8 Great Strategies to Teach Common Coreto Teach Common ... · to Teach Common Coreto Teach Common...

8 Great Strategies to Teach Common Coreto Teach Common Core

Informative/Explanatory Writing

(Grades 3-6)(Grades 3 6)

Presented by Carolyn Hood

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College and Career Readiness Anchor StandardsAnchor Standards

“W it i f ti / l t t t t“Write informative/explanatory texts to convey complex ideas and information

clearly and accurately through theclearly and accurately through the effective selection, organization, and

analysis of content.”

-Common Core State Standards-

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards for English Language Arts &

Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors Association Center for Best Practices,

Council of Chief State School Officers, 2010. Print.

Standards-Based System to Increase Student Achievement

Writing Instruction

Demonstration WritingDemonstration Writing“I Demo It; We Do It”

Modeled/Shared/Interactive WritingModeled/Shared/Interactive Writing(At Grade Level)

Student Writing“You Try It; On Your Own”

Guided/Independent WritingGuided/Independent Writing(At Instructional Level)

Common Core Writing Standards

www.learningheadquarters 1 © 2002, 2017 Learning Headquarters

Reading and Writing Distribution(as Cited in Introduction to

Common Core State Standards)

Distribution of Literary and InformationalDistribution of Literary and Informational Passages in 2009 NAEP Reading Framework

Grade Literary Informational4 50% 50%4 50% 50%8 45% 55%

12 30% 70%National Assessment Governing Board (2008) Reading framework for the 2008National Assessment Governing Board. (2008). Reading framework for the 2008

National Assessment of Educational Progress. Washington, D.C.: U.S. Government Printing Office.

Distribution of Communicative Purposes in 2011 NAEP Writing Framework

Grade To Persuade To Explain To Convey p yExperience

4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%

National Assessment Governing Board. (2010). Writing framework for the 2011 National Assessment of Educational Progress. Iowa City, IA: ACT, Inc.

Common Core Writing Text Types Across Grade Levels

K Opinion Informative/ Explanatory

Narrative

1 Opinion Informative/ Explanatory

Narrative


Narrative


Narrative


Narrative

5 O i i I f ti / N ti5 Opinion Informative/ Explanatory

Narrative

6 Argument Informative/ NarrativeArgument Informative/ Explanatory

Narrative


WritingWritingText TypesText Types

Informative/Explanatory Writingg

Informative/Explanatory Writingg Informative/Explanatory

“To produce this kind of writing, students draw from what they already know and from

primary and secondary sources. With practice, pr mary an s con ary sourc s. W h prac c ,students become better able to develop a controlling idea and a coherent focus on a

topic and more skilled at selecting and p gincorporating relevant examples, facts, and

details into their writing. They are able to use a variety of techniques to convey information,

such as naming, defining, describing, or differentiating different types or parts;

comparing or contrasting ideas or concepts; d i i d i illand citing an anecdote or scenario to illustrate

a point.”

C C St t St d d A di A-Common Core State Standards: Appendix A-

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects.Arts & Literacy in History/Social Studies, Science, and Technical Subjects.

Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms. Washington D.C.: National Governors Association Center for Best

Practices, Council of Chief State School Officers, 2010. Print.


Informative/ExplanatoryInformative/Explanatory Writing

“…the skills required to write informational texts are not just f jpart of a writing type; they are

tools for thinking about bj b k d lif ”subject areas, books, and life.”

Calkins, Lucy, Ehrenworth, Mary, and Lehman, Christopher. Pathways to the Common Core: Accelerating Achievement.

Portsmouth: Heinemann, 2012. Print.


Informative/Explanatory WritingWr t ng

-Writing Genres-g

Informative/Explanatory Writing Genre Definitions

WritingGenre

Definition(What is it?)

Purpose

Informative/ Explanatory Text

• conveys information accurately• draws information from prior knowledge and from primary and secondary sources• addresses matters such as:

• t pes and components

• to increase readers’ knowledge of a subject• to help readers better nderstand a• types and components

• size, function, or behavior• how things work• why things happen

College and Career Readiness Anchor

better understand a procedure or process• to provide readers with an enhanced comprehension of a conceptCollege and Career Readiness Anchor

Standards:“Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and

concept

analysis of content.”

Report • conveys information accurately, usually in detail, specific to the controlling idea

Literary Report • conveys factual, objective information about a text

Hi hli ht d t d

Art Report • conveys factual, objective information about the visual elements and/or technical form of a work of art

Highlighted terms and definitions adapted from Common Core State Standards and Common Core State Standards: Appendix A © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers


WritingGenre


Purpose


ScientificReport

• conveys scientific observations and results • aligns to conventional rules

Sample sections:• Title

• to increase readers’ knowledge of a subject• to help readers better nderstand a•Abstract

• Introduction- purpose- problem- proposed solution- hypothesis

b k d

better understand a procedure or process• to provide readers with an enhanced comprehension of a concept- background

• Methods- procedures- materials, subjects, and/or equipment

• Results- observations- data

concept

data- figures/graphs

• Discussion- analysis- potential shortcomings- conclusions- broader implicationsp

• Works Cited

Historical Report

• conveys information on a historical event, period, or progression

Technical Report

• conveys information on a product, application procedure technique regulationReport application, procedure, technique, regulation, service, trend, or system in a mechanical, industrial, scientific, or technological field

Economic Report

• conveys information on the production,distribution, or consumption of a product or ser ice;

Highlighted terms and definitions adapted from Common Core State Standards and Common Core State Standards: Appendix A © 2010 N ti l Gservice; or

• conveys information on an economic policy, budget, or trend

National Governors Association Center for Best Practices and Council of Chief State School Officers

WritingGenre


Purpose


Summary • conveys the substance of an original work in a clear and concise manner• recaps the main idea and key details

• to increase readers’ knowledge of a subject• to help readers better nderstand abetter understand a procedure or process• to provide readers with an enhanced comprehension of a conceptconcept

Précis • conveys the core essence of an original work in a compressed manner• typically reduced to ¼ of original length or less• retains dominating idea essential facts and

Highlighted terms and definitions adapted from Common Core State retains dominating idea, essential facts and

concepts, key vocabulary, and necessary data• retains author’s organization, style, emphases, and viewpoint

Standards and Common Core State Standards: Appendix A © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers

Text Structures

Informative/ Explanatory writing conveys information

accuratelyaccurately

Text Structures


Task Templates“When filled in template tasksWhen filled in, template tasks create high-quality student

assignments that develop reading, iti d thi ki kill i thwriting, and thinking skills in the

context of learning science, history, English and other subjects.English, and other subjects.

Template tasks are built off of the Common Core State Standards.”

Literacy Design Collaborative. 2011. Template Task Collection I. Literacy Design Collaborative, 2013.

Learning Headquarters’ Sample

[Insert question] After __________ (researching,

Learning Headquarters Sample Third Grade Writing Task Template

reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares__________ . Support your points with facts, definitions, and details.

Learning Headquarters’ Third Grade Writing Task Templates

-Informative/Explanatory-Definition Task 6: [Insert question] After __________ (researching, reading, learning

about, experiencing) __________ (content), write a/an __________ (product) that defines __________ and explains __________. Support your

i t ith f t d fi iti d d t il

-Informative/Explanatory-

points with facts, definitions, and details.Description Task 7: [Insert question] After __________ (researching, reading, learning

about, experiencing) __________ (content), write a/an __________ (product) that describes __________. Support your points with facts, definitions, and details.

P d l T k 8 [I t ti ] Aft ( hi di l iProcedural-Sequential

Task 8: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that relates how __________. Support your points with facts, definitions, and details.

Synthesis Task 9: [Insert question] After __________ (researching, reading, learning b t i i ) ( t t) it /about, experiencing) __________ (content), write a/an __________ (product) that explains __________. Support your points with facts, definitions, and details.

Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ ( d t) th t l S t i t ith f t(product) that analyzes __________. Support your points with facts, definitions, and details.

Comparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares __________. Support your points with facts, definitions and detailsdefinitions, and details.

Cause-Effect

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that examines the cause(s) of __________ and explains the effect(s) __________. Support your points with facts, definitions, and detailsdetails.

Third Writing Task Templates: Informative/Explanatory © 2012 Learning Headquarters

www.learningheadquarters.com

Adapted from Template Task Collections © 2011 Literacy Design Collaborative

Why did Russell Freedman call our

Sample Informative/Explanatory Task

Why did Russell Freedman call our sixteenth president a “man of many faces?” After reading y g

Lincoln: A Photobiography, write an essay that compares the “many

faces” of Abraham Lincolnfaces of Abraham Lincoln. Support your points with facts,

definitions, and details.

Instructional Sequence GuideBuild Concept and Background

Say

ItThe Great

8Identify Task

Prewrite

Thin

k, Pi

ctur

e, S

Research

Plan

8Publish

Draft

Wri

te I

t

Research

Reflect, Revise, and Edit

Empower students to

Showcase

pcreate writing that

embodies their thinking

Consider:• Instructional steps regardless• Instructional steps regardless

of length of practice/task• Make minor modifications asMake minor modifications as

needed


Instructional Sequence Guide

The Great

8

Build Concept and Background

e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

te I

t


Publish

W

Showcase


Powerful Informative/E lExplanatory

W itiWriting

Fifth Grade Sample

Teaching Task Pre-Planning

Concept(s)The Human Body: Building Knowledge Systematically in ELA K-5

Text/Source:

Text/Source Information (from Standards, Appendix B, District, etc):

g

The Heart: Our Circulatory Systemby Seymour Simon

The Heart: Our Circulatory System is listed in the

Text(s) and/or Source(s)

T t/S

The Heart: Our Circulatory System is listed in the Common Core State Standards’ ‘Staying on Topic Within a Grade and Across Grades: How to Build Knowledge Systematically in English Language Arts K-5’ in the chart titled ‘Exemplar Texts on a Topic Across Grades’ (p 38)

Kidshealth org (Kids Site)Text/Source:


Kidshealth.org (Kids Site)+ additional Seymour Simon body systems texts

•circulatory system•skeletal system•digestive system•respiratory system

•muscular system•nervous system+ more included in

i t d di it l t t

Text Type Informative/Explanatory

•respiratory system print and digital texts

Teaching Task (with Text Structure)

How do groups of organs work together to perform a specific task? After reading about and researching biological systems, write an essay that describes an integral body system. Support your points with facts, d fi iti t d t il t ti

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

definitions, concrete details, quotations, examples, etc. (Description)

Sequence -Plan and Teach-

8

y pp g gof text prior to teaching instructional sequence The

Great

8


The Great

8


e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

te I

t


Publish

W

Showcase


The Great

8


e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

te I

t


Publish

W

Showcase


Build Concept and Backgroundg• To access students’ prior

knowledge• To de elop schema• To develop schema• To review grade-level standards• To analyze writing (text type)To analyze writing (text type)

exemplarsvisual representation p

(e.g., text type charts, slideshow)

textsf thi kifree thinking

journaling collaborative conversations


Note Taking Tip:Note-Taking Tip:• As you read the

text create antext, create an anchor chart that models how to take notes about important bi l i l tbiological system details.

Build Concept and Background Build Concept and Background:Review Grade-Level Standards

-Scoring Guide-


Build Concept and Background: Review Grade-Level Standards -Create a Student-Generated

Checklist-

Give information about or explain a

Fifth Grade Informative/Explanatory Checklist

topic - Eizelle Clear introduction - Shane Be focused Kayla Be focused - Kayla Put ideas in correct order that makes sense - Julian Use true facts - Celina Quote from the text - Billy Connect your ideas with transitions Connect your ideas with transitions -Mave Use text vocabulary - Don Conclude the piece - Adelle

Build Concept and Background: Analyze Writing (Text Type)

Exemplars

• Highlight text type, components, structural organization and genrestructural organization, and genre-specific technique

• Ill t t t b t d d f• Illustrate at- or above-standard from beginning of writing process

• Share mentor texts or student exemplars


The Great

8


e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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Publish

W

Showcase

• To align national rigor (Common Identify Task

g g (Core standards, ELA, College and Career Readiness, LDC template GLS core content)template, GLS core content)

• To seamlessly connect reading, writing, and thinking

• To promote student thinking, selection, and ownership of idea (assigned or not)(assigned or not)

How do groups of organs work together to perform a specific g p ptask? After reading about and researching biological systems,

write an essay that describes an integral body system. Support

your points with facts, definitions, concrete details, quotations,

l texamples, etc.


How do groups of organs work

IdentifyTask

How do groups of organs work together to perform a specific task? After reading about and

h l lresearching biological systems, write an essay that describes an

integral body system. Support your g y y m. upp y upoints with facts, definitions, concrete details, quotations,

examples etcexamples, etc.

