FOURTH GRADE LITERARY ESSAY WRITING UNIT



Unit: Nonfiction Unit / Content Area Reading -

Grade: 5 | |

|Desired Results for the Unit |

|GOALS (What are our relevant goals for this unit?) |

|Students will utilize text structure and text features (such as bold print, illustrations, photographs, diagrams, maps, graphs, etc…) to help them distinguish important information from unimportant information. |

|Students will develop and use their schema (their mental images or preconceptions) as they read to incorporate new information revealed through the text |

|Students will use questions and questioning to deepen their understandings through analysis and interpretation of text |

|Students will learn how to use 2 or more sources to support an opinion on a topic and include relevant evidence to support their argument |

|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide |

|Students will understand that… |our actions?) |

| |SS: Should the Spanish have been allowed to take over the Aztec Civilization or Should the Aztecs have |

|Connections: the realization that newly learned concepts “fit” with and extend existing background |fought harder? |

|knowledge, and they affirm our existing knowledge. | |

|Fascination: a growing sense of wanting – to know more, a developing passionate interest in a particular |Lit: How can I read nonfiction texts on a topic of interest to me, integrate and analyze information in |

|topic or idea. |order to develop my informed opinion and share that opinion in a persuasive essay? |

|A need to reread and revise thinking: the desire to revisit, reread, or explore other texts in order to | |

|learn more about a concept. |Guiding Questions: |

| |How did you use the text features to distinguish important information from unimportant information? |

| |Explain. |

| |How did you use your prior knowledge before, during, and after reading the text? |

| |As you are reading, how did you adapt new images to incorporate new information? |

| |What were the questions you had about the time period events, or consequences of certain historical |

| |events? |

|Assessment Evidence |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |

| |should be collected?) |

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|Persuasive Essay: |Readers’ notebook (stop and jot, t-chart, Venn diagram, and other graphic organizers. |

|Introduction |Post-its |

|Body paragraphs – Includes evidence from 2 sources to support your reasoning |Reading log |

|Conclusion |Conferencing |

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|Diagnostic: Assessment: 2 weeks prior to start of unit | |

|Formative Assessment: During the 5 week unit | |

|Summative Task: Aztecs vs. Spanish | |

|Resources (What materials and resources are needed to support this unit?) |

|UNIT RESOURCES: |STUDENT RESOURCES: |

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|T.C. Reading unit |Leveled books - |

|Mentor texts (Immigrant Kids, Tenement Writer) |Revolutionary War |

|Social Studies textbook |Native Americans |

|Coach book/Doing History book |Government and Citizenship |

|Immigration Kit |Short-Texts |

|Industrial Revolution Kit |Social Studies textbook |

|Revolutionary War Kit |Coach book, Doing History book, Scoring High in Social Studies |

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|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Reading Overarching |Getting Ready to Read Non Fiction Texts and Becoming Expert on a Topic |

|Theme | |

|WEEK 1: | Readers get ready to read NF texts |Readers of NF read in order to | Readers are constantly confirming, |Reading nonfiction is like taking a |Readers discuss texts to let ideas |

| |by thinking about what the text will|learn. Readers become expert on a |revising or adding to their initial |course where a person is told a |get through to us, to let texts |

| |be about. They use the headings to |topic and can discuss the topic. To|expectations about the text |whole lot of new and detailed |change our minds. We talk to grow |

| |think to themselves… |teach someone, we need to know the | |information. Instead of trying to |ideas. We read with purpose (to be |

| |‘I think this book is mostly about…’|main ideas and the supporting |Readers can use the headings to discuss|memorize all that information, it |able to discuss the new or |

| |I wonder if this text will have…' |details, and it helps to use an |main ideas and the information that |helps to create larger categories to|interesting information) |

| |Readers use headings, subheadings, |explaining voice and sometimes even |follows are the supporting details. |organize that information. That way,|Isn’t it weird how…’ |

| |font differences, and other visual |to use your face, hands, and whole | |as we read, we sort the little bits |‘I wonder why…’ |

| |cues to get a "lay of the land", |body to illustrate what you mean. |Partnership: Readers determine |of information under bigger points, |‘Did you notice that….’ |

| |anticipating how the text might go | |importance and can summarize |creating a |But I want to add one more thing. |

| |and what the text might be trying to| |information on a page. They can tell a|boxes-and-bullets outline that | |

| |teach. | |partner "the gist" |matches the text. It is almost as | |

| |Paying attention to expository text | | |if, as we read, we write headings | |

