpoints respectfully
• Symbols introduced in first grade• “The shapes hold the ‘shape’ of the
writing”S l b f b d• Select number of reasons based on amount needed to support opinion
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Prewrite: Reasons
“There is no right way to r niz ft r ll but th r isorganize, after all, but there is a right way to think about it: the
overall effect of good gorganization should be the
showcase of the ideas.”Culham, Ruth. 6 + 1 Traits of Writing: The
Complete Guide Grades 3 and Up. New York: Scholastic Professional Books, 2003. Print.
Prewrite: Reasons
TiUse your class ‘Plan’ to model reason selection
Tip:
model reason selection.Events How Ruby
RespondedWords to Describe
Someone who Responds This Way
• Ordered to attendfirst grade at school as first and only African American
• Felt proud to have been chosen• Prayed with her family for courage
• strong• brave• courageous• optimisticAfrican American family for courage • optimistic
• President ordered armed marshals to protect her from people who wanted to hurt her
• Continued to attendschool every day
• brave• determined• persistent
• Entered school through a mob of angry nasty people
• Hurried through crowd quietly
• calm• courteous• safeangry, nasty people safe
• Other parents did not let their children go to school with her
• Went to school with a smile on her face
• positive• self-confident
• Ruby and teacher alone in classroom every day
• Dedicated and ready to learn to read and write
• dedicated• bright• hard-working
• Constant chaosoutside school
• Relaxed• Didn’t seem nervous
• peaceful• fearlessoutside school • Didn t seem nervous
or scared• fearless
• Dangerous day with angry people shouting at her and wanting to hurt her
• Stopped and prayed for forgiveness for people who hated her
• loving• faithful• forgiving• compassionate
• Laws changed so all children could attend school together
• Continued to make a difference
• leader• role model• pioneer
Be sure to celebrate students who make different selections
g p• Constantly told she didn’t deserve an equal education
• Continued on to graduate from high school
• dedicated• strong• passionate
who make different selections.
PlanEvents How Ruby
RespondedWords to Describe
Someone who Responds This Wayy
• Ordered to attend first grade at school as first and only African American
• Felt proud to have been chosen• Prayed with her family for courage
• strong• brave• courageous• optimistic
P id d d C i d d b• President ordered armed marshals to protect her from people who wanted to hurt her
• Continued to attend school every day
• brave• determined• persistent
• Entered school through a mob of angry, nasty people
• Hurried through crowd quietly
• calm• courteous• safe
• Other parents did not let their children
• Went to school with a smile on her face
• positive• self confidentnot let their children
go to school with hera smile on her face • self-confident
• Ruby and teacher alone in classroom every day
• Dedicated and ready to learn to read and write
• dedicated• bright• hard-workingy y g
• Constant chaos outside school
• Relaxed• Didn’t seem nervous or scared
• peaceful• fearless
• Dangerous day with l h i
• Stopped and prayed f f i f
• lovingf i hf langry people shouting
at her and wanting to hurt her
for forgiveness for people who hated her
• faithful• forgiving• compassionate
• Laws changed so all children could attend
• Continued to make a difference
• leader• role modelch ldren could attend
school togetherd fference role model
• pioneer• Constantly told she didn’t deserve an equal education
• Continued on to graduate from high school
• dedicated• strong• passionate
Prewrite: Reasons
www.learningheadquarters.com 14 © 2002, 2017 Learning Headquarters
Prewrite: Reasons
Mrs. Third
1 60
Date
role model
Ruby Bridges = little girl, first grader,
student, youth, courageous kid
• 1960• Judges orders• William Frantz Elementary• New Orleans, Louisiana
took education seriously
did the right thing
showed perseverance
proved one person can make a difference
Reasons
Support• To add details that
support reasons• To integrate quotes,
statistics, viable solutions, etcetc.
• To utilize domain-specific and/or text-basedspecific and/or text based vocabulary
• Formally introduced in first grade• Teacher: “Ho do o s pport• Teacher: “How do you support
your reasons?”• Students: “Back them up with factsStudents: Back them up with facts,
facts, facts!!!”
