Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Arguments
Argument
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3 - Write (Arguments to support claims)
1 - Introduce (Claims [a])
1 - Acknowledge (Claims [a])
2 - Distinguish (Claims [a])
3 - Organize (Reasons [a])
3 - Organize (Evidence [a])
6 - Support (Claim (s) with logical reasoning and relevant evidence [b])
3 - Use (Sources [b])
2 - Demonstrate (Understanding [b])
3 - Use (Words, phrases, clauses to create cohesion [c])
4 - Clarify (Relationships among claim (s), counterclaims, reasons, evidence[c])
4 - Establish (Formal style [d])
4 - Maintain (Formal style [d])
2 - Provide (Concluding statement or section [e])
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3 - I can write arguments to support claims with clear reasons.
3 - I can write arguments to support claims with relevant evidence.
1 - I can introduce claims from alternate or opposing claims. [a]
1 - I can acknowledge claims from alternate or opposing claims. [a]
2 - I can distinguish claims from alternate or opposing claims. [a]
3 - I can organize reasons evidence logically that were used with introducing, acknowledging or distinguish alternate or opposing claims. [a]
3 - I can organize reasons logically that were used with introducing, acknowledging or distinguish alternate or opposing claims. [a]
6 - I can support claim(s) with logical [b]
3 - I can use accurate and credible sources related to claim(s). [b]
2 - I can demonstrate understanding of the topic or text related to claim(s). [b]
3 - I can use words, phrases, clauses to create cohesion with relationships among claim(s), counterclaims, reasons, and evidence. [c]
4 - I can use words, phrases, clauses to clarify the relationships among claim(s), counterclaims, reasons, and evidence. [c]
4 - I can establish a formal style when writing arguments to support claims. [d]
4 - I can maintain a formal style when writing arguments to support claims. [d]
2 - I can provide a concluding statement or section that follows from and supports the argument presented. [e]
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A. An argument is a connected series of statements intended to establish a definite proposition by supporting evidence.
B. Credibility, accuracy and relevance of sources create strong arguments; check to avoid authors with hidden agendas.
C. Choosing words carefully makes ideas join cohesively and promotes clarity and clearly conveys the author's thesis.
D. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
E. English writing requires writers to say what they will say, say it and state what was said in summation.
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A.1 What is an argument? How does one know if an argument is sound?
B.1 Why must writers carefully check sources?
C.1 Why choose words carefully? How powerful can words be? How do I know if writing is too informal?
D.1 Why might formal writing be difficult to write but very easy to read?
E.1 Why include a concluding statement?
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Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative/Explanatory Texts
Relevant Content
|
4 - Write (Informative/explanatory texts)
3 - Introduce (Topic [a])
1 - Preview (Following writing[a])
4 - Organize (Ideas, concepts, information [a])
3 - Use (Strategies [a])
1 - include (Formatting [a])
1 - Include (Graphics [a])
1 - Include (Multimedia [a])
4 - Develop (Topic [b])
3 - Use (Transitions [c])
4 - Create (Cohesion [c])
4 - Clarify (Relationships [c])
3 - Use (Precise language, domain-)
3 - Establish (Formal style [e])
3 - Maintain (Formal style [e])
2 - Provide (Concluding statement or section [f])
6 - Support (Information [f])
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4 - I can write informative/explanatory texts to examine a topic through the selection, organization, and analysis of relevant content.
3 - I can write informative/explanatory texts to convey ideas through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey concepts through the selection, organization, and analysis of relevant content.
1 - I can write informative/explanatory texts to convey information through the selection, organization, and analysis of relevant content.
3 - I can introduce a topic clearly. [a]
1 - I can preview what is to follow. [a]
4 - I can organize ideas, concepts, and information. [a]
3 - I can use strategies such as definition, classification, comparison/contrast, and cause/effect. [a]
1 - I can include formatting (e.g., headings. [a]
1 - I can include graphics ( e.g., charts, tables). [a]
1 - I can include multimedia when useful to aiding comprehension. [a]
4 - I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [b]
3 - I can use appropriate transitions. [c]
4 - I can create cohesion [c]
4 - I can clarify the relationships among ideas and concepts. [c]
3 - I can use precise language and domain-specific vocabulary to inform about or explain the topic. [d]
3 - I can establish formal style. [e]
3 - I can maintain formal style. [e]
2 - I can provide a concluding statement or section. [f]
6 - I can support the information or explanation presented. [f]
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A. Readers expect to find quality solutions when reading explanatory texts.
B. Readers want to quickly reach the main points.
C. Facts, definitions, details, quotations, examples and other relevant information help answer readers' questions.
D. Writing requires organization, transitions and cohesion so readers understand relationships among ideas.
E. Domain vocabulary sources and thesauruses help writers convey precise explanations.
F. Formal writing is so clear the reader needs no further explanation.
G. Conclusions provide readers a final thought or spur further research and transition readers from the world of a writing back to their own world.
