Persuasive essay why hunting whales should be prohibited. Persuasive essay about the plastics affecting our environment.

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1 6.WHST.1 Write arguments focused on disciplinespecific content. Persuasive essay why hunting whales should be prohibited. Persuasive essay about the plastics affecting our environment. Arizona Department of Education: K-12 Literacy 1 2/14/13

2 6.WHST.1 Write arguments focused on disciplinespecific content. Write contrast and compare essay, using pro and con sources, finding graphics and primary source materials, to argue recycling plastics vs. glass containers. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Write essay for/against offshore oil drilling, provide evidence of claims. Powering Our Future: for/against different types of energy development or hybrid cars vs. gasoline U. S. development of natural resources 2 Truths and a Lie: use content from day's lesson, students identify if it is truth or lie, use evidence from notes Arizona Department of Education: K-12 Literacy 2 2/14/13

3 6.WHST.1 Write arguments focused on disciplinespecific content. Write persuasive essay, using facts from various resource materials to argue renewable vs. non-renewable energy sources. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Fantasy Science: choose topics and students provide reasons why their choice is best. Points to group who provide best evidence. Arizona Department of Education: K-12 Literacy 3 2/14/13

4 6.WHST.1 Write arguments focused on disciplinespecific content. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Find facts and opinions to classify claims and counterclaims of why sharks attack. Classify these facts based on reasoning and evidence. Arizona Department of Education: K-12 Literacy 4 2/14/13

5 6.WHST.1 Write arguments focused on disciplinespecific content. d. Establish and maintain a formal style. Write an essay that evaluates the impact of plastics polluting our world oceans that have occurred within the last century. Formal oral report (as if speaking to colleagues, not classmates) Arizona Department of Education: K-12 Literacy 5 2/14/13

6 6.WHST.1 Write arguments focused on disciplinespecific content. e. Provide a concluding statement or section that follows from and supports the argument presented. After completion of cellular identification, write conclusion statements that provide defined differences between plant and animal cells. Arizona Department of Education: K-12 Literacy 6 2/14/13

7 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Write an explanatory essay on how to create a slide to use with a microscope. Extreme weather: choose recent destructive weather event and write a narration of events in sequence. Arizona Department of Education: K-12 Literacy 7 2/14/13

8 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Write an informative essay, including historical events and experiments, for Antonie van Leeuwenhoek's development of the microscope. The essay needs to include graphics, examples of early microscopes from then to current microscopes and their capabilities. (Use for 6a, b, c, d, e, f) Arizona Department of Education: K-12 Literacy 8 2/14/13

9 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples. Arizona Department of Education: K-12 Literacy 9 2/14/13

10 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Arizona Department of Education: K-12 Literacy 10 2/14/13

11 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. d. Use precise language and domainspecific vocabulary to inform about or explain the topic. Arizona Department of Education: K-12 Literacy 11 2/14/13

12 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. e. Establish and maintain a formal style and objective tone. Arizona Department of Education: K-12 Literacy 12 2/14/13

13 6.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Arizona Department of Education: K-12 Literacy 13 2/14/13

14 6.WHST.3 (See note; not applicable as a separate requirement) Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 6.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Write a step-by-step procedure of the scientific method, using specific details, that a reader would be able to recreate, stating audience and purpose. Arizona Department of Education: K-12 Literacy 14 2/14/13

15 6.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Develop skills of editing, rewriting or creating a new approach by using a "writer's workshop", creating small groups, assigning each group an editing task, prior to student re-write opportunity. Arizona Department of Education: K-12 Literacy 15 2/14/13

16 6.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Create Power Point presentation of ocean plant life, wildlife or occurrence Use basic foundation of a paragraph, topic sentence, details/facts, conclusions and slide of citations. Create a commercial about recycling (plastics or natural resources). Use basic foundation of paragraph, topic sentences, details/facts, conclusions and slide of citations. Create a "web page" to present purpose of microscope, etc. Summary for day's lesson on website. Arizona Department of Education: K-12 Literacy 16 2/14/13

17 Research to Build and Present Knowledge 6.WHST.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Using a Word document, write a short essay after creating a hypothesis about a science experiment topic, that did not answer everything the student wanted to know about a prior science lesson or experiment. Create a question about energy and explore using sources to generate more questions. Assign students to research science related topic (Question of the Day) Students generate questions for "Question of the Day". You give the answer and students write the question Arizona Department of Education: K-12 Literacy 17 2/14/13

18 Research to Build and Present Knowledge 6.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Through mini-lessons, teach students how to paraphrase facts from resources In computer lab, teach students process or practices for citations. Define and use examples of plagiarism Summarize (quote and paraphrase) an interview of an expert on something related to science standards Arizona Department of Education: K-12 Literacy 18 2/14/13

19 Research to Build and Present Knowledge 6.WHST.9 Draw evidence from informational texts to support analysis reflection, and research. Arizona Department of Education: K-12 Literacy 19 2/14/13

20 Range of Writing 6.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Example: Daily notebooking prompts that generate thinking about the topic. When completing labs, have students write about data. Research projects Oceanography Animal cells vs. plant cells Utilizing energy Short term research Science based careers based on students' interests and how to make them relate to science Arizona Department of Education: K-12 Literacy 20 2/14/13

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