Grade 6-8
Prompt:
- Rationale: As 21st Century communication skills include "mediated and digital communication, interpersonal, written and oral communication*",
- Standards:
- CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-Literacy.CCRA.W.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.
- CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- Learning Outcome:
- Students will be able to gather and analyze multiple sources from the Internet.
- Students will be able to use multiple sources as their supporting evidence to express their knowledge and opinions on a certain event.
- Students will be able to write a business/professional letter, appropriate in content to the audience and containing all correct parts of a letter (heading, body, signature, etc.).
- Vocabulary:
- May vary based on current events (inauguration, policy, regulation, law, protection, citizens, civilians, etc.)
- Collaboration: Students will go through a revision process where at least two classmates will read the letters and offer suggestions for each other to further develop their writing skills.
- Audience: Teacher and president
- Learning Presentation: A letter & a visual (a three-panel poster or a short PowerPoint presentation of 3-5 slides)
- Teacher Reflection: Teacher will assess on students'
Reading Multiple Sources to Analyze Historical Events: Rosa Parks***
Grade 8-12
Prompt:
- Rationale:
- Standards:
- CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations widths diverse partners, building on others' ideas and expressing their own clearly and persuasively.
- CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
- CCSS.ELA-Literacy.CCRA.W.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.
- CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection and research.
- Learning Outcome:
- Students will be able to make their own interpretations of a historical events based on multiple sources (primary and secondary).
- Students will be able to write an argument, using multiple sources as supporting evidence, to argue for or against standard history textbooks.
- Students will be able to collaborate with peers, listening respectfully to others and acknowledging all viewpoints of the topic.
- Vocabulary: activist, analysis, causation, movement, civil rights, primary source, secondary source, interpretation
- Collaboration: Students will be given the opportunity to work in groups and gather evidence for both sides of the argument: reasons for and against standard history textbooks. Students will share their own interpretations of the sources to each other and provide references to support their interpretations.
- Audience: Teacher and classmates
- Learning Presentation: A persuasive essay & class debate
- Teacher Reflection: Teacher will assess on students'