Learning Headquarters’ Fifth Grade Writing Task Templates


about, experiencing) __________ (content), write a/an __________ (product) that defines __________ and explains __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.


q p

Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that describes __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Procedural- Task 8: [Insert question] After __________ (researching, reading, learning ProceduralSequential about, experiencing) __________ (content), write a/an __________ (product)

that relates how __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Synthesis Task 9: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that explains __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that analyzes __________. Support your points with facts, definitions, concrete details quotations examples etcdetails, quotations, examples, etc.

Comparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Cause Task 12: [Insert question] After (researching reading learningCause-Effect

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that examines the cause(s) of __________ and explains the effect(s) __________. Support your points with facts, definitions, concrete details, quotations, examples, etc.

Fifth Writing Task Templates: Informative/Explanatory © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative


The Great

8


e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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t


Publish

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Showcase

• T h

Plan

• To narrow the concept• To gather information• To utilize text structuresTo utilize text structures

three or

controlling

more ideas

controlling idea

ask questions and find answersanswers


Research• On-going research should be

dd d h h daddressed throughout and embedded in each writing phase: Plan, Prewrite, Draft, and

Plan

, w , D f ,Reflect/Revise/Edit

PrewriteR h

Plan

Draft

Research


Research Tip – Teach the students to:• Ask questions• Explore Topics• Infuse ideas into process

Plan

nervous system -Shelbyskeletal

systemsystem -Diego muscular

system -Hector

body systems

digestive t

respiratory system Bi

circulatory

system -Fabian

–Biancasystem -Mrs. Fifth

Plan/Research• Print and Digital Sources

http://kidshealth.org/kid/htbw/

Resource Tip:Access reputable sources online:p• San Diego Zoo Kids (animals): kids.sandiegozoo.org/animals• National Geographic KidsNational Geographic Kids (animals, countries, etc.): kids.nationalgeographic.com/kids•Library of Congress for Kids and y f g f KFamilies (history, music, maps, etc.): loc.gov/families•NASA for Students (science (picture dictionary): nasa.gov/audience/ forstudents/k-4/ dictionary•U.S. Government’s Official Web Portal for Kids (multiple topics): kids.usa.gov


Plan/Research

Common Core Writing Standard 8: “Recall relevant information fromRecall relevant information from

experiences or gather relevant information from print and digital f f p gsources; summarize or paraphrase

information in notes and finished work, d d l fand provide a list of sources.”

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards for

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors

Association Center for Best Practices Council ofAssociation Center for Best Practices, Council of Chief State School Officers, 2010. Print.

Plan/ResearchWh t i I t t t KWhat is Important to Know

when Describing a Body System?

locationrole

partsfunction

challengeschallenges

k ikeeping healthy

Plan/Research

D t t C iti lDemonstrate Critical Thinking: Research Categories

What are the parts and functions of the system?

What are challenges to the system?y

How does the system stay healthy?healthy?

Plan/Research

Tip:

Temporarily scaffoldTemporarily scaffold for students by guiding and/or g gproviding questions for research categories



The Great

8


e, S

ay I

t

Identify Task

ink,

Pic

tur

Pl

Prewrite

Thi Plan

Prewrite

Draft

Research

Wri

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t


Publish

W

Showcase

• To focus on presenting

Prewrite• To focus on presenting

controlling idea• To organize ideas in an overall g

structure that makes sense• To get ideas down at the word

or phrase levelor phrase level

Prewrite

Good Writers spend:85% of their time prewriting

2% on drafting13% on revision

A /L AbiliAverage/Lesser Ability Writers spend:98% d fti98% on drafting2% on revision

Frank, M. (1995). If you’re trying to teach kids how to write...You’ve gotta have this book.g

Nashville, Tennessee: Incentive Publications.

Prewrite

• Model various pathways for orderModel various pathways for order of prewrite depending on gathered information

• Gradually release dependence on organizers


Controlling Idea• To make a point• To connect topic to p

purpose and task

Controlling Idea = Topic + Task/PurposeTopic + Task/Purpose

Circulatory system + integral body system = The circulatory system is an integral processThe circulatory system is an integral process

in the human body.

• Symbol introduced in kindergarten• “Shazam! Lighting strikes here!”• “Spark the rest of your writing”

Prewrite: Controlling IdeaMrs. FifthDate

-integral system in human body-circulatory systemcirculatory system

Relevant Informationi h d• To orient the reader

• To provide background b t th t lliabout the controlling

idea• To share information• To share information

about what makes this concept fascinating to p greaders

• To draw information from and connect to sources

• Symbol introduced in first gradefirst grade

• “Give the 9-1-1”

Prewrite: Relevant InformationMrs. FifthDate

• heart, blood, and blood vessels = circulatory system• heart = center of system

-integral system in human body-circulatory system

• provides cells with essentials to survive• mammals need healthy cells and working system to live

circulatory system


Synonyms• To preclude reader

boredom• To eliminate over use• To be strategic about

word and phrase choice to convey ideas precisely

• Symbol introduced in first grade

• “S-S-Synonyms (hold up t fi h d)two fingers on one hand) mean (hold up two fingers on the other hand) )s-s-same.”

Prewrite: Synonyms

circulatory system heart

biological system fist-sized muscleg y

body’s transport system

intricate process

incredible pump

ten-ounce powerhouseintricate process

blood-transporting network

powerhouse

hardworking organ

never-stopping muscle

Synonym Tip:

• Synonyms are selected to utilize with writing and drafting sowriting and drafting so students can truly work as self-monitorsas self monitors

Points• To present clear

information to reader • To highlight key points

about the controlling ideaidea

• Symbols introduced in first grade• “The shapes hold the ‘shape’ of the

iti ”writing”• Select number of points based on

amount needed to supportamount needed to support controlling idea


Prewrite: Points

Points with Supportpp(facts, definitions, concrete details, quotations, examples, etc.)

“There is no right way to organize, g y g ,after all, but there is a right way to think about it: the overall effect of

d i ti h ld b thgood organization should be the showcase of the ideas.”

Culham Ruth 6 + 1 Traits of Writing: The CompleteCulham, Ruth. 6 + 1 Traits of Writing: The Complete Guide Grades 3 and Up. New York: Scholastic

Professional Books, 2003. Print.

Prewrite: Pointsnervous system Shelbyskeletal

body systems

-Shelbys e etasystem -Diego muscular

system -Hector

y y m

respiratory system –Bianca

circulatory t

digestive system -Fabian

–Biancasystem -Mrs. Fifth

Prewrite: Points

Research

Support

Prewrite: PointsMrs. FifthDate




circulatory system

Parts and System Healthy

Points with Support(facts, definitions, concrete details, quotations, examples, etc.)

Functions Challenges System


Informative/Explanatory Points Tip:p

• Choose significant d d d l ( hideas and details (with paragraphs and/or textstexts• Align number of points to number of key ideas f yin text or topic• Instruct in bite-sized h kchunks

Research

F f h

Mrs. Fifth

Mrs. Fifth

S Si

Mrs. Fifth

New York NYSeymour SimonThe Heart: Our

Circulatory System1996, 2006

HarperCollins Publishers

New York, NY

heart = size of fist

“Sixty to one hundred times every minute your heart

muscles squeeze

two hollow halves divided

by the septum

Simon Simon Simon4 4 8

muscles squeeze together and push blood

around your body through tubes called blood

vessels.”

septum

xx xxx x

cholesterol leaves plaque deposits in arteries

“The contraction of the heart is so

powerful it

SimonSimon

Electrocardio-graphs (EKG) allow doctors to track the

Simon14 28 28

arteries, leaving little

room for blood flow

powerful it could send a jet of water six feet high into the air.”

to track the heart’s

electrical impulses

xx x

Note-Taking Tip:D hDemonstrate the note-taking process in small chunks Give students timechunks. Give students time to research and reconvene.

Emphasize:Emphasize:• Point shapes• DetailsDetails• Summarize• Paraphrase• Quote

Research-Note-Taking-

“Three types of note-taking:

• Summary. Summarize if you want to recordSummary. Summarize if you want to record only the general idea of large amounts of material.

• Paraphrase. If you require detailed notes on specific sentences and passages but do not need the exact wording, you may wish to paraphrase - that is, to restate the material in your own words.

• Quotation When you believe that some• Quotation. When you believe that some sentence or passage in its original wording might make an effective addition to your

t ib th t i l tl itpaper, transcribe the material exactly as it appears, word for word, comma for comma.”

The Modern Language Association. MLA Handbook for Writers of Research Papers of America. New York: The Modern Language

Association of America, 2009.


Note-Taking Tip:P ph sin

• delete (unnecessary)

Paraphrasingy

• substitute (flowers daisies)

• keep (rewrite or quote)

b i k i b d ll kMarzano, Robert J, Pickering, Debra J, and Pollock, Jane E. Classroom Instruction That Works:

Research-Based Strategies for Increasing Student Achievement. Alexandria: Association for

Supervision and Curriculum Development, 2001. Print.

Note-Taking Tip:N nfi ti n P st its

• Make notes alongside of text

Nonfiction Post-its

while reading• margins• post-its• key concepts

Harvey, Stephanie. Strategies that Work: Teaching Comprehension for Understanding and Engagement.Comprehension for Understanding and Engagement.

New York: Stenhouse Publishers, 2007. Print.

Support• To add facts and

definitions to develop pointspoints

• To gather, organize, and connect details fromconnect details from research

• To utilize domain-To utilize domainspecific and text-dependent vocabulary

• Formally introduced in first gradeT h “H d• Teacher: “How do you support your reasons?”

• St d t “B k th ith f t• Students: “Back them up with facts, facts, facts!!!”

Prewrite: Support


• What information is most important to convey?• What facts definitions concrete details• What facts, definitions, concrete details, quotations, or examples best support the points?


Research: Source Card Shuffle• cut cards• sort into categories• order details• remove repeats• attach to prewrite

Mrs. Fifth

Seymour SimonThe Heart: Our

Circulatory System1996, 2006

HarperCollins Publishers

New York, NY

p

heart = size of fist

“Sixty to one hundred times every minute your heart

muscles squeeze together and push blood

around your body th h t b

two hollow halves divided

by the septum

Simon Simon Simon4 4 8

through tubes called blood

vessels.”xx x

cholesterol leaves plaque deposits in arteries,

leaving little

“The contraction of the heart is so

powerful it could send a

SimonSimonElectrocardio-graphs (EKG) allow doctors to track the

heart’s

Simon14 28 28

groom for blood

flow

x

jet of water six feet high into the air.”

x

electrical impulses

x

• Teach students how to cut and sort by key points

Prewrite: SupportMrs. FifthDate




circulatory system



• heart •pumps 30 million times/yr• 10 ounces

• active exercise at least 30 minutes/day• check pulse• eat fruits and


•system needed for survival •oxygen in blood• cholesterol’s plaque

• 2 halves (split by septum)• 4 chambers•atria = top• ventricles = bottom

veggies• avoid unhealthy fats and sugary drinks• no smoking• regular visits to Dr.• stethoscope and

deposits in arteries stop blood/O2 flow• Angina = not enough blood flow, chest pain• heart attack = vessel blockagebottom

• aorta = largest vessel• carries waste (carbon dioxide) out

stethoscope and EKG

vessel blockage• stroke = lack of O2 to brain

Concluding Expression• To provide a concluding

statement or section• To relate back to the

information or explanation presented

• To restate the controlling ididea


• “Aha!”

Prewrite: Concluding ExpressionMrs. FifthDate




circulatory system











stethoscope and EKG

h b d l k


-human body like a river-If the river can continue to flow, it will nurture the body for

a lifetime.


Conclusion Tip

“Restate”• Powerful Sentences• Be Aware: Sometimes

students rewrite sentences f i t d ti ith tfrom introduction without changes

Types of Informative/ExplanatoryInformative/Explanatory

Conclusions

Restatement of big idea

Strong statementStrong statement

Summary

Quote

F t t ti tiFact or statistic

Broader implication

Audience Hook• To grab the reader’s

interest• To lead into the relevant

information and controlling ideacontrolling idea


• “Hook the reader in like a fish. Reel ‘em in!”

Prewrite: Audience HookMrs. Fifth

“ h l h

Date

“60 to 100 times every minute your heart muscles squeeze together and push blood through your body” (Simon 4).




circulatory system











stethoscope and EKG

h b d l k


-human body like a river-If the river can continue to flow, it will nurture the body for

a lifetime.


Prewrite: Audience Hook

Demonstrate variety and create/add to an anchor chart

• Quote

• Fact or Statistic• Fact or Statistic

• Problem

• Solution

Audience Hook Tip:Audience Hook Tip:

Find audience hooks in mentor texts. Have students label types and write post its ofand write post-its of examples to add to class anchor chart.


