In Module 4, sixth-graders research the question of whether the benefits of DDT outweigh its harmful consequences. Unit 1 challenges investigators to read a novel, informational text, and watch videos to gather evidence about DDT’s uses, benefits, harmful consequences, and its effects on the environment. In Unit 2, class members use the “Stakeholder Consequence Decision-Making” process to gain an understanding of the implications of various choices and then present their own evidence-based claim about the use of DDT. The module ends with individuals crafting a position paper, using evidence gathered in the research process, and sharing their work with the class.
6th
English Language Arts, 21st Century Skills
13 Views
0 Saves
3
Items
Concepts
persuasion, persuasive language, persuasive techniques, chart interpretation, graphs interpreting, conflicting information, group discussions, graphing, informational texts, facts, consequences, evidence, supporting evidence, textual evidence, arguments, evaluating claims, text features, main ideas, character analysis, word meanings, details, oral presentations, speaking skills, visual literacy, peer editing, public speaking, paraphrasing, research reports, research writing, organizing information, evaluating sources, multiple sources, questions, essay questions, author's perspective, context clues, affixes, essay organization, compare and contrast, author's style, ddt, the writing process, reflections, self reflection, persuasive arguments, revising writing, essay writing, academic vocabulary, formal language, informal language, introductions, conclusions, transitions, body paragraphs, fracking