Prewrite: Support
Reasons
•What will help my reader understand the information?•How do I share my message?•How do I share my message?•How do I address reader concerns?•How do I support my ideas?
Argument (Opinion) Logical Order Tip:g p
Strongest first“P f h h !”“Power out of the chutes!”
Strongest lastStrongest last“Save the best for last!”
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Prewrite: Support
Mrs. Third
1 60
Date
role model
Ruby Bridges = little girl, first grader,
student, youth, courageous kid
• 1960• Judges orders• William Frantz Elementary• New Orleans, Louisiana
took education seriously
did the right thing
showed perseverance
●only student in class
ld h b
●people shouted nasty things
h d
●went to school every day despite
●held head high●fought for what
proved one person can make a difference
Reasons
●would have been easy to lose interest in learning●learned to read and write
●she never said anything in anger●prayed for forgiveness for angry people
the protests●stayed on constant path to goal●graduated high school
was right●all kids go to school together
Argument (Opinion) Support Tip:
Example What?Quote Prove it!Quote Prove it!Explanation How?
Concluding Expression• To provide a concluding
statement or section• To leave the reader
satisfied with the strength of the argument (opinion) presented
• Symbol introduced in first gradeg
• “Aha!”
Prewrite: Concluding Expressiong p
Mrs. ThirdDate
role model
Ruby Bridges = little girl, first grader,
student, youth, courageous kid
• 1960• Judges orders• William Frantz Elementary • New Orleans, L isi
took education seriously
did the right thing
showed perseverance
●only student in l
Louisiana
●people shouted h
●went to school
proved one person can make a difference
Reasons
●held head highclass●would have been easy to lose interest in learning●learned to read and write
nasty things ●she never said anything in anger●prayed for forgiveness for angry people
every day despite the protests●stayed on constant path to goal●graduated high
●fought for what was right●all kids go to school together
g y p p g gschool
proud to go to school where children from all backgrounds can learn together
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Conclusion Tip
“Restate”• Powerful Sentences• Be Aware: Sometimes
students rewrite sentences f i t d ti ith tfrom introduction without changes
Types of Argument (Opinion) Conclusions
Quote from authority
Imagine statement
Final claim clarityy
Call to action
Expression/adage
Global goodGlobal good
Question to ponder
Tip: Use conclusion starters ( “I th f t ”)(e.g., “In the future…”)
Audience Hook• To grab the reader’s
interest• To lead into controlling
idea (opinion) i f iinformation
• Symbol introduced in first gradefirst grade
• “Hook the reader in just like a fish Reel ‘em in!”like a fish. Reel em in!
Prewrite: Audience Hook
Mrs. Third
1960
Have you ever taken a stand on an issue?Date
role model
Ruby Bridges = little girl, first grader,
student, youth, courageous kid
• 1960• Judges orders• William Frantz Elementary • New Orleans, Louisiana
took education seriously
did the right thing
showed perseverance
●only student in class
ld h b
●people shouted nasty things
h d
●went to school every day despite
proved one person can make a difference
Reasons
●held head high●fought for what
●would have been easy to lose interest in learning●learned to read and write
●she never said anything in anger●prayed for forgiveness for angry people
the protests●stayed on constant path to goal●graduated high school
was right●all kids go to school together
proud to go to school where children from all backgrounds can learn together
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Audience Hook VarietyD t t i t dDemonstrate variety and
create/add to an anchor
• Quote or Expressionchart
Quote or Expression
• Fact
• Question
• Paint a Picture
• Exclamation
• Call to Action• Call to Action
Instructional Sequence Guide
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Build Concept and Background
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Draft: Audience Hook, Information, and Controlling Idea
Mrs. ThirdDate
Have you ever taken a stand on an important issue?important issue?
A judge ordered Ruby Bridges to attend first grade at William Frantz Elementary in New Orleans, Louisiana in 1960. She was the only African American at the school. She stayed strong against mobs of angry y g g f g ypeople to receive the education she deserved.
Ruby Bridges is best described as a role model for people around the world.
Instructional Sequence Guide
The Great
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Build Concept and Background
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Reflect, Revise, and Edit: Introduce Checklist
Ph I Ch kli• Phase In Checklist• Define Based on Current
Instructi nInstruction
Reflect, Revise, and EditMrs. ThirdDate
Have you ever taken a stand on an important issue?important issue?