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• To craft sentences from ‘word

DraftTo craft sentences from word and phrase level’ in prewrite

• To finesse flow from sentence to sentence in related idea groups/sections/paragraphs

• To apply appropriate writingTo apply appropriate writing technique

Mrs. Fourth

It is time to stop the human causes to this natural process. “Due to the severity of its ecological effects, and the scale on which it is occurring, erosion constitutes one of the most significant global environmental problems we face today.”

Date

Caused by both natural and man-made reasons, erosion leads to the continual morphing of the earth’s surface.

While sediment may stay in the water for quite some time, new land is eventually created where the traveling sediment is finally deposited. Riverbanks and beaches are created by the sands that have traveled via erosion. Eventually, wind stops and drops the

Mrs. FourthDate

On the other hand, erosion has a tremendous effect on the land on which the traveling materials are ultimately relocated.

Point #4

Mrs. FourthDate

Erosion has an immense effect on the land from which the depositsPoint #3

m p m w f y. y p pdebris it has been carrying. Lastly, ice melts and stops transporting both the small and large particles.

Grain of sand by grain of sand, new earth is formed constantly.

It can transport mass amounts of land.“Rivers have been known to carve deep canyons in bedrock in only a few hundred thousand years.” This land loss can halt future farming if the remaining land is not fertile. The removal of land can also destroy habitats for wildlife. Alaska’s North Slope has had major coastal erosion and is losing up to a 100 feet per year! This is a major concern for the Artic ecosystem.

Erosion has an immense effect on the land from which the deposits are taken.

“While erosion is a natural process, human activities have dramatically increased (by 10-40 times) the rate at which erosion is occurring globally.” People use many unsustainable farming and building methods which do not restore and protect the land. We expose more unprotected soil ready for transport by cutting down

Mrs. FourthDate

In our continued quest to develop land, humans create man-made causes of erosion.

Point #2

Mrs. FourthDate

Wind, ice, and water are the greatest natural causes for erosion.Point #1

reflect, revise, and edit while

At one end of the spectrum, erosion causes large portions of land to disappear.

p m u p y f p y u g wforests and allowing our animals to heavily graze land. We also contribute to global warming, which leads to a sequence of events: melting of ice, rising of sea level, and, ultimately, coastal erosion.

People have a way of changing the natural order of things and erosion is no different.

Wind can blow dust and small particles and creates erosion mainly in deserts. Ice has the potential to cause the greatest damage, however, since water covers most of Earth’s surface and has an immense ability to forcefully transport materials, it is the greatest tool for erosion. Rivers can quickly carry deposits downstream and the faster the water moves, the bigger the object that it can carry.

“When the wind blew and the rain washed little bits of rock

The Earth is in a state of constant change. Sometimes the transformation can be caused by rapid processes and at other times it is a result of very slow processes. Erosion occurs slowly when materials such as rock, sediment, and soil are carried from their original location and deposited at another.

Mrs. FourthDate

One of the Seven Natural Wonders of the World, the Grand Canyon, was formed by erosion over millions of years.

edit while in moment

When the wind blew…and the rain washed…little bits of rock gradually broke off - that’s what erosion is.”

Erosion is a slow, natural process for extreme change on our planet.


Draft: IntroductionIntroduction

Mrs. FifthDate

The Circulatory System

“Sixty to one hundred times every minute your heart muscles squeeze together and push blood around your body” (Simon 4).

The heart is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to thrive. Without healthy cells and precise, working systems, mammals would die.

The circulatory system is an integral process in the human body.

-Audience Hook, Information, and Controlling Idea-Controlling Idea-

• T d d d k


• To read and reread work reflecting on writing standards

• To strengthen writing at everyTo strengthen writing at every step

• To make changes/ corrections i bi i d h kin bite-sized chunks

phase in checklistphase in checklist

define based on current instruction

Reflect, Revise, and Edit: Introduction

Mrs. FifthDate

“Sixty to one hundred times every minute your heart muscles squeeze together and push blood around your body” (Simon 4)


The heart, is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to th i With t h lth ll d i ki t l

together and push blood around your body (Simon 4).

a fist-sized muscle,Λ

thrive. Without healthy cells and precise, working systems, mammals would die.

The circulatory system is an integral process in the human body.

-Audience Hook Information and

sentence varietyl

X

Audience Hook, Information, and Controlling Idea-

Note: Select reflections, revisions, and edits connected to teacher demonstration

targets and class writing data

Informative/ExplanatoryInformative/Explanatory Draft Tip:

Link ideas within and across categories of information using words, phrases, and

l ( iclauses (e.g., in contrast, especially).


Draft: SupportSupport

Mrs. FifthDate

Point #1Parts and Functions

Located in the center of the chest the never-stopping heart muscle

The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body.

Point #1

Located in the center of the chest, the never-stopping heart muscle contracts over thirty million times per year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. “The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into two hollow halves. This organ’s four chambers are the left and right atria on t f th l ft d i ht t i l Th i ht id bl d t th ltop of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system.

“The movement of the blood through the heart and around the body is called circulation and your heart is really good at it - it takes less than 60 seconds to pump blood to every cell in your body” (KidsHealth 3).

-Point #1 with Support-

Transitional Expression pTip:

Read, notice, and discuss transitional expressions

in familiar texts

Reflect, Revise, and Edit: SupportSupport

Mrs. FifthDate

Point #1Parts and Functions

Located in the center of the chest the never-stopping heart muscle

The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body.

Point #1

Located in the center of the chest, the never-stopping heart muscle contracts over thirty million times per year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. “The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into two hollow halves. This organ’s four chambers are the left and right atria on t f th l ft d i ht t i l Th i ht id bl d t th l

Seymour Simon conceptualizes,Λ

blood-filledΛ

top of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system.

an intricate network ofΛ

“The movement of the blood through the heart and around the body is called circulation and your heart is really good at it - it takes less than 60 seconds to pump blood to every cell in your body” (KidsHealth 3).

t siti s


transitionsl l l

Xspecific detailsX

Draft: Support

Mrs. FifthDate

Point #2

Support

System Challenges

The system’s functioning is imperative to survival “Blood delivers oxygen

Since the circulatory system is such a complex process, a multitude of problems can develop, especially with age.

Point #2

The system s functioning is imperative to survival. Blood delivers oxygen to all the body’s cells. To stay alive, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it should, a person could die” (KidsHealth 3). A common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects such as An ina a chest pain If blood vesselsexperience side effects, such as Angina, a chest pain. If blood vessels become completely blocked, heart attacks can occur. If the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke.

Since there are so many possible complications with this system, maintenance and prevention are imperative.



Reflect, Revise, and Edit: Support

Mrs. FifthDate

Point #2

Support

System Challenges

The system’s functioning is imperative to survival “Blood delivers oxygen

Since the circulatory system is such a complex process, a multitude of problems can develop, especially with age.

Point #2

ΛAs viewed in a KidsHealth video,

The system s functioning is imperative to survival. Blood delivers oxygen to all the body’s cells. To stay alive, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it should, a person could die” (KidsHealth 3). A common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects such as An ina a chest pain If blood vessels

Λ

experience side effects, such as Angina, a chest pain. If blood vessels become completely blocked, heart attacks can occur. If the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke.

ΛAdditionally,

/

Since there are so many possible complications with this system, maintenance and prevention are imperative.


transitions l lX

Draft: Support

Mrs. FifthDate

Point #3

Support

Healthy System

Since the heart is a muscle that can be strengthened a primary

Point #3Each human has just one circulatory system which must be taken care of throughout life in order to keep it healthy and in working order.

Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily. People can monitor healthy heart rates by checking beats per minute on a pulse. KidsHealth recommends that each person “try to eat at least five servings of fruits and vegetables each day” (4). For heart health, smoking should be eliminated completely. Finally with re ular visits to the doctor possible problems can beFinally, with regular visits to the doctor, possible problems can be potentially detected through careful listening to the heart’s rhythms. With modern technology, discovered blockages can be opened or bypassed to ward off future disasters.

Staying heart healthy is the most impactful method for maintaining this dynamic system.


Reflect, Revise, and Edit: Support

Mrs. FifthDate

Point #3

Support

Healthy System

Since the heart is a muscle that can be strengthened a primary

Point #3Each human has just one circulatory system which must be taken care of throughout life in order to keep it healthy and in working order.

Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily. People can monitor healthy heart rates by checking beats per minute on a pulse. KidsHealth recommends that each person “try to eat at least five servings of fruits and vegetables each day” (4). For heart health, smoking should be eliminated completely. Finally with re ular visits to the doctor possible problems can be

Λ

Finally, with regular visits to the doctor, possible problems can be potentially detected through careful listening to the heart’s rhythms. With modern technology, discovered blockages can be opened or bypassed to ward off future disasters.Another healthy choice includes eating a plethora of fruits and vegetables while avoiding unhealthy

through a stethoscope or by tracking its electrical impulses with an

Λ

Staying heart healthy is the most impactful method for maintaining this dynamic system.

l f d lX

g g yfats and sugary drinks.

pelectrocardiograph (EKG).


clarify details l lX

Draft: Conclusion

Mrs. FifthDate

Conclusion

The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand how it works and what it is up against.

Simon illustrates, “Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river remains open, it will nurture the body cells for an entire lifetime.

-Relate to Controlling Idea, Concluding Expression, and Title-


Reflect, Revise, and Edit: Conclusion

Mrs. FifthDate

Conclusion

The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand how it works and what it is up against.

the parts and functions be aware of potential

Λ

the parts and functions, be aware of potential challenges, and be clear on how to facilitate the health of this incredible system.

h h d l f h h l bSimon illustrates, “Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river remains open, it will nurture the body cells for an entire lifetime.

Λthe amazing sixty-thousand-mile journey of the human circulatory system best,

clarify detailsX

-Relate to Controlling Idea,

clarify detailsl l

X

Concluding Expression, and Title-


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• To make work presentable to Publish

pthe reader

• To select the final format that b t it th t k dbest suits the task, purpose, and audience

• To finalize and revel in theTo finalize and revel in the satisfaction that the writer accomplished all set out to do

the small and large particles. Grain of sand by grain of sand, new earth is formed constantly.

Caused by both natural and man-made reasons, erosion leads to the continual morphing of the earth’s surface. It is time to stop the human causes to this natural process. “Due to the severity of its ecological effects, and the scale on which it is occurring, erosion constitutes one of the most significant global environmental problems we face today.” We need to do our part and add more vegetative

from which the deposits are taken. It can transport mass amounts of land. For instance, “Rivers have been known to carve deep canyons in bedrock in only a few hundred thousand years.” This soil loss can halt future farming if the remaining land is not fertile. The

forcefully transport materials, it is the greatest tool for erosion. Rivers can quickly carry

Mrs. Fourth Dateneed to do our part and add more vegetative

cover to halt man-made wind and water erosion.

removal of land can also destroy habitats for wildlife. Alaska’s North Slope has had major coastal erosion and is losing up to a 100 feet per year! This is a major concern for the Articecosystem. At one end of the spectrum, erosion causes large portions of land to disappear.

On the other hand, erosion has a tremendous effect on the land on which the traveling materials are ultimately relocated. While sediment may stay in the water for quite some time, new land is eventually created where the traveling sediment is finally deposited. These layers build upon one another. Riverbanks and beaches are created by the sand that have traveled via erosion. Eventually, wind stops and drops the debris it has been carrying

deposits downstream and the faster the water moves, the bigger the object that it can carry. “When the wind blew…and the rain washed…little bits of rock gradually broke off -that’s what erosion is.”

In our continued quest to develop land, humans create man-made causes of erosion. “While erosion is a natural process, human activities have dramatically increased (by 10-40 times) the rate at which erosion is occurring globally.” People use many unsustainable farming and building methods which do not restore and protect the land. By cutting down forests and allowing our animals to heavily graze land, we expose more unprotected soil ready for t t Additi ll th h

Erosion

One of the Seven Natural Wonders of the World, the Grand Canyon, was formed by erosion over millions of years. The Earth is in a state of constant change. Sometimes the transformation can be caused by rapid processed and at other times it is a result of very slow processes. Erosion occurs slowly when materials such as rock, sediment, and soil are carried from their original location and deposited at another in small pieces. Erosion is a slow, natural process for extreme change that t k l th d f

Writing

and drops the debris it has been carrying. Lastly, ice melts and stops transporting both

transport. Additionally, the human race contributes to global warming, which leads to a sequence of events: melting of ice, rising of sea level, and, ultimately, coastal erosion.

Erosion has an immense effect on the land

takes place over thousands of years on our planet.

Wind, ice, and water are the greatest natural causes in the erosion process. Wind can blow dust and small particles and creates erosion mainly in deserts. Ice has the potential to cause the greatest damage, both short- and long-term. However, since water covers most of the Earth’s surface and has an immense ability to

Informative/Explanatory Publish Tip:Publish Tip

Include formatting (e.g., headings), illustrations, and g )multimedia when useful in

aiding comprehension).


