These guides can be used as part of an anticipatory set to …
These guides can be used as part of an anticipatory set to introduce persuasive writing and transition into claim evidence reasoning paragraphs. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education.
Students analyze their own nutrition and then complete a project where they …
Students analyze their own nutrition and then complete a project where they develop a research question, collect data in the field about students' nutrition, and analyze their data. Students use their research on nutritional requirements and student data to recommend changes in the school to improve student nutrition. Student teams identify and summarize their persuasive arguments with the data they have gathered. They present their findings to the appropriate audience with decision-making authority.
This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.
This Learning Plan was created by Tessie Boudreau as part of the …
This Learning Plan was created by Tessie Boudreau as part of the 2020 NDE OER Project. The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will understand the components of a book review and real life application. Students will draft and publish their own book review using persuasive writing techniques. This Remote Learning Plan addresses the following NDE Standard: NE LA It is expected that this Unit Plan will take students 1-2 weeks to complete.
9-10.W.3.1 Write arguments in a variety of forms that – ● Introduce …
9-10.W.3.1 Write arguments in a variety of forms that – ● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. ● Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
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