2013-14 - Argumentative Writing/DBQ Form C Benchmark 3 - Teacher Directions K-8

Dysart Unified School District

Teacher Directions & Guide

for the Interactive

Argumentative Writing/DBQ Form C Benchmark

K-8

2013-2014

OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and to use as a model for their writing.

Common Core Appendix A, Argumentative Writing states:

Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.

An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In

English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

Common Core Anchor Standards for the Argumentative*

W.1 Writearguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

*Please check your grade-level standards for more specific wording.

General Directions

Students will write an opinion/argumentative piece that is grade appropriate in length (see below). Teachers should:

tell students that they will be given support throughout the process so they can do their best.
interact with students during the reading and document analysis process
probably read most of the selections to the students before discussion in the primary grades
have students read independently most of the time in the upper grades, but they should also encourage close reading strategies which call for multiple reads and promote discussions.

promotespeaking and listening which can be conducted between partners and among member of the larger groups with the teacher. It is strongly suggested that students are directed to use the Speaking and Listening Rubrics included in each student packet during every discussion.

At no time is it appropriate for the teacher to hand out this packet asking students to read and write quietly and independently. The DBQ/writing benchmark, this is an interactive process.

Guidelines and Information:

All work on the writing benchmark/DBQ must be done in class.
All resources here including the articles, videos, photos or stories should be read and discussed in class. The teacher may read all selectionswith the class. The ultimate goal is to improve student reading, however, so as students are able, they should read the selections themselves. Partner work is a good way to begin with older readers. Close reading strategies are of paramount importance.
Teacher may add background information activities and encourage outside research timeon the prompt topic. Students should be encouraged to share outside research with the class.
Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in small groups or in pairs. Every student, however, should have an opportunity to ask questions and understand the resources. Discussion is a VERY important component of this process.
Teachers may provide guidance and organizational instruction as needed during the rough draft process.
During the revising and editing process, teachers should no longer be involved with student work to a great extent. Individual student questions about correctness in editing can be answered at the teacher’s discretion. Also, teachers may choose to use alternate peer revision and editing strategies and tools.
For the opinion/argumentative essay, Grades 1-2 students will write a paragraph; grade 3 students will write 3 paragraphs and grades 4-8 students will write 5-paragraph essays. Grades K-5 write opinion; grades 6-8 write argumentative essays.
Students will cite sources per Common Core State Standards, W.8:
K-2 students will use evidence from sources provided.
Grade 3-4 students will cite by indicating (Document A) or (Document B) or (Audio/Video) within the document.
Grade 4-5 students will cite as above but should also include a list at the end of their papers of all the documents used in the paper.
Grade 6 for this benchmark will use (Document A, B, etc.) as the sources are from an uncited text; outside sources should use regular MLA format.
Grade 7-8 students should use the proper MLA format for citing sources and include a Works Cited or Bibliography page.
The final opinion/argument piece will be written ONLY on the composition paper (at the end of the packet) in pencil (through 5th grade) OR blue or black ink.
Please check out the two videos on the district website for a quick look at the process:

and incorporating quotes:

The writing process:

The only portion of the DBQ where the students must work alone is the final drafting phase.However, teachers should have taught the process for when and how to cite sources prior to initiating final draft.
During the writing process, students MAY create citations from Citelighter orother online citation resources thatthey have found to make sure their citations are properly formattedon their final draft work cited/bibliographies. (Teachers, of course, may help students with these online programs.)
The drafting portion of the DBQ should include peer input and review. (See above.) Please encourage students to review work with others to revise and edit their work in the drafting portion; however, students should also understand that the final version is their responsibility and should be proofread one final time.
Finally, the copies of theDBQ's may not be sent home with students, but they MAY do additional research on the topic at home for use in the essay.

Strategies to Share with Students for Success:

Underline/highlight directional and specific topic words in the prompt. It is important that you fully understand what it is you are responding to. (Role, Audience, Format, Topic)
Each document is important. With every document, realize that you need to analyze and identify the importance of that document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing.
Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.
Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?
When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.
Before drafting, review all requirements of thewritten response by reading the rubric.