A judge ordered Ruby Bridges to attend ΛIn 1960,
first grade at William Frantz Elementary in New Orleans, Louisiana. in 1960. She was the only African American at the school. She stayed strong against mobs of angry y g g f g ypeople to receive the education she deserved.
Ruby Bridges is best described as a role model for people around the world.
sentence variety lX
R b t k h i ht t litReason #1 with Support
Draft, Reflect, Revise, and Edit
Ruby took her right to a quality education seriously, as we all should do.
She was the only student in class. With all of the chaos outside, it would have been easy to lose interest in learning. Instead, Ruby went to school every day to learn how to read and write.
this model student
Reason #2 with Support
The respectful youth taught us to do the right thing even when others are doing wrong.
Reason #2 with Support
Every day as Ruby went to school, people shouted nasty things at her. She never said anything in anger back. Instead, she prayed for forgiveness for these angry
the courageous girl
prayed for forgiveness for these angry people.
synonyms l lX
Rub standin her r und ultimatel paid ffReason #3 with Support
Draft, Reflect, Revise, and Edit
Ruby standing her ground ultimately paid off, showing that perseverance has its rewards.
This determined first grader went to school each morning despite the protests. She stayed on a constant path toward her goal. Ruby stayed in school long enough to graduate high school.
ΛIn the end,
g g
Reason #4 with Support
This little girl proved that one person can make a difference.
Reason #4 with Support
Ruby held her head high as she went to school by herself with no other kids to support her. She fought for what was right Due to her bravery all children can
ΛIn the midst of a difficult situation,
/right. Due to her bravery, all children can now attend school together.
transitions l lX
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Draft, Reflect, Revise, and Edit
Ruby Bridges can be described as a true role model for everyone.children and adults alike.
As a result of her accomplishments weAmerican citizens
As a result of her accomplishments, we can all take pride in attending schools where children from all backgrounds can learn together.
specific examples l lX
Instructional Sequence Guide
The Great
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Build Concept and Background
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PublishMrs. Third Date
Ruby Bridges: A Role Model
DateWriting
Have you ever taken a stand on an important issue? In 1960, a judge ordered Ruby Bridges to attend first grade at William F El i N O l L i iFrantz Elementary in New Orleans, Louisiana. She was the only African American at the school. She stayed strong against mobs of angry people to receive the education she deserved. Ruby Bridges is best described as a role model for people around the world.
Ruby took her right to a quality education seriously, as we all should do. She was theseriously, as we all should do. She was the only student in class. With all of the chaos outside, it would have been easy to lose interest in learning. Instead, this model student went to school every day to learn how to readwent to school every day to learn how to read and write.
The respectful youth taught us to do the right things even when others are doing
E d R b h lwrong. Every day as Ruby went to school, people shouted nasty things at her. She never
said anything in anger back. Instead, the courageous girl prayed forgiveness for these angry people.angry people.
Ruby standing her ground ultimately paid off, showing that perseverance has its rewards. This determined first grader went to school each morning despite the protests She stayedeach morning despite the protests. She stayed on a constant path toward her goal. In the end, Ruby stayed in school long enough to graduate high school.
Thi li l i l d hThis little girl proved that one person can make a difference. Ruby held her head high as she went to school by herself with no other kids to support her. In the midst of a difficult situation, she fought for what was right. Due to her bravery, all children can now attend school together.
