Grade 3 – Argumentative/Opinion Writing
Dysart Unified School District 3rd GRADEInteractive Opinion WritingLanguage Arts Benchmark 3Social Studies DBQ – Form A17430757048500HeroesWe are a product of the past, and what we value we pass on to the future.Student NameSchoolDateCriteria for final draft must be present to be graded Teacher NameScore using the holistic rubric ________ (1-6)1=FFB 2=FFB 3=APP 4=Meets 5=Exceeds 6=Exceeds OVERVIEW: Document Based Questions (DBQs) provide primary and secondary source materials related to a specific theme in which students are asked to: ?Analyze individual documents using literacy strategies and questions/activities provided (DAY 1-2).Complete prewriting graphic organizer(s) and/or prewriting outline(s) (DAY 3-4).Draft a 3+ paragraph essay response using the writing process that answers the prompt.Revise, edit, and publish a final response checking with the rubric.Suggested Timeline and Protocol for TeachersDay 1-2Day 2-3Day 3-5Preview DBQ/benchmark with students (students should have a copy and be shown on overhead)Explain procedures.Read and clarify Background Information section;Analyze prompt for clarity.All students should be able to explain what the prompt asks.Read and discuss Strategies for Success.Review expectations with rubric. (Focus on Exceeds column. FFB and APR are not options.)Share prerequisitesCite references usedClear and legible (or word processed)Completed on time.Students begin analysis of documentsStudents must analyze, take notes, and respond to all questions for each document. Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric.*All work must be done in class. GRADES 3-5Complete prewriting activities graphic organizers, webs, research if necessary.Determine vocabulary needed to address the promptIt is highly suggested that students explain their thinking in the pre-writing activities as a support in the use of documents.Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements.Teacher should check that each student has a thesis statement.Students write a rough draft that addresses the prompt.The rough draft should include at least three paragraphs, introduction, arguments and counter-arguments with reasons, and a conclusion.Writing must be in third personStudents should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…” Students will peer revise and edit after the rough draft. Students should check for:Complete thoughtsCorrect essay structureCiting evidenceProper grammar and syntaxCorrect spelling of high frequency wordsCorrect use of academic vocabularyStudents use scoring rubric to make further revisions.Students complete their final draftRough draft will be handed in with DBQ when complete.Strategies for SuccessPreview questions to set the purpose for reading the text. Underline/highlight direction words and specific topic words in the question. It is important that you fully understand the question to which you are responding. With every primary or secondary source document, realize that you need to analyze and identify the importance of that document in order to respond to the questions thoroughly. When reading a document, use reading strategies to help you understand. You should: 3848100163830slow downwrite noteshighlightrereadpose questionsvisualizelook for patternsuse text featuressummarizeRemember that the DBQ/writing process is a collaborative and thoughtful learning activity. You should be actively engaged in speaking, listening, and writing within your group.Speaking and Listening Rubric Grades 3-5Skills:Approaches - 1Meets - 2Exceeds - 3Preparation:Fails to read the material or skimmed itFails to take notes or notes are irrelevant Fails to complete or attempt assigned tasksActively pre-read the topic, including marking the text (if possible)Notes are presentDemonstrates understanding of relevant vocabulary wordsAttempts/completes assigned tasks, may have generated some questionsActively pre-read and understood the topic, including marking the text (if possible)Internalizes some information (notes may be used as a trigger for recall)Demonstrates understanding of relevant vocabulary wordsConnects prior knowledge to topicCompletes assigned tasks with accuracy and prepares questions.Rules and Roles:Speaks out of order/interruptsStrays from topic or taskDisrespectful or disruptiveIneffective use of timeTakes turns instead of talking over othersStays on task/topicRespects others’ roles Effective use of timeCompletes task/role as assignedExpresses own views while respectfully acknowledging others’ viewsStays on task/topic and encourages others to do the sameUpon task completion, helps others, and/or works ahead when appropriateQuestioning:Does not pose questions or poses questions that are off topicDoes not ask clarifying questionsDoes not answer questions or provides answers that are vague or off topicQuestions attempt to make obvious connectionsQuestions are based on personal observations and ideasAsks clarifying questions to check understandingMakes relevant comments that contribute to the discussionQuestions make connections between credible evidence, others’ views, and personal observationsAsks specific questions which elaborate on the remarks of others.Makes relevant comments that further understanding for the groupPoses questions beyond the basic facts, seeks extensions in learningPersonal Reflections:Disregards or ignores information