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A.1 How do I decide what is relevant content?
B.1 How do organization and presentation support writing?
C.1 Why must my topic be carefully developed?
D.1 Why is some writing hard to follow?
E.1 How do I locate precise vocabulary?
F.1 How do I write formally?
G.1 Why are conclusions necessary?
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Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Write (Narratives)
3 - Use (Effective technique)
3 - Use (Relevant descriptive details)
3 - Use (Well-structured event sequences)
5 - Engage (Reader [a])
5 - Orient (Reader [a])
3 - Establish (Context [a])
3 - Establish (Point of view [a])
1 - Introduce (Narrator,characters [a])
5 - Organize (Event sequence [a])
3 - Use (Narrative techniques to develop)
3 - Use (Transition words, phrases, clauses [b])
3 - Use (Precise words and phrases [d])
3 - Use (Relevant descriptive details [d])
3 - Use (Sensory language to capture the action and convey experiences and events [d])
3 - Provide (Conclusion [e])
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1 - I can write narratives to develop real or imagined experiences or events
3 - I can use effective technique.
3 - I can use relevant descriptive details .
3 - I can use well-structured event sequences .
5 - I can engage a reader. [a]
5 - I can orient a reader. [a]
3 - I can establish a context. [a]
3 - I can establish a point of view. [a]
1 - I can introduce a narrator and/or characters. [a]
5 - I can organize an event sequence that unfolds naturally and logically. [a]
3 - I can use narrative techniques to develop esperiences, events and/or characters. [b]
3 - I can use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. [c]
3 - I can use precise words and phrases to capture the action and convey experiences and events. [d]
3 - I can use relevant descriptive details to capture the action and convey experiences and events. [d]
3 - I can use sensory language to capture the action and convey experiences and events. [d]
3 - I can provide a conclusion that follows from and reflects on the narrated experiences or events. [e]
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A.Writers approach subjects from our own points of view, considering audience, purpose and form, and adapting context to fit.
B. Using narrative techniques more vividly creates the experiences, events or characters for readers.
C. Transitions provide glue to story line, show relationships and signal time shifts.
D. Precise words depict details, sensory images of and actions.
E. Conclusions are brief reflections of the story events.
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A.1 How do writers establish a context and point of view and introduce characters and narrators?
B.1 Why might dialogue, pacing, description and reflection enhance narratives?
C.1 Why are transition phrases key in writing?
D.1 How can word choice drive a story?
E.1 How will the conclusion wrap up a story?
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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
2 - Produce (Writing)
|
1 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
|
A. Coherence is the product of paragraph unity and sentence cohesion.
B. Writers create clear,logical, organized relationships among ideas with 'seamless' flow.
C. Carefully developed and organized writing with appropriate style will satisfy the task, purpose and audience considered.
D. Writers adjust our message—how we say it and what information we include—by recognizing that different readers can best understand different messages.
|
A.1 What is coherent writing?
B.1 How do I achieve coherence in writing?
C.1 How do writers check for appropriate development, organization and style?
D.1 Why adjust writing for task, purpose and audience?
|
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8 on page 52.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Develop (Writing)
2 - Strengthen (Writing)
3 - Plan (Writing)
3 - Revise (Writing)
3 - Edit (Writing)
3 - Rewrite (Writing)
3 - Try (New approach)
3 - Focus (On purpose)
3 - Focus (Audience)
|
2 - I can develop writing as needed by planning, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
2 - I can strengthen writing as needed by planning, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can plan for writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can revise writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can edit writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can rewrite writing as needed, focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can, by trying a new approach, write focusing on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can focus on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
3 - I can focus on how well purpose and audience have been addressed, with some guidance and support from peers and adults.
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A. Good writing requires more than one draft.
B. Disciplined writers set goals and write daily, always building on and revising what they produce.
|
A.1 Why are the steps in writing important?
B.1 How do I eliminate writer's block?
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Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
|
2 - Use (Technology, including Internet)
6 - Produce (Writing)
6 - Publish (Writing)
6 - Present (Relationships)
6 - Interact (With others)
6 - Collaborate (With others)
|
1 - I can use technology, including the Internet, to produce and publish writing.
6 - I can produce writing.
6 - I can publish writing.
6 - I can present relationships between information and ideas efficiently.
6 - I can interact with other.
6 - I can collaborate with other.
|
A. Technology allows for almost immediate broadcast of work once audiences are accessed.
B. By practicing and collaborating on technology, writers develop publishing skills.
C. With patience and persistence, writers can have a broader audience,support base and resources.
D. Many daily operations are running on technology that students need to use competently.
E. Students can learn from each others' strengths and weaknesses and teach each other.
F Peer editing opens our eyes to our own strengths and weaknesses.
