GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions Web viewGRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions. Dysart Unified School District – June

Dysart Unified School District Teacher Directions & Guide

for the “Old”Informative/Explanatory Benchmark

7th Grade

2012-2013

GRADE 7 - Informative/Explanatory Benchmark 2 - Teacher Directions

OVERVIEW: The Common Core Standards call for students to write using evidence from reading; therefore, each writing benchmark will include text, graphics, and/or multi-media for students to think through and to use as a model for their writing.

Common Core Appendix A, Informational/Explanatory Writing states:Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and prècis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains.

Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification.

Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.

Common Core Standards for the Informative/Explanatory EssayWriting Standards7.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies

such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

7.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Dysart Unified School District – June 2012 Page 2


7.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

7.W.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

7.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

7.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or

character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

Language Standards7.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*7.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.7.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

7.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Informational Standards7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn

from the text.7.RI.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an

objective summary of the text.7.RI.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).7.RI.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.7.RI.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

21st Century Learner SkillsI. Learning and Innovation Skills

A. Critical Thinking and Problem Solvingo Students will be able to interpret information and draw conclusions based on best analysis.

C. Communication and Collaborationo Students will be able to articulate thoughts and ideas effectively using oral, written, and nonverbal

communication skills in a variety of forms and contexts. o Students will be able to demonstrate ability to work effectively and respectfully with diverse teams.



II. Information, Media and TechnologyA. Information Literacy

o Students will be able to evaluate information critically and competently.o Students will be able to manage the flow of information from a wide variety of sources.

B. Media Literacyo Students will be able to apply a fundamental understanding of the ethical/legal issues surrounding the access and

use of media.

Four main components to this benchmark: Analyze individual documents using literacy strategies and questions/activities provided Complete pre-writing graphic organizer(s) and/or prewriting outline(s) As part of the writing process, draft a response that answers the prompt remembering the

audience and format Revise, edit, and publish a final response referring to the rubric complete with internal citations

and a “Works Cited” page.

Guidelines and Information: All resources here including the articles, videos, photos or stories can be read and discussed in

class. The teacher may read to the class, or students can read in pairs. The ultimate goal is to improve student reading, however, so sometimes students should FIRST read independently followed by one of the previously stated methods.

Each resource has questions accompanying it which should be answered by the students in class. Teachers can decide whether to do this whole class, in pairs, or in small groups. Every student, however, should have an opportunity to ask questions and understand the resources.

Students will cite internally and create a “Works Cited” page. Citations are provided at the end of each article. These citations are in MLA format and were created in http://www.citelighter.com. However, upon the advice of an AP teacher, all the URLs were taken out as she said MLA7 now makes this optional.

All documents and/or multi-media materials have been determined grade-level appropriate.


http://www.citelighter.com/


Suggested Timeline and Protocol for Teachers – Informative

Day 1-3 Day 4-6 Day 7-8Preview the benchmark with

studentsStudents should have a copy to begin marking, and a copy can be shown on the overhead.

1. Explaining procedures.

2. Analyze and discuss the prompt for clarity. All students should be able to explain what the prompt asks.

3. Share prerequisites of completing a writing benchmark ● Clear and legible writing ● Completed on time ● Use blue or black ink for the final copy ● Cite references used. Use of the attached documents to support writing.

4. Review expectations with holistic rubric. Focus on 4 or 5 column. Falls Far Below and Approaches are not options.

5. Read and discuss Strategies for Success.

Students begin analysis of documents

1. Students take notes

2. Students respond to all questions for each document in complete sentences

3. Students must share and discuss their findings and to add to their notes. ● Use the “Listening and Speaking Rubric” as a guide.

*All work must be done in class. GRADES 6-8*

Complete prewriting activities This includes:1. Graphic Organizers

2. Determine vocabulary needed

*It is highly suggested that students explain their thinking in the pre-writing activities as a support in the use of documents.

3. Thesis Statement ● Students create a thesis statement which clearly

answers the prompt ● Students will use the frame as a support in writing their thesis statements.

FORMULA: Attitude + Subject + Main Point(s)

● Teacher should check that each student has a thesis statement.