Ruby Bridges can be described as a trueRuby Bridges can be described as a true role model for children and adults alike. As a result of her accomplishments, American citizens can all take pride in attending schools where children from all backgrounds can learn togetherchildren from all backgrounds can learn together.
www.learningheadquarters.com 20 © 2002, 2017 Learning Headquarters
Instructional Sequence Guide
The Great
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Build Concept and Background
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Identify Task
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Prewrite
Thi Plan
Prewrite
Draft
Research
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Publish
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Showcase
Showcase:Showcase: Writing Display Tip
Word choice
Use a ‘marker’ indicating the standards-based goal
the sample highlightsp g g
Spanish Writing Blacklines
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Powerful Informative/E lExplanatory
W itiWriting
Fifth Grade Sample
Teaching Task Pre-Planning
Concept(s)The Human Body: Building Knowledge Systematically in ELA K-5
Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
g
The Heart: Our Circulatory Systemby Seymour Simon
The Heart: Our Circulatory System is listed in the
Text(s) and/or Source(s)
T t/S
The Heart: Our Circulatory System is listed in the Common Core State Standards’ ‘Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K-5’ in the chart titled ‘Exemplar Texts on a Topic Across Grades’ (p 38)
Kidshealth org (Kids Site)Text/Source:
Text/Source Information (from Standards, Appendix B, District, etc):
Kidshealth.org (Kids Site)+ additional Seymour Simon body systems texts
•circulatory system•skeletal system•digestive system•respiratory system
•muscular system•nervous system+ more included in print and digital texts
Text Type Informative/Explanatory
•respiratory system and digital texts
Teaching Task (with Text Structure)
How do groups of organs work together to perform a specific task? After reading about and researching biological systems, write an essay that describes an integral body system. Support your points with facts, d fi iti t d t il t ti
Instructional Sequence
Structure)
Consider: Plan by backward mapping to include reading
definitions, concrete details, quotations, examples, etc. (Description)
Sequence -Plan and Teach-
8
y pp g gof text prior to teaching instructional sequence The
Great
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Instructional Sequence Guide
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Build Concept and Background
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Instructional Sequence Guide
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Build Concept and Background
Note Taking Tip:Note-Taking Tip:• As you read the
text create antext, create an anchor chart that models how to take notes about important bi l i l tbiological system details.
Build Concept and Background
Instructional Sequence Guide
The Great
8
Build Concept and Background
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How do groups of organs work
IdentifyTask
How do groups of organs work together to perform a specific task? After reading about and
h l lresearching biological systems, write an essay that describes an
integral body system. Support your g y y m. upp y upoints with facts, definitions, concrete details, quotations,
examples etcexamples, etc.
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Learning Headquarters’ Fifth Grade Writing Task Templates
-Informative/Explanatory-Definition Task 6: [Insert question] After __________ (researching, reading, learning
about, experiencing) __________ (content), write a/an __________ (product) that defines __________ and explains __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.
-Informative/Explanatory-
q p
Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that describes __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.
Procedural- Task 8: [Insert question] After __________ (researching, reading, learning ProceduralSequential about, experiencing) __________ (content), write a/an __________ (product)
that relates how __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.
Synthesis Task 9: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that explains __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.
Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that analyzes __________. Support your points with facts, definitions, concrete details quotations examples etcdetails, quotations, examples, etc.
Comparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.
Cause Task 12: [Insert question] After (researching reading learningCause-Effect
Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that examines the cause(s) of __________ and explains the effect(s) __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.
Fifth Writing Task Templates: Informative/Explanatory © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative
Instructional Sequence Guide
The Great
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Build Concept and Background
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Plan
nervous system -Shelbyskeletal
systemsystem -Diego muscular
system -Hector
body systems
digestive t
respiratory system Bi
circulatory
system -Fabian
–Biancasystem -Mrs. Fifth
Plan/Research• Print and Digital Sources
http://kidshealth.org/kid/htbw/
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Resource Tip:Access reputable sources online:p• San Diego Zoo Kids (animals): kids.sandiegozoo.org/animals• National Geographic KidsNational Geographic Kids (animals, countries, etc.): kids.nationalgeographic.com/kids•Library of Congress for Kids and y f g f KFamilies (history, music, maps, etc.): loc.gov/families•NASA for Students (science (picture dictionary): nasa.gov/audience/ forstudents/k-4/ dictionary•U.S. Government’s Official Web Portal for Kids (multiple topics): kids.usa.gov
Plan/ResearchWh t i I t t t KWhat is Important to Know
when Describing a Body System?
locationrole
partsfunction
challengeschallenges
k ikeeping healthy
Plan/Research
D t t C iti lDemonstrate Critical Thinking: Research Categories
What are the parts and functions of the system?
