Evidence based writing
Week 1- R:C:2"CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Determine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2) Plain English- I can determine the main idea using specific details from the text. (RI.4.2) |
Jan.19th, 2016
Jan. 20th, 2016
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Week 2- Jan. 26, 2016
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Class reading-Global warming
Find the main idea and prove that it is properly identified by proving supporting details from the text/article. Create a chart or graph to display the data that you find which either supports or refutes one of the claims made in the article. |
Week 2- Jan. 28
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No class
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Week 3- W:B:7CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Conduct short research projects that build knowledge about a topic. (W.3.7)
Week 4- No class Mardi Gras |
Arrange yourselves!- Human timeline
Students will be assigned a period of time- They will have to arrange themselves into a human timeline. Short instructions for the project Then they will: Pick one of the periods of history to learn about- see handouts Find atleast five interesting facts! Students will be challenged to find a way to present the information which they find. We made a list of possible methods: Photo to be inserted. Also create a short quiz. One question per interesting fact. |
Week 5- Inference
R:C:1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.4.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI/RL.5.1) |
Presentations of research findings:
Warm up: Where am I? Class work: Reading from the Gift of the Maji First, identify and define any confusing vocabulary. Second, discuss what is going on with your group mates. Third , answer the questions and include a reference to the part of the story that makes you think your answer is correct. Writing assignment: Write a stroy that will make your classmates use inference skills to figure out who you are describing. Use first person perspective. You cannot describe yourself. Homework: Wizard of Oz- Inferences |
1. The Family:A socially defined set of relationships between at least two people related by birth, marriage, adoption, or, in some definitions, long-standing ties of intimacy.
Key Questions
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Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2)
R:C:3CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (RI.4.3)
R:C:8CCR Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI.5.8)
R:C:9CCR Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI.5.9)
WRITING STANDARDS
W:C:7CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (W.5.7)
W:B:8CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8)
W:C:8CCR Anchor 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (W.5.8)
W:C:9"CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply Reading standards from this level to literature (e.g., “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text”).
b. Apply Reading standards from this level to informational text (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”). (W.5.9)