expressed by othersDoes not develop point of view or refuses to consider changing point of viewDisengages from conversation when new information is presentedExpresses own views with supportConsiders changing position, but often doesn’t despite lack of evidenceWilling to ask for clarification when neededListens and accepts new information based on evidence providedReflects on own views in light of new informationRecognizes positions posed by othersUses substantial evidence in forming opinion(s).Main Ideas:Does not state main ideas and/or supporting details of information presented in multiple formats1. States (3rd gr.),2. Paraphrases (4th gr.) ??OR3. Summarizes (5th gr.):main ideas and few supporting details from information presented in multiple formats1. States (3rd gr.),2. Paraphrases (4th gr.) ???OR3. Summarizes (5th gr.):main ideas are supported with details from information presented in multiple formatsActive Listening:No eye contactNot paying attentionOff-taskSide talking/fidgetinginterruptingEye contactFacing the speakerNot making side conversations with othersHands and feet to themselvesAble to state the ideas of othersConstant eye contactConcentrated body language including head nodding and leaning forwardRestates the ideas of others with accuracy.Heroes“We are a product of the past, and what we value we pass on to the future.”Background information:Across the world, heroes make their mark by helping others or by prevailing in tough situations. In America, the respect and value given to heroes is unparalleled. We need and love heroes, but what qualities make a person a hero? Is it the number of people they impact? Is it popularity? Do they have to face danger to be a hero? Or is it something else? PROMPTIf the United States were to add a national “American Hero’s Day” to our calendar that celebrated a new hero each year, who should be the first hero recognized and why should that person be recognized?428410658746Think about: What is a hero?Who can be a hero?Are there certain actions all heroes demonstrate? What are the traits of a hero?What criteria do you believe make a person a hero?Should we have one more national holiday based on a hero?Possible Thesis FrameEven though ____________________, I suggest our nation’s first hero for “American Hero’s Day” should be __________________________ (person who you think demonstrates heroism) because ____________________________ (demonstrate, argue, beliefs).Note: “Even though…” is your counter-argument to who you believe our first American Hero should be. “We are a product of the past, and what we value we pass on to the future.”??? ??? ???? ??? ??? ??? ??? ??? ??? ??? ??? ???? ??? ??? ??? ???? ??? ??? ??? Document A: Read the article carefully and underline or circle key ideas and details.13-Year-Old Hero Saves School Bus??? ??? ???? ??? ??? ??? ??? ?038100000By JoyceGrant ???? He didn’t think he was “too young” to do something, and he didn’t wait for someone else to help – he just jumped into action.Thirteen-year-old Jeremy Wuitschick is being hailed as a hero after he saved the school bus he was riding in and its passengers.Wuitschick and about a dozen other kids were riding in the school bus on their way to Surprise Lake Middle School, in Milton, Washington (near Seattle). All of a sudden, the school bus driver had a seizure. In this case, a seizure is a medical condition that caused the bus driver to uncontrollably twist around in his seat. He lost control of the bus, which veered off the road, according to the Los Angeles Times news website.A video camera on board the bus caught what happened next. As soon as the bus driver began to have his seizure, Jeremy Wuitschick leaped out of his seat and grabbed the steering wheel. He steered the bus safely to the side of the road and then turned the engine off. He even opened the doors so the other kids could leave the bus.At that point, a passing motorist jumped on board and tried to help the bus driver, who was later taken to hospital. The bus driver is in serious condition in hospital; according to news service Associated Press (AP).AP reported that the kids regularly receive training in emergency procedures so they will know what to do in case anything like this happens. And when it did, Wuitschick was able to remember his training and put it to good use.Wuitschick said he wishes he could have done more. He said he wants to learn CPR (a life-saving technique that can help someone who has stopped breathing). Response to Reading:1. How did, what happened on the bus, change the lives of those involved forever?2. What traits did Wuitschick have that made others call him a “hero”?3. Explain how or why children can be heroes.4. Why do you think only one child on the bus reacted to help the driver? Document B: Actively watch both videos, and then discuss with your partners or class the questions and responses to the following questions. 