6th Grade - Gateway 1

The instructional materials reviewed for Grade 6 meet the criteria for anchor texts being of publishable quality and worthy of especially careful reading and consider a range of student interests.

Texts encompass many text types such as poems, speeches, informational texts, personal narratives, and media such as newscasts, and online sources. Additionally, texts exhibit exceptional craft, rich vocabulary, and syntax, as well as provide useful content information. The materials allow teachers and students an adequate amount of time to spend working with complex texts that are engaging and consider a range of interests.

• In Unit 1, students read A Brief History of Wolves in the United States by Cornelia N. Hutt. This text builds content knowledge about North American wolves. It also addresses the causal relationship between humans and wolves. Students also read an excerpt of Jack London’s White Fang; this excerpt describes the role of wolf parents and describes the sensory experiences of wolf pups.

• Unit 2’s sole text is “Connecting the Dots.” Steve Jobs delivered this commencement speech at Stanford University on June 12, 2005. This text is used to help students learn to make evidence-based claims and encourages multiple readings as Jobs tells three anecdotal stories within the speech. This text is of high interest to Grade 6 students.

• In Unit 3, students read “Ancient Cave Behavior” by Emily Sohn. This informational article was published by Science News for Students and builds useful content knowledge about the behavior of the early people of South Africa’s southern coast. Students also read “Forgotten Cave in France Was Hiding Stone Age Art” which was originally published by The Associated Press and adapted by Newsela.com. The article provides students with information on the steps the French government took to create a life-size replica of Grotte Chavet preserving the original cave which contained prehistoric cave art.

• In Unit 4, students read “Poverty and Fracking” by John Harpole which was published by The Denver Post. This article is rich in content knowledge as it provides facts and statistics about the benefits of hydraulic fracking on energy costs. Students also read “Fracking Fury” by Janna Palliser which was published by Science Scope and provides many facts and statistics about the negative impact of hydraulic fracking on the environment.

The instructional materials reviewed for Grade 6 meet the criteria for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

The texts with provided Lexile levels range from 970L to 1200L; most texts fall within either the Current Lexile Band or the Stretch Lexile Band for grades 6-8. The texts are appropriate for Grade 6, according to quantitative analysis, qualitative analysis, and relationship to their associated student task. Some texts do exceed these bands, but the associated tasks are designed to make them accessible to sixth graders. The few texts that do not have Lexiles provided qualitatively meet the requirements for this grade level because they serve as introductory pieces for a unit, provide for the exploration of a subject via a variety of experiences, and allow for the comparison of fictional narrative with real-life accounts.

• In Unit 1, Part 3, Activity 1, students read an excerpt of White Fang by Jack London. The Lexile level is 1020L which falls on the high end of Common Core’s Stretch Lexile Band for Grades 6-8. Because this text is complex, the student task suggests that students listen to the first read of this text, and student groups are given shorter excerpts to read, analyze, and present to the class because of the “density of the description.” White Fang also contains figurative language with complex vocabulary and provides readers with multiple perspectives developing a complex theme. The tasks associated with this text makes it appropriate for Grade 6 students.
• In Unit 2, Part 1, Activity 3, students read the unit’s sole text, “Connecting the Dots.” Steve Jobs delivered this Commencement Speech at Stanford University on June 12, 2005. The Lexile level is 900. The Lexile level falls within the Current Lexile Band for Grades 6-8. The speech also has qualitative value because it provides students with the opportunity to analyze figurative language, complex vocabulary, complex sentence structure, and an intricate author’s purpose. The student task suggests that students listen to the speech and participate in a class discussion about their first impression. The tasks associated with this text make it appropriate for Grade 6 students.
• In Unit 3, Part 2, Activity 2, students read “Why Did Prehistoric People Make Cave Art?” by Adam Benton. The Lexile is 1100 which is on the high end of the Stretch Lexile Band for Grades 6-8. Although the text is complex, students should be able to comprehend this text because “the purpose of the article is implicit but fairly easy to infer.” The textual structure of the article includes complex graphics and text features. The article also includes subject-specific vocabulary with complex sentences. The tasks associated with this text make it appropriate for Grade 6 students.
• In Unit 4, Part 2, Activity 5, students read “Fracking and Poverty” by John Harpole. This text’s Lexile level is 1090 which falls above the Current Lexile Band but within the Stretch Lexile Band for grades 6-8 and “should be accessible to most sixth grade students.” This piece has qualitative value because it provides students with the opportunity to analyze rhetoric via easy-to-read anecdotes; students also have the opportunity to identify claims and supporting evidence while providing them with rich, grade-appropriate vocabulary. The tasks associated with this texts make it appropriate for Grade 6 students.

