Essay rubric 6th grade

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Students brainstorm and plan in preparation for the cumulative writing task. Students draft the introduction and body paragraphs of an argumentative essay based on the planning in the CWT handout. Students draft the conclusion and cite evidence in the argumentative essay. Students edit and publish the argumentative essay with a focus on transitions to introduce quotations.

Students choose a group, a research topic, gather sources, and determine the credibility of sources by asking three benchmark questions. Students use Cornell Notes to conduct research for a collaborative report. Students continue conducting research for a collaborative research report.


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Students practice using transition words and then apply it by revising their draft essay. Students practice expanding and combining sentences then apply it by revising their draft essay. Students begin writing a response to demonstrate understanding of the importance of writer's craft in memoir writing. Students draft an argumentative essay that demonstrates their understanding of the importance of writer's craft in memoir writing.

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Students draft the introduction and body paragraphs of a collaborative research report. Students draft the conclusion for the collaborative research report and revise their writing to accurately incorporate direct quotations and paraphrased information from sources. Students read and review the Culminating Writing Task as they begin to analyze a section of text. Students begin the writing process to answer the prompt: Write an essay that explains how the author introduces and elaborates his central idea and purpose.

Students continue the writing process by writing a first draft to answer the prompt: Write an essay that explains how the author introduces and elaborates his central idea and purpose. Students continue the writing process by drafting an essay to answer the prompt: Write an essay that explains how the author introduces and elaborates his central idea and purpose. Students also cite evidence using direct quotations as they revise. Students continue the writing process by revising an essay to answer the prompt: Write an essay that explains how the author introduces and elaborates his central idea and purpose as they add transition words and phrases to their drafts.

Students continue the writing process by editing and publishing an essay to answer the prompt: Write an essay that explains how the author introduces and elaborates his central idea and purpose. Students will preview possible independent reading novels that are thematically linked to The Giver, select their independent reading novels, and set goals for their independent reading in preparation for their Extension Task at the end of the unit.

Middle School

Students will review the Culminating Writing Task directions and expectations, and determine themes of The Giver in preparation for their Culminating Writing Task. They draft a claim, revise a claim given peer feedback, and begin to gather evidence to support the claim. They develop a first draft of their essay. Students will review the Extension Task directions and expectations, and discuss their independent reading novels to determine themes the texts convey.

They will also begin to compare those themes to The Giver in preparation for the multimedia componen Students begin the writing process to answer the prompt for the ET essay. Students continue engaging writing process to answer the prompt for the ET. Students continue engaging writing process to answer the prompt for the CWT: What does Dickens want us to understand about the business of being human?

Students will give and receive peer feedback on their draft essays and revise their essays. Students demonstrate their ability to read, understand, and express understanding of a new text through responding to multiple choice questions. Students demonstrate their ability to read, understand, and express understanding of a new text by writing a multi-paragraph essay.

Students will refine their research questions, identify search terms, and assess the credibility of sources. Students will continue to conduct research for their extension task report by paraphrasing and quoting directly from sources. Students will engage in peer review to evaluate the credibility and sufficiency of their evidence, and continue to research to gather additional evidence for their extension task essay. Students will develop an outline for their extension task research report by selecting and organizing their evidence and drafting their explanation of that evidence.

Students review the culminating writing task and draft an introduction paragraph that introduces a topic clearly and previews what is to follow. Students draft the body paragraphs and conclusion of an explanatory essay. Students revise writing to include coordinate adjectives and engage in a peer conference.

Students engage in peer revising and editing and publish their explanatory essay. Students will demonstrate their understanding of the memoir Behind the Scenes by analyzing a culminating writing task prompt and rubric. Students will demonstrate their understanding of the memoir Behind the Scenes by writing a first draft in response to a culminating writing task prompt.


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  • Students will demonstrate their understanding of the memoir Behind the Scenes by evaluating and revising their first draft so it meets the requirement of the culminating writing task prompt. Students will demonstrate their ability to read grade-level texts and understand them by beginning a cold-read assessment. Today, students will read and answer questions. Students will demonstrate their ability to read grade-level texts and understand them by continuing to work on a cold-read assessment.

    Today, students will plan to write an essay in response to a writing prompt. Today, students will write an essay in response to a writing prompt. Students will reread key excerpts from chapter 7 and analyze word choice and their impact on tone and mood. Students begin the writing process to answer the prompt for the CWT: What central idea or theme about human treatment of animals does The Call of the Wild convey? They draft a claim, revise a claim given peer feedback, and begin to gather evidence to s Students continue engaging in the writing process to answer the prompt for the CWT: What central idea or theme about human treatment of animals does The Call of the Wild convey?

    Students will continue to prepare for the extension task by watching an excerpt from How Smart Are Animals? Students summarize in writing each side of the argument about animal cognition based on the two articles and the video. Students begin the writing process to answer the prompt for the extension task: Consider the opposing arguments about animal cognition and the portrayal of Buck in The Call of the Wild.

    Students review the directions and rubric or the extension task. Students use search terms effectively to gather resources for the multimedia presentation. Students use a revising and editing checklist to make changes to an example draft.

    Students analyze an argumentative prompt and develop an outline for the essay. Students engage in a peer conference to get feedback on their outline. Students begin drafting the argumentative essay.

    Writing Rubric for Assignments

    Students engage in a grammar mini-lesson to practice using verbs in the active and passive voice. Students continue drafting the argumentative essay. Students engage in a grammar mini-lesson to practice using varied transitions. Students revise their writing using a checklist, then engage in a peer editing conference.

    Students create a question for research and begin locating sources using search terms. Students assess the credibility of the sources they locate. Additional Notes: Students need to be able to develop a research question, use search terms to locate sou Students use Cornell notes to record information from the sources they located in the previous lesson. Students continue conducting research and recording notes using Cornell notes. Students engage in a small group conference with the teacher to check on their progress.

    Students use their research notes and a planning organizer to determine a claim, supporting reasons, and supporting text evidence. Students begin to draft the argumentative research report. Students engage in peer revising and editing and self editing to prepare to publish the research essay. Students read an informational text and view a video independently and answer multiple choice questions to demonstrate understanding of the text and video.

    Students demonstrate their ability to read, understand, and express understanding of a text and a video in an essay. Students revise their essays that demonstrate their understanding of the importance of writer's craft in memoir writing.