PublishMrs. Fifth Date


DateWriting

Introduction

“Sixty to one hundred times every minute h l h d hyour heart muscles squeeze together and push

blood around your body” (Simon 4). The heart, a fist-sized muscle, is the center of the circulatory system. It works along with blood and blood vessels to provide the cells with the essentials to thrive. Without healthy cells and precise, working systems, mammals would die. The circulatory system is an integral process inThe circulatory system is an integral process in the human body.

Parts and Functions

The circulatory system consists of the heart, blood vessels, and blood which team to meet the needs of every cell in the body. Located in h f h h h i hthe center of the chest, the never-stopping heart

muscle contracts over thirty million times per

year to pump blood through the vessels. This impressive organ is a ten-ounce miracle of life. Seymour Simon conceptualizes “TheSeymour Simon conceptualizes, The contraction of the heart is so powerful it could send a jet of water six feet high into the air” (14). The heart is separated by the septum into

h ll h l Thi ’ f bl dtwo hollow halves. This organ’s four blood-filled chambers are the left and right atria on top of the left and right ventricles. The right side pumps blood to the lungs from the body while the left side pumps blood to the body from the lungs. Blood fills and leaves this incredible pump with each beat. Oxygen and nutrients are carried to the cells through annutrients are carried to the cells through an intricate network of blood vessels, including the aorta, the body’s largest. Blood also carries waste, such as carbon dioxide, out of the system “The movement of the blood throughsystem. The movement of the blood through the heart and around the body is called circulation and your heart is really good at it -it takes less than 60 seconds to pump blood to

ll i b d ” (Kid H l h 3)every cell in your body” (KidsHealth 3).

System Challenges

Since the circulatory system is such aSince the circulatory system is such a complex process, a multitude of problems can develop, especially with age. The system’s functioning is imperative to survival. As viewed in a KidsHealth video “Blood deliversviewed in a KidsHealth video, Blood delivers oxygen to all the body’s cells. To stay live, a person needs healthy, living cells… If that oxygen-rich blood doesn’t circulate as it h ld ld di ( id l h )should, a person could die” (KidsHealth 3). A

common occurrence is cholesterol forming plaque deposits in the arteries and leaving little room for blood and oxygen flow. Consequently, the heart doesn’t receive enough oxygen and humans can experience side effects, such as Angina, a chest pain. Progressively, if blood vessels become completely blocked, heartvessels become completely blocked, heart attacks can occur. Additionally, if the brain doesn’t get sufficient oxygen, the afflicted person could experience a stroke. Since there are many possible complications with thisare many possible complications with this system, maintenance and prevention are

imperative.

Healthy SystemHealthy System

Each human has just one circulatory system which must be taken care of throughout life in

d k i h l h d i ki dorder to keep it healthy and in working order. Since the heart is a muscle that can be strengthened, a primary prevention technique is active exercise. It is advantageous to the system to work out at least thirty minutes daily, People can monitor healthy heart rates by checking beast per minute on a pulse. Another healthy choice includes eating a plethora ofhealthy choice includes eating a plethora of fruits and vegetables while avoiding unhealthy fast and sugary drinks. KidsHealth recommends that each person “try at least five servings of fruits and vegetables each day” (4)servings of fruits and vegetables each day (4). For heart health, smoking should be eliminated completely. Finally, with regular visits to the doctor, possible problems can be potentially d d h h f l li i h hdetected through careful listening to the heart’s rhythms through a stethoscope or by tracking


its electrical impulses with an electrocardiograph (EKG). With moderntechnology discovered blockages can betechnology, discovered blockages can be opened or bypassed to ward off future disasters. Staying heart healthy is the most impactful method for maintaining this dynamic system.

Conclusion

The human body has a miraculously efficient blood-transporting network called the circulatory system. In order to gain full appreciation, one must understand the parts andappreciation, one must understand the parts and functions, be aware of potential challenges, and be clear on how to facilitate the health of this incredible system. Simon illustrates the amazing sixty thousand mile journey of theamazing sixty-thousand mile journey of the human circulatory system best, ‘Within each of us flows a river unlike any river on planet Earth” (32). If the flow of this astonishing river

i i ill h b d ll fremains open, it will nurture the body cells for an entire lifetime.

List of Sources

Works Cited

Simon Seymour The Heart: Our CirculatorySimon, Seymour. The Heart: Our Circulatory System. New York: Harper Collins Publishers, 2006. Print.

The Nemours Foundation. “The Circulatory System ” Movie kidshealth orgSystem.” Movie. kidshealth.org. KidsHealth, 2012. Web. 19 Jul. 2012.

Common Core WritingCommon Core Writing Standard 8:

“…provide a list of sources.”

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State

Standards for English Language Arts & Literacy in History/Social d d h l hStudies, Science, and Technical Subjects. Washington D.C.:

National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010. Print.


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• To illustrate student evidence of Showcase

the writing process in the final state

• T di l iti id f• To display writing evidence of at- or above-standard student goals met within this practice

• To promote student joy and accomplishment toward meeting or exceeding rigor of grade levelor exceeding rigor of grade level writing standard

i l h i t hmusical chair partner share

Word choice

writing display

Word choice

powerpoint presentation


Showcase


Powerful Informative/ E lExplanatory

W itiWriting

Third Grade Sample


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Note:• Lincoln: A

Photobiography by Russell Freedman is a read-aloud informational text listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks’

Build Concept and Background:Review Grade-Level Standards

-Scoring Guide-


Build Concept and Background: Review Grade-Level Standards -

Create a Student-Generated Checklist-

Share information about an idea or

Third Grade Informative/Explanatory Checklist

Share information about an idea or book - DarnellWrite what it is about - Wren Be clear - Manny

Straight to the point - Julia Put similar points together - Petep g Draw pictures to show what you’re explaining - Will Fi d f ts Hill Find facts - Hillary

Don’t make it up - Langston Use transitional words - BeckettWrap it up so it all makes sense - Joy


Exemplars• Highlight text type, components,

l dstructural organization, and genre-specific technique

• Illustrate at- or above-standard from beginning of writing process



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Why did Russell Freedman call our

Identify TaskWhy did Russell Freedman call our

sixteenth president a “man of many faces?” After reading

l h hLincoln: A Photobiography, write an essay that compares the “many

faces” of Abraham Lincoln Befaces of Abraham Lincoln. Be sure to develop the points with facts, definitions, and details.


Informative/Explanatory Writing Task Templates

Definition Task 6: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that defines __________ and explains __________. Be sure to develop the points with facts, definitions, and details.definitions, and details.

Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that describes __________. Be sure to develop the points with facts, definitions, and details.

Procedural Task 8: [Insert question] After (researching, reading,Procedural-Sequential

Task 8: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that relates how __________. Be sure to develop the points with facts, definitions, and details.

Synthesis Task 9: [Insert question] After (researching, reading,Synthesis Task 9: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that explains __________. What conclusions or implications can you draw? Be sure to develop the points with facts, definitions, and details.

Analysis Task 10: [Insert question] After (researching, reading,Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that analyzes __________. What conclusions or implications can you draw? Be sure to develop the points with facts, definitions, and details.

Comparison Task 11: [Insert question] After (researching, reading,Comparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that compares __________. Be sure to develop the points with facts, definitions, and details.

Cause-Eff

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) (content), write a/an

Effectg , p g) __________ ( ), /

__________ (essay, report, or substitute) that examines the cause(s) of __________ and explains the effect(s) __________. What conclusions or implications can you draw? Be sure to develop the points with facts, definitions, and details.


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Plansad and gloomy

-Zarenambitious

-Marcauthoritative

-Kamerenhomely -Gabriel

grieving father Gabriel-Luis

The “many faces” of Abraham Lincoln

worldlyspell-simple trade

k worldly politican –Asher

pbinding speaker -Sofia

worker -Desi

uneducated

folksy in speech and

intellectual

uneducated youth

-Isabel

manners -Mr. Third

intellectual -Rosa

Plan/Research

Common Core Writing Standard 8:

“Recall information from experiences or gather informationexperiences or gather information

from print and digital sources; take brief notes on sources andtake brief notes on sources and

sort evidence into provided categories.”g


Plan/Researchunimpressive looks authoritative

• homely and gawky• tall• stooped

• towering over others• stature

folksy speech• informal• plain

spellbound speaker• charismatic• enjoyed debates

• incorrect grammar

simple trade worker intellectual• ferry man• wood chopper• cargo dealer

• debate society member• business owner• attorney• president

tragedy• grieving father

triumph• war

E i i• Emancipation Proclamation

common man ambitious president• farm boy• log cabin

• 16th president• worldly politician

Plan/Research

Demonstrate Critical Thinking: Research Categories

How was Lincoln folksy and unimpressive?How was Lincoln folksy and unimpressive?

How was Lincoln dynamic and charismatic?

How was Lincoln a humble farm boy?H w w L m f m y

How was Lincoln a cultured adult?


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Prewrite: Controlling Idea

Mr. ThirdDate

Abraham Lincoln


Prewrite: Information

Mr. Third

16th d

Date

Abraham Lincoln

• 16th president• led North in the Civil War• signed the Emancipation Proclamation Act• often misunderstood in his own time

Prewrite: Synonyms

Mr. Third

Abraham Lincoln = he

Date

16th d

Abraham Lincoln

Abraham Lincoln = he, Honest Abe, Mr. Lincoln,

influential leader, dynamic orator,

Great Emancipator


Prewrite: Points

Mr. Third

Abraham Lincoln = he

Date

16th d

Abraham Lincoln



Great Emancipator


folksy and unimpressive

dynamic and engaging

humble farm boy

cultured adult

Points with Support

Research

Russell Freedman

Freedman

Mr. Third Lincoln: A Photobiography

1 Freedman 1 Freedman 2

“Most people thought he was

homely.”

“It was only when he stood up that he

towered above other men.”

expression changed when speaking-eyes sparkled

-smiled

Freedman 4 Freedman 19-20 Freedman 21

“He greeted diplomats while wearing carpet

slippers.”

“He grew up swinging an ax on

frontier homesteads.”

Robert Lincoln went to Harvard


Tip:Phasing In Source Cards

• Step 1: Answer experiential ti d it

Phasing In Source Cards

questions and write answers on source cards

• Step 2: Provide answers to labeled experiential questions ( )( , , )

• Step 3: Find answers to pspecified text-dependent questions and sort accurately ( )( , , )

Research: Source Card Shuffle

• cut cardscut cards• sort into categories• order detailsorder details• remove repeats• attach to prewriteattach to prewrite

Russell Freedman

Freedman

Mr. Third Lincoln: A Photobiography

1 Freedman 1 Freedman 2

“Most people thought he was

homely.”

“It was only when he stood up that he

towered above other men.”

expression changed when speaking-eyes sparkled

-smiled

“He greeted diplomats while wearing carpet

slippers.”

Freedman 4

“He grew up swinging an ax on

frontier homesteads.”

Freedman 19-20

Robert Lincoln went to Harvard

Freedman 21

• Teach students how to cut

pp

Teach students how to cut and sort by key points

Prewrite: Support

Mr. Third

Abraham Lincoln = he16th d

Date

Abraham Lincoln



Great Emancipator




humble farm boy

●informal-slippersld k

●strong debater●spell-binding

k

●lived in log cabin●helped family

●took wife on carriage rides and

cultured adult

Points with Support

●told jokes in cabinet meetings●incorrect grammar●silly expressions

speaker●impressive stature

-towering over

build homestead from scratch

-swinging ax●sporadic schooling (less than a year total)

to the theater●Ivy League education for son●self-educated●lived in White Housey )

Prewrite: Concluding Expression

Mr. Third


Date

Abraham Lincoln



Great Emancipator




humble farm boy



k



cultured adult

Points with Support



-towering over




remains a driving force in the power of America 150 years after his death


Prewrite: Audience Hook

Mr. Third


Was he a backwoods country man or refined statesman?Date

Abraham Lincoln



Great Emancipator




humble farm boy



k



cultured adult

Points with Support



-towering over




remains a driving force in the power of America 150 years after his death


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DraftMr. ThirdDate

Was Abraham Lincoln a backwoods country fi d t t d t ?

Abraham Lincoln

man or a refined statesman and orator?

The sixteenth president of the United States h l f k d h ldis a historical figure known around the world.

In addition to guiding changes that Americans still benefit from today, part of his popularity centers around the fascinating story of an everyday frontier boy turned powerhouse world leader.

The mysterious Abraham Lincoln was a “man of many faces.”

Reflect, Revise, and Edit: Introduce Checklist

Ph I Ch kli• Phase In Checklist• Define Based on Current

Instructi nInstruction


Draft, Reflect, Revise & Edit Mr. ThirdDate

Was Abraham Lincoln a backwoods country fi d t t d t ?