| |features such as: the table of | | |for the texts that don’t have any. | |

| |contents, diagrams, charts, graphic | | | | |

| |organizers, photos, and captions | | | | |

| |helps develop | | | | |

| |a sense for text content. | | | | |

|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Reading|Examining Text Structures -Authors Present Information to the Reader in Different Ways |Breaking up Non-Fiction Text and Developing Discussion in Partnerships|

|Theme | | |

|WEEK 2: |Authors Present Information to the Reader in |Readers pay attention to author’s |Authors Present Information to the |Readers of nonfiction text break |Readers of nonfiction text break the|

| |Different Ways. Readers of NF can look for |purpose. They notice if the |Reader in Different Ways. Readers of |the text into manageable chunks |text into manageable chunks by |

| |those structures as a strategy to support |author includes his or her own |Narrative NF will notice: |by fishing out the main ideas - |fishing out the main ideas - rather |

|Include Videos |comprehension |agenda or argument about a topic by|Longer stretches of text than in |rather than being side-tracked by|than being side-tracked by |

| |Descriptive or List/Like Structure |looking for: |non-narrative nonfiction |supporting facts and details. At |supporting facts and details. At the|

| |Question and Answer Structure |Opinion statements |the story-like quality of the |the end of each chunk, readers |end of each chunk, readers may say |

| |Compare and Contrast Structure |Judgments |information |may say (or write on a Post-it), |(or write on a Post-it), “This part |

| |Cause and Effect Structure |Telling only half the story |includes both story and information |“This part teaches me…” |teaches me…” |

| | |They consider author’s background |1 central character | | |

| |Readers can understand the interconnectedness| |Problem/solution like structure | | |

| |of ideas within the text. Readers can use | |Events that culminate in disaster or | | |

| |this knowledge of presentation of information| |achievement | | |

| |to structure their own reading, allowing | | | | |

| |parts of the text to take on greater | |Readers of narrative non- fiction read | | |

| |significance while letting other parts of the| |the same way that readers of fiction | | |

| |text fall away - determine significance | |read. We use the same thinking | | |

| | | |strategies to help us to comprehend or | | |

| |Examine and classify various model texts | |understand. We summarize to come away | | |

| |Identify how information is presented to the | |with big idea and we ask, "How does all| | |

| |reader and how identifying that prepares you | |of this fit together?" | | |

| |to absorb the information | | | | |

| |Try in NF and then switch to Fiction or JR | | | | |

| |books | | | | |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Reading|Breaking up Non-Fiction Text and Developing Discussion in Partnerships |Questioning to Support Inferring |

|Theme | | |

|WEEK 3: | |When partners meet they: |Readers naturally have questions when |Readers question the historical |Readers consider/question alternate |

| |Readers can move from finding the main |point out the details in the |they are learning new concepts, words,|value/relevance/importance of an event |points of view on a topic |

| |idea of a paragraph to figuring out the |pictures or diagrams that highlight|ideas or information on a topic. | | |

| |overarching idea of a multi-paragraph |what they’re saying. |Readers actively form questions to | | |

| |text by noticing as they read from one |link previous learning to the new |help clarify meaning | | |

| |paragraph to another whether the two |information that they just |"What does that mean? | | |

| |paragraphs continue to build on one main |encountered by flipping back and |"Why did that happen? | | |

| |idea or whether the second paragraph |forth to show pictures that build |"How does that work?" | | |

| |turns a bend, laying out yet another idea|off of one other and by explaining |"When did that happen? | | |

| | |how these go |"What is that word and how do I | | |

| | |together. |pronounce it?" |Try in NF and then switch to Fiction or| |

| | |add gestures to their explanations | |JR books | |

| | |and use their voices to emphasize |Try in NF and then switch to Fiction | | |

| | |what’s important. |or JR book | | |

| | |act out what they learned and | | | |

| | |invite their partner to join in | | | |

| | |Try in NF and then switch to | | | |

| | |Fiction or JR books | | | |

| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Reading|Domain Specific Vocabulary and Synthesizing Information |

|Theme | |

|Week 4: |Readers often come across challenging |Readers often come across |Readers read on in text, seeking | Readers read on in text, seeking |Readers of narrative NF move from |

| |words and can: |challenging words and can: |answers, and thinking back over |answers, and thinking back over |retelling or recalling facts and |

| |use text features to make sense of |use text features to make sense of |everything they’ve read so far and |everything they’ve read so far and |details to inferring. They ask, |

| |unfamiliar |unfamiliar |everything they already know. |everything they already know. |"What is this story teaching me? |