What are challenges to the system?y
How does the system stay healthy?healthy?
Instructional Sequence Guide
The Great
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Prewrite Prewrite: Controlling IdeaMrs. FifthDate
-integral system in human body-circulatory systemcirculatory system
Prewrite: Relevant InformationMrs. FifthDate
• heart, blood, and blood vessels = circulatory system• heart = center of system
-integral system in human body-circulatory system
• provides cells with essentials to survive• mammals need healthy cells and working system to live
circulatory system
Prewrite: Synonyms
circulatory system heart
biological system fist-sized muscleg y
body’s transport system
intricate process
incredible pump
ten-ounce powerhouseintricate process
blood-transporting network
powerhouse
hardworking organ
never-stopping muscle
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Prewrite: Points
Points with Supportpp(facts, definitions, concrete details, quotations, examples, etc.)
“There is no right way to organize, g y g ,after all, but there is a right way to think about it: the overall effect of
d i ti h ld b thgood organization should be the showcase of the ideas.”
Culham Ruth 6 + 1 Traits of Writing: The CompleteCulham, Ruth. 6 + 1 Traits of Writing: The Complete Guide Grades 3 and Up. New York: Scholastic
Professional Books, 2003. Print.
Prewrite: Pointsnervous system Shelbyskeletal
body systems
-Shelbys e etasystem -Diego muscular
system -Hector
y y m
respiratory system –Bianca
circulatory t
digestive system -Fabian
–Biancasystem -Mrs. Fifth
Prewrite: Points
Research
Support
Prewrite: PointsMrs. FifthDate
• heart, blood, and blood vessels = circulatory system• heart = center of system
-integral system in human body-circulatory system
• provides cells with essentials to survive• mammals need healthy cells and working system to live
circulatory system
Parts and System Healthy
Points with Support(facts, definitions, concrete details, quotations, examples, etc.)
Functions Challenges System
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Research
F f h
Mrs. Fifth
Mrs. Fifth
S Si
Mrs. Fifth
New York NYSeymour SimonThe Heart: Our
Circulatory System1996, 2006
HarperCollins Publishers
New York, NY
heart = size of fist
“Sixty to one hundred times every minute your heart
muscles squeeze
two hollow halves divided
by the septum
Simon Simon Simon4 4 8
muscles squeeze together and push blood
around your body through tubes called blood
vessels.”
septum
xx xxx x
cholesterol leaves plaque deposits in arteries
“The contraction of the heart is so
powerful it
SimonSimon
Electrocardio-graphs (EKG) allow doctors to track the
Simon14 28 28
arteries, leaving little
room for blood flow
powerful it could send a jet of water six feet high into the air.”
to track the heart’s
electrical impulses
xx x
Note-Taking Tip:D hDemonstrate the note-taking process in small chunks Give students timechunks. Give students time to research and reconvene.
Emphasize:Emphasize:• Point shapes• DetailsDetails• Summarize• Paraphrase• Quote
Research-Note-Taking-
“Three types of note-taking:
• Summary. Summarize if you want to recordSummary. Summarize if you want to record only the general idea of large amounts of material.
• Paraphrase. If you require detailed notes on specific sentences and passages but do not need the exact wording, you may wish to paraphrase - that is, to restate the material in your own words.
• Quotation When you believe that some• Quotation. When you believe that some sentence or passage in its original wording might make an effective addition to your
t ib th t i l tl itpaper, transcribe the material exactly as it appears, word for word, comma for comma.”
The Modern Language Association. MLA Handbook for Writers of Research Papers of America. New York: The Modern Language
Association of America, 2009.
Prewrite: Support
Points with Support(facts, definitions, concrete details, quotations, examples, etc.)
• What information is most important to convey?• What facts definitions concrete details• What facts, definitions, concrete details, quotations, or examples best support the points?