Complete Rough DraftThis includes:1. Students write a rough draft that addresses the prompt.

2. Rough draft should include at least five paragraphs, introduction, information with evidence and a conclusion.

●Students should use NOT use conversational speaking or dialogue in their writing, such as “ I am going to tell you about… or I hope you like this essay…. “

Complete revision activities1. Students will complete a peer-revision sheet.

2. Students will use scoring rubric to make revisions.

Complete editing activitiesThis includes:1. Students will peer-edit the rough draft.

●Student should be checking for: - Complete thoughts. - Citing evidence - Proper grammar and syntax - Correct spelling of high frequency words - Correct use of academic vocabulary.

Complete Final CopyThis includes:1. Students complete their final copy ●Use blue or black ink

Collection ProcessesThis includes:1. Final Copy only

Scoring ProcessesThis includes:1. Trade with grade-level partner2. Grade-level partner should score without writing on Final Copies3. Teacher will get them back and score their own students4. Teacher may mark on own papers for teaching purposes5. If scores do not match, teachers should have a conversation and come to a consensus6. Benchmark grade should be used as a writing grade in the grade book.7. Scores should be recorded in iAssess



Speaking and Listening Rubric – Collaborative Conversations, Grades 6-8

SKILLS6

Exceeds4-5

Meets2-3

Approaches0-1

Falls Far Below

Come to a discussion prepared

Actively pre-reads materials (marks text) and researches topic

Understands topic References applicable

outside sources Internalizes/readily

recalls information

Actively pre-reads materials (marks text) and researches topic

Prepares topic clarification questions before discussion

Refers to notes during discussion

Reads materials but is not prepared for discussion

Prepares limited or incomplete notes

Skims or fails to read materials completely

Fails to prepare notes or bring materials

Follow rules for collegial discussions

Respectfully listens, interacts and poses questions to all team members

Helps direct group in reaching a conclusion

Superior use of time/meets goals

Respectfully listens to others without talking over anyone

Seeks others’ opinions

Stays on task/topic Effective use of

time/meets goals

Listens but occasionally speaks out of order

Strays from task/topic

Ineffective use of time/does not meet goals

Listens but avoids speaking

Speaks but is off topic most of the time

Disrespectful to others or disruptive

Ineffective use of time/does not meet goals

Acknowledge new

information expressed by

others

Expresses own views while acknowledging others’ views

Respectfully challenges unsubstantiated claims

Reflects on own views in light of new information

Willing to change positions with substantial evidence

Expresses own views and listens to others’ views

Asks for clarification of others’ views as needed

Accepts new information based on evidence provided

Listens to others and sometimes gives input.

Rarely asks for clarification of others’ views

Considers changing position, but does not despite evidence

Disregards or ignores information expressed by others

Does not develop a position

Refuses to consider changing position

Disengages from discussion when new information is presented

Pose questions that connect ideas

Questions make connections between credible evidence, others’ views, and personal observations

Questions suggest connections between credible evidence and personal observations and ideas

Questions attempt only obvious or limited connections between evidence and personal observations

Questions connect only to personal observations or are nonexistent

Apply thinking processes

Analyzes significance or weakness of an argument

Evaluates soundness of evidence

Evaluates reasoning and opinions of others

Draws conclusions beyond the obvious

Demonstrates superior ability to speak about a topic and makes sound connections

Identifies major points of an argument

Identifies relevance of evidence

Considers reasoning and opinions of others

Draws simple or obvious conclusions

Demonstrates effective ability to speak about a topic and makes general connections

Paraphrases others’ discussion of the credibility of an argument or evidence

Fails to consider reasoning or opinions of others

Draws basic conclusions

Demonstrates some ability to speak about a topic and makes limited

Unable/unwilling to follow an argument or evidence

Unable/unwilling to consider reasoning or opinions of others

Unable/unwilling to draw conclusions

Unable/unwilling to speak about a topic or to make any connections



connections

GENERAL DIRECTIONS

You are going to take a writing test. For this test you will write an informative essay that will include evidence taken from the reading and viewing you will do in this packet.