The instructional materials reviewed for Grade 6 meet the criteria for materials supporting students’ increasing literacy skills over the course of the school year.

Series of texts are at a variety of complexity levels appropriate for the grade band. Skills build on one another, as well as the complexity of the texts to support the thinking and literacy skills. In the units with the text sets, there is a full range of the Lexile stretch band providing opportunities to challenge students by giving them complex texts but also by providing more reachable texts as they are working on analysis and synthesis skills.

Each unit has questioning path tools and a toolbox of graphic organizers that allow students to record thoughts for discussion and build student understanding. Students focus on attending to literacy skills that include attending to details, deciphering words, comprehending syntax, interpreting language, identifying relationships, making inferences, summarizing, questioning, recognizing perspective, evaluating information, delineating argumentation, forming claims, using evidence, using logic, using language, presenting details, organizing ideas, using conventions, publishing, and reflecting critically.

As the year progresses, questions and tasks build literacy skills and student independence:

• In Unit 1, students read closely for textual details. Students read nine texts and draft a multi-paragraph explanation to show their understanding of the texts they have read.
• In Unit 2, students begin making evidence based claims.
• In Unit 3, students research to deepen their understanding of a topic.
• At the end of the year, in Unit 4, students are building evidence-based arguments using the skills from each of the previous units to evaluate and write an evidence-based argument.

The instructional materials reviewed for Grade 6 meet the criteria that anchor texts and series of texts connected to them are accompanied by a text complexity analysis and rationale for purpose and placement in the grade level.

While not all texts have a text complexity analysis, most texts include instructional notes and text notes. There is clear rationale for the purpose and placement of the texts chosen. The instructional notes include a recommendation on how students should read the text (silently and independently, listen to text, read aloud, etc.) and the language in the text. In the teacher’s edition, the curriculum explains the purpose and value of the texts in the Text Notes provided for teachers. For example, some texts are chosen for their value in reinforcing literary techniques while others were chosen as appropriate introductions to a particular time period or topic. All texts were chosen because they were appropriate for sixth-grade students while still allowing some flexibility for a variety of reading levels. Quantitative and qualitative measures are discussed in the text notes section.

Examples of instructional and text notes found in Grade 6 materials include the following:

• Unit 1, Text 6, White Fang-The Battle of the Fangs Instructional Notes: This is a work of fiction rather than an informational text. Students can first read the text silently and independently or listen to it read aloud, because of the richness of the language and imagery in Text 6. Students must be provided with minimal context but should be told that the text is a story - a work of fiction. Text Notes: “The passage offers a challenging reading experience for students because of its descriptive language, but measures at a level (1020L) in the middle of the Grades 6-8 text band."
• Unit 2, Steve Job’s Commencement Speech at Stanford University Instructional Notes: Text Notes: “The text presents a number of qualitative characteristics that also make it a complex and challenging read. Jobs uses an essentially narrative structure for much of the speech, wherein he tells the graduates,’three stories’ from his life. However he uses the stories metaphorically to suggest various ideas he wants his listeners (readers) to contemplate. The speech deals with the abstract and perhaps disturbing concept of death and its relationship to how one lives life, providing an intellectual challenge for students.”
• Unit 3, Text 2, "Forgotten Cave in France was Hiding Stone Age Art" Instructional Notes: Text Notes: “Use Texts 2 and 3 to help students build some general background knowledge about the topic and practice posing Inquiry Questions. Students will gain important background knowledge about The Chauvet cave in particular and about cave art in general. This may lead them to wonder who could have created the art and why.”
• Unit 4, Text set 1: Instructional Notes: Teachers can scaffold their reading by providing a reading purpose, background information about the text, and one or two initial Guiding Questions to initiate the multistage close-reading process. Text Notes Text. 1.2 "The Story of Energy-Where Does Our Power Come From?": "This video details the process for creating energy from renewable and nonrenewable resources and provides excellent imagery to make connections between one’s individual energy uses and the larger world of energy production. The animation, also, however, shifts from information to argument because it advocates for renewable energy sources at its end."

The materials reviewed for Grade 6 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a broad range of text types and disciplines as well as a volume of reading to achieve grade level reading proficiency.

