One World Education-LDC Module: Deforestation in the Amazon
Information Sheet for Argumentation Module
Module title:
Deforestation i n the Amazon
Module
description
(overview):
Template task
(include
nu mber, type,
level):
Teachi ng task:
Grade(s)/Level:
Stude nts w ill be i ntroduced to the practice of deforestation i n the Amazon region. After reading, reflecting, and
e ngagi ng in dialogue analyzing the cause and effect relations hips of deforestation, stude nts will craft a persuasive
essay convincing others of the dangers of Amazonian deforestation.
Task 8: Argume ntation [ I nsert question] After reading ________ (literature or informational texts) on ________
(conte nt), write a/an________ (essay or substitute) that ide ntifies a problem________ (conte nt) and argues for a
solution ________ (conte nt). Support your position w ith evide nce from the text(s).
L2 Be sure to examine competing views.
Task 8: Argume ntation [Why is protecting the rai nforest so important?] After reading the Stude nt Reflection and other
articles on deforestation, write an argume ntative essay that ide ntifies the problem of damaging practices and argues
for a solution to deforestation. Support your position w ith evide nce from the text(s).
L2 Be sure to examine competing views.
th
th
th
6 ,7 ,8
Discipline:
Englis h Language Arts, Social Studies
Course:
Author(s):
One World Education
Contact
i nformation:
w w w .one worldeducation.org
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Section 1: What Task?
TEACHING TASK
Task 8: Argume ntation [Why is protecting the rai nforest so important?] After reading the Stude nt Reflection and other
Teachi ng
articles on deforestation, write an argume ntative essay that ide ntifies the problem of damaging practices and argues
Task
for a solution to deforestation. Support your position w ith evide nce from the text(s).
L2 Be sure to examine competing views.
Deforestation is occurring at a rapid speed across the Amazon, the world’s largest rainforest. Every day, plants and
Backgrou nd
animals are becoming extinct from this practice. Indige nous tribes are losing their homes and the ir livelihoods. Many
to s hare
people do not realize that their consumer practices e nable deforestation to continue.
w ith
stude nts:
Reading
Emma’s One World Reflection-Deforestation i n the Amazon: http://w w w.one worldeducation.org/deforestation-amazon
texts:
Rainforest Alliance (I nformation on gree n living): http://w w w.rainforest-alliance.org/gree n-living
Forest Stewards hip Cou ncil (List of certified products): http://w w w.fsc.org/be-part-of-solution. html
Amazon Watch (Ne ws about indige nous groups and conservation): http://amazon watch.org/
National Geograp hic Rainforest Threat Page:
http://e nvironme nt.nationalgeographic.com/e nvironme nt/habitats/rainforest-threats/
National Geograp hic Deforestation Page: http://e nvironme nt.nationalgeographic.com/e nvironme nt/globalwarming/deforestation-overvie w.html
Defi nition of Clear Cutting: http://e n.w ikipedia.org/wiki/Clear_cutting
Defi nition of Deforestation: http://e n.w ikipedia.org/w iki/Deforestation
Extension
(optional):
Provide stude nts with access to the Rainforest Alliance’s website. Stude nts can research ways to support rainforest
sustainability in their everyday lives - includi ng purchasi ng certified products that are produced i n sustainable ways.
Stude nts can promote such products and lifestyle choices to their peers in various forms (i ntercom/special
an nou nceme nts, posters/fliers, “ne ws confere nce” for grade level, etc).
COMMON CORE STATE STANDARDS
REA DING S T ANDARDS FO R AR GU M ENTA T I ON
“Built-in” Rea ding Stand ards
“When Ap pr o priate ” Rea ding Stand ar ds (a p plic a ble in
bl a ck )
1- Read closely to determi ne w hat the text says explicitly and to
3- Analyze how and w hy individuals, eve nts, and ideas develop
make logical infere nces from it; cite specific textual evide nce
and interact over the course of a text.
w he n writing or speaking to support conclusion s draw n from the
text.