| |vocabulary—illustrations, photographs, |vocabulary—illustrations, |(Synthesize information) |(Synthesize information) |How does it fit with what I have |

| |and diagrams often accompany the text's |photographs, and diagrams often | | |been learning?” Readers think |

| |effort to define |accompany the text's effort to | | |about how all of the parts of the |

| |and explain new words or concepts. |define | | |narrative non-fiction go together |

| |Reread to try to make sense of the word |and explain new words or concepts. | | | |

| |in context |Reread to try to make sense of the | | | |

| |Think about prior knowledge |word in context | | | |

| |Use a glossary, if included |Think about prior knowledge | | | |

| | |Use a glossary, if included | | | |

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| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Reading|From Retelling to Inferring |

|Theme | |

|Week 5: |Readers of NF move from retelling or |Readers of NF move from retelling |Readers of NF move from retelling or |Readers of NF move from retelling or | |

| |recalling facts and details to inferring.|or recalling facts and details to |recalling facts and details to |recalling facts and details to | |

| |They ask, "What is this story teaching |inferring. They ask, “What do I |inferring. They make connections |inferring. They make connections | |

| |me? |know now that I didn’t know before |between the facts/ideas they learned |between the facts/ideas they learned | |

| |How does it fit with what I have been |reading this book/text?” and/or |and form opinions about those |and form opinions about those | |

| |learning?” Readers think about how all |“How |facts/ideas |facts/ideas | |

| |of the parts of the narrative non-fiction|is my thinking different from | | | |

| |go together |reading this text?” | | | |

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|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Writing |Writers Form Opinions on Topics and Take Notes with Speed and Purpose |

|Theme | |

|WEEK 1: |Writers consider topics that allow |Writers consider both sides to an |Writers choose a side about a topic. |Writers research and develop |Writers research and develop |

|Diagnostic Task |them to take a side: |issue –realize that there are 2 or |They develop their opinion |opinion/more about the issue- |opinion/more about the issue- |

| |Rainforest Destruction |more sides to an issue | |argument – take notes |argument – take notes |

| |Soda | | |webbing |Graphic organizers |

| |Bullying |Writers can jot their thinking: |Writers can jot their thinking: (see | | |

|Survey:2 weeks prior to|Junk food |What is This Text Making Me Feel |web below) | | |

|unit |Nutrition/obesity |about the Topic |They can take the topic and ask: “How | | |

| |Electronics in Schools | |might different groups of people see | | |

| |Greenhouse effect |How does the Author Manage to Make |this topic?” | | |

| |Homework |Me Feel This Way? |Then writers add their own stance on | | |

| |After | |the topic | | |

| |School Programs |Develop Partnerships | | | |

| |Arts Education | | | | |

| |Presidential Issues/Promises | | | | |

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|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Writing |Writers Take Notes with Speed and Purpose |

|Theme | |

|WEEK 2: | Writers research and develop |Writers research and develop |Writers research and develop |Writers research and develop |Continued as needed |

| |opinion/more about the issue- |opinion/more about the issue- |opinion/more about the issue- argument |opinion/more about the issue- | |

| |argument – take notes |argument – take notes |– take notes |argument – take notes |Writers take a stance on the topic |

| |Boxes and Bullets |Outlines |T-Chart pros and cons |Venn Diagram | |

| | | | | | |

| | | |Researchers can ask, “Are there two |Researchers can ask, “Are there two | |

| |Cite Text with title, author, pub, | |ways to look at this topic?” |ways to look at this topic?” | |

| |page # publication web site, year |Cite Text with title, author, pub, |Writers can record the “many faces” of |Writers can record the “many faces” | |

| | |page # publication web site |a topic. (When researchers know about |of a topic. (When researchers know | |

| | | |a topic well they can see all its |about a topic well they can see all | |

| | | |sides) |its sides) | |

|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Writing |Drafting Persuasive Essay |

|Theme | |

|WEEK 3: | Writers understand the structure of|Writers plan for their essay by |Writers continue planning and drafting |Writers make sure their stance is | Writers draft the intro |

| |persuasive essay by looking at |using a |evidence paragraphs citing specific |clear and is woven across the essay |Although some people believe...it |

| |samples |Planning page and begin writing |references to text |and use transitions like: |may actually be argued that |

| |Intro | |Can start with intro |Nevertheless |Some people feel that... In reality,|

| |Body | | |Still |however... |

| |Conclu | | |Despite this/ In spite of |Despite … I want to argue that... |

| |Reviewing rubric | | |However |While it may be true that...the real|

| | | | |But |point to consider is that … |

| | | | | |Even though most people don’t see...|

| | | | | |I want to suggest... |

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|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Writing |Drafting |Revision/Editing |

