Standards Addressed 6RI.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 6RI.2-Determine a central idea of a text and how it is conveyed through particular details 6W.1-Write arguments to support claims with clear reasons and relevant evidence 6W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 6W.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 6W.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 6W.9-Draw evidence from literary or informational texts to support analysis, reflections, and research 6SL.1-Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly 6SL.6-Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate Learning Task #4 DOK: 4 Extended Thinking (problem solving) Description of Task Setting: Phase One-Individual reading of one of the two informational texts, small group discussion, individual graphic organizers for reading and discussion Phase Two-Individual drafting, revising and editing Duration of the Activity: Phase One-1.5 hours; Phase Two-1.75 hours: Total Time-3.25 hours Materials Required: Two texts listed above Graphic organizer for Argumentative Writing Blank graph paper (for map)
Standards Addressed 6RI.1-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text 6RI.2-Determine a central idea of a text and how it is conveyed through particular details 6W.1-Write arguments to support claims with clear reasons and relevant evidence 6W.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience 6W.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 6W.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 6W.9-Draw evidence from literary or informational texts to support analysis, reflections, and research 6SL.1-Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly 6SL.6-Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate Learning Task #4 DOK: 4 Extended Thinking (problem solving) Description of Task Setting: Phase One-Individual reading of one of the two informational texts, small group discussion, individual graphic organizers for reading and discussion Phase Two-Individual drafting, revising and editing Duration of the Activity: Phase One-1.5 hours; Phase Two-1.75 hours: Total Time-3.25 hours Materials Required: Two texts listed above Graphic organizer for Argumentative Writing Blank graph paper (for map)
GRADE_BAND_6-8_TEACHER_EDITION.docx