2- Determine ce ntral ideas or themes of a text and analyze their
developme nt; summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific
se nte nces, paragraphs, and larger portions of the text (e.g.,
section, chapter, sce ne, or stanza) relate to each other and the
w hole.
4- I nterpret words and phrases as they are used i n a text,
6- Assess how point of view or purpose s hapes the conte nt and
LDC Argumentatio n Module Template |
© Literacy Desig n Collaborative, September 2011
2
i ncluding determini ng tech nical, con notative, and figurative
meani ngs, and analyze how specific word choices s hape meani ng
or tone.
style of a text.
10- Read and comprehe nd complex literary and informational
texts indepe nde ntly and proficie ntly.
7- I ntegrate and evaluate conte nt prese nted in diverse formats
and media, including visually and quantitatively, as well as i n
words.
8- Delineate and evaluate the argume nt and specific claims in a
text, including the validity of the reasoni ng as well as the
relevance and sufficie ncy of the evide nce.
9- Analyze how two or more texts address similar themes or topics
i n order to build knowledge or to compare the approaches the
authors take.
WR I T I NG S T ANDARDS FO R AR GUM ENTA T I O N
“Built-in” Writing Stand ards
“When Ap pr o priate ” Writing Stand ards ( a p plic a ble in
bl a ck )
1- Write argume nts to support claims in an analysis of substantive
2- Write informative/explanatory texts to examine and convey
topics or texts, usi ng valid reasoni ng and relevant and sufficie nt
complex ideas and information clearly and accurately through the
evide nce.
effective selection, organization, and analysis of conte nt.
4- Produce clear and cohere nt writing in w h ich the developme nt,
organization, and style are appropriate to task, purpose, and
audie nce.
3- Write narratives to develop real or imagi ned experie nces or
events usi ng effective tech nique, well-chose n details, and wellstructured event seque nces.
5- Develop and strengthe n writing as needed by plan ni ng,
revising, editing, rewriting, or trying a ne w approach.
6- Use tech nology, including the I nternet, to produce and publis h
writing and to interact and collaborate with others.
9- Draw evide nce from literary or informational texts to support
analysis, reflection, and research.
7- Conduct s hort as well as more sustained research projects
based on focused questions, demonstrating u nderstandi ng of the
subject u nder investigation.
10- Write routinely over extended time frames (time for research,
reflection, and revision) and s horter time frames (a single sitting
or a day or two) for a range of tasks, purposes, and audie nce.
8- Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
i ntegrate the information w h ile avoiding plagiarism.
LDC Argumentatio n Module Template |
© Literacy Desig n Collaborative, September 2011
3
SCORING RUBRIC FOR ARGUMENTATION TEMPLATE TASKS
Not Yet
Approaches Expectations
Scoring
1.
2.
Eleme nts
1
2
5
5
Focus
Controlling
Idea
Reading/
Research
Developme nt
Organization
Meets Expectations
3
3.
5
Advanced
4
Attempts to address
prompt, but lacks
focus or is off-task.
Addresses prompt
appropriately and
establis hes a position,
but focus is u neve n.
Addresses prompt
appropriately and
maintains a clear, steady
focus. Provides a ge nerally
convinci ng position.
Attempts to establis h
a claim, but lacks a
clear purpose. (L2)
Makes no me ntion of
cou nter claims.
Establis hes a claim.
(L2) Makes note of
cou nter claims.
Establis hes a credible
claim. (L2) Develops claim
and cou nter claims fairly.
Prese nts information
from reading materials
relevant to the purpose
of the prompt with
mi nor lapses in
accuracy or
complete ness.
Accurately prese nts details
from reading materials
relevant to the purpose of
the prompt to develop
argume nt or claim.
Accurately and effectively
prese nts important details
from reading materials to
develop argume nt or
claim.
Prese nts appropriate and
sufficie nt details to support
and develop the focus,
controlling idea, or claim.
(L3) Makes a relevant
con nection to clarify
argume nt or claim.
Prese nts thorough and
detailed information to
effectively support and
develop the focus,
controlling idea, or claim.