Criteria for final draft:

clearand legible writing
citereferences – use and cite included documents to support writing
use pencil or blue/black ink (Grades K-5); use only blue or black ink (Grades 6-8)
completeon time

To submit the final draft:

1.Take the cover page off the front of the packet and the final draft from the back of the packet.

2.Staple the cover page tojust the final draft.

Suggested Timeline and Protocol for Primary – Opinion Writing

Day 1-2 / Day 3-4 / Day 5-6

PREVIEW the Benchmark

Share the overview of the week:
At times they will be looking, listening, and discussing how other authors have written about similar topics
Students will be completing graphic organizers with teacher for comprehension and the prewrite.
Students will write a rough draft
Teacher and class will support revisions to the rough draft
Students will write a final copy
Students will present
Review expectations of the 6-Trait Assessment for Beginning Writers rubric.
Focus ONLY on the “Exceeds” [5] column.
Review expectations of the Listening and Speaking Rubric for collaborative conversations.
This will be used throughout the assessment

EXERCISE 1: Photo Gallery

All students should be able to explain what the prompt asks.
Share photos of some ideas from the Thanksgiving photos and fill in the 3 block graphic organizer. Teacher support students as they discuss the photos. Teacher and students will do the 3-block graphic organizer together on the Fourth of July photos to take notes.
Refer to the Listening and Speaking Rubric for collaborative conversations.

EXERCISE 2: Analyze a video Students will assist as the teacher writes using 3-block graphic organizer to take notes.

Refer to the Listening and Speaking Rubric for collaborative conversations.

EXERCISE 3: Analyze Source Text

Students will read the Source Text.
Students will write responses to 3 questions about the text.
Students and teacher will answer questions about the text to allow students to prepare to write their own piece.
Refer to the Listening and Speaking Rubric for collaborative conversations.

EXERCISE 4: Pre-planning

Students will plan their writing using Houghton Mifflin Sandwich Graphic Organizer.
The teacher should check that each student has an acceptable planner.

EXERCISE 5: Rough draft

Addresses the prompt
Students use their Sandwich graphic organizer to write their paragraph.

EXERCISE 6: Peer-review

Students utilize the peer-review checklist to provide feedback to a classmate
Students can mark on their partner’s rough draft with colored pencils/highlighters

EXERCISE 7: Self-review and Edit

Students use Checklist and Editing Checklist.
Students use the 6 Trait Rubric to improve their paper to an “Exceeds” (5) score.

EXERCISE 8: Final Draft

Students will use final draft paper in the packet to write their final draft.

PRESENATION:

Students may present their writing piece to the class.
THIS MAY BE DAY 7.

Suggested Timeline and Protocol for Upper Elementary Grades–Argumentative

Day 1-2 / Day 3-4 / Day 5-6

PREVIEW the benchmark with students

Distribute test materials (may also display on the projector)
Explain procedures
Share criteria for final:
clearand legible writing
use pencil or blue/black ink
complete on time
Review expectations on the Holistic rubric.
Focus ONLY on the Exceeds column.
Read and discuss “Strategies for Success.”

EXERCISE 1: Read and analyze the topic, prompt, and “think about.”

All students should be able to explain what the prompt asks.
Students may discuss what type of texts and evidence would be helpful in writing to the prompt.
Set a purpose for reading. “What will you be looking for in the sources?”

EXERCISE 2: Analyze source texts

Sources may be read/analyzed whole group, small group, pairs, or individually.
Students should take notes to be used in class discussion.
Students should respond to all questions for each document/video in complete sentences.
Students must participate in discussions of their findings and can make further notes.
USE the “Listening and Speaking Rubric”

*All work must be done in class. GRADES K-5; grades 6-8 may take reading documents home, but all final writing must be done in class.* /

EXERCISE 3: Brainstorm/ Pre-planning

Students review the prompt and their notes
Students brainstorm which facts or ideas will be best to use to inform.
Students brainstorm the introduction, body, conclusion.
The teacher should check that each student has an acceptable planner.

EXERCISE 4: Complete the graphic organizer

Students should note details and the meaning of those details.
Student should demonstrate organization that would translate to a rough draft: main idea about the topic, facts about the topic, citations, explanation of the details, and an ending.