Abraham Lincoln

man or a refined statesman and orator?

The sixteenth president of the United States h l f k d h ldadmiredis a historical figure known around the world.

In addition to guiding changes that Americans still benefit from today, part of his popularity centers around the fascinating story of an

Λ

admiredground-breaking

everyday frontier boy turned powerhouse world leader.

The mysterious Abraham Lincoln was a “man of many faces.”

word choice l lX

Point #1 with Support

Draft, Reflect, Revise & Edit

Li l s f lks d im ssi i hisΛOn one hand,

He was a tall and thin man, often considered ‘homely ’ who appeared sad and gloomy to

Lincoln was folksy and unimpressive in his appearance, mannerisms, and speech.

Λ

homely, who appeared sad and gloomy to many strangers. He was very informal in attitude, especially as he “greeted diplomats while wearing carpet slippers,” shared his sill expressi ns and t ld j kes in cabinetsilly expressions, and told jokes in cabinet meetings. He had untrained pronunciation and used incorrect grammar.


At six feet four inches his tall stature


He transformed into an engaging and charismatic orator when he gave speeches.

In contrast,/ΛAt six feet, four inches, his tall stature became powerful when he stood and towered above his audience. Lincoln’s everyday depressed expression changed, his poor pronunciation and grammar slipped into thepronunciation and grammar slipped into the background, and he became a spell-binding leader when speaking. Some people even considered him handsome as he smiled and his eyes sparkledeyes sparkled.

comparison transitions l lX


Draft, Reflect, Revise & Edit This relatable folk hero

Growing up as a poor farm boy, he lived in n m l bins ith his f mil n

Lincoln came from humble beginnings.

one-room log cabins with his family, even helping his father build one from scratch. “He grew up swinging an ax on frontier homesteads.” This backwoods youngster had l th t t l f di h liless than a year total of sporadic schooling, which only came after finishing all his chores.


Lincoln educated himself finding interest in


In comparison, Lincoln grew into a cultured adult, earning himself the mightiest position in America.

the ambitious man

Lincoln educated himself, finding interest in academics, public debate, and politics. These endeavors earned him great money as an attorney and wise investor. He and his wife were able to take carriage rideswife were able to take carriage rides, attend the theatre, and provide an Ivy League education for their son. Far from his roots, he had the great opportunity to live in the White House until his deathin the White House until his death.

synonyms l lX

Draft, Reflect, Revise & Edit

Known as a “man of many faces,’” Abraham Lincoln led a life of intriguing contradictions.

This puzzling figure overcame widespread in his own timep g f g pmisunderstanding of his true character to become a driving force in the power of America continuing almost 150 years after his death

Λin his own time

his death.

clarification lX



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PublishMr. Third Date

Abraham Lincoln

DateWriting

Was Abraham Lincoln a backwoods country man or a refined statesman and orator? The sixteenth president of the United States is a hi i l fi d i d d h ld Ihistorical figure admired around the world. In addition to guiding ground-breaking changes that Americans still benefit from today, part of his popularity centers around the fascinating story of an everyday frontier boy turned powerhouse world leader. The mysterious Abraham Lincoln was a “man of many faces.”

On one hand, Lincoln was folksy andOn one hand, Lincoln was folksy and unimpressive in his appearance, mannerisms, and speech. He was a tall and thin man, often considered ‘homely,’ who appeared sad and gloomy to many strangers He was verygloomy to many strangers. He was very informal in attitude, especially as he “greeted diplomats while wearing carpet slippers,” shared his silly expressions, and told jokes in

bi i H h d i dcabinet meetings. He had untrained pronunciation and used incorrect grammar.

In contrast, he transformed into an engaging and charismatic orator when he gave speeches. At six feet, four inches, his tall stature became powerful when he stood and towered above his audience. Lincoln’s everyday depressed expression changed, his poor pronunciation and grammar slipped into the background, andand grammar slipped into the background, and he became a spell-binding leader when speaking. Some people even considered him handsome as he smiled and his eyes sparkled.

This relatable folk hero came from humbleThis relatable folk hero came from humble beginnings. Growing up as a poor farm boy, he lived in one-room cabins with his family, even helping his father build one from scratch. “He

i i f igrew up swinging an ax on frontier homesteads.” This backwoods youngster had less than a year total of sporadic schooling, which only came after finishing all his chores.

In comparison, the ambitious man grew into a cultured adult, earning himself the mightiest position in America. Lincoln educated himself, finding interest in academics, public debate,finding interest in academics, public debate, and politics. These endeavors earned him great

money as an attorney and wise investor. He and his wife were able to take carriage rides, attend the theatre, and provide an Ivy League education for their son. Far from his roots, he had the great opportunity to live in the White House until his death.

Known as a “man of many faces,” AbrahamKnown as a man of many faces, Abraham Lincoln led a life of intriguing contradictions. This puzzling figure overcame widespread misunderstanding of his true character in his own time to become a driving force in theown time to become a driving force in the power of America continuing almost 150 years after his death.



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Showcase

Showcase:Showcase: Writing Display Tip

Word choice

Use a ‘marker’ indicating the standards-based goal

the sample highlightsp g g


Powerful Informative/ E lExplanatory

W itiWriting

Fourth Grade Sample

Earth’s Systems: Earth Changes

Volcanoes by Seymour Simon

V l i i f ti l t t li t d i th C C Volcanoes is an informational text listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks.’ Sample Performance Task (p 76): “Students determine the meaning of domain-specific words or phrases, such as crust, mantle, magma, and lava, and important general academic words and phrases that appear in Seymour Simon’s Volcanoes. [RI.4.4]”

Kid s Geo.com: kidsgeo.com/geology-for-kidsKid s Geo.com: kidsgeo.com/geology for kidsKidipede: scienceforkids.kidipede.com/geology

•erosion•landslides•earthquakes•Volcanic eruptions

+ more included in print and digital texts

Informative/Explanatory

•Volcanic eruptions

What causes the forces that change the face of the Earth? After reading about and researching changes in the landscape, effects of weathering, and the rate of erosion, write a report that examines the cause(s) of a selected slow or rapid process and explain the effect on p p pthe Earth. Be sure to develop the points with facts, definitions, concrete details, quotations, examples, etc. (Cause-Effect).


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Note-Taking Tip:• As o read the• As you read the

text, create an anchor chart thatanchor chart that models how to take notes about the change process



-Scoring Guide-

Build Concept and Background: Review Grade-Level Standards -

Create a Student-Generated Checklist-

Bec me an expert n a t pic Chl e

Fourth Grade Informative/Explanatory Checklist

Become an expert on a topic - Chloe

Use pictures, computer programs (Keynote), and paragraphing to make your (K y ), p g p g m yideas clear - Marcus

Use facts and examples from the H ásource - Hernán

Link ideas with transitions - Kendall

Use text-specific words to show expertise - Sheila

Conclude with a clear wrap up - Chrissy Conclude with a clear wrap up - Chrissy



Exemplars

• Highlight text type, components, g g yp pstructural organization, and genre-specific technique

• Illustrate at- or above-standard from beginning of writing process


Central Idea(A.S.)

setting (A.N.)

double the who (C.M.)

Triple-Decker Power (B.Y.)traveler (L.S.)

transitions (B.W.)

high-level vocab (K.D.)

synonyms (G.V.)

Memorable (C.M.)


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What causes the forces that change

Identify TaskWhat causes the forces that change

the face of Earth? After reading about and researching changes in the landscape effects of weathering andlandscape, effects of weathering, and

the rate of erosion, write a report that examines the cause(s) of a

selected slow or rapid process andselected slow or rapid process and explain the effect of the Earth. Be

sure to develop the points with facts, definitions concrete detailsdefinitions, concrete details,

quotations, examples, etc.

Learning Headquarters’ Fourth Grade Writing Task Templates


about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that defines __________ and explains __________. Be sure to support your points with facts, definitions, concrete details,


pp y pquotations, examples, etc.

Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that describes __________. Be sure to support your points with facts, definitions, concrete details, quotations, examples, etc.

Procedural-Sequential

Task 8: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that relates how __________. Be sure to support your points with facts, definitions, concrete details, quotations, examples, etc.

Synthesis Task 9: [Insert question] After __________ (researching, reading, learning yabout, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that explains __________. What conclusions or implications can you draw? Be sure to support your points with facts, definitions, concrete details, quotations, examples, etc.

Analysis Task 10: [Insert question] After __________ (researching, reading, learning about experiencing) (content) write a/an (essayabout, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that analyzes __________. What conclusions or implications can you draw? Be sure to support your points with facts, definitions, concrete details, quotations, examples, etc.

Comparison Task 11: [Insert question] After __________ (researching, reading, learning about experiencing) (content) write a/an (essayabout, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that compares __________. Be sure to support your points with facts, definitions, concrete details, quotations, examples, etc.

Cause-Effect

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (essay, report, or substitute) that examines the cause(s) of __________ and explains the effect(s) __________. What conclusions or implications can you draw? Be sure to support your points with facts, definitions, concrete details, quotations, examples, etc.



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Plan

changes in chang s nEarth

Fast Processes- landslides

Slow Processes- erosion

- earthquakes- volcanic eruptions

Research• Print and Digital Sources

http://kidsgeo.com/geology-for-kidsg gy

http://www.historyforkids.org/scienceforkids/geology

Plan/ResearchCommon Core Writing Standard 8:Common Core Writing Standard 8: “Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.”p ovide a list of sou ces.


Plan/Research


What are the natural causes of erosion?What are the natural causes of erosion?

What are the man-made causes of erosion?

What are the effects at the source?What are the effects at the source?

What are the effects at the destination?


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Prewrite: Controlling IdeaMrs. FourthDate

-slow process of change for earth-erosionerosion

Prewrite: PointsMrs. FourthDate

-slow process of change for earth-erosionerosion

natural man-made effects of land k f

Points with Support(facts, definitions, concrete details, examples. etc.)

effects on l d icauses causes taken from land given to


Prewrite: Relevant InformationMrs. FourthDate

-earth constantly changing-rapid and slow processes for change

-slow process of change for earth-erosion

rapid and slow processes for change- erosion - materials are moved from one location to another

erosion



effects on l d icauses causes taken from land given to

Prewrite: Synonyms

erosion materials

change process depositsg p

natural progression

slow movement

p

land

debris

deterioration

breaking down

particles

dust, pebbles, rocks, sediment, soil,

moved

carried

transported

migrated

relocated

propelled

ResearchMrs. Fourth

Mrs. Fourth

Mrs. Fourth

KidsGeo.comGeology for Kids

“Erosion by Water Processes” 2012

kidsgeo.com/geology-for-kids/0074-

erosion-rivers-lakes-streams.php

Erosion:land materials

i d f

Driving forces:-wind

(bl d t)

Water:-best erosion

t l

by Water Processes

KidsGeo KidsGeo KidsGeo

carried from one place to

another

(blows dust)-rivers

(carry debris downstream)

tool-can move materials

-found everywhere

on planetp

xx x

“Rivers have been known to

Splash Erosion:-first

KidsGeoKidsGeo

been known to carve deep

canyons in the bedrock in only a few hundred thousand

first raindrops soak

into land-next raindrops

move across land

thousand years.”

x-sheet -rill -gullyx


Mrs. Fourth

KidsGeo.comGeology for Kids

“Erosion 2012

kidsgeo.com/geology-for-kids/0074-

erosion-rivers-lakes-streams.php

p

Erosion:land materials carried from one place to

another

Driving forces:-wind

(blows dust)-rivers

(carry debris d t )

Water:-best erosion

tool-can move materials

f d

by Water Processes” 2012

KidsGeo KidsGeo KidsGeo

downstream) -found everywhere

on planet

xx x

“Rivers have been known to

carve deep

Splash Erosion:-first

raindrops soak

KidsGeoKidsGeo

carve deep canyons in the

bedrock in only a few hundred thousand years.”

x

raindrops soak into land

-next raindrops move across

land

-sheet -rill -gullyx



Prewrite: SupportMrs. FourthDate




erosion



effects on l d i

Wind• blows dust• mainly desertIce

•rivers carve•no farming if land not fertile

causes causes taken from land given to

•humans leave a mark on earth•Unsustainable farming and

•water stops and creates riverbanks and beachesIce

•potential for big damageWater•carries dirt downstream

fertile•destroys wildlife habitats•Alaska’s North Slope

farming and building•cut down forests•overgraze •global warming

beaches•wind stops and drops debris• glacier melts

• faster = bigger• wind and rain cause erosion

losing 100 ft/yr

(ice melts, sea rises, coast erodes)

Prewrite: Concluding ExpressionMrs. FourthDate




erosion



effects on l d i











losing 100 ft/yr


Time to stop human interference in natural process. “Due to the severity…”

Prewrite: Audience HookMrs. FourthDate

d ( f l d f ld) dGrand Canyon (one of 7 Natural Wonders of World) made by millions of years of erosion




erosion



effects on l d i











losing 100 ft/yr


Time to stop human interference in natural process. “Due to the severity…”


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Draft, Reflect, Revise & Edit: IntroductionIntroduction

Mrs. FourthDate

One of the Seven Natural Wonders of the World, the Grand Canyon, was formed by erosion over millions of years.