(L3) Makes a clarifying
con nection(s) that
illumi nates argume nt and
adds depth to reasoni ng.
Maintai ns an appropriate
organizational structure to
address specific
requireme nts of the prompt.
Structure reveals the
Maintai ns an
organizational structure
that inte ntionally and
effectively e n ha nces the
prese ntation of
Attempts to
reference reading
materials to develop
response, but lacks
con nections or
relevance to the
purpose of the
prompt.
Attempts to provide
details in response
to the prompt, but
lacks sufficie nt
developme nt or
relevance to the
purpose of the
prompt. (L3) Makes
no con nections or a
con nection that is
irrelevant to
argume nt or claim.
Attempts to organize
ideas, but lacks
control of structure.
Prese nts appropriate
details to support and
develop the focus,
controlling idea, or
claim, w ith minor
lapses in the
reasoni ng, examples,
or explanations. (L3)
Makes a con nection
w ith a weak or u nclear
relations hip to
argume nt or claim.
Uses an appropriate
organizational
structure for
developme nt of
reasoni ng and logic,
Addresses all aspects of
prompt appropriately w ith
a consiste ntly strong
focus and convinci ng
position.
Establis hes and
maintains a substantive
and credible claim or
proposal. (L2) Develops
claims and cou nter claims
fairly and thoroughly.
4
w ith mi nor lapses in
structure and/or
cohere nce.
reasoni ng and logic of the
argume nt.
Conve ntio ns
Attempts to
demo nstrate
standard Englis h
conve ntions, but
lacks cohesion and
control of grammar,
usage, and
mecha nics. Sources
are used w ithout
citation.
Demonstrates an
u neve n command of
standard Englis h
conve ntions and
cohesio n.
Uses language and
tone with some
i naccurate,
i nappropriate, or
u neve n features.
I nconsiste ntly cites
sources.
Demonstrates a command of
standard Englis h
conve ntions and cohesion,
w ith fe w errors. Response
i ncludes language and tone
appropriate to the
audie nce, purpose, and
specific requireme nts of the
prompt. Cites sources using
appropriate format with
only minor errors.
Conte nt
Understandin
g
Attempts to include
disciplinary conte nt
i n argume nt, but
u nderstandi ng of
conte nt is weak;
conte nt is
irrelevant,
i nappropriate, or
i naccurate.
Briefly notes
disciplinary conte nt
relevant to the prompt;
s hows basic or u neve n
u nderstandi ng of
conte nt; mi nor errors
i n explanation.
Accurately prese nts
disciplinary conte nt
relevant to the prompt with
sufficie nt explanations that
demo nstrate
u nderstandi ng.
i nformation as required
by the specific prompt.
Structure e n hances
developme nt of the
reasoni ng and logic of the
argume nt.
Demonstrates and
maintains a welldeveloped command of
standard Englis h
conve ntions and
cohesio n, w ith few
errors. Response includes
language and tone
consiste ntly appropriate
to the audie nce, purpose,
and specific requireme nts
of the prompt.
Consiste ntly cites sources
usi ng appropriate format.
I ntegrates relevant and
accurate disciplinary
conte nt with thorough
explanations that
demo nstrate in-depth
u nderstandi ng.
5
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task e ngageme nt
Ability to con nect the task and ne w conte nt to existing knowledge, skills, experie nces, interests, and
concerns.
2. Task and rubric
analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READ ING PROCESS
1. Pre-reading
Ability to ide ntify necessary reading strategies needed for the task.
2. Active reading
Ability to apply necessary reading strategies needed for the task and develop an understandi ng of a text by
locating words and p hrases that ide ntify key concepts and facts.
3. Note-taking
Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
4. Organizing notes
Ability to prioritize and narrow notes and other i nformation.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
conversation
Ability to transitio n from reading or researchi ng phase to the writing phase.
SKILLS CLUSTER 4: WRITING PROCESS
1. I nitiation of task
Ability to establish a controlling idea and consolidate information relevant to task.
2. Plan ni ng
Ability to develop a line of thought and text structure appropriate to an argume ntation task.