This is your student test packet. Carefully read the prompt below and then plan and write your rough draft on your own paper. Your final draft will be written ONLY on the composition paper (at the end of this packet) in blue or black ink. When you are finished writing, revising, and editing, check your work one last time before writing your final copy. PROOFREAD your final copy.

Criteria For Final Draft: clear and legible writing cite references – use and cite attached documents to support writing CREATE A “WORKS CITED” PAGE at the end of your paper use blue/black ink complete on time

Permitted Resources: dictionary thesaurus internet

Strategies for Success: Underline/highlight directional and specific topic words in the prompt. It is important that you

fully understand what it is you are responding to. (Role, Audience, Format, Topic) Each document is important. For every document, you need to analyze the importance of that

document so you can respond appropriately to the prompt. You will use and cite evidence from these documents in your writing. You will also create a “Works Cited” page.

Use the right column of the document pages to pose questions, take notes, point out ideas, and organize information.

Use summary questions at the bottom to respond to the prompt with the information from the document or the writer’s style. Keep the prompt in mind. What is the important evidence?

When reading documents, use reading strategies to help you understand. These should include: slow down, write notes, highlight, reread, pose questions, visualize, look for patterns, use punctuation to your advantage, summarize.

Before drafting, know all requirements of the written response by reading the rubric. Use blue or black pen to write your final draft.



EXERCISE 1: Read and analyze the TOPIC, PROMPT, and THINK ABOUT sections.

TOPIC: It has been said that “necessity is the mother of invention.” Mankind has followed this credo throughout history. Starting with the wheel and continuing to artificial organs, humans have invented items to change and improve their quality of life.

PROMPT: In a five-paragraph essay, describe and evaluate three inventions that have had the strongest impact on human life. Use the documents provided in this packet as support.

THINK ABOUT: Think about cross-country communication before the invention of phones. Think about the common man’s life before the invention of the cotton. Think about the life expectancy of a person in the 1800s compared to now. Brainstorm the positive and negative impacts of the mentioned inventions on human life.

DOCUMENT A

“Famous Inventions of 21st Century”

By hassam

One of the biggest reasons for the advancement of the human race has been its eagerness to know, to advance, and to look for new things in every field of life.

To look for things, to make new discoveries, and to invent new things can make our lives simpler and more comfortable.

For this reason from our very inception we, humans, have tried to invent new things, which is the reason that we have advanced from living in caves to living in these beautiful mansions with all sorts of luxuries. 20th century inventions of computer and internet came forward and changed the world.

Following are a few of the most famous inventions of the 21st century.

Ginger Or Segway Transporter

Ginger is a brilliant invention created by Dean Kamen in the year 2001. There was a bit of mystery around this invention but once it was demonstrated, its ability was

Notes

Notes



appreciated world wide.

The segway transporter is an electric power transportation machine. It is basically a personal human transporter; it uses five gyroscopes and a built in computer. The segway can move at a speed of 12mph and it has no brakes. The speed and the directions can be controlled manually by the rider shifting weight and with the help of handlebars.

So far the public demonstrations have shown that the segway can easily travel through grass, pavement and minute obstacles. Sensors in the segway control the movement. When the person moves forward, the sensors detect the motion of the rider and thus enable the segway to move forward; and if the rider pushes backwards, it moves backwards. One battery costs 10 cents and lasts for almost about 15 miles so the fuel for the machine is very affordable.

Artificial Heart

The pumping organ, or the heart, is one of the most precious gifts of God. At first there was no replacement to it but the first ever artificial heart was approved by the FDA in 2004.

It is made of plastic and titanium and is able to self maintain. The artificial heart has already done many miracles.

There have been some cases when people were declared too ill by the doctors for a heart transplant, but an artificial heart did wonders for them. This invention has proved to be ground breaking in the field of medical science and was named Time’s invention of the year.

Artificial Liver

One of the most important and complex organs of the human body is the liver. The liver removes the toxins from the blood and manufactures great amount of proteins, and also plays a part in metabolism.

The device to replace an original damaged liver is now in its final stages. This artificial liver is used as a bridge for the liver transplant with as much minimal chances of liver failure as possible.