The Earth is in a state of constant change. Sometimes the transformation can be caused by rapid processes and at other times it is a result of very slow processes. Erosion occurs slowly when materials such as rock, sediment, and soil are carried from their original location and deposited at another.

llΛg p

Erosion is a slow, natural process for extreme change on our planet.

in small pieces.

that takes place over thousands of years.Λ

clarify factsX

-Audience Hook, Information, and C lli Id

clarify factsXl l

Controlling Idea-

Draft, Reflect, Revise & Edit: SupportSupport

Mrs. FourthDate

Point #1

Wi d bl d t d ll ti l d t i i l

Wind, ice, and water are the greatest natural causes for erosion.Point #1

process.Λ

in the

Wind can blow dust and small particles and creates erosion mainly in deserts. Ice has the potential to cause the greatest damage, however, since water covers most of Earth’s surface and has an immense ability to forcefully transport materials, it is the greatest tool for erosion. Rivers can quickly carry deposits downstream and the faster the water moves the bigger the object that it can

short- and long-term.Λ

H

the faster the water moves, the bigger the object that it can carry.

“When the wind blew…and the rain washed…little bits of rock gradually broke off - that’s what erosion is.”

l if / f d


clarify support w/ facts and details

Xl l

Draft, Reflect, Revise & Edit: Support

Mrs. FourthDate

Point #2

Support

“While erosion is a natural process human activities have

In our continued quest to develop land, humans create man-made causes of erosion.

Point #2

While erosion is a natural process, human activities have dramatically increased (by 10-40 times) the rate at which erosion is occurring globally.” People use many unsustainable farming and building methods which do not restore and protect the land. We expose more unprotected soil ready for transport. by cutting down forests and allowing our animals to heavily graze land. We also

Λ

Additionally the human race

/

g y gcontributes to global warming, which leads to a sequence of events: melting of ice, rising of sea level, and, ultimately, coastal erosion.

By cutting down forests and allowing our animals to heavily graze land

Additionally, the human race

People have a way of changing the natural order of things and erosion is no different.

heavily graze land,

i d i i


sentence variety and transitionsXl l


Mrs. FourthDate

Point #3

Support

It can transport mass amounts of land “Rivers have been known to

Erosion has an immense effect on the land from which the deposits are taken.

Point #3

ΛFor instance,

It can transport mass amounts of land. Rivers have been known to carve deep canyons in bedrock in only a few hundred thousand years.” This land loss can halt future farming if the remaining land is not fertile. The removal of land can also destroy habitats for wildlife. Alaska’s North Slope has had major coastal erosion and is losing up to a 100 feet per year! This is a major concern for the

soilΛ

g p p y jArtic ecosystem.

At one end of the spectrum, erosion causes large portions of land to disappear.

d i ifi b l


domain-specific vocabularyXl lexpository quote connectorsX



Mrs. FourthDate

Point #4

Support

While sediment may stay in the water for quite some time new

On the other hand, erosion has a tremendous effect on the land on which the traveling materials are ultimately relocated.

Point #4

While sediment may stay in the water for quite some time, new land is eventually created where the traveling sediment is finally deposited. Riverbanks and beaches are created by the sands that have traveled via erosion. Eventually, wind stops and drops the debris it has been carrying. Lastly, ice melts and stops transporting both the small and large particles.Λ

These layers build upon one another.Λ

g pin such great quantities.Λ

Grain of sand by grain of sand, new earth is formed constantly.

d il


detailsXl l

Draft, Reflect, Revise & Edit: Conclusion

Mrs. FourthDate

Conclusion

Caused by both natural and man-made reasons, erosion leads to the continual morphing of the earth’s surface.

It is time to stop the human causes to this natural process. “Due to the severity of its ecological effects, and the scale on which it is occurring, erosion constitutes one of the most significant global environmental problems we face today.”

We need to do our part and addΛ

We need to do our part and add more vegetative cover to halt man-made wind and water erosion.

ll i f ll hX

-Relate to Controlling Idea,

call to action, follow-up the opinion logically

X l

Concluding Expression, and Title-


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PublishMrs. Fourth Date

Erosion

DateWriting

One of the Seven Natural Wonders of the World, the Grand Canyon, was formed by erosion over millions of years. The Earth is in a

f h S i hstate of constant change. Sometimes the transformation can be caused by rapid processed and at other times it is a result of very slow processes. Erosion occurs slowly when materials such as rock, sediment, and soil are carried from their original location and deposited at another in small pieces. Erosion is a slow, natural process for extreme change thata slow, natural process for extreme change that takes place over thousands of years on our planet.

Wind, ice, and water are the greatest natural causes in the erosion process Wind can blowcauses in the erosion process. Wind can blow dust and small particles and creates erosion mainly in deserts. Ice has the potential to cause the greatest damage, both short- and long-term. H i f hHowever, since water covers most of the Earth’s surface and has an immense ability to


forcefully transport materials, it is the greatest tool for erosion. Rivers can quickly carry deposits downstream and the faster the waterdeposits downstream and the faster the water moves, the bigger the object that it can carry. “When the wind blew…and the rain washed…little bits of rock gradually broke off -h ’ h i i ”that’s what erosion is.”

In our continued quest to develop land, humans create man-made causes of erosion. “While erosion is a natural process, human activities have dramatically increased (by 10-40 times) the rate at which erosion is occurring globally.” People use many unsustainable farming and building methods which do notfarming and building methods which do not restore and protect the land. By cutting down forests and allowing our animals to heavily graze land, we expose more unprotected soil ready for transport Additionally the human racetransport. Additionally, the human race contributes to global warming, which leads to a sequence of events: melting of ice, rising of sea level, and, ultimately, coastal erosion.

E i h i ff h l dErosion has an immense effect on the land

from which the deposits are taken. It can transport mass amounts of land. For instance, “Rivers have been known to carve deepRivers have been known to carve deep canyons in bedrock in only a few hundred thousand years.” This soil loss can halt future farming if the remaining land is not fertile. The

l f l d l d h bi fremoval of land can also destroy habitats for wildlife. Alaska’s North Slope has had major coastal erosion and is losing up to a 100 feet per year! This is a major concern for the Articecosystem. At one end of the spectrum, erosion causes large portions of land to disappear.

On the other hand, erosion has a tremendous effect on the land on which the travelingeffect on the land on which the traveling materials are ultimately relocated. While sediment may stay in the water for quite some time, new land is eventually created where the traveling sediment is finally deposited Thesetraveling sediment is finally deposited. These layers build upon one another. Riverbanks and beaches are created by the sand that have traveled via erosion. Eventually, wind stops

d d h d b i i h b iand drops the debris it has been carrying. Lastly, ice melts and stops transporting both

the small and large particles. Grain of sand by grain of sand, new earth is formed constantly.

Caused by both natural and man-madeCaused by both natural and man made reasons, erosion leads to the continual morphing of the earth’s surface. It is time to stop the human causes to this natural process. “Due to the severity of its ecological effectsDue to the severity of its ecological effects, and the scale on which it is occurring, erosion constitutes one of the most significant global environmental problems we face today.” We

d d d dd ineed to do our part and add more vegetative cover to halt man-made wind and water erosion.

List of Sources

Works Cited

Carr Karen Dr “Erosion ” PrintCarr, Karen, Dr. Erosion. Print. Historyforkids.org. Kidipede. 23 Oct. 2012. Web. 24 Jul. 2012.

Kids Know It Network. “Erosion by Water Processes ” Print KidsGeo com GeologyProcesses.” Print. KidsGeo.com. Geology for Kids, 2012. Web. 24 Jul. 2012.



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Showcase:Showcase: Writing Display Tip

Word choice

Use a ‘marker’ indicating the standards-based goal

the sample highlightsp g g


Powerful Informative/ E l tExplanatory

WritinWriting

Sixth Grade Sample

Teaching Task Pre-Planning

Concept(s)Understanding Informational Text/Analyzing Events:Civil Rights Movement

Text/Source:


Civil Rights Movement

Freedom Walkers: The Story of the Montgomery Bus Boycott by Russell Freedman

Text(s) and/or Source(s)

Freedom Walkers: The Story of the Montgomery Bus Boycott is an Informational Text: History/Social Studies listed in the Common Core State Standards’ ‘Appendix B: Text Exemplars and Sample Performance Tasks’

Sample Performance Task (p. 100):“Students describe how Russell Freedman in his book Freedom Walkers: The Story of the Montgomery Bus Boycott integrates and presents information both sequentially and causally to explain how the civil rights

Text Type

y p gmovement began. [RH 6-8.5]”

Informative/Explanatory

Teaching Task (with Text Structure)

How did a protest against riding city buses help ignite the civil rights movement? After reading Freedom Walkers: The Story of the Montgomery Bus Boycott, write an essay that relates key events of the Montgomery bus b tt S pp t p i t ith l t

Instructional Sequence

Structure)

Consider: Plan by backward mapping to include reading

boycott. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc. (Procedural-Sequential)

Sequence -Plan and Teach-

y pp g gof text prior to teaching instructional sequence

8Teaching Task Pre-Planning Sheet A © 2012 Learning Headquarterswww.learningheadquarters.com

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Note-Taking Tip:As you read theAs you read the text, create an

anchor chart that models how to take notes about details from the text thatfrom the text that

illustrate the timeline of events.


-Scoring Guide-

Build Concept and Background: Review Grade-Level Standards -Create a Student-Generated

Checklist-

Take a close look at a topic - Ashlyn

Sixth Grade Informative/Explanatory Checklist

p y Keep ideas/content focused - Justice Introduce your idea with a thesis - Zara Use the text structures to organize - Use the text structures to organize -Kami Make an informational format - Li-Hui Find f ts nd t s f m th t xt Find facts and quotes from the text - Alejandra Use transitions to smooth out the facts

T- Tawney Use topic vocabulary from the text - BrooklynWrap up with a conclusion that connects to ideas - Roderick


Exemplars

• Highlight text type, components, structural organization and genrestructural organization, and genre-specific technique

• Ill t t t b t d d f• Illustrate at- or above-standard from beginning of writing process




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How did a protest against riding city

IdentifyTask

How did a protest against riding city buses help ignite the civil rights

movement? After reading Freedom Walkers: The Story of the MontgomeryWalkers: The Story of the Montgomery Bus Boycott, write an essay that relates

key events of the Montgomery bus boycott Support your points withboycott. Support your points with

relevant facts, definitions, concrete details, quotations, examples, etc.

Learning Headquarters’ Sixth Grade Writing Task Templates


about, experiencing) __________ (content), write a/an __________ (product) that defines __________ and explains __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.


Description Task 7: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that describes __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.

Procedural- Task 8: [Insert question] After __________ (researching, reading, learning about experiencing) (content) write a/an (product)Sequential about, experiencing) __________ (content), write a/an __________ (product) that relates how __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.

Synthesis Task 9: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that explains __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.

Analysis Task 10: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that analyzes __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.

C i T k 11 [I t ti ] Aft ( hi di l iComparison Task 11: [Insert question] After __________ (researching, reading, learning about, experiencing) __________ (content), write a/an __________ (product) that compares __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.

Cause-Eff t

Task 12: [Insert question] After __________ (researching, reading, learning about, experiencing) (content), write a/an (product) Effect , p g) __________ ( ), / __________ (p )that examines the cause(s) of __________ and explains the effect(s) __________. Support your points with relevant facts, definitions, concrete details, quotations, examples, etc.

Sixth Writing Task Templates: Informative/Explanatory © 2012 Learning Headquarterswww.learningheadquarters.com Adapted from Template Task Collections © 2011 Literacy Design Collaborative


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PlanMontgomery Bus Boycott

Sequence of EventsMontgomery, Alabama buses segregated by law:

African Americans had to sit in the back of the bus and give up seats when asked.