3. Developme nt
Ability to construct an i nitial draft with an emergi ng line of thought and structure.
4. Revision & editing
Ability to apply revision strategies to refine developme nt of argume nt, includi ng line of thought, language,
tone, and prese ntation.
6
Section 3: What Instruction?
PACING
SKILL AND
DEFINITION
MINI-TASK
PRODUCT AND PROMPT
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1 class
1. Task and rubric
Short response:
period
analysis
I n the “Task Analysis”
Ability to understand worksheet, write a brief
and explain the
explanation of w hat the task is
task’s prompt and
asking you to do.
rubric.
Rubric translation:
Using the “Rubric Translation”
worksheet, translate the
“Argume ntation Rubric” in your
ow n words
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
No scoring
• Introduce task and have stude nts
share “Task Analysis” translations so
that they can hear how others are
i nterpreting the task (note the
differe nce betwee n an “explanation”
and an “argume nt”).
• Rubric Translation Activity –
I ntroduce “Rubric” to class, assisting
i n translation activity.
• Extra Support – Plan for ideal peersupport for stude nts w ho need it
• Teacher work- Provide feedback of
the task analysis
Use an existing class
participation rubric if you
would like to assess the
Socratic semi nar.
•Opener - Stude nts will complete UR 1
• Socratic Seminar – After completing
UR 1, stude nts w ill e ngage i n a short
Socratic Semi nar to help shape their
vie ws and understandi ng of the topic.
• Extra Support – Provide struggling
stude nts w ith se nte nce starters and
frameworks for their writing in UR 1.
• Teacher work - Review each
stude nt’s UR 1 to e nsure she/he
understands the topic.
*All worksheets can be found in
the Writer’s Notebook (see
appe ndix)
1 or
partial
class
2. Task e ngageme nt
Ability to con nect
the task and ne w
conte nt to existing
knowledge, skills,
experie nces,
i nterests, and
concerns.
Short response
Answer questions in “Unit
Resource (UR) 1” to assess
background knowledge on the
topic.
INSTRUCTIONAL STRATEGIES
7
SKILLS CLUSTER 2: READ ING PROCESS
1. Pre-reading
Reading strategy list
1 or
Ability
to
ide
ntify
On “Active Reading Rubric”
partial
necessary
reading
answer:
class
strategies needed
What strategies do you use to
for the task.
help you process your reading?
(1-2 responses)
• I ntroduce stude nts to “Active Reading
Rubric” for more strategies and ideas.
• Ask stude nts to write dow n 1 or 2
strategies that they use to help reading
compre he nsion (below rubric).
• Create a class list of reading
strategies and conte nt knowledge of
Participate in “Active Reading
first article.
Rubric” discussion
• Extra Support – Stude nts may share
responses i n pairs, the n find 3 other
strategy ideas from classmates to add to
their lists.
Create bookmarks or laminated cards of
reading strategies so stude nts have
consiste nt reminders of strategies.
The follow i ng skills, Active Reading and Note-Taking, are completed in conjunction w ith each other for each text.
Annotated articles
Annotated article has a
• I ntroduce stude nts to the One World
2-3
2. Active reading
Use
an
notation
tech
niques
and
variety
of
marks
(circles,
Reflection “Deforestation i n the
class
Ability to apply
other
reading
strategies
to
underlini
ng,
stars,
Amazon”.
periods
necessary reading
demo nstrate your reading
h ig hlights, etc.).
• Teacher reads the first paragraph of
strategies needed
process and your level of
Annotation also i ncludes the Reflection, modeling active reading
for the task and
i nteraction w ith the text.
written questions,
strategies.
develop an
con nections, and
• Stude nts finish reading the rest of the
understandi ng of a
Evide nce of Deforestation i n
i nsig hts in the margins. Reflection usi ng a “thi nk aloud” process
text by locating
Our Lives
Use “Active Reading
w ith a partner, an notating as they go.
words and phrases
List products in your home that Rubric” to provide
• Ask stude nts to complete “UR 2:
that ide ntify
come from the Amazon.
stude nts feedback on
Understanding the Reflection” as a
key concepts and
their an notation and
quick assessme nt.
facts.