In some cases it is used to give the damaged liver sufficient time to team which may result in eliminating the need of a liver transplant altogether.

iPod

Notes



We are living in a modern 21st century Smart Phone world. The iPod is a portable media player which was first launched in the year 2001. But since its inception, it has revolutionized the world of modern gadgets.

High storage media devices became a cheap possibility after development of cheap and compact hard drives, with huge capacities. Apple made its first move by introducing its media player that could store a whole library of songs. Later more versions were introduced, including the touch screen version called iPod Touch.

It’s a sleek design, and the way it was marketed made it a huge success.

iPhone

The first ever iPhone hit the market in the year 2007. Although smart phones have already been in the market, there are many companies which have their own smart phones with unique capabilities. But we know the term smart phone more from the iPhone, which is a brand of Apple Inc.

Today mobiles and handheld phones have become our personal hand held computers. It can be further projected that this technology will further progress and in the years to come, we will see computers and smart phones at an entirely new level.

Large Hadron Collider

It is possibly one of the greatest scientific inventions of modern times. It really more of an extremely high tech engineering feat which was achieved in the year 2008 when proton beams were successfully circulated for the first time.

By building such a large collider, scientists are aiming to unlock many mysteries of science and our universe which will open new doors for many more discoveries and

inventions. The LHC is 27 km in circumference and buried 175 km beneath the Notes



Franco-Swiss border.

http://hassam.hubpages.com/hub/Famous-Inventions-Of-21st-Century

RESPOND TO THESE QUESTIONS:1. Identify the text features in the article and explain their purposes.

Graphic Aids (pictures) of inventions help with comprehension and interest level.Subheadings help to organize the article.

2. Locate five facts and five opinions within the article. Explain the differences between facts and opinions.Facts:Artificial heart approved by the FDA in 2004.The heart is made of plastic and titanium.First iPhone hit the market in 2007.Battery costs $.15 and lasts for almost 15 miles.The Segway Transporter is an electric power transportation machine.

Opinions:Ginger is a brilliant invention.Its ability was appreciated worldwide.(It) makes our lives simpler.(The iPod) is a sleek design.The liver is one of the most important and complex organs in the human body.

3. What is the author’s purpose for writing this article?The purpose is to inform readers and describe the different inventions and what they have done to help society.

4. Of the inventions described in this article, which is the best and why? Support your opinion with text evidence.*Answers will vary

Work Cited:“Famous Inventions Of 21st Century.” Famous Inventions Of 21st Century. n.p.,

n.d. Web. 14 June 2012.

Citation: ("Famous Inventions Of 21st Century")

Notes


http://hassam.hubpages.com/hub/Famous-Inventions-Of-21st-Century


DOCUMENT B:“Eli Whitney's Patent for the Cotton Gin”Background

Eli Whitney and the Need for an Invention

As Eli Whitney left New England and headed South in 1792, he had no idea that within the next seven months he would invent a machine that would profoundly alter the course of American history. A recent graduate of Yale, Whitney had given some thought to becoming a lawyer. But, like many college graduates of today, he had debts to repay first and needed a job. Reluctantly, he left his native Massachusetts to assume the position of private tutor on a plantation in Georgia.

There Whitney quickly learned that Southern planters were in desperate need of a way to make the growing of cotton profitable. Long-staple cotton, which was easy to separate from its seeds, could be grown only along the coast. The one variety that grew inland had sticky green seeds that were time-consuming to pick out of the fluffy white cotton bolls. Whitney was encouraged to find a solution to this problem by his employer, Catherine Greene, whose support, both moral and financial were critical to this effort. At stake was the success of cotton planting throughout the South, especially important at a time when tobacco was declining in profit due to over-supply and soil exhaustion.

Whitney knew that if he could invent such a machine, he could apply to the federal government for a patent. If granted, he would have exclusive rights to his invention for 14 years (today it is 20 years), and he could hope to reap a handsome profit from it.

The Constitution and Patent Law

In Article I, Section 8, Clause 8 , the Constitution empowers Congress "To promote the progress of science and useful arts by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." Patent law must carefully balance the rights of the inventor to profit from his or her invention (through the grant of a temporary monopoly) against the needs of society at large to benefit from new ideas.