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Research: Source Card Shuffle• cut cards• sort into categories• order details• remove repeats• attach to prewrite
Mrs. Fifth
Seymour SimonThe Heart: Our
Circulatory System1996, 2006
HarperCollins Publishers
New York, NY
p
heart = size of fist
“Sixty to one hundred times every minute your heart
muscles squeeze together and push blood
around your body th h t b
two hollow halves divided
by the septum
Simon Simon Simon4 4 8
through tubes called blood
vessels.”xx x
cholesterol leaves plaque deposits in arteries,
leaving little
“The contraction of the heart is so
powerful it could send a
SimonSimonElectrocardio-graphs (EKG) allow doctors to track the
heart’s
Simon14 28 28
groom for blood
flow
x
jet of water six feet high into the air.”
x
electrical impulses
x
• Teach students how to cut and sort by key points
Prewrite: SupportMrs. FifthDate
• heart, blood, and blood vessels = circulatory system• heart = center of system
-integral system in human body-circulatory system
• provides cells with essentials to survive• mammals need healthy cells and working system to live
circulatory system
Parts and System Healthy
Points with Support(facts, definitions, concrete details, quotations, examples, etc.)
• heart •pumps 30 million times/yr• 10 ounces
• active exercise at least 30 minutes/day• check pulse• eat fruits and
Functions Challenges System
•system needed for survival •oxygen in blood• cholesterol’s plaque
• 2 halves (split by septum)• 4 chambers•atria = top• ventricles = bottom
veggies• avoid unhealthy fats and sugary drinks• no smoking• regular visits to Dr.• stethoscope and
deposits in arteries stop blood/O2 flow• Angina = not enough blood flow, chest pain• heart attack = vessel blockagebottom
• aorta = largest vessel• carries waste (carbon dioxide) out
stethoscope and EKG
vessel blockage• stroke = lack of O2 to brain
Prewrite: Concluding ExpressionMrs. FifthDate
• heart, blood, and blood vessels = circulatory system• heart = center of system
-integral system in human body-circulatory system
• provides cells with essentials to survive• mammals need healthy cells and working system to live
circulatory system
Parts and System Healthy
Points with Support(facts, definitions, concrete details, quotations, examples, etc.)
• heart •pumps 30 million times/yr• 10 ounces
• active exercise at least 30 minutes/day• check pulse• eat fruits and
Functions Challenges System
•system needed for survival •oxygen in blood• cholesterol’s plaque
• 2 halves (split by septum)• 4 chambers•atria = top• ventricles = bottom
veggies• avoid unhealthy fats and sugary drinks• no smoking• regular visits to Dr.• stethoscope and
deposits in arteries stop blood/O2 flow• Angina = not enough blood flow, chest pain• heart attack = vessel blockagebottom
• aorta = largest vessel• carries waste (carbon dioxide) out
stethoscope and EKG
h b d l k
vessel blockage• stroke = lack of O2 to brain
-human body like a river-If the river can continue to flow, it will nurture the body for
a lifetime.
Types of Informative/ExplanatoryInformative/Explanatory
Conclusions
Restatement of big idea
Strong statementStrong statement
Summary
Quote
F t t ti tiFact or statistic
Broader implication
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Prewrite: Audience HookMrs. Fifth
“ h l h
Date
“60 to 100 times every minute your heart muscles squeeze together and push blood through your body” (Simon 4).
• heart, blood, and blood vessels = circulatory system• heart = center of system
-integral system in human body-circulatory system
• provides cells with essentials to survive• mammals need healthy cells and working system to live
circulatory system
Parts and System Healthy
Points with Support(facts, definitions, concrete details, quotations, examples, etc.)
• heart •pumps 30 million times/yr• 10 ounces
• active exercise at least 30 minutes/day• check pulse• eat fruits and
Functions Challenges System
•system needed for survival •oxygen in blood• cholesterol’s plaque
• 2 halves (split by septum)• 4 chambers•atria = top• ventricles = bottom
veggies• avoid unhealthy fats and sugary drinks• no smoking• regular visits to Dr.• stethoscope and
deposits in arteries stop blood/O2 flow• Angina = not enough blood flow, chest pain• heart attack = vessel blockagebottom
• aorta = largest vessel• carries waste (carbon dioxide) out
stethoscope and EKG
h b d l k
vessel blockage• stroke = lack of O2 to brain
-human body like a river-If the river can continue to flow, it will nurture the body for
a lifetime.
