Nonfiction Picture Books, Day 7

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will 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.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will 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.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will continue story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 6

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will 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.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will 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.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Students will finish researching their chosen topics.
2. Students will take notes on their chosen topics.
3. Students will begin story mapping their books.

Resources:

• Book Ideas
• Picture Book Tips
• Story Map 1
• Story Map 2
• Story Map 3
• Scoring Guide

Nonfiction Picture Books, Day 5

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will 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.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will 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.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will continue researching their chosen topics.
3. Students will take notes on their chosen topics.

Resources:

• Scoring Guide

Nonfiction Picture Books, Day 4

Objectives:

1. Students will conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
2. Students will 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.
3. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  
4. Students will introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension.
5. Students will engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
6. Students will develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
7. Students will use appropriate and varied transitions to convey sequence, signal shifts from one time frame or setting to another,and  create cohesion and clarify the relationships among ideas and concepts.
8. Students will use precise language and domain specific vocabulary to inform about or explain the topic.
9. Students will use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
10. Students will provide a conclusion that follows form and reflects on the narrated experiences or events.
11. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12. Students will 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.

Essential Skills: 

1. Students will produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
2. Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  

I Can Statements:

• I can use multiple strategies to organize information.
• I can use charts, pictures, headings, etc. to organize information.
• I can support the topic with facts, details, quotes and/or examples.
• I can develop a point of view.
• I can use transitions to show relationships.

IPI: Level 4/5
Bloom's: Level 3/4

Task List:

1. Bell Work: Students will practice completing analogies using synonyms and antonyms.
2. Students will begin researching their chosen topics.
3. Students will take notes on their chosen topics.

Resources:

• Scoring Guide

Argument Essay, Day 1

Objectives:

1. Students will write arguments to support claims with clear reasons and relevant evidence.
2. Students will introduce claim(s)*, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
5. Students will establish and maintain a formal style.
6. Students will provide a concluding statement or section that follows from and supports the argument presented.

Essential Skill: 

1. Students will be able to write an argumentative essay. 

I Can Statements:

• I can identify participials and participial phrases in a sentence.
• I can record and organize relevant information.
• I can write a thesis statement.

IPI: Level 3/4
Bloom's: Level 3

Task List:

1. Students will identify participial phrases on a teacher provided worksheet.
2. Students will choose two topics from the list below and write a thesis statement for each one.
3. Students will then choose one of the two topics they wrote a thesis statement for to research and write their argumentative essay about.
4. Students will begin working on research for their argumentative essay.

Resources:

• Richard III
• Focus Question: Is Richard's reputation deserved, or should historians 'rewrite the books' when it comes to his reign?
• Source 1
• Source 2
• Source 3

• Immigration
• Focus Question: Is President Obama's immigration reform plans beneficial for our country or not?
• Source 1
• Source 2
• Source 3

• Banned Books in Schools
• Focus Question: Should schools ban students from reading certain books?
• Source 1
• Source 2
• Source 3

• Giraffe Project
• Focus Question: Who would you nominate for this award? Why?
• Source 1
• Source 2
• Source 3 - packet (see teacher)

Winter Research Unit, Day 6

Objectives:

1. Students will use technology to publish writing.
2. Students will use technology to collaborate with one another on their project.
3. Students will present a multimedia presentation to the class.
4. Students will create a bibliography (works cited) page for their presentation.

Essential Skills: 

1. Students will be able to use the information gathered during research to organize a powerpoint presentation.
2. Students will be able to use technology to collaboratively publish writing.
3. Students will record source information using MLA format.

I Can Statements:

• I can use technology to publish writing.
• I can show relationships between information and ideas.
• I can use technology to collaborate with peers.
• I can cite sources and produce a bibliography.

IPI: Level 6
Bloom's: Level 4

Task List:

1. We will review MLA citations for websites together as a class.
2. Students will work on preparing their winter holiday presentations. Note: Students must present using either prezi or Google presentations.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Holiday Research Unit, Day 4

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will be able to record source information using MLA format.
6. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will record source information using MLA format.
4. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 4
Bloom's: Level 4

Task List:

1. Bell work: Students will take a quiz on inapproriate shifts in verb tenses.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Holiday Research Unit, Day 3

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will be able to record source information using MLA format.
6. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will record source information using MLA format.
4. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 4
Bloom's: Level 4

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Winter Holiday Research Unit, Day 2

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 4
Bloom's: Level 4

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Teacher Resources

• Procedures
  

Winter Holiday Research Unit, Day 1

Objectives:

1. Students will be able to recognize and correct inappropriate shift in verb tense.
2. Students will conduct research.
3. Students will record and organize information.
4. Students will be able to write an unbiased summary of a text.
5. Students will present a multimedia presentation to the class.

Essential Skills: 

1. Students will be able to conduct research.
2. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
3. Students will be able to use the information gathered during research to organize a powerpoint presentation.

