PS 203 Teachers College Grade 5 Unit 3



Topic/Theme DurationGrade 5: Argument and Advocacy (6 weeks) ~Should There Be Zoos? Essential Question/s~How do I identify both sides of an issue? ~What information in my research is relevant to my argument? ~What information in my research is most important? ~Does the author have a bias? Standards5R6: In informational texts, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 5R7: Analyze how visual and multimedia elements contribute to meaning of literary and informational texts.5R8: Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims. 5R9: Use established criteria to categorize texts and make informed judgments about quality; make connections to other texts, ideas, cultural perspectives, eras and personal experiences.5W1: Write an argument to support claims with clear reasons and relevant evidence.5W1a: Introduce a precise claim and organize the reasons and evidence logically. 5W1b: Provide logically ordered reasons that are supported by facts and details from various sources. 5W1c: Use precise language and content specific vocabulary while writing an argument.5W1d: Use appropriate transitional words, phrases, and clauses to clarify and connect ideas and concepts. 5W1e: Provide a concluding statement or section related to the argument presented. 5W1f: Maintain a style and tone appropriate to the writing task.5W6: Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources.5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others.Key Student Learning Objectives~Students will close read a nonfiction text to develop their comprehension of the topic. ~Students will summarize a nonfiction text.~Students will identify both sides of an argument in a nonfiction text.~Students will support an argument with sound reasoning and evidence. ~Students will debate an issue using examples to support their position. ~Students will write an essay to support their position on an issue. Sequence of Key Learning ActivitiesStudents will read articles about zoos. Students will identify both sides of the issue. Students will write summaries. Students will visit a zoo/aquarium to get a firsthand account of conditions. Students will debate the issue of zoos. Students will use their research to develop a stance on the issue. Students will develop a piece of writing, using evidence to support a stance. Key Texts to be UsedZoo articles Video: “Phoenix Zoo Saves Endangered Species” “Zoochosis” (differentiated articles)Assessments~Students will respond to reading with pro/con lists, boxes and bullets, summaries, free-writing and annotating.~Students will produce a well-researched essay that supports a position with sound reasoning and evidence. ................
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