12382559056Sally Ride Interview with Student for Scholastic &Dr. Sally Ride, 1983 launch and discussion Think about your ideas of a hero as you respond to the questions, and then discuss your responses:While watching the two videos, analyze the challenges that Dr. Sally Ride discusses in both videos. Explain why Dr. Sally Ride could be considered a national hero? Support your decisions.If Sally were to go into space today, would she be considered a hero? Why or why not? Dr. Sally Ride discusses the importance of Science, Technology, Engineering, and Mathematics in schools. Why do you think she discusses the importance of young girls being empowered to feel confident in those subjects? *Additional resource for biographical information on Dr. Sally Ride. C: Read the article carefully and underline or circle key ideas and details.Cesar Chavez: Labor Leader-5334040005Cesar Estrada Chavez (March 31, 1927 - April 23, 1993) was a Mexican-American labor leader who used non-violent methods to fight for the rights of migrant farm workers in the southwestern USA. Migrant farm workers are people who do farm labor, moving from farm to farm and from town to town as their work is needed - it is difficult work that pays very little and can be dangerous due to the use of pesticides (pesticides are chemicals that kill bugs and can make people sick). Chavez founded a group that advocates for the rights of farm workers, acting to increase wages and improve the working conditions and safety of farm workers. He also organized strikes (when workers refuse to work until improved working conditions and salary demands are met) and nation-wide boycotts of agricultural products in order to help workers (a boycott is a protest in which the public is asked not to buy certain products). Chavez went on many hunger strikes, refusing to eat until violence against strikers ended and until legislators (law makers) voted to make laws improving the lives of farm workers. He was also jailed many times during his fight against terrible migrant worker conditions. Chavez's motto was "Si, se puede." (meaning "Yes, it can be done.") and he proved it to be true. His work for the fair treatment of farm workers changed the lives of millions of people for the better.Source: source for more details of Cesar ChavezThink about the impact of Cesar Chavez, and discuss your answers to these questions:In Arizona, particularly around the Surprise and El Mirage areas, there are many farms. How do you think Mr. Chavez impacts workers today? Cite specific words from the article that support your thoughts. Think about the needs of the community today. How has Cesar Chavez efforts continued to today? Explain your decision. Document D: Read the article and quotes below. Think about what makes a person a hero.153670189865 Walt DisneyWalt Disney is a legend; a folk hero of the 20th century. His worldwide popularity was based upon the ideals which his name represents: imagination, optimism, creation, and self-made success in the American tradition. Walt Disney did more to touch the hearts, minds, and emotions of millions of Americans than any other person in the past century. Through his work he brought joy, happiness, and a universal means of communication to the people of every nation. He brought us closer to the future, while telling us of the past, it is certain, that there will never be such as great a man, as Walt Disney.Mr. Disney was also known for his words--"Crowded classrooms and half-day sessions are a tragic waste of our greatest national resource - the minds of our children.""The way to get started is to quit talking and begin doing.""Movies can and do have tremendous influence in shaping young lives in the realm of entertainment towards the ideals and objectives of normal adulthood.""When you're curious, you find lots of interesting things to do. And one thing it takes to accomplish something is courage."Source: Created and Operated by Brad Aldridge Productions, Berkeley, CA.Analyze the article, support your responses, and discuss your answers to these questions:Considering the impact that Walt Disney has had in America, do you consider him a hero? Support your choice with the claims in the article. Reread the quotes. Which quote sounds like what a Hero would say or think? Why do you think so? REVIEW:PROMPTIf the United States were to add a national “American Hero’s Day” to our calendar that celebrated a new hero each year, who should be the first hero recognized and why should that person be recognized?Think about and discuss in partners or with your class for your prewriting, What is a hero?Who can be a hero?Are there certain actions all heroes demonstrate? What are the traits of a hero?What criteria do you believe makes a person a hero? Should we have one more national holiday based on a hero?Complete the organizer below to plan your essay. Remember, you need to include a counter argument, or what the “other side” might think.Possible Thesis FrameEven though ____________________, I suggest our nation’s first hero for “American Hero’s Day” should be __________________________ (person who you think demonstrates heroism) because ____________________________ (demonstrate, argue, beliefs).Note: “Even though…” is your counter-argument to who you believe our first American Hero should be.Opinion Graphic Organizer – 3rd GradeParagraph #1 – IntroductionAttention grabbing beginning (no questions):_________________________________________________________________________________________________________________Bridge/Background information to describe the issue: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Opinion Thesis Statement: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph #2 – Body Paragraph (include citations)Topic Sentence – Includes opinion __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Evidence to support (important details from reading with