EngageNY
Using Effective Search Terms: Researching Screen Time
The proof is in the reading. Scholars read an article, "Attached to Technology and Paying the Price," and answer text-dependent questions. Next, they complete a Venn diagram to contrast two authors' use of evidence on the topic of screen...
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Choosing a Position: Screen Time and Adolescents
Time to pick a side! Building on the Fishbowl activity from the previous instructional activity, scholars choose a position about whether the American Academy of Pediatrics should raise its screen time recommendations. Using notes,...
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Mid-Unit Assessment, Part 1: Tracing and Evaluating Arguments
It's test time! As part one of the mid-unit assessment, scholars complete a Tracing an Argument note-catcher for both a text and a video about the Internet's effect on the brain. Pupils demonstrate learning by evaluating the argument and...
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Evaluating Sources, Continued: The ONLINE EDUCA Debate 2009 (Part 2 of 10)
Watching videos and playing online games can be educational, but too much screen time has its drawbacks. Pupils watch a video about the topic and write down the claim, reasons, and evidence in support of reduced screen time for children....
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Contrasting Evidence: “Games Can Make a Better World” and “Video Games Benefit Children, Study Finds”
Anecdotes, analogies, testimonies, statistics. The most powerful arguments rely on multiple types of evidence. Scholars explore the topic as they read contrasting evidence about the benefits of video games. They complete Venn diagrams to...
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Finding Relevant Information and Asking Research Questions: The Benefits of Video Games
Video games may not be so bad after all. As scholars read the text "The Many Benefits, for Kids, of Playing Video Games," they summarize the gist in their researchers' notebooks. Next, pupils draft supporting research questions based on...
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Evaluating an Argument: “Is Google Making Us Stupid?”
Does the Internet negatively affect peoples' brains? Scholars complete a Tracing an Argument note catcher to evaluate the question as they read the text "Is Google Making Us Stupid?" Exploring both sides of the issue, they add their...
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Logic and Argument: Evaluating the Argument in “Beyond the Brain”
The brain is not the mind. Scholars explore the claim by reading an informational article about neuroscience research, "Beyond the Brain." As they read, they answer text-dependent questions and complete an anchor chart to evaluate...
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Evaluating an Argument in The Big Thirst
Don't argue with me! Scholars first evaluate the argument in The Big Thirst. Learners work with partners to determine if the text supplies enough evidence to support the claim. They then complete a Tracing an Argument Note catcher for...
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Forming a Research-Based Claim: Comparing Cascading Consequences
It's time to weigh the risks and benefits of screen time! Pupils work in triads to identify the strongest positive and negative consequences from their Cascading Consequences chart. Next, using the chart and their researcher's notebooks,...
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Writing the Argument Essay: Moving from Planner to Drafting
It's an easy transition. Scholars identify transition words in the Pygmalion model essay and record definitions in the Transitions anchor chart. They then begin to look at the tone of the model essay. Finally, individuals begin writing...
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Writing an Argument Essay: Gathering Evidence
Writers work on a plan for their argumentative essays using a Pygmalion Essay Planner to help develop a claim and counterclaim for their essays. They determine what information from the Eliza Character Tracker to incorporate and write it...
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Writing an Argument Essay: Analyzing the Model
Class members analyze the model essay to determine the given claim and the evidence to support it. They use an Analyzing Evidence in the Model Essay sheet to help guide their work. They then begin to analyze the structure of the essay by...
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Writing an Argument Essay: Introducing the Writing Prompt and Model Essay
Scholars take a look at the difference between explanatory and argumentative essays by completing graphic organizers. They then determine how this difference applies to the Pygmalion writing prompt. Learners keep track of their writing...
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Writing an Argument Essay: Developing Claims and Reasons
Scholars begin working on the end-of-unit writing prompt for Pygmalion. They must analyze their collected text evidence to determine what information is compelling enough to include in their argumentative essays. The teacher guides them...
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End of Unit 1 Assessment, Part 1: Drafting the Argumentative Essay
Time is of the essence. Pupils spend time completing the first draft of their essays based on Katherine Paterson's novel Lyddie. Using everything they've learned throughout the unit, they craft their arguments about whether Lyddie should...
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Writing an Argumentative Essay: Peer Critique
Writing is all about progress, not perfection. Scholars engage in a peer critique protocol to gain feedback on their quote sandwich from a previous lesson. Next, pupils begin drafting their argumentative essays based on the novel Lyddie...
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Writing an Argumentative Essay: Planning the Essay
A self-assessment helps scholars take ownership of their learning. Using the resource, pupils begin a Writing Improvement Tracker to develop awareness of their writing strengths and challenges. Next, they complete worksheets to plan...
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Writing an Argumentative Essay: Analyzing the Model Essay
Models and exemplars help pupils learn. Scholars read a model argumentative essay to prepare for an upcoming writing assignment. As they read, they work with partners to complete a worksheet analyzing the essay's structure.
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Writing an Argumentative Essay: Crafting a Claim
As scholars prepare to craft their essays based on Katherine Paterson's Lyddie, they learn about using compelling reasons in their writing. Next, they develop a claim about whether Lyddie should sign a petition to speak out against...
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Writing an Argumentative Essay: Introducing the Writing Prompt and Model Essay
Pupils begin the writing process in preparation for an end-of-unit essay based on Katherine Paterson's Lyddie. To get started, they read and discuss a model essay and learn about the similarities and differences between argumentative and...
New York City Department of Education
Grade 5 Literacy: TCRWP Nonfiction Reading and Opinion/Argument Writing
Choose a side! Pupils watch and read several nonfiction resources about zoos. After gathering their research, they choose a side either for or against closing zoos. Scholars complete KWL charts, anticipation guides, flow charts, and...
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End of Unit 2 Assessment, Part 1:Drafting the Argument Essay
An informative resource instructs pupils on how to write their essay drafts about the theme of control in Shakespeare's A Midsummer Night's Dream. Next, scholars complete an Exit Ticket, listing their three favorite characters from the...
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Writing an Argument Essay: Planning the Essay
It's time for a quote sandwich! Using the resource, pupils learn about the three parts of an effective quotation: introduction, quote, and analysis. Scholars use the model to peer critique each others' writing to show what they learned.