Instructional Sequence Guide
The Great
8
Build Concept and Background
e, S
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Identify Task
ink,
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Prewrite
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Research
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Reflect, Revise, and Edit
Publish
WShowcase
Draft, Reflect, Revise & Edit: IntroductionIntroduction
Mrs. FifthDate
The Circulatory System
“Sixty to one hundred times every minute your heart muscles squeeze together and push blood around your body” (Simon 4).
The heart is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to thrive. Without healthy cells and precise, working systems, mammals would die.
The circulatory system is an integral process in the human body.
-Audience Hook, Information, and Controlling Idea-Controlling Idea-
Draft, Reflect, Revise & Edit: SupportSupport
Mrs. FifthDate
Point #1Parts and Functions
Located in the center of the chest the never-stopping heart muscle
The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body.
Point #1
Located in the center of the chest, the never-stopping heart muscle contracts over thirty million times per year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. “The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into two hollow halves. This organ’s four chambers are the left and right atria on t f th l ft d i ht t i l Th i ht id bl d t th l
Seymour Simon conceptualizes,Λ
blood-filledΛ
top of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system.
an intricate network ofΛ
“The movement of the blood through the heart and around the body is called circulation and your heart is really good at it - it takes less than 60 seconds to pump blood to every cell in your body” (KidsHealth 3).
t siti s
-Point #1 with Support-
transitionsl l l
Xspecific detailsX
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Transitional Expression pTip:
Read, notice, and discuss transitional expressions
in familiar texts
Draft, Reflect, Revise & Edit: Support
Mrs. FifthDate
Point #2
Support
System Challenges
The system’s functioning is imperative to survival “Blood delivers oxygen
Since the circulatory system is such a complex process, a multitude of problems can develop, especially with age.
Point #2
ΛAs viewed in a KidsHealth video,
The system s functioning is imperative to survival. Blood delivers oxygen to all the body’s cells. To stay alive, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it should, a person could die” (KidsHealth 3). A common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects such as An ina a chest pain If blood vessels
Λ
experience side effects, such as Angina, a chest pain. If blood vessels become completely blocked, heart attacks can occur. If the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke.
ΛAdditionally,
/
Since there are so many possible complications with this system, maintenance and prevention are imperative.
-Point #2 with Support-
transitions l lX
Draft, Reflect, Revise & Edit: Support
Mrs. FifthDate
Point #3
Support
Healthy System
Since the heart is a muscle that can be strengthened a primary
Point #3Each human has just one circulatory system which must be taken care of throughout life in order to keep it healthy and in working order.
Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily. People can monitor healthy heart rates by checking beats per minute on a pulse. KidsHealth recommends that each person “try to eat at least five servings of fruits and vegetables each day” (4). For heart health, smoking should be eliminated completely. Finally with re ular visits to the doctor possible problems can be
Λ
Finally, with regular visits to the doctor, possible problems can be potentially detected through careful listening to the heart’s rhythms. With modern technology, discovered blockages can be opened or bypassed to ward off future disasters.Another healthy choice includes eating a plethora of fruits and vegetables while avoiding unhealthy
through a stethoscope or by tracking its electrical impulses with an
Λ
Staying heart healthy is the most impactful method for maintaining this dynamic system.
l f d lX
g g yfats and sugary drinks.
pelectrocardiograph (EKG).
-Point #3 with Support-
clarify details l lX
Draft, Reflect, Revise & Edit: Conclusion
Mrs. FifthDate
Conclusion
The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand how it works and what it is up against.
the parts and functions be aware of potential
Λ
the parts and functions, be aware of potential challenges, and be clear on how to facilitate the health of this incredible system.
h h d l f h h l bSimon illustrates, “Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river remains open, it will nurture the body cells for an entire lifetime.
Λthe amazing sixty-thousand-mile journey of the human circulatory system best,
clarify detailsX
-Relate to Controlling Idea,
clarify detailsl l
X
Concluding Expression, and Title-
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Instructional Sequence Guide
The Great
8
Build Concept and Background
e, S
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Identify Task
ink,
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Prewrite
Thi Plan
Prewrite
Draft
Research
Wri
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Reflect, Revise, and Edit
Publish
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Showcase
Informative/Explanatory Publish Tip:Publish Tip
Include formatting (e.g., headings), illustrations, and g )multimedia when useful in
aiding comprehension).