citations): __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Explanation of details – why it supports the topic sentence:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Counter Argument – what might someone say against your idea and how you would refute (argue back) their argument:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Conclusion/ Transition Sentence: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph #3 – ConclusionTransition to restate the summary of your main argument in new words:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________Leave the reader with a final thought about why your idea is the best:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________ROUGH DRAFT: Now that you have organized your thoughts and planned your essay, begin your first draft on YOUR OWN paper. DO NOT FORGET YOUR CITATIONS!PEER REVISIONName of Writer: __________________________________________________Name of Peer Editor: _____________________________________________Trade essays with a partner. You can mark on your partner’s rough draft with colored pencils/highlighters to help him/her as you go through these revision questions.Introduction:Circle the way in which the author attempted to capture the reader’s interest at the beginning of the introduction.?????????????????Anecdote??? ???????????? ???? Unusual fact??? ??? ??? ????? Startling statement??? ??? Catchy quoteWhat is the author’s thesis (the last statement of the introduction that states the prompt)?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Does the thesis clearly state the author’s opinion without using “I”?With 5 being the BEST, how well does the introduction capture the reader’s interest? ????????????????????1 ???????? 2 ???????? 3 ???????? 4 ???????? 5What made it strong?What could make it better?Body Paragraph:Color the citations green.Underline the topic sentence in the body paragraph.40957534290Put a box around the evidence: ?facts, definitions, and details from the articles about the topic.-76200173990Circle transition, linking words, or phrases in brown.Underline the explanation of details in red.What is the concluding sentence?________________________________________________________________________________________________________________________________________________________________________________________________________________Conclusion:How does the author make a lasting impression on the reader?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________With 5 being the BEST, how engaging and thoughtful was the conclusion? ????1 ???????? 2 ???????? 3 ???????? 4 ???????? 5What made it strong?________________________________________________________________________________________________________________________________________________________________________________________________________________What could make it better?________________________________________________________________________________________________________________________________________________________________________________________________________________Extra comments or suggestions: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Editing:Identify spelling, punctuation, and capitalization errors.Use a green colored pencil to mark capitalization errors that need to be fixed.Use a red colored pencil to mark punctuation errors that need to be fixed.Use a purple colored pencil to circle misspelled words.SELF-REFLECTIONREMEMBER: ?This is your paper. If you don’t agree with an editing correction made by your partner, you should check use a dictionary or check the rules for grammar to make a final decision.Use the Opinion Revision Checklist, Opinion Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6.Opinion Revision ChecklistDid I…YesNo-Write an interesting beginning?-Write a thesis statement?-Organize my ideas throughout the essay?-Use supporting evidence from the documents?-Explain what the evidence means to my thesis.-Write a conclusion restating my thesis statement?-Include citations from my sources correctly?Opinion Editing ChecklistDid I…YesNo-Use complete sentences?-Use a variety of sentence types?-Use precise vocabulary?-Use all other spelling, grammar, punctuation and capitalization rules to the best of my ability?Use this rubric to tell the teacher what to notice about your writing. Circle the comments that best show how good your paper is.Score Point 6Exceptional clarity, focus, and control of the topic.Rich, relevant, and credible details.A strong sequence of events.Carefully chosen words and clear sentences/ideas.A strong voice from the writer that the reader can sense.Strong conventions with very few errors. Grade: Exceeds Score Point 5Clarity, focus, and control of the topic.Balanced details.A relevant beginning and ending.A variety of words and sentences that sound natural.A good voice from the writer that the reader can sense.Good use of conventions with few errors. Grade: ExceedsScore Point 4Adequate ideas with an order that might be ordinary.Mostly relevant details that are clear. Sequence of events may become weak.Effective word choice that is common.A sense of voice is present.Good conventions were errors don’t affect the reading of the piece. Grade: MeetsScore Point 3Simple ideas but not very interesting.Details become a little unclear.A weak sequence of events and possible out of order.Repetition of words and misused.A weak