Unit Resources 2 + 3
Unit Resources.
• Ask stude nts to complete “Evide nce of
These resources assess stude nt
Deforestation i n Our Lives” worksheet
3. Note-taking
understandi ng of the One
and discuss reactions to this activity.
Ability to read
World Reflection
• With a partner or group, have stude nts
purposefully and
complete and discuss “UR 3: Revie w i ng
select relevant
the Reflection”
i nformation; to
• Teacher work- Collect an notated
summarize and/or
Reflections, worksheet, and Unit
paraphrase.
Resources. Provide feedback.
Secure either computer lab or LCD set-up
for next 2-3 classes.
Participate in class
discussion of reading
strategies (for example:
re-reading, making
con nections, asking
questions, visualization,
emotional response,
context clues for
vocabulary)
8
2-3
class
periods
1 class
period
Active Reading and
Note Taking
(continued from
previous class)
Notes Log
Complete a Notes Log for each
article, including a summary.
4. Organizing notes
Ability to prioritize
and narrow notes
and other
i nformation.
Notes and “Cause and Effect”
Prioritize relevant information
from your “Notes” and
“Vocabulary” logs in the
“Cause and Effect Log” section
of your Writer’s Notebook.
Vocabulary Log
I n your “Vocabulary Log”, list
words and phrases esse ntial to
the texts. Add definitions, and
(if appropriate) notes on
con notation i n this context.
Teacher can determine
scoring system for
“Notes Log” and
“Vocabulary Log”.
Able to extract important
cause and effect
relations hips from notes
(example: effects of
deforestation on
animals, the
e nvironme nt).
• Choose an online article (from
“reading texts” section) to revie w
together (in comp. lab or LCD projector)model how to take notes, ide ntify
relevant vocabulary, and craft a
summary (remi nd stude nts that
summaries contain “w ho, w hat, w here,
w he n, and w hy”).
• Use a variety of reading/writing
activities to help stude nts improve
processing skills of mai n idea and
sig nificance (25 word summary, QAR,
reciprocal teachi ng, etc).
• As stude nts meet expectations in note
taking they can continue to research
more articles indepe nde ntly.
• Extra Support – Stude nts can work with
partners or in groups to take notes.
• Teacher work – Periodically provide
feedback on stude nts’ “Notes” and
“Vocabulary” logs.
• I ntroduce stude nts to “Cause and
Effect Log”, going over the provided
example together
• Stude nts place relevant information
about deforestation from the texts into
“Cause and Effect Log”.
• Stude nts w ill prioritize the
i nformation in the log by ide ntifying
w hich pieces of evide nce they will use
i n their essay.
• Extra Support – Provide stude nts w ith
specific examples of w hat kinds of
i nformation belongs in each section of
the log. Create a list of
“leading questions” to help guide
stude nts in the process. Example:
“Where do my notes address the effects
of deforestation on indige nous people?”
• Teacher work – Collect “Cause and
Effect Log”, giving feedback as needed.
9
SKILLS CLUSTER 3: TRANSITION TO WRITING
Short response
1 class
1. Bridging
I n a 1-2 se nte nce response,
period
conversation
start to formulate your
Ability to transitio n
controlling idea. How w ill it be
from reading or
constructed and w hat is your
researchi ng p hase to ce ntral argume nt?
the writing phase.
No scoring
• Stude nts w ill use the One World
Reflection, “Deforestation in the
Amazon” to examine the structure of an
argume ntative essay. Use
Argume ntation Rubric to guide critique.
• Evaluate effectiveness of the
Reflection – Do you get the
i nformation and explanation you
expect? Why?
• Discuss the five steps of the writing
process: 1) brainstorming, 2) outlini ng,
3) drafting, 4) revising/editing,
5) publishi ng
• Help stude nts brainstorm controlling
ideas for a 1-2 se nte nce response
• Extra Support – Struggling readers
should focus on fe wer rubric
compone nts such as Reading/Research
and Controlling Idea.