The instructional materials reviewed for Grade 6 meet the criteria that anchor and supporting texts provide opportunities for students to engage in a range and volume of reading to achieve grade level reading proficiency. Students encounter a variety of texts including images, videos, informational texts, fictional narratives, scientific studies, and commencement speeches. Most texts are accompanied by a Questioning Path Tool which provides both text-dependent and text-specific questions that guide them into a deeper reading of the text. Finally, each unit provides various student checklists and teacher rubrics that can be used to monitor progress throughout the year.

Instructional materials clearly identify opportunities and supports for students to engage in reading a variety of text types and disciplines and also to experience a volume of reading as they grow toward reading independence at grade level. Evidence is as follows:

• Unit 1 is based on numerous non-fiction texts related to wolves. In Unit 1, Part 2, Activity 2, students read “All About Wolves: Hunting Behavior." The curriculum provides support for this reading via the Questioning Path Tool. This tool provides four levels of both text-dependent and text-specific questioning which include questioning, analyzing, deepening, and extending.
• In Unit 2, Part 1, Activity 3, students listen as the teacher reads aloud paragraphs 1-9 of Steve Job’s “Connecting the Dots.” They then engage in a discussion about their first impressions of what his speech is about. Students are then introduced to the text-specific questions from the Questioning Path Tool. This tool provides four levels of both text-dependent and text-specific questioning which include questioning, analyzing, deepening, and extending.
• In Unit 3, Part 1, Activity 2, students read “Forgotten Cave in France Was Hiding Stone Age Art” published by www.newsela.com. When using articles on www.newsela.com, the teacher may differentiate texts by assigning each student the same titled article but on different Lexile levels. Students also read another article from www.newselas.com entitled, “Ancient Humans Art is Older Than We Thought.” Students use both articles to gather background information on Cave Art and pose Inquiry Questions. Teachers are provided with sample text-dependent questions “to drive initial close reading...and discussion.”
• In Unit 4, Part 1, Activity 3, students watch the animated video, “What’s behind the Natural Gas Boom?” The curriculum provides support for the analysis of this video via the Questioning Path Tool. This tool provides both text-dependent and text-specific questions in the levels analyzing and deepening.

The instructional materials reviewed for Grade 6 meet the criteria that most questions, tasks, and assignments are text dependent/specific, requiring students to engage with the text directly (drawing on textual evidence to support both what is explicit as well as valid inferences from the text).

The Grade 6 units include questions and tasks that focus on gathering evidence, knowledge, and insight from what students read. Questions and tasks delve systemically into texts to guide students toward extracting the key meanings or ideas found there. Coherent sequences of text dependent/specific questions and activities are present to ensure text focus and increased reading, listening, speaking, and writing skills.

The program includes a Literacy Tool Box that is a collection of adoptable resources designed to increase literacy skills. The toolbox includes handouts, graphic organizers, checklists, and rubrics which are used throughout the program. These instructional materials support scaffolding, include activities that encourage responses that require text evidence, and can be used in many different contexts.

Text-dependent questions and tasks that students encounter in the Grade 6 materials include, but are not limited to:

• In Unit 1, Part 1, Activity 2, students are prompted to attend to the details of a set of visual images found in a text to answer questions including the following: “What details stand out to me as I examine this image? How do specific details help me understand what is being depicted in the image? What do the details of the two artistic works in Image Set 4 suggest about how artists see and depict wolves? What connections or comparisons do I notice among the nine images of wolves?”
• In Unit 2, Part 2, Activity 2, students listen to a teacher read-aloud of the “Stanford University Commencement Address” by Steve Jobs and respond to text dependent questions including the following: “What seems to be the author’s point of view? What claims do I find in the text? Why might Jobs claim that getting fired from Apple was the best thing that could have happened to me?”
• In Unit 3, Part 3, Activity 1, students are asked to read closely Ancient Cave Behavior by Emily Sohn, “Neanderthals: The Oldest Cave Painters” and Interview by Ira Flatow, and “Stone Age Jottings” by Kate Ravilious. They answer text-dependent/-specific questions including: “What details from the text help you understand more about cave art? What evidence supports the claim that some caves may have been used as sites for prehistoric art schools? According to the graphic, what does the repetition of specific symbols suggest about ancient people?”
• In Unit 4, Part 2, Activity 4, students are asked to read closely Poverty and Fracking by John Harpole in order to increase comprehension and delineate the argument by responding to text-dependent questions including: “What evidence supports the claims in the text and what is left uncertain or unsupported? What is Harpole’s position on hydraulic fracturing? What evidence does this text provide that builds my understanding of the issue of energy and fracking policy in the United States?”