EXERCISE 5: Rough draft

Addresses the prompt
Formatted properly for a 3-paragraph essay
Includes citations

EXERCISE 6: Peer-review

Students utilize the peer-review guide to provide feedback to a classmate
Students mark on their partner’s rough draft with colored pencils/highlighters
Students should be checking for elements from the organizational planners.

EXERCISE 7: Self-review and Editing

Students use the Informative Revision Checklist and Editing Checklist.
Students use the holistic rubric to improve their paper to an “exceeds” score.

EXERCISE 8: Final Draft

Students will use the included final draft paper writingin pencil or BLUE/BLACK ink.
Student writing should be clear and legible

6-TRAITSOF WRITING – PRIMARY RUBRIC – K-2

All Score Point 5

IDEAS
_____ Presents a fresh/original idea
_____ Topic is narrowed and focused
_____ Develops one clear, main idea
_____ Uses interesting, important details for support.
_____ Writer understands topic well / ORGANIZATION
_____ An original title is present (if requested)
_____ Transitions connect main ideas
_____ The opening attracts
_____ An effective ending is tried
_____ Easy to follow
_____ Important ideas stand out
VOICE
_____ Uses text to elicit a variety of emotions
_____ Takes some risks to say more than what is expected
_____ Point of view is evident
_____ Writes with a clear sense of audience
_____ Cares deeply about the topic / WORD CHOICE
_____ Everyday words used well
_____ Precise, accurate, fresh, original words
_____ Creates vivid images in a natural way
_____ Avoids repetition, clichés or vague language
_____ Attempts at figurative language
SENTENCE FLUENCY
_____ Consistently uses sentence variety
_____ Sentence structure is correct and creative
_____ Variety of sentence beginnings
_____ Natural rhythm, cadence and flow
_____ Sentences have texture which clarify the important idea / CONVENTIONS
_____ High frequency words are spelled correctly and very close on other words
_____ Capitals used for obvious proper nouns as well as sentence beginnings
_____ Basic punctuation is used correctly and/or creatively
_____ Indents consistently to show paragraphs
_____ Shows control over standard grammar

Holistic Rubric– Grades 3-12

SCORE POINT 6
Response is sophisticated and skillful in written communication, demonstrated by

exceptional 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.

oinsightful with no historical errors.
omakes original and specific connections using resources.
ouses background knowledge for all support content.
othesis is prompt-driven and fits seamlessly in opening paragraph.
orelies on a variety of the documents and includes outside resources, all of which are cited correctly / SCORE POINT 5
Response is excellent and skillful in written communication, demonstrated by

clarity, focus, and control in topic development and organization
a 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.

oaccurate, may contain only minor historical errors.
omakes obvious connections using relevant resources.
ouses background knowledge consistently.
oincludes clear thesis statement in the opening paragraph.
oappropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly / SCORE POINT 4
Response is appropriate and acceptable in written communication, demonstrated by

ideas 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.

oaccurate, may contain only minor historical errors.
omakes connections using some resources.
ouses background knowledge
othesis statement is clear.
ocites multiple documents correctly
SCORE POINT 3
Response is inadequate in written communication, demonstrated by

broad 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.

oHistorically accurate but overly general
oloosely makes connections to some resources.
ouses background knowledge/facts with some connections.
oincludes a thesis, though it is not very clear.
ocites multiple documents correctly / SCORE POINT 2
Response is poor in written communication, demonstrated by

overly 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.

oContains multiple historical errors
oloosely uses background knowledge/facts with no connections.
oincludes a general topic statement, but not a thesis
ouses more than one document correctly but relies on one document OR cites only one document / SCORE POINT 1
Response is inferior in written communication, demonstrated by

lack of purpose or ideas and sequencing.
organization 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.

ohas significant historical misinterpretation.
ono apparent thesis or topic statement.
CITATIONS are a pre-requisite for scoring.
Score: / FFB 1-2 / APR 3 / Meets 4 / EX 5-6

SCORING PROTOCOL – To the Teacher