|Theme | | |

|WEEK 4: | Writers develop the conclusion by: | |Writers revise by adding a quote from a| | |

| | | |source | | |

|Date |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Overarching Writing |Summative Task |Publish/Celebrate |

|Theme | | |

|WEEK 5: | | | | | |

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Diagnostic Assessment

Say: Today you will take a diagnostic test – so that we can better understand you as a writer and thinker. You will read the articles, “Biologists Make Cause for Killer Whales in Captivity”

and

“Biologists, Killer Whales ‘Neurotic’ in Captivity”.

As you are reading, think about; Should killer whales be made to perform at Sea World?

I’m going to give you the paper that has the directions for the writing. Follow along as I read the task to you.

You can have between now and ______ to complete it.

Should Killer Whales Perform?

Should Killer Whales be made to perform at Sea World? Choose a position. Then read both articles– take notes on information that supports your position

Write a persuasive essay that:

• Introduces the topic and states your thesis or position;

• Includes 2 body paragraphs (your text evidence) that develop your argument - you may quote the text

• Ends with a concluding paragraph that restates your position on the topic (your thesis)

• Be sure to include appropriate mechanics and spelling

Biologists: Killer whales 'neurotic' in captivity

TRAINER

[pic]

Share this on:

February 25, 2010|By Elizabeth Landau, CNN

[pic]

• [pic]

Trainers at SeaWorld are taught to reinforce the whales' good behavior with rewards and to not react at all to bad behavior.

Killer whales can weigh up to 22,000 pounds, and may be as long as 32 feet, according to the National Oceanic and Atmospheric Administration. They often travel in groups of up to 50, being highly social.

Confining such an enormous animal in an aquarium tank leads the animal to display neurotic behavior, experts say.

"They get very stressed out," marine biologist Nancy Black of Monterey Bay Whale Watch said on CNN's "Larry King Live."

SeaWorld whale trainer Dawn Brancheau, 40, died Wednesday from "multiple traumatic injuries and drowning" after a whale called Tilikum grabbed her ponytail and pulled her underwater at Shamu Stadium, the Orange County Sheriff's office said Thursday.

[pic]

An orca can travel easily 100 nautical miles every day, and to put them in a pool where they swim around in circles continually, and kept away from their families, "takes a toll on their brains," said Jim Borrowman, who has worked with whales for 30 years and runs Stubbs Island Whale Watching on Vancouver Island, British Columbia.

"'Neurotic' is the word that we've used, and I sense that that's probably what's happening," he said. "Perhaps that's what drives some of these issues."

Tilikum, weighing about 12,000 pounds, has been linked to two other deaths -- he and two other whales were involved in the drowning of a trainer at a Victoria, British Columbia, marine park in 1991. Authorities said in 1999 that a 27-year-old man was the apparent victim of Tilikum's "horseplay" at SeaWorld.

Whales are dangerous in captivity because of their tremendous size, experts said.

Annette Eckis Godsey, the victim of a 1972 incident, had to have 200 stitches from the waist down when a killer whale attacked her at the aquarium where she worked, she said on CNN's "Larry King Live." She said she didn't know why it happened, but "heard later that no one had ever ridden the whale without a wet suit, and no women had ever ridden the whale."

"Things that we've never heard or seen in the wild are happening in aquariums," Borrowman said.

"In the wild, killer whales have never been known to attack a human," said Kim Parsons, independent whale biologist from Seattle, Washington. "But they do play with, and/or kill, other species."

Trainers at SeaWorld are taught to reinforce the whales' good behavior with rewards and to not react at all to bad behavior, a technique developed by influential psychologist B.F. Skinner, said Dr. Jeffrey Ventre. Skinner's ideas fall under the psychological framework of operant conditioning

Posted by: whalesandmarinefauna | May 22, 2011

Biologists make case for killer whales in captivity

May 22, 2011 (Judith Lavoie). Killer whales in captivity help to steer young people into the conservation field, according to a marine biologist. But Jerry McCormick-Ray, a visiting scientist at the University of Virginia’s environmental sciences department, and her husband, G. Carleton Ray, a University of Virginia marine ecologist, were lone voices supporting orca captivity at the ” Too Killer to be Captive ? ” debate held during the International Marine Conservation Congress in Victoria.

The word debate initially seemed dubious as the two official speakers, Paul Spong of OrcaLab, a Hanson Island whale research station, and Naomi Rose of the Humane Society of the United States, both believe firmly that killer whales should not be held captive.