The instructional materials reviewed for Grade 6 meet the criteria for containing sets of high-quality sequences of text-dependent/-specific questions and activities that build to a culminating task designed to help students synthesize and apply their learning from the unit in an engaging and authentic way.

Questioning Path Tools are provided for many texts and provide both text-dependent and text-specific questions to help students analyze the texts. Each unit also has a Literacy Toolbox with student materials to help guide the students through each task and build to the culminating task. Tasks are developed using the writing process and are rich, scaffolded, and provide opportunities for students to demonstrate what they know and are able to do using reading, speaking, and writing.

The culminating writing tasks for Unit 1 ask students to analyze three related texts, then write several paragraphs about their analysis. Next, students lead a discussion about the three texts. To prepare for this final task, students work through these texts using the Questioning Path Tool and analyze each text by responding to text-dependent/-specific questions. These questions help students deepen their understanding of the text. Examples of this include:

• In Unit 1, Part 4, Activity 3, the Questioning Path Tool for “We Didn’t Domesticate Dogs, They Domesticated Us,” asks students to answer the question, “In the first four paragraphs, what evidence do the authors present for their claim that the 'common assumption' about how wolves evolved into dogs 'doesn’t really make sense'?”
• In Unit 2, students are asked to write an Evidence-Based Claim essay as a culminating task. The activities throughout the unit build on each other and help prepare students for the end task. There are five parts to this unit, each building on evidence-based claims and ending with the development of evidence-based writing. Each part uses Questioning Path Tools to help students analyze the text, identify claims within the text, and eventually create claims of their own. For example, in Unit 2, Part 1, Activity 2, students independently read paragraphs 1-8 of Job’s “Connecting the Dots” and answer questions such as “How might I summarize the main ideas of the text and the key supporting details?” and “What were the reasons why Steve Jobs 'decided to drop out' of college? Why was doing so 'one of the best decisions I ever made'?”
• Unit 3 is devoted to research. Students create a Research Portfolio and develop a reflective research narrative using information from their portfolios as a culminating task. After choosing a research topic, students then conduct the research process, developing a research portfolio, which will then be used to write the research perspective. Throughout the unit, teachers are provided Text Notes to help guide students as they analyze the common texts that will be used as sources. For example, in Unit 3, Part 2, Activity 2, the Text Notes for Text 6.2, “Hands across Time,” provides text-specific questions such as “What was the process used to create the earliest examples of stenciled hands?” and “Mary Reina admires prehistoric artists for their 'courage, imagination and artistry.' Which details from the text lead her to this conclusion?”
• In Unit 4, the culminating task is writing an evidence-based argument. The entire unit focuses on argument beginning with issues, analyzing arguments, taking a position, organizing an argument, and finally writing their argumentative essays. Throughout the unit, Questioning Path Tools are provided to help guide students analyze the common texts that will be used as sources for their evidence-based argumentative essays. For example, in Unit 4, Part 1, Activity 2, the Questioning Path Tool for “The Story of Energy” provides text-specific questions such as “What reasons does the narrator give for focusing on gas use in the video? How do these reasons relate to US energy use and production? What claims does the video make about the need for renewable sources of energy? What evidence supports these claims?”

The instructional materials reviewed for Grade 6 meet the criteria for materials providing frequent opportunities and protocols for evidence-based discussions (small groups, peer-to-peer, whole class) that encourage the modeling and use of academic vocabulary and syntax.

Materials provide protocols for evidence-based discussions. Students are provided with multiple opportunities to work with partners, small groups, and when appropriate, large groups, to practice application of academic vocabulary and syntax and to build communication and presentation skills.Evidence of protocols include:

• In Unit 1, Part 1, Activity 2, students examine the image(s) in small groups. They use the Guiding Questions Handout from the Literacy Toolbox to help with the task of answering questions such as “What details stand out to me as I examine this image? What do I think this image is mainly about? How do specific details help me understand what is being depicted in the image?”
• In Unit 2, Part 1, Activity 3, students participate in a close read of an excerpt of the text, “Steve Jobs’ Commencement Speech at Stanford University.” Students participate in a whole class discussion and answer the question, “What in the text makes you reach your observation or conclusion? Point to the specific words or sentences.”
• In Unit 3, Part 1, Activity 2, students begin the research process by exploring a topic. Students work in reading teams in which they read sections of the website. They use a Guiding Questions Handout from the Literacy Toolbox that helps them answer text-dependent questions to guide their close reading. After students summarize, they share with the class what other information they may want to know about the topic, Cave Art.
• In Unit 3, Part 3, Activity 3, students develop evidence-based claims and, as a class, discuss the information gathered. Class discussions are designed to deepen students’ understanding of their claims. Students are given a Student Academic Habits Checklist to assist in developing good discussion habits such as collaborating, communicating clearly, and listening.
• In Unit 4, Part 1, Activity 2, students read, analyze, and discuss “How Much Energy Does the US Use?” by Alexis Madrigal, “The Story of Energy-Where Does Our Power Come From?” by Life Squared, and “History of Energy Use in the US” by Hobart King. Students are placed in expert groups and read one of the three texts. Students jigsaw into cross-text discussion groups to share and discuss to compare what they have learned from the text.
• In Unit 4, Part 5, Activity 1, students work on developing skills to write collaboratively and are encouraged to hold informal text-centered check-in discussions with a peer or teacher.

The materials reviewed for Grade 6 meet the criteria for materials supporting students’ listening and speaking about what they are reading and researching (including presentation opportunities) with relevant follow-up questions and supports.

Grade 6 materials support students’ practice and application of their speaking and listening skills in concert with their practice in reading for understanding. Students are provided multiple opportunities to work with partners, small groups, and when appropriate, large groups to practice sharing information they have summarized and synthesized and present research they have individually and/or in groups conducted. Students work through various tasks throughout units using provided graphic organizers from the Literacy Toolbox as well as using collaboration and discussions to assist students in refining their work. Appropriate scaffolds help guide students through activities in the units, leading to and supporting the culminating tasks. Speaking and listening work is embedded across the year's instruction to support students increasing skills. Examples include:

• In Unit 1, Part 3, Activity 1, students use notes from the previously read texts to discuss how the author’s use of language reflects his or her perspective on the subject. They present evidence from the texts to support their assertions and to connect their comments to the ideas that others have shared. In the text-centered discussion, students are asked to take notes capturing what peers say (listening skills), how their ideas are changing, or what connections and differences they note between texts.
• In Unit 1, Part 5, Activity 3, students work in small groups and each student takes turns leading a discussion. Each student in the group is an “expert” on a different book. Students give a summary with evidence and then present a question to the group and lead a discussion about it. After discussing, students reflect on their use of “Discussion Habits” in their final discussion.
• In Unit 2, Part 1, Activity 3, students listen to “Stanford University Commencement Address” by Steve Jobs. As students listen to the speech, they identify the “key details of the speaker’s life.” Next students discuss what they observe the story is about by using specific points from the text. Students are placed into discussion groups as they answer the following questions from the Questioning Path Tool:
  • "At the end of paragraph 4, we learn that Steve Job’s mother 'refused to sign the adoption papers.' Why did she do this, and why did she 'relent' a few months later?
  • What were the reasons why Steve Jobs 'decide to drop out' of college? Why was doing so 'one of the best decisions I ever made?'
  • What are the 'dots' that Steve Jobs connected between his post college experiences and his designing of the first Mac computer?
  • What do you think Steve Jobs means when he says 'you can’t connect the dots looking forward; you can only connect them looking backwards?' What evidence does he use to support this claim?"
• In Unit 3, Part 3, Activity 3, students develop evidence-based claims and as a class discuss information gathered. Class discussion is designed to deepen students’ understanding of their claims. Students are given a “Student Academic Habits Checklist” to assist in developing good discussion habits such as collaborating, communicating clearly, and listening.
• In Unit 3, Part 5, Activity 2, students use the model given to articulate and share their text-based responses and constructive reviewer claims as if their review partner (or the teacher) has written the model narrative. Students will then be asked to volunteer to present their responses to the whole class, and discuss how the responses are (or are not) specific, constructive, and text-based.
• In Unit 4, Activity 1, students analyze a set of political cartoons that are related to the unit’s main issue. They have a class discussion on what the authors’ positions are on the issues in various cartoons. The students look for details in the cartoons to support their thinking and discuss the evidence they find.

The materials reviewed for Grade 6 meet the criteria for materials including a mix of on-demand and process writing (e.g., multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

Materials include a mix of both on-demand and process writing that covers a year’s worth of instruction and includes encouraging the building of knowledge about a topic. Many opportunities for students to revise and/or edit are found. There are digital resources, short and longer writing tasks as well as culminating projects supported and connected to texts and/or text sets. Writing tasks and projects are aligned to Grade 6 Common Core Standards.

