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ELA G6:M4:U3

Writing: Position Paper about the Use of DDT

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyze Model Position Paper with Rubric

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can analyze a model position paper for topic and argument.
  • I can analyze the argument rubric to understand expectations of a position paper.
  • Author’s Presentation of Events graphic organizer
  • Assessing model position paper with rubric 
  • None

Lesson 2Planning the Argument: Writing the Claim and Reasons

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can support my claims(s) with clear reasons and relevant evidence. (W.6.1b)
  • I can use credible sources to support my claims(s). (W.6.1b)
  • I can identify the steps to writing a position paper.
  • I can plan my claim and evidence for my position paper.
  • Planning My Argument graphic organizer
  • None

Lesson 3Claim, Reasons, and Evidence: Planning the Body Paragraphs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can accurately use sixth-grade academic vocabulary to express my ideas. (L.6.6)
  • I can give and receive feedback with my peers on claims, reasons, and evidence.
  • I can analyze a body paragraph of the model position paper.
  • I can plan the body paragraphs of my position paper.
  • I can use appropriate vocabulary to express my ideas.
  • Planning My Body Paragraphs graphic organizer
  • None

Lesson 4Actions for a Position Paper: Identify, Discuss, Write

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can identify the relationship between my claim(s) and reasons by using linking words, phrases, and clauses. (W.6.1c)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can identify the parts of a strong position paper.
  • I can discuss my ideas for my position paper with a peer.
  • I can write drafts of my body paragraphs.
  • Planning My Body Paragraphs graphic organizer (from homework )
  • Written drafts of body paragraphs
  • None

Lesson 5Mid-Unit Assessment: Completing My Draft Position Paper

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can create an introduction that states my main argument and foreshadows the organization of my piece. (W.6.1a)
  • I can construct a concluding statement or section that reinforces my main argument. (W.6.1e)
  • I can identify the qualities of a strong introduction and conclusion for a position paper.
  • I can draft the introduction of my position paper.
  • I can draft the conclusion of my position paper.
  • Mid-Unit 3 Assessment: Draft of Position Paper: “Do the Benefits of DDT Outweigh Its Harmful Consequences?”
  • Reflecting on My Writing So Far
  • None

Lesson 6Peer Critique and Revising: Formal English

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.6.1)
  • I can maintain a formal style in my writing. (W.6.1d)
  • I can identify when standard English is and isn’t used. (L.6.1e)
  • I can convert language into standard English. (L.6.1e)
  • I can recognize the differences between formal and informal English.
  • I can give and receive feedback on formal and informal English in a position paper.
  • Identifying and revising formal English and transitions
  • None

Lesson 7End of Unit Assessment: Revising and Publishing

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can accurately use sixth-grade academic vocabulary to express my ideas. (L.6.6)
  • I can use resources to build my vocabulary. (L.6.6)
  • I can revise my position paper to include appropriate vocabulary.
  • I can publish my position paper.
  • I can self-assess my position paper against the Position Paper Argument Rubric.
  • End of Unit 3 Assessment: Final draft of the position paper 
  • None

Lesson 8Completing Reflection: Preparing a Poster for Presentation

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.6.5)
  • I can reflect on the writing process to show how it helps me grow as a writer.
  • I can choose evidence and visuals to use in my scientific poster.
  • Writing Process Reflection
  • Scientific poster
  • None

Lesson 9Finishing Poster and Preparing for Gallery Walk

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • With support from peers and adults, I can use a writing process to produce clear and coherent writing (W.6.5)
  • I can complete a scientific poster for the hosted Gallery Walk.
  • I can practice using formal English to present my research.
  • Scientific poster
  • None

Lesson 10Performance Task: Hosted Gallery Walk of Scientific Posters

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.6.4)
  • I can accurately use sixth-grade academic vocabulary to express my ideas. (L.6.6)
  • I can use a scientific poster to share my research with my peers. 
  • Scientific posters
  • None

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