Eye contact, volume, pronunciation are all parts of a great presentation. Scholars create visual displays to clarify the claim for an upcoming presentation about whether the American Academy of Pediatrics should increase its screen time...

Time to wrap it all up! Using facts, details, and examples, pupils present their claims about whether the American Academy of Pediatrics should increase its screen time recommendations. They incorporate a multimedia visual display and...

The proof is in the reading. Scholars read an article, "Attached to Technology and Paying the Price," and answer text-dependent questions. Next, they complete a Venn diagram to contrast two authors' use of evidence on the topic of screen...

Let's make a plan. Scholars work on the plan for their papers using a Position Paper Planner. They talk with a partner about counterclaims and think about counterclaims to include in their papers. As learners begin to write, they work...

Scholars partner up for peer feedback of their position papers. After reviewing peer feedback guidelines, pairs take turns presenting their papers and completing a Peer Feedback Form. The class then has a mini lesson on MLA format.

Revisit, revise. Scholars receive their position papers returned with feedback from the teacher. They use colored pens to identify feedback related to the first two rows of the rubric and correct their papers based on the comments....

Think about it. Writers think about their end of unit essays through reflection. They use the End of Unit 3 Assessment, Part 2: Reflection on the Writing Process handout to analyze the writing process they used to create their...

Take note! Scholars use sticky notes to record information as they gallery walk to look at classmates' visual representations they created for their end of unit assessment. Learners then choose one word that represents the work they...

Sometimes differing arguments support the same claim. Scholars complete a graphic organizer comparing how two authors support the claim that people need to better manage the world's water supply. Pupils also complete a graphic organizer...

Agriculture and water—it's a fine balance. So how exactly do industry and agriculture currently manage water? Pupils consider the question as they continue reading excerpts from Charles Fishman's The Big Thirst and adding notes to their...

It takes time to discover what makes a source accurate and credible. Using everything they've learned about source credibility, scholars begin researching supporting questions about how industry and agriculture manage water. They select...

Follow the leader for better writing! Scholars analyze a model position paper, "Changing Our Water Ways." During the first pass, they listen as the teacher reads the paper aloud. They then do a second read of the paper and complete a...

It's all a process. Scholars watch as the teacher models a peer feedback process. They then carry out the process on their own using the Sustainable Water Management Peer Feedback Form. As a bonus, individuals then participate in an MLA...

It's puzzle time! Pupils participate in a jigsaw activity to discuss the various uses of water, including personal, agricultural, and industrial uses. They also conduct a close reading of The Big Thirst by Charles Fishman and answer...

Let's get to the gist. As scholars continue their study of Charles Fishman's The Big Thirst, they practice writing the gist of the text. Additionally, pupils add notes about the industrial uses of water to their researcher's...

Apples to oranges, Dasani to Aquafina. Using a Venn diagram, scholars contrast two authors' use of evidence on the topic of bottled water. Additionally, they continue reading Charles Fishman's The Big Thirst and answering text-dependent...

Discover how to use search terms effectively! Scholars continue their exploration of Charles Fishman's The Big Thirst, engaging in a read aloud and then answering text-based questions. Next, pupils learn about using search terms and...

Accuracy, credibility, timeliness ... it's time to act on source reliability! Pupils continue conducting Internet research, selecting two questions about water management from their researcher's notebooks that they want to explore...

Water is life! Using the informative resource, scholars first read two informational articles about water management in agriculture. Then, they use a Venn diagram to contrast the different types of evidence authors use to support a...

It's the half-way mark! Pupils demonstrate understanding of unit standards by completing a mid-unit assessment. After reading an informational article about water management strategies, scholars complete a graphic organizer to identify...

It's time to stake a claim! Working with partners, scholars create stakeholder charts for better industrial management of water. As they complete the chart, pupils consider an option for managing water more sustainably, identify...

Life is all about choices and consequences. Using a Cascading Consequences chart, scholars create a visual map of the effects of a particular choice or action related to water management. With their researcher's notebooks and copies of...

How can industries manage water more sustainably? Building on the previous activity, scholars explore the topic by creating a stakeholder chart for agricultural water management. Next, they participate in the World Café discussion...

Just keep swimming! Pupils participate in a Fishbowl discussion, sitting in two concentric circles and alternating between speaking and listening roles. During the discussion, they defend a claim about the best way to begin managing...