I Can Statements:

• I can recognize and correct inappropriate shift in verb tense.
• I can conduct research.
• I can record and organize notes.
• I can write an unbiased summary.

IPI: Level 3
Bloom's: Level 2

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes on plagiarism.
3. As a class we will review MLA handout.
4. Students will choose a research topic (a winter holiday from around the world).
5. Students will begin conducting research.

Resources:

• MLA
• Graphic Organizer
• Winter Holiday Project
• Rubric

Mini Research Activity, Day 3

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
3. Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources. 
4. Time permitting, students will take notes on plagiarism.

Mini Research Activity, Day 2

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will continue researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
3. Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources. 

Mini Research Activity, Day 1

Objectives:

1. Students will be able to determine a central idea.
2. Students will be able to explain how a central idea develops.
3. Students will be able to write an unbiased summary of a text.
4. Students will be able to summarize a group discussion.
5. Students will be able to recognize and correct inappropriate shift in verb tense.

Essential Skills: 

1. Students will be able to identify and record the central idea and supporting details for a text selection in an acceptable note-taking format.
2. Students will be able to summarize a text.

I Can Statements:

• I can identify the central idea of a text.
• I can explain how the central idea develops (is supported).
• I can write an unbiased summary.
• I can recognize and correct inappropriate shift in verb tense.

IPI: Level 4
Bloom's: Level 3

Task List:

1. Bell work: Students will correct several sentences on the board containing inappropriate shifts in verb tense.
2. Students will take notes as we review techniques for online searches using search engines.
3. Students will choose a research topic from the teacher provided list.
4. Students will  begin researching their chosen topic. Note: Students will need 1 newspaper article and two additional sources.
5. Students will complete the “Qualities of Newspaper Articles” worksheet for the newspaper article and then use any of the graphic organizers introduced to them to take notes on the other 2 sources. 

Argument Essay, Research Day 3

No late comic books will be accepted after Monday, December 3rd!!!

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will define the terms: verbal, gerund, and infinitive. Students will also complete example sentences on the board by filling in the blank with an appropriate gerund or infinitive.
2. Students will continue researching their chosen/assigned topics.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics

Rubric:

• Argumentative Essay -Student Version

Argument Essay, Research Day 2

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skills: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will indentify the gerund phrases and infinitive phrases in example sentences on the board.
2. We will examine good/bad thesis statement examples together as a class and discuss the differences.
3. Students will record their topic, position, arguments, and counter-argument in preparation for composing their thesis statements tomorrow. Note: This worksheet will be due at the end of class today.
4. Students will continue researching their chosen/assigned topics.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics
• Thesis Template
• Thesis Examples

Rubric:

• Argumentative Essay -Student Version

Argument Essay, Research Day 1

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to conduct short research projects to answer a question.
5. Students will be able to gather relevant information from multiple print and digital sources.
6. Students will be able to use verbs to demonstrate command of the conventions of English grammar when writing or speaking.

Essential Skill: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.
• I can identify verbals (gerunds and infinitives) in example sentences.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will record definitions for the terms verbal, gerund, and infinitive. 
2. Students will indentify the gerunds and infinitives in example sentences on the board.
3. Teacher will review the daily calendar with students and review why the schedule cannot shift. Note: There will not be an opportunity for students to turn this paper in late due to the tight schedule between now and Christmas break!
4. Students will continue researching their chosen/assigned topics.
5. Students will record their topic, position, arguments, and counter-argument in preparation for composing their thesis statements tomorrow. Note: This worksheet will be due at the end of class on Thursday.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics
• Thesis Template

Rubric:

• Argumentative Essay -Student Version

Argument Paper - Topic Selection

Objectives:

1. Students will be able to write arguments to support claims with clear reasons and relevant evidence.
2. Students will be able to introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically.
3. Students will be able to support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
4. Students will be able to develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
5. Students will be able to conduct short research projects to answer a question
6. Students will be able to gather relevant information from multiple print and digital sources.

Essential Skill: 

1. Students will be able to compose an essay incorporating a thesis statement, transitions, and supporting evidence/details.
2. Students will be able to write arguments to support claims with clear reasons and relevant evidence.

I Can Statements:

• I can use several sources to answer a question.
• I can find information from digital sources.
• I can cite sources.
• I can paraphrase information.

IPI: Level 4
Bloom's: Level 2

Task List:

1. Students will be given their topic choices. Students will be required to make a select a topic from the list given. Note: Students will only be allowed to repeat the same topic and position as another student in the same class with teacher approval. 
2. Teacher will review the daily calendar with students and review why the schedule cannot shift. Note: There will not be an opportunity for students to turn this paper in late due to the tight schedule between now and Christmas break!
3. Students may begin researching their chosen/assigned topics. Students will receive a handout to record their sources.

Resources:

• Class Calendar
• Source Sheet
• Argument Paper Topics

Rubric:

• Argumentative Essay -Student Version