G. Publishing via keyboarding is much faster than handwriting once practiced.
H. Collaborating with other writers opens doors to audiences.
I. Know what you are seeking and do not get distracted. Seek answers to specific questions.
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A.1 How do I use digital tools to present and publish in a variety of media formats?
B.1 How might technology and the Internet support writers?
C.1 Why do I need to be able to use technology when I write?
D.1 Why do schools have technology?
E.1 How does peer support help me writer better?
F.1 Why do I collaborate with others?
G.1 Why should I become proficient at keyboarding quickly?
H. 1 How do I publish the writing I produce?
I.1 How do I know which links are helpful?
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Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Research
|
3 - Conduct (Short research projects)
2 - Draw (On sources)
3 - Generate (Focused questions)
|
3 - I can conduct short research projects to answer a question (including a self-generated question).
2 - I can draw on several sources.
3 - I can generate additional related, focused questions that allow for multiple avenues of exploration.
|
A. Research addresses a multitude of resources to address a focused question; providing background gives credibility.
B. A research project focuses on solving a specific problem or answering a question, but research may be later used by others to support an idea.
C. Dependence on multiple sources increases the pool of knowledge and helps verify validity. Multiple reliable sources afford researchers breadth of perspective for thoroughly synthesizing and answering a question or solving a problem. Multiple, reliable, cross-checked sources provide varied perspectives to thoroughly answer questions or solve research problems.
D. Research projects adjust to the interest of the researcher or the availability of the information. Topics are malleable!
E. I brainstorm and stay flexible in writing, broadening or narrowing topics by searching for parallels or opportunities for broader associations.
F. Questioning assures more thorough exploration of every angle of a topic, providing (readers) a starting point for further research.
G. Researchers scrutinize publisher trustworthiness, author credentials, publication dates, author connection to the subject, audience, source of publication, and documentation of supporting evidence.
|
A.1 How do I conduct research?
A.2 Why do have to research more than I use in my essay?
A.3 Why do I need multiple sources?
B.1 Why do we focus on one research question?
C.1 How do multiple sources better answer questions?
D.1 Why do I need to sometimes refocus the inquiry?
E.1 How do I know if my subject is too broad or too narrow?
F.1 Why do many research papers include questions at the end?
F.2 Why do I continue to generate questions while researching?
G.1 What makes a source reliable?
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Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Gather (Relevant information)
6 - Assess (Credibility, accuracy of sources)
3 - Quote or paraphrase (Data, conclusions)
3 - Avoid (Plagiarism)
3 - Follow (Standard format for citation)
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1 - I can gather relevant information from multiple authoritative print sources, using advanced searches effectively.
1 - I can gather relevant information from multiple digital sources, using advanced searches effectively.
6 - I can assess the credibility and accuracy of each source.
3 - I can quote or paraphrase the data and conclusions of others.
3 - I can avoid plagiarism.
3 - I can follow a standard format for citation.
|
A. Research allows writers to search, answer and synthesize questions and to cite and present related ideas in a standard format.
B. Researchers judge source reliability with a scrutinizing eye on publisher source and trustworthiness, author credentials, date of publication, author connection to the subject, audience, and documentation of supporting evidence.
C. Source usefulness can be assessed by testing fit and flow of ideas while synthesizing to answer a question.
D. Sometimes writers write with hidden agendas. If information occurs in several sources, it is likely more credible.
E. Accuracy is revealed when the same information occurs in multiple sources.
F. Paraphrases and quotes require similar conclusions and credit must be given to the originator of the idea
G. Plagiarism is avoided by presenting original ideas that capture the main ideas of the written sources.
H. Writers follow standard format for citations to avoid missing key information.
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A.1 What is research? How can you use others' work in your own?
B.1 How does one determine if a resource is reliable?
C.1 How might a writer assess usefulness of sources?
D.1 Why must sources be carefully checked?
E.1 How is accuracy assessed?
F.1 How do I paraphrase or quote?
G.1 How do writers avoid plagiarism?
H.1 How do I cite information?
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary/Informational Texts
|
2 - Draw evidence (From literary or informational texts)
3 - Apply (Grade 8 Reading standards to literature [a])
3 - Apply (Grade 8 Reading standards to literary nonfiction [b])
|
2 - I can draw evidence from literary or informational texts to support analysis.
2 - I can draw evidence from literary or informational texts to support reflection.
2 - I can draw evidence from literary or informational texts to support research.
3 - I can apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
3 - I can apply (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
|
A. In nonfiction literature, factual recounts are objective reconstructions of experience.
B. Literature (fiction) may present information and themes that readers receive and analyze more readily than in informational texts.
|
A.1 How do I recognize nonfiction literature?
B.1 How might we learn from literature?
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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
|
1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
|
1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
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A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
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A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
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