1949 - Jo Ann Robinson, a professor, threatened and thrown off

-Sequence of Events-

, p ,bus when she sat in the fifth row (4-11)Summer of 1949 - 16-year-old Edwina Johnson and her 15-year-old brother Marshall, visiting from New Jersey, arrested when they refused to give up their seats (14-15)1954 25 year old Martin Luther King Jr moved with his wife1954 - 25-year-old Martin Luther King, Jr. moved with his wife, Coretta, to Montgomery to take his first job as minister of a local church (36)May 17, 1954 - United States Supreme Court declared segregation in the nation’s public schools unconstitutional (11)segregation in the nation s public schools unconstitutional (11)March 2, 1955 - 15-year-old Claudette Colvin arrested when she refused to give up her seat (15-21)Summer 1955 - 14-year-old Emmitt Till kidnapped and killed (31-32)(31 32) October 1955 - 18-year-old Mary Louise Smith arrested when she refused to give up her seat (21-22)December 1, 1955 - Rosa Parks arrested when she refused to give up her seat (22-35)December 1, 1955 - Jo Ann Robinson and a team of helpers sworn to secrecy stayed up all night at Alabama State University to make 52,000 copies of a leaflet calling for a one-day bus boycott on the Monday of Rosa Park’s trial, as a protest to the arrest and trial (33-35)( )Monday, December 5, 1955 - Successful bus boycott as empty buses drive around town and hundreds of people showed up for Rosa Park’s trial where she was found guilty and fined (36-41)

December 5, 1955 - Fred Gray, Park’s attorney, filed an appeal, taking the case to the next level (41). The appeal is later thrown out on a technicality (72)y ( )

December 5, 1955 - King elected president of Montgomery Improvement Association (MIA), began his role as a community leader, and gave a speech to thousands of people at protest rally where it was decided to continue the boycott (42-47)where it was decided to continue the boycott (42 47)

December 1955 - Police Commissioner threatened to arrest taxi drivers charging less-than-minimum fares. King organizes a carpool system (49-52) 1955-1956 - Monday and Thursday evening mass meetings held y y g gat churches to disseminate information and keep up morale (52-53)1955-1956- Local and national fundraising events to support boycott and MIA transportation network (53-54)

19 6 f b k dJanuary 1956 - Bus company on verge of bankruptcy and downtown business suffered (59)

January 1956 - Police Commissioner ordered a crack down on car pool drivers and King arrested, for the first time in his life, f di 30 h i 25 h (61 63)for speeding 30mph in a 25 mph zone (61-63)

January 31, 1956 - Bomb thrown into King’s house (nobody was hurt) and threats on perceived leaders continues (63-67)

February 1, 1956 - Fred Gray filed papers, on behalf of five women mistreated on buses, in federal court challenging bus segregation as a violation of the U.S. Constitution (71-73)

February 21 1956 - King 23 ministers and 91 others indicted byFebruary 21, 1956 - King, 23 ministers, and 91 others indicted by grand jury for leading the boycott. One by one, they voluntarily turned themselves in (67-73)

March 19, 1956 - King found guilty as a leader of the boycott and fined (77-78)

June 4, 1956 - Special three-judge federal court ruled that Alabama’s laws of bus segregation were unconstitutional, but Montgomery and Alabama immediately appealed the decision so the laws remained in force (79)the laws remained in force (79)

Fall 1956 - White Citizens Council tried to prevent MIA’s transportation fleet from getting car insurance, but King arranged insurance through a British company (80-81)

b i b d l bNovember 13, 1956 - Hearing banned carpool system by state court (80-83)

November 13, 1956 - U.S. Supreme Court ruled bus segregation laws unconstitutional, but decision not yet in effect (83-84)

December 21, 1956 - Montgomery buses desegregated and, at 5:55am, King and others rode at the front of the bus (86-87)

September 15, 1963 - Bomb at a Birmingham, Alabama church p , g ,killed four girls, ages 11-14, in Sunday school class (92-93)August 1963 - 200,000 peaceful demonstrators listened to King’s “I Have a Dream” speech during the Civil Rights March on Washington, D.C. (94-95)1963 - President Kennedy asked Congress to outlaw segregation (95)June 21, 1964 - Three civil rights workers killed for helping African Americans register to vote (93-94)1964 Ci il Ri h A i d i l b P id J h1964 - Civil Rights Act signed into law by President Johnson (95)1965 - Voting Rights Act signed into law by President Johnson (95)

Plan/Research

Common Core Writing Standard 8:

“Gather relevant information from multiple print and digital sources; p p g

assess the credibility of each source; and quote or paraphrase

th d t d l i f ththe data and conclusions of others while avoiding plagiarism and providing basic bibliographicproviding basic bibliographic

information for sources.”

National Governors Association Center for Best Practices Council ofNational Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State Standards for

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors

Association Center for Best Practices, Council of Chi f S S h l Offi 2010 P iwww.learningheadquarters 55 © 2002, 2017 Learning Headquarters

Plan/ResearchWh t is I t t t KWhat is Important to Know

about the Events of the Montgomery Bus BoycottMontgomery Bus Boycott

causes beginningcauses beginning

s ss ssuccesses

obstacles

conclusion

ResearchDemonstrate Critical Thinking:

Wh t t( ) d th


What event(s) caused the boycott?

Wh ( ) b hWhat event(s) began the boycott?

h ( ) l h dWhat event(s) lengthenedthe boycott?

What event(s) ended of the boycott?


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Mrs. SixthDate

Prewrite: Controlling Idea

-key events of the Montgomery Bus boycott-d b l i l l done-day boycott ultimately lasted over a year


Prewrite: Relevant InformationMrs. SixthDate

• 1950s in Montgomery, Alabama• “Jim Crow” laws - cruel, disrespectful (1)

-key events of the Montgomery Bus boycott-d b l i l l d

• Rule-breakers arrested, beaten, murdered• African Americans had to sit in back of bus, even if empty

one-day boycott ultimately lasted over a year

Prewrite: Synonyms

boycotters black community

freedom walkers African Americans

powerful protesters

f l

American citizens

community memberspeaceful

demonstrators

nonviolent dissenters

black Americans

dissenters

Prewrite: PointsMrs. SixthDate


-key events of the Montgomery Bus boycott-one-day boycott ultimately lasted over a year



constant s ti

protesting for P k b th

leadership and ti it t i d

court rulings d d th


persecution fueled boycotts

Parks began the boycotts

creativity sustained the boycotts

ended the boycotts

Prewrite: PointsMontgomery Bus Boycott

Sequence of EventsMontgomery, Alabama buses segregated by law:

African Americans had to sit in the back of the bus and give up seats when asked.

1949 - Jo Ann Robinson, a professor, threatened and thrown off

-Sequence of Events-

, p ,bus when she sat in the fifth row (4-11)Summer of 1949 - 16-year-old Edwina Johnson and her 15-year-old brother Marshall, visiting from New Jersey, arrested when they refused to give up their seats (14-15)1954 25 year old Martin Luther King Jr moved with his wife1954 - 25-year-old Martin Luther King, Jr. moved with his wife, Coretta, to Montgomery to take his first job as minister of a local church (p 36)May 17, 1954 - United States Supreme Court declared segregation in the nation’s public schools unconstitutional (11)segregation in the nation s public schools unconstitutional (11)March 2, 1955 - 15-year-old Claudette Colvin arrested when she refused to give up her seat (15-21)Summer 1955 - 14-year-old Emmitt Till kidnapped and killed (31-32)(31 32) October 1955 - 18-year-old Mary Louise Smith arrested when she refused to give up her seat (21-22)December 1, 1955 - Rosa Parks arrested when she refused to give up her seat (22-35)December 1, 1955 - Jo Ann Robinson and a team of helpers sworn to secrecy stayed up all night at Alabama State University to make 52,000 copies of a leaflet calling for a one-day bus boycott on the Monday of Rosa Park’s trial, as a protest to the arrest and trial (33-35)( )Monday, December 5, 1955 - Successful bus boycott as empty buses drive around town and hundreds of people showed up for Rosa Park’s trial where she was found guilty and fined (36-41)


December 5, 1955 - Fred Gray, Park’s attorney, filed an appeal, taking the case to the next level (41). The appeal is later thrown out on a technicality (72)y ( )

December 5, 1955 - King elected president of Montgomery Improvement Association (MIA), began his role as a community leader, and gave a speech to thousands of people at protest rally where it was decided to continue the boycott (42-47)y ( )December 1955 - Police Commissioner threatened to arrest taxi drivers charging less-than-minimum fares. King organizes a carpool system (49-52) 1955-1956 - Monday and Thursday evening mass meetings held at churches to disseminate information and keep up morale (52-53)1955-1956- Local and national fundraising events to support boycott and MIA transportation network (53-54) January 1956 Bus company on verge of bankruptcy andJanuary 1956 - Bus company on verge of bankruptcy and downtown business suffered (59)January 1956 - Police Commissioner ordered a crack down on car pool drivers and King arrested, for the first time in his life, for speeding 30mph in a 25 mph zone (61-63)for speeding 30mph in a 25 mph zone (61 63)

January 31, 1956 - Bomb thrown into King’s house (nobody was hurt) and threats on perceived leaders continues (63-67)

F b 1 1956 F d G fil d b h lf f fiFebruary 1, 1956 - Fred Gray filed papers, on behalf of five women mistreated on buses, in federal court challenging bus segregation as a violation of the U.S. Constitution (71-73)

February 21, 1956 - King, 23 ministers, and 91 others indicted by d j f l di h b O b h l ilgrand jury for leading the boycott. One by one, they voluntarily

turned themselves in (67-73)

March 19, 1956 - King found guilty as a leader of the boycott and fined (77-78)

June 4, 1956 - Special three-judge federal court ruled that Alabama’s laws of bus segregation were unconstitutional, but Montgomery and Alabama immediately appealed the decision so the laws remained in force (79)the laws remained in force (79)

Fall 1956 - White Citizens Council tried to prevent MIA’s transportation fleet from getting car insurance, but King arranged insurance through a British company (80-81)

b i b d l bNovember 13, 1956 - Hearing banned carpool system by state court (80-83)

November 13, 1956 - U.S. Supreme Court ruled bus segregation laws unconstitutional, but decision not yet in effect (83-84)

December 21, 1956 - Montgomery buses desegregated and, at 5:55am, King and others rode at the front of the bus (86-87)

September 15, 1963 - Bomb at a Birmingham, Alabama church p , g ,killed four girls, ages 11-14, in Sunday school class (92-93)August 1963 - 200,000 peaceful demonstrators listened to King’s “I Have a Dream” speech during the Civil Rights March on Washington, D.C. (94-95)1963 - President Kennedy asked Congress to outlaw segregation (95)June 21, 1964 - Three civil rights workers killed for helping African Americans register to vote (93-94)1964 Ci il Ri h A i d i l b P id J h1964 - Civil Rights Act signed into law by President Johnson (95)1965 - Voting Rights Act signed into law by President Johnson (95)

Research

M Si th

Mrs. Sixth

Mrs. Sixth

Mrs. Sixth

Russell FreedmanFreedom Walkers: The

Story of the Montgomery Bus Boycott 2006

Holiday HouseNew York

“People were separated by race from the moment they were born in

• December 1949• Jo Ann Robinson• sat in fifth row• bus driver

Freedman Freedman Freedman1 1 4-6

• Montgomery, Alabama• racial se re ation they were born in

segregated hospitals until the

day they were buried in

segregated cemeteries.”

• bus driver stopped bus and told her to get off• stood above her, ready to hit her

h ili d

segregation• “Jim Crow” laws = strict laws to discriminate against African Americans

• humiliatedx x

“I was not tired physically, or no

more tired than I

Freedman 27• every day = 40,000 blacks and 12 000 whites

Freedman 8(15-year-old

Claudette Colvin) “It’s my

Freedman 27

musually was at the end of a working day…No, the only tired I was, was

tired of giving in.“ (Rosa Parks

responding to if she didn’t give up her

12,000 whites rode buses• 1st ten seats for whites• last 26 for blacks• driver had power t d hit

It s my constitutional

right to sit here just as much as

that [white] lady,” she told police.

didn t give up her seat because she

was tired)x

to expand white sectionx x


Mrs. Sixth

Russell FreedmanFreedom Walkers: The

Story of the Montgomery Bus Boycott 2006

Holiday HouseNew York

p

“People were separated by race from the moment they were born in

segregated hospitals until the

day they were b i d i

• December 1949• Jo Ann Robinson• sat in fifth row• bus driver stopped bus and told her to get off• stood above her

Freedman Freedman Freedman1 1 4-6• Montgomery, Alabama• racial segregation• “Jim Crow” laws = strict laws to discriminate

i st Af i buried in segregated

cemeteries.”