Examples of on-demand writing tasks include, but are not limited to:

• In Unit 1, Part 1, Activity 4, students view Two Wolves by David Owens. After viewing the video several times, students create a two column chart (what was important in the video in the first column and why was it important in the second column). Then students use the two column chart to “write a few sentences explaining something they have learned from the video.”
• In Unit 1, Part 2, Activity 5, students write a short paragraph explaining their analysis of the text, "All About Wolves," by John Vucetich and Rolf Peterson, and reference or list textual details. In Unit 1, Part 4, Activity 5, students continue the process by using their analysis to independently write a text-based explanation of one of the texts read previously in the unit.
• In Unit 3, Part 1, Activity 4, students compile a research portfolio of sources on a class-selected topic. In Unit 3, Part 5, Activity 2, students will use their portfolios to write a two-page reflective narrative that tells a story about the search, how they came to their perspective on the topic, and describe their experience of inquiry and conducting research. An extension activity is suggested in presentation of this information to the class.
• In Unit 4, Part 2, Activity 7, students use their notes from one of the texts that they read for this unit to write paragraphs analyzing one of the arguments. The analysis must include the following:
  • State the author’s position
  • Identify the elements of the argument
  • Make an evidence-based claim about how the author’s perspective shapes the position and argumentation
  • Use evidence from the text to support analysis

Examples of process writing tasks include, but are not limited to:

• In Unit 2, Part 4, Activity 3, students work in pairs to write a draft Evidence-Based Claim. This draft will “focus on less formal, more fluent writing, trying first to get their ideas out on paper so that they and others can examine them.”
• In Unit 2, Part 5, Activity 4, students draft an evidence-based essay that supports a claim. In Activity 5, students collaborate to revise before presenting final essays in Activity 6.
• In Unit 2, Part 4, Activity 7, students independently complete an “Organizing Evidence-Based Claim Tool” for the claim they have formed in Activity 5 and draft a one to two paragraph evidence-based claim from the text, “Steve Job’s Stanford Commencement Speech.” In Activity 8, students use the collaborative review process and revise one aspect of their draft evidence-based claims paragraph.
• In Unit 4, Part 5, Activities 1-5, students write an evidence-based argument essay as a culminating task for the unit. This is a multi-step process where students make an outline and use some of the graphic organizers found in the Literacy Toolbox to complete their draft. Students revise their drafts collaboratively and present their final copy to the class.
• In Unit 4, Part 5, students engage in a collaborative, question-based process to develop and strengthen their argumentative essays. Students work with their teachers and peers to draft, revise, and publish their own argumentative essay on “Fracking.”

The materials reviewed for Grade 6 meet the criteria for materials including frequent opportunities for evidence-based writing to support careful analyses, well-defended claims, and clear information appropriate for the grade level.

Materials provide frequent opportunities across the school year for students to learn, practice, and apply writing using evidence. Writing opportunities are focused around students’ analyses and claims developed from reading closely and working with texts and sources to provide supporting evidence.

• In Unit 1, Part 2, Activity 5, students write a short analysis paragraph that states and explains their analysis of an excerpt from “All About Wolves,” by John Vucetich and Rolf Peterson.students write a short paragraph explaining their analysis of the text and list supporting textural details. The design of the unit offers scaffolds and builds to the students attaining the writing skills. In Unit 1, Part 4, Activity 4, students use their analysis to independently write a text-based explanations of one of the the other texts in the unit.
• In Unit 2, Part 4, Activity 7, students independently complete an Organizing Evidence-Based Claim Tool for the claim they have formed in Activity 5, and draft a one to two paragraph evidence-based claim.
• In Unit 3, Part 5, Activity 2, students draft their own reflective research narratives, working from the draft narrative and statement of their perspectives they have developed previously, using evidence from their tools, and incorporating claims they have developed in response to inquiry questions.
• In Unit 4, Part 2, Activity 7, students read arguments about “Fracking” and write paragraphs analyzing one of the arguments that they have read by:
  • Stating the author’s purpose
  • Identifying the elements of the argument
  • Making an evidence-based claim about how the author’s perspective shapes the position and argumentation
  • Using evidence from the text to support the analysis
• In Unit 4, Part 5, Activities 1-5, students work with their teachers and peers to draft, revise, and publish their own argumentative essay on “Fracking.” In this argumentative essay, students state a claim and use evidence from texts to support their position.