• Teacher work – Help stude nts refine
their ideas in their short responses. I n
preparation for the next class, collect
examples of claims for stude nts to
analyze.
10
SKILLS CLUSTER 4: WRITING PROCESS
1. I nitiation of task
1) Write a formal claim on your
1 class
Ability
to
establish
a
“Essay Outline” using your
period
controlling idea
short response, notes, and
(“claim”) and
article i nformation to e nsure a
consolidate
strong controlling idea.
i nformation
2) Write a draft introduction
relevant to task.
that will set the context for
your claim.
Writes a claim that
establishes a controlling
idea and ide ntifies key
points that support
developme nt.
Writes a draft introduction
that sets an appropriate
context for the claim.
• Before stude nts write their formal
claim, review qualities of a strong
claim as a class: 1) must be an
argume nt, 2) include simple defe nse
of the argume nt, and 3) include
categories to lead reader and organize
essay.
• In pairs, stude nts w ill edit example
claim stateme nts provided by the
teacher. As a class, go over each claim,
asking for volunteers to ide ntify the
strong and weak characteristics of
each stateme nt.
• After stude nts have finished writing
a formal claim, revie w the qualities of
a strong ope ni ng paragraph: Hook,
Overvie w, Claim, Transitio n.
• In pairs, stude nts share their claim
stateme nts and introductions. Stude nt
volunteers share their claims and
i ntroductions w ith the class for
critique.
• Extra Support – Provide stude nts with
se nte nce frames to help write the
claim.
• Teacher work – Collect the
i ntroductions and provide feedback.
11
1 class
period
1 class
period
2. Plan ni ng
Ability to develop a
line of thought and
text structure
appropriate to an
argume ntation task.
Outline/Plan
Create an outline usi ng the
“Essay Outline” worksheet
i ncluding key eleme nts draw n
from your research and order
them i n some logical way (e.g.
chronologically, seque ntially).
Applies an outline strategy
to develop reasoni ng for
argume nt.
3. Developme nt
Ability to construct
an initial draft with
an emergi ng line of
thought and
structure.
Rough draft
Write a rough draft of your
essay consisting of 4-5
paragraphs. (I ncludes an
i ntroduction, 2-3 body
paragraphs and a conclusion.)
Provides an initial draft
w ith all eleme nts of the
prompt addressed.
Draws a credible
implication from
i nformation about
deforestation.
• Review text requireme nts: Stude nts
must use evide nce from a mi nimum of
3 differe nt texts in their essay, from
the provided texts or others verified by
the teacher.
• Stude nts indepe nde ntly write an
outline using their “Essay Outlines”
• In small groups, stude nts share how
they will organize their essays.
• Extra Support – Stude nts w ill focus on
providing evide nce from only one or
two texts in their outline.
• Teacher work – Collect “Essay
Outlines” and provides feedback.
• Review strategies for constructing
body paragraphs: TEST – Topic
se nte nce, Evide nce, Significance, and
Transition.
• Create stations w here stude nts can
get guidance on certain aspects of the
essay: i ntroduction, claim,
evide nce/analysis, and conclusion.
Assign a strong stude nt-writer at each
station to help guide discussion and
provide peer-revie w. Teacher spe nds
time at each station assisting
stude nts.
• Extra Support – Teacher leads
“station” for stude nts w ho need extra
support in developing the essay
12
2 class
periods
4. Revision and
editing
Ability to apply
revision strategies
to refine
developme nt of
argume nt, including
line of thought,
language, tone, and
prese ntation
Final draft
Apply revision strategies for
clarity, logic, language,
cohesio n, appearance,
conve ntions, and bibliography.
Reflective summary
Stude nts write a paragrap h
reflecting on their writing
experie nce.
Demonstrates use of
revision strategies that
clarify logic and
developme nt of ideas;
i ncludes relevant details;
improves word usage and
phrasing; and creates
smooth transitions
betwee n se nte nces and
paragraphs.
Applies a text structure to
organize reading material
conte nt and to explain key
points related to the
prompt.