Invitations were sent to industry representatives, said organizer Leslie Cornick, marine biology associate professor at Alaska Pacific University.

“But there was no response. Just a deafening silence,” she said.

“It’s quite disappointing. We were really hoping to get both sides.”

McCormick-Ray, a former whale trainer turned scientist, was left to provide the pro-captivity side.

“The number of children that go through and look at these animals and want to become marine biologists is incredible for marine conservation,” McCormick-Ray said.

“How many people are going to get to see them in the wild and do you think the coastal environment is all that safe ?

There’s boats, pollution, noise and loss of their fish. They have problems out there,” she said.

Rose does not believe aquariums educate the public about conservation.

“I think a lot of information given by the theme parks is actually incorrect,” she said. “I don’t think it’s necessary to get up close and personal to generate a conservation ethic.”

Spong said the main reasons for not keeping orcas in captivity are that they are acoustic animals who suffer sensory deprivation in a concrete tank, they are social animals, closely bonded to their families and they are sentient creatures with obvious self-awareness.

“We cannot provide an appropriate experience for them in captivity,” he said. But Carleton Ray questioned whether the size of an orca’s brain should be a consideration.“How big a brain do we have to have before we say no whales in captivity. Do snakes count?” he asked.

Name _____________________________________________________________Date ____________________

Diagnostic Assessment - Grade 5 Planning Page

Choose a position:

Killer whales should be made to perform at Sea World

or

Killer whales should not be made to perform at Sea World

My Position: ________________________________________________________________________________

___________________________________________________________________________________________

Name of Article: ____________________________________________________________________________

Evidence for body paragraph 1:

Name of Article: ____________________________________________________________________________

Evidence for body paragraph 2:

Name _____________________________________________________________Date ____________________

Should Killer Whales Perform?

Should Killer Whales be made to perform at Sea World? Choose a position. Then read both articles– take notes on information that supports your position

Write a persuasive essay that:

• Introduces the topic and states your thesis or position;

• Includes 2 body paragraphs (your text evidence) that develop your argument - you may quote the text

• Ends with a concluding paragraph that restates your position on the topic (your thesis)

• Be sure to include appropriate mechanics and spelling

|Primary Trait – Forming Opinion, Supplying Reasons and Organization |

|Level 1 |Level 2 |Level 3 |Level 4 |

|The writer introduces the topic |The writer introduces the topic |The writer introduces the topic |The writer introduces the topic |

|clearly and states an opinion |clearly and states an opinion |clearly and states an opinion |clearly, states an opinion and |

|Ideas may be listed |Ideas may not be grouped logically.|Ideas are grouped logically. |includes relevant evidence using |

| | | |the included sources. |

| | | |Ideas are grouped logically. |

|Secondary Trait – Research Skills |

|Level 1 |Level 2 |Level 3 |Level 4 |

|Writer copies directly from source |Writer is able to summarize and |Writer is able to summarize and |(All of Level 3+) Writer is able to|

| |paraphrase evidence –may be from |paraphrase evidence from 2 sources |assess the credibility of the |

| |one source only | |sources |

Grade 5 Opinion Essay Rubric - October 2012

Grade 5 Performance Task Class Analysis

Grade 5 Diagnostic and Summative Data

Teacher:__________________ |Introduces the Topic |States an opinion |Ideas are grouped |Paraphrases evidence |Final Grade Diagnostic |Final Grade Summative |growth | |Last Name |First Name | | | | | | | | | |D |S |D |S |D |S |D |S | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Grade 5 Performance Task Class Analysis

Grade 5 Diagnostic and Summative Data

Teacher:__________________ |Introduces the Topic |States an opinion |Ideas are grouped |Paraphrases evidence |Final Grade Diagnostic |Final Grade Summative |growth | |Last Name |First Name | | | | | | | | | |D |S |D |S |D |S |D |S | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Summative Performance Task Grade 5

Based on your knowledge of the European’s arrival in the New World; Choose a position:

The Aztecs should have allowed the Spanish to conquer their civilization

Or

The Aztecs should not have allowed the Spanish to conquer their civilization

Using the resources provided write a persuasive essay trying to convince readers whether or not the Spanish should have been able to take over the Aztec civilization. Be sure to use what you know from writing essays to state a claim and back it up with evidence from your research.

Be sure to:

• Introduce the topic

• State your claim

• Create body paragraphs to organize your reasons

• Include relevant facts and details from sources you watched or read

• Use transition word to link information and ideas

• Write a conclusion

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