• stood above her, ready to hit her• humiliated

x x

“I was not tired physically, or no

more tired than I usually was at the end of a working d N th l

Freedman 27

against African Americans

• every day = 40,000 blacks and 12,000 whites rode buses• 1st ten seats for

Freedman 8(15-year-old

Claudette Colvin) “It’s my

constitutional right to sit here

Freedman 27

day…No, the only tired I was, was

tired of giving in.“ (Rosa Parks

responding to if she didn’t give up her seat because she

was tired)x

• 1st ten seats for whites• last 26 for blacks• driver had power to expand white sectionx

right to sit here just as much as

that [white] lady,” she told police.

x



Mrs. SixthDate

Prewrite: Support





constant s ti





• forced to sit in back, board from rear, give up seats• Jo Ann Robinson

t i 5th (5)

• Martin Luther King, Jr spoke at mass rally• unanimously decided to continue




ended the boycotts

• Dec. 1, 1955 -Rosa Parks arrested for refusing to give up

t (26)

• Rosa’s case thrown out• New case opened (72)• Federal court ruledsat in 5th row (5)

• Johnson kids sat next to white riders (14)• Claudette Colvin refused to give up her seat (16)

decided to continue (47)•cabs charged ¼ fare (41)• Police Commissioner shut down discount cabs (49)

seat (26)• E.D. Nixon, Montgomery NAACP founder, found right defendant• Fred Gray,

• Federal court ruled bus segregation unconstitutional• Appealed• Car pool banned• November 13, 1956 - U.S. Supreme Court upheld ruling• May 17, 1954 -

U.S. Supreme Court desegregated schools

(49)• Set up car pool system (51)• 115 leaders turned themselves in

attorney signed on• Robinson wrote and copied 50,000 fliers (37)

upheld ruling• December 21, 1956 - buses integrated

Mrs. SixthDate

Prewrite: Concluding Expression





constant s ti






t i 5th (5)





ended the boycotts


t (26)










Martin Luther King, Jr. proclaimed, “The Supreme Court decision should not be seen as a victory of blacks over whites, but as a victory for justice and democracy” (83).

Prewrite: Audience HookMrs. Sixth

“P l d b f h h

Date

“People were segregated by race from the moment they were born..until the day they die” (Freedman, 2006, p. 1).





constant s ti






t i 5th (5)





ended the boycotts


t (26)












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Draft, Reflect, Revise & Edit: Introduction

Mrs. SixthDate

“People were segregated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries” (Freedman 1).

Russell Freedman, in his book Freedom Walkers: The Story of the Montgomery Bus Boycott, describes life during the 1950s in Montgomery, Alabama. African Americans were discriminated against by a series of cruel, disrespectful, and strict “Jim Crow” laws (1). Rule-breakers were arrested, beaten, and even murdered. The color of people’s skin d d h l d h h h ld h h

y y g g m (F m )

dictated many things, including whether or not they could vote; where they went to school, worshiped, ate, and traveled; as well as the people they could associate with. African Americans were forced to sit in the back of the bus, even if it was empty, and give up their seats whenever asked. Defiance was punishable by imprisonment. The black community was ready for a change.

On Monday, December 5, 1955, the African American community joined together for a one-day boycott of the bus system in protest of Rosa Park’s arrest and trial (36). Ultimately lasting for over a year, the boycott stemmed from the frustrations of continuous oppression, began as the timing reached the ultimate tipping point, sustained as a result of dynamic leadership and creativity, and ultimately ended by monumental court rulings.

-Audience Hook, Relevant Information,Audience Hook, Relevant Information, and Controlling Idea-

Note: Select reflections, revisions, and edits connected to teacher demonstration

targets and class writing data

Draft: SupportSupport

Mrs. SixthDate

Point #1Igniting Change

While representing three-quarters of all bus riders, African Americans were forced to board

Constant persecution had angered the black community for years and quietly ignited a passion to fight for their rights.

Point #1

p g qfrom the rear, crowd in the back, give up their seats, and endure constant ridicule and threats. A series of unjust arrests angered the community. In one instance, Jo Ann Robinson, a professor at Alabama State College, was humiliated and then ejected from a bus when she absentmindedly sat in the empty fifth row (5). Edwina and Marshall Johnson, two teenagers visiting from New Jersey, were jailed for two days after sitting down next to white riders (14). Claudette Colvin, a straight-A high school student, was arrested after refusing to give up her seat, telling police, “It’s my constitutional right to sit here” (16). As the harassment

d d l d f d h h land arrests continued, national events boosted confidence that change was possible. On May 17, 1954, the United States Supreme Court ruled that public school segregation was unconstitutional (11), further empowering the people to fight for bus integration.

Black community members were just waiting for the perfect timing to make their voices heard and gain the respect they deserved.


Sample 6th Grade Transitional Expressions

“Annemarie kissed her mother quickly, grabbed the basket from her mother’s lap, turned, and ran toward the path.”p-Number the Stars (Lois Lowry105)

“It was merely one more thing about Gebu that he could not understand ”he could not understand.-The Golden Goblet (Eloise Jarvis McGraw 101)

“Claire was now locked inside the alley, trapped, with the fire coming at her from all sides.”-The Great Fire (Jim Murphy 80)

“I kept it up for the rest of the night.”-Where the Red Fern Grows (Wilson Rawls 179)

“A d j h I h d d h i k“And just when I had mastered the tricky rosette stitch, the letter came from the convent which gave the truth about Boy Baby -however much we didn’t want to hear.” - Woman Hollering Creek and Other Stories (Sandra Cisneros 33)

Reflect, Revise, and Edit: Supportpp

Mrs. SixthDate

Constant persecution had angered the black community for years and quietly ignited a passion to fight for their rights

Point #1Igniting Change

While representing three-quarters of all bus riders, African Americans were forced to board from the rear, crowd in the back, give up their seats, and endure constant ridicule and threats. A series of unjust arrests angered the community. In one instance, Jo Ann Robinson, a professor at Alabama State College was humiliated and then ejected from a bus when she

passion to fight for their rights.

a professor at Alabama State College, was humiliated and then ejected from a bus when she absentmindedly sat in the empty fifth row (5). Edwina and Marshall Johnson, two teenagers visiting from New Jersey, were jailed for two days after sitting down next to white riders (14). Claudette Colvin, a straight-A high school student, was arrested after refusing to give up her seat, telling police, “It’s my constitutional right to sit here” (16). As the harassment and arrests continued, national events boosted confidence that change was possible. On May 17, 1954, the United States Supreme Court ruled that public school segregation was unconstitutional (11) further empowering the people to fight for bus integrationunconstitutional (11), further empowering the people to fight for bus integration.

Black community members were just waiting for the perfect timing to make their voices heard and gain the respect they deserved.




Mrs. SixthDate

Point #2

ppBeginning the Boycott

Everything changed instantly on December 1, 1955 as Rosa Parks, a 42-year-old department-store seamstress, exhausted from a day’s work, was arrested after refusing to give up her seat

E.D. Nixon, founder of Montgomery’s chapter of the National Association for the Advancement of Colored People (NAACP) (18), had been waiting for just the right defendant, one able to withstand the unimaginable pressure and scrutiny that would surely result from such a monumental case Immediately after Parks was arrested Nixon pleaded with the woman he

to a boarding white patron and stand in the aisle for the remainder of her ride home (26).

monumental case. Immediately after Parks was arrested, Nixon pleaded with the woman he believed could change history, “With your permission we can break down segregation on the buses with your case” (31). Mrs. Parks, fully aware that she and her family could be killed for speaking out, agreed to fight. Hours later, Fred Gray, one of only two black attorneys in town (20), agreed to join the cause and represent Rosa. In order to force change, however, they knew they must rally the support of the entire African American community. That same afternoon, they contacted Jo Ann Robinson, the previously-evicted professor, to organize a one-day bus boycott protesting the arrest and trial She rallied a small team to stay up allone day bus boycott protesting the arrest and trial. She rallied a small team to stay up all night, writing and secretly copying over 50,000 fliers to distribute in Montgomery’s black neighborhoods. On Monday, December 5, 1955, the first day of Park’s trial, empty bus after empty bus rolled through the city (37). Park’s ten-minute trial ended with the courageous woman being convicted of violating segregation laws, given a suspended sentence, and fined, but it was her lawyer’s immediate appeal of the case that took bus segregation to the federal level.

Little did anyone realize that the sentiment on a sign posted at a downtown bus stop championing the one-day boycott, “PEOPLE DON’T RIDE THE BUSES TODAY. DON’T RIDE IT FOR FREEDOM” (37) would essentially be relevant every day for over a year.



Mrs. SixthDate

Point #3As a one-day bus boycott transformed into a year without the black community’s main mode of transportation, compelling leadership and creative ideas were necessary to combat

ti s dbl ks s t f th b si it ffi i ls

Continuing the Fight

At a mass rally on the afternoon of Rosa’s trial, a young Martin Luther King, Jr. began his journey as one of the nation’s foremost civil rights leaders as he spoke to thousands of impassioned protesters, urging for non-violent protest to overcome oppression. At the rally, it was a unanimous decision to continue the boycott, “a mass demonstration of black pride” (47). While some walked up to twenty miles to work others piled into cabs creatively charging one quarter of regular fares in support of the

continuous roadblocks set forth by opposing city officials.

miles to work, others piled into cabs creatively charging one-quarter of regular fares in support of the boycott (41). The next week, however, the police commissioner promised to arrest any taxi driver charging less than the minimum fare, officially halting this crucial method of transportation (49). King immediately organized a highly-complex, yet amazingly efficient, car pool system. Ultimately, three hundred car owners graciously volunteered their vehicles to be used and driven by strangers to and from carefully designated dispatch and pick up stations (51). Black churches held Monday and Thursday night meetings to disseminate information and continuously boost morale. The bus companies reached the verge of bankruptcy and downtown businesses suffered tremendously due to lack of customers and

ll h i f il d Th d li i i dyet all attempts to reach compromise agreements failed. The mayor and police commissioner teamed on a ‘get-tough’ policy to target boycott leaders, hoping to harass them into giving up the fight. King was arrested for speeding and a bomb was thrown into his home (63), which added fuel to the boycotters’ momentum. In an attempt to further squash protesters, a little-known 1921 state law prohibiting boycotts was used to indict 115 leaders, including King, Jo Ann Robinson, and Rosa Parks (67).

I d f l i f i h f l k f ff i h b f d i iInstead of losing faith after eleven weeks of suffering, the boycotters refused to give in and walked down to the police stations to turn themselves in, morphing the act of being arrested into a badge of honor.



Mrs. SixthDate

Point #4

Setbacks continued, but a series of astonishing court rulings built towards the ultimate, triumphant conclusion of the boycotts.

Signaling Success

Fifty-nine days into the boycott, Rosa Park’s case was thrown out on a technicality, but it had served its purpose for opening doors to the possibilities. A new federal case was opened immediately, on behalf of a collection of arrested riders, challenging that bus segregation was a violation of the Constitution (72). The first legal triumph occurred six months into the boycott when the federal

triumphant conclusion of the boycotts.

Constitution (72). The first legal triumph occurred six months into the boycott when the federal court ruled that segregation on city buses violated the Fourteenth Amendment to the Constitution (79). Frustrating to boycotters, bus segregation remained as the ruling was immediately appealed to the U.S. Supreme Court. As boycotters continued to walk and car pool, opposing parties persuaded insurance companies to cancel auto insurance policies of car pool drivers. In a brilliant counter-maneuver, King arranged for insurance from a British firm. On November 13, 1956, at the precise moment that King and others sat in an Alabama state courthouse awaiting a ruling to ban the car pool system and possibly kill the faith of boycotters, word spread through the courthouse that the U.S. Supreme Court had ruled bus segregation unconstitutional (83) After a year of sacrifice boycottersSupreme Court had ruled bus segregation unconstitutional (83). After a year of sacrifice, boycotters celebrated this monumental landmark victory, singing ‘This Little Light of Mine, I’m Gonna Let It Shine’ (86), as they anticipated only a few more days of walking. Even though the courts had spoken, bus segregation and the car pool ban remained law for an unexpected five additional weeks waiting for court papers to be served upon city officials. Boycotters continued to proudly walk as they practiced and prepared for the day they first entered a fully integrated bus.

“On December 21, 1956 - 381 days after the boycott began - Montgomery desegregated its public buses” (86).


Draft, Reflect, Revise & Edit: Conclusion

Mrs. SixthDate

In December 1955, Montgomery, Alabama’s African American community walked for freedom during a one-day boycott of the segregated bus system (36). Transforming into a 381-day unification for justice, “the Montgomery bus boycott marked the beginning of

h h d l h ” ( 9) P k hwhat we now recognize as the modern civil rights movement” (89). Protesters took their anger resulting from life-long mistreatment, joined together to let their voices be heard, and overcame enormous obstacles through ingenuity and empowering leadership, all to reach a monumental milestone in their quest for equal rights.


-Relate to Controlling Idea, Concluding Expression, and Title-



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List of Sources

Common Core Writing Standard 8:Standard 8:

“…provide basic bibliographic information for sources.”

National Governors Association Center for Best Practices, Council of Chief State School Officers. Common Core State

Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: National Governors Association Center for Best Practices,

Council of Chief State School Officers, 2010. Print.



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3 Things I’ve Learned that I’ll Use in My Classroom:I ll Use in My Classroom:

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