voice and little sense of audience.Many errors in conventions affect the reading of the piece. Grade: ApproachesScore Point 2Very simple and unclear ideas.Details are weak or are missing.Missing parts of the sequence of events.Repetitive words used and it becomes awkward sounding.No voice present and may sound choppy and like rambling.Many errors in conventions and it becomes hard to read. Grade: FFBScore Point 1No purpose or clear ideas.Very little or no details.No clear sequence of events.Limited vocabulary used and very basic words.No voice present or sense of audience.Severe and frequent errors in conventions. Grade: Falls Far BelowSCORE: FFB 1-2 APR 3 Meets 4 Exceeds 5-6Final ResponseThe following prerequisites must be present in order for DBQ/writing benchmark to be graded. May use pencil or in blue or black inkMust be legibleIn essay format Documents must be citedFinal Draft___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________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Rubric for Social Studies DBQ – Teacher EvaluationSCORE POINT 6Response is sophisticated and skillful in written communication, demonstrated byexceptional clarity, focus, and control in development and organization that often shows insight.in-depth and/or creative exploration of the topic using rich, relevant, and credible details.a strong, perhaps creative, beginning, and a satisfying conclusion.specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.intentional and committed interaction between the writer and the reader.effective and/or creative use of a wide range of conventions with few errors.insightful with no historical errors.makes original and specific connections using resources.relies on a variety of the documents and includes outside resources, all of which are cited correctlyuses background knowledge for all support content.thesis is prompt-driven and fits seamlessly in opening paragraph.SCORE POINT 5Response is excellent and skillful in written communication, demonstrated byclarity, focus, and control in topic development and organizationa balanced and thorough explanation of the topic using relevant details.an inviting beginning and a satisfying sense of closure.a broad range of carefully chosen words crafted into phrases and varied sentences that sound natural.awareness of the reader and commitment to the audience and topic.effective use of a wide range of conventions with few errors.accurate, may contain only minor historical errors.makes obvious connections using relevant resources.appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctlyuses background knowledge consistently.includes clear thesis statement in the opening paragraph.SCORE POINT 4Response is appropriate and acceptable in written communication, demonstrated byideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic.relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.a recognizable beginning and ending, although one or both may be somewhat weak.effective word choice that is functional and, at times, shows interaction between writer and audience. somewhat varied sentence structure with good control of simple constructions a natural sound.control of standard conventions although a wide range is not used; errors that do not impede readability.accurate, may contain only minor historical errors.makes connections using some resources.uses background knowledge cites multiple documents correctlythesis statement is clear.SCORE POINT 3Response is inadequate in written communication, demonstrated bybroad or simplistic ideas that are understood but often ineffective.attempts at organizing that are inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.reliance on clichés and overused words that do not connect with the reader; limited audience awareness.monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.limited control of standard conventions with significant errors.Historically accurate but overly generalloosely makes connections to some resources.uses background knowledge/facts with some connections. includes a thesis, though it is not very clear.cites multiple documents correctlySCORE POINT 2Response is poor in written communication, demonstrated byoverly simplistic and sometimes unclear ideas that have insufficiently developed details.sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.missing beginning and/or ending.repetitive, monotonous, and often misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.lack of audience awareness.little control of basic conventions resulting in errors impeding readability.Contains multiple historical errorsuses more than one document correctly but relies on one document OR cites only one documentloosely uses background knowledge/facts with no connections.includes a general topic statement, but not a thesisSCORE POINT 1Response is inferior in written communication, demonstrated bylack of purpose or ideas and anization that obscures the main point.an attempt that is too short to offer coherent development of an idea, if it is stated.extremely limited vocabulary that shows no commitment to communicating a message.sentences with confusing word order that may not permit oral reading.severe and frequent errors in conventions.has significant historical misinterpretation.no apparent thesis or topic statement.Score:FFB 1-2APR 3Meets 4EX 5-6 ................
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