• Stude nts give each other feedback on
rough drafts using the “Peer Review”
worksheet.
• Using the “Bibliography Guide”,
discuss strategies for citing
i nformation – MLA citation methods,
quoting, paraphrasing.
• Stude nts submit final draft before or
on due date for scoring and feedback.
• Upon receiving final scores, stude nts
write reflective summaries about the
experie nce.
• Teacher work - Stude nts can feel free
to submit essays to teacher for basic
feedback.
Use Rubric to score essays
Provides complete draft
w ith all parts.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
FOR STUDENTS
Te xts
“Deforestation i n the Amazon” by Emma
Rainforest Alliance (I nformation on gree n living): http://w w w.rainforestalliance.org/gree n-living
Forest Stewards hip Cou ncil (List of Certified Products): http://w w w.fsc.org/bepart-of-solution.html
Amazon Watch (Ne ws about indige nous groups and conservation):
http://amazonwatch.org/
National Geograp hic Rainforest Threat Page:
http://e nvironme nt.nationalgeographic.com/e nvironme nt/habitats/rainforestthreats/
National Geograp hic Deforestation Page:
http://e nvironme nt.nationalgeographic.com/e nvironme nt/global-
Included in Writer’s Noteb o ok :
Task Analysis
Argume ntation Rubric
Rubric Translation
Active Reading Rubric
Unit Resource 1
One World Stude nt Reflection
Unit Resource 2
Unit Resource 3
Notes Log
Vocabulary Log
Cause and Effect Log
Essay Outline
Peer-Review Guide
13
warming/deforestation-overvie w.html
Defi nition of Clear Cutting: http://e n.w ikipedia.org/wiki/Clear_cutting
Defi nition of Deforestation: http://e n.w ikipedia.org/w iki/Deforestation
Bibliography Guide
Writing Space
Section 4: What Results?
STUDENT WORK SAMPLES
[I nclude at least two samples of stude nt work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Backgrou nd to
s hare with
stude nts
(optional):
Classroom
One World Unit Resources 1-4 can be used for classroom assessme nt
assessme nt task
Reading texts:
ARGUMENTATION CLASSROOM ASSESSMENT RUBR IC
Focus
Reading/Research
Controlling
Idea
Development
Organization
Conventions
LDC
Argumentation
Classroom
Assessment
Rubric
MEETS
EXPECTATIONS
Addresses
the
prompt
and
stays
on
task;
provides
a
generally
convincing
response.
Demonstrates
generally
effective
use
of
reading
material
to
develop
an
argument.
Establishes
a
credible
claim
and
supports
an
argument
that
is
logical
and
generally
convincing.
(L2)
Acknowledges
competing
arguments
while
defending
the
claim.
Develops
reasoning
to
support
claim;
provides
evidence
from
text(s)
in
the
form
of
examples
or
explanations
relevant
to
the
argument
(L3)
Makes
a
relevant
connection(s)
that
supports
argument.
Applies
an
appropriate
text
structure
to
address
specific
requirements
of
the
prompt.
Demonstrates
a
command
of
standard
English
conventions
and
cohesion;
employs
language
and
tone
appropriate
to
audience
and
purpose.
NOT
YET
14
Focus
Reading/Research
Controlling
Idea
Development
Organization
Conventions
Attempts
to
address
prompt
but
lacks
focus
or
is
off‐task.
Demonstrates
weak
use
of
reading
material
to
develop
argument.
Establishes
a
claim
and
attempts
to
support
an
argument
but
is
not
convincing;
(L2)
Attempts
to
acknowledge
competing
arguments.
Reasoning
is
not
clear;
examples
or
explanations
are
weak
or
irrelevant.
(L3)
Connection
is
weak
or
not
relevant.
Provides
an
ineffective
structure;
composition
does
not
address
requirements
of
the
prompt.
Demonstrates
a
weak
command
of
standard
English
conventions;
lacks
cohesion;
language
and
tone
are
not
appropriate
to
audience
and
purpose.
Teacher Work Section
Here are added thoughts about teachi ng this module.
15