The patent bill of 1790 enabled the government to patent "any useful art, manufacture, engine, machine, or device, or any instrument thereon not before known or used." The patent act of 1793 gave the secretary of state the power to issue a patent to anyone who presented working drawings, a written description, a model, and paid an application fee. Over time the requirements and procedures have changed. Today the U.S. Patent and Trademark Office is under the auspices of the Commerce Department.

Eli Whitney Patents His Cotton Gin

In hopes of making a patentable machine, Whitney put aside his plans to study law and instead tinkered throughout the winter and spring in a secret workshop provided by Catherine Greene. Within months he created the cotton gin. A small gin could be hand-cranked; larger versions could be harnessed to a horse or driven by water power. "One man and a horse will do more than fifty men with the old machines," wrote Whitney to his father. . . . "Tis generally said by those who know anything about it, that I shall make a Fortune by it."

But patenting an invention and making a profit from it are two different things. After considering possible options, Whitney and his business partner, Phineas Miller, opted to produce as many gins as possible, install them throughout Georgia and the South, and charge farmers a fee for doing the ginning for them. Their charge was two-fifths of the profit -- paid to them in cotton itself.

And here, all their troubles began. Farmers throughout Georgia resented having to go to Whitney's gins where they had to pay what they regarded as an exorbitant tax. Instead planters began making their own versions of Whitney's gin and claiming they were "new" inventions. Miller brought costly suits against the owners of these pirated versions but because of a loophole in the wording of the 1793 patent act,

Notes


http://www.archives.gov/exhibits/charters/constitution_transcript.html#1.8


they were unable to win any suits until 1800, when the law was changed.

Struggling to make a profit and mired in legal battles, the partners finally agreed to license gins at a reasonable price. In 1802 South Carolina agreed to purchase Whitney's patent right for $50,000 but delayed in paying it. The partners also arranged to sell the patent rights to North Carolina and Tennessee. By the time even the Georgia courts recognized the wrongs done to Whitney, only one year of his patent remained. In 1808 and again in 1812 he humbly petitioned Congress for a renewal of his patent.

The Effects of the Cotton Gin

After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand was fueled by other inventions of the Industrial Revolution, such as the machines to spin and weave it and the steamboat to transport it. By midcentury America was growing three-quarters of the world's supply of cotton, most of it shipped to England or New England where it was manufactured into cloth. During this time tobacco fell in value, rice exports at best stayed steady, and sugar began to thrive, but only in Louisiana. At midcentury the South provided three-fifths of America's exports -- most of it in cotton.

However, like many inventors, Whitney (who died in 1825) could not have foreseen the ways in which his invention would change society for the worse. The most significant of these was the growth of slavery. While it was true that the cotton gin reduced the labor of removing seeds, it did not reduce the need for slaves to grow and pick the cotton. In fact, the opposite occurred. Cotton growing became so profitable for the planters that it greatly increased their demand for both land and slave labor. In 1790 there were six slave states; in 1860 there were 15. From 1790 until Congress banned the importation of slaves from Africa in 1808, Southerners imported 80,000 Africans. By 1860 approximately one in three Southerners was a slave.

Because of the cotton gin, slaves now labored on ever-larger plantations where work was more regimented and relentless. As large plantations spread into the Southwest, the price of slaves and land inhibited the growth of cities and industries. In the 1850s seven-eighths of all immigrants settled in the North, where they found 72% of the nation's manufacturing capacity. The growth of the "peculiar institution" was affecting many aspects of Southern life.

Epilogue

While Eli Whitney is best remembered as the inventor of the cotton gin, it is often forgotten that he was also the father of the mass production method. In 1798 he figured out how to manufacture muskets by machine so that the parts were interchangeable. It was as a manufacturer of muskets that Whitney finally became rich. If his genius led King Cotton to triumph in the South, it also created the technology with which the North won the Civil War.

RESPOND TO THESE QUESTIONS:1. Identify the text features in the article and explain their purposes.

Title, subheadings guide the reader to specific information; helps with note-taking.*Answers may vary – discuss

2. List and describe positive and negative