PublishMrs. Fifth Date
The Circulatory System
DateWriting
Introduction
“Sixty to one hundred times every minute h l h d hyour heart muscles squeeze together and push
blood around your body” (Simon 4). The heart, a fist-sized muscle, is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to thrive. Without healthy cells and precise, working systems, mammals would die. The circulatory system is an integral process inThe circulatory system is an integral process in the human body.
Parts and Functions
The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body. Located in h f h h h i hthe center of the chest, the never-stopping heart
muscle contracts over thirty million times per
year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. Seymour Simon conceptualizes “TheSeymour Simon conceptualizes, The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into
h ll h l Thi ’ f bl dtwo hollow halves. This organ’s four blood-filled chambers are the left and right atria on top of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through annutrients are carried to the cells through an intricate network of blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system “The movement of the blood throughsystem. The movement of the blood through the heart and around the body is called circulation and your heart is really good at it -it takes less than 60 seconds to pump blood to
ll i b d ” (Kid H l h 3)every cell in your body” (KidsHealth 3).
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System Challenges
Since the circulatory system is such aSince the circulatory system is such a complex process, a multitude of problems can develop, especially with age. The system’s functioning is imperative to survival. As viewed in a KidsHealth video “Blood deliversviewed in a KidsHealth video, Blood delivers oxygen to all the body’s cells. To stay live, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it h ld ld di ( id l h )should, a person could die” (KidsHealth 3). A
common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects, such as Angina, a chest pain. Progressively, if blood vessels become completely blocked, heartvessels become completely blocked, heart attacks can occur. Additionally, if the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke. Since there are many possible complications with thisare many possible complications with this system, maintenance and prevention are
imperative.
Healthy SystemHealthy System
Each human has just one circulatory system which must be taken care of throughout life in
d k i h l h d i ki dorder to keep it healthy and in working order. Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily, People can monitor healthy heart rates by checking beast per minute on a pulse. Another healthy choice includes eating a plethora ofhealthy choice includes eating a plethora of fruits and vegetables while avoiding unhealthy fast and sugary drinks. KidsHealth recommends that each person “try at least five servings of fruits and vegetables each day” (4)servings of fruits and vegetables each day (4). For heart health, smoking should be eliminated completely. Finally, with regular visits to the doctor, possible problems can be potentially d d h h f l li i h hdetected through careful listening to the heart’s rhythms through a stethoscope or by tracking
its electrical impulses with an electrocardiograph (EKG). With moderntechnology discovered blockages can betechnology, discovered blockages can be opened or bypassed to ward off future disasters. Staying heart healthy is the most impactful method for maintaining this dynamic system.
Conclusion
The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand the parts andappreciation, one must understand the parts and functions, be aware of potential challenges, and be clear on how to facilitate the health of this incredible system. Simon illustrates the amazing sixty thousand mile journey of theamazing sixty-thousand mile journey of the human circulatory system best, ‘Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river
i i ill h b d ll fremains open, it will nurture the body cells for an entire lifetime.
List of Sources
Works Cited
Simon Seymour The Heart: Our CirculatorySimon, Seymour. The Heart: Our Circulatory System. New York: Harper Collins Publishers, 2006. Print.
The Nemours Foundation. “The Circulatory System ” Movie kidshealth orgSystem.” Movie. kidshealth.org. KidsHealth, 2012. Web. 19 Jul. 2012.
Common Core WritingCommon Core Writing Standard 8:
“…provide a list of sources.”
National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State
Standards for English Language Arts & Literacy in History/Social d d h l hStudies, Science, and Technical Subjects. Washington D.C.:
National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Print.
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Instructional Sequence Guide
The Great
8
Build Concept and Background
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Identify Task
ink,
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Prewrite
Thi Plan
Prewrite
Draft
Research
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Publish
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Showcase
Showcase
3 Things I’ve Learned that I’ll Use in My Classroom:I ll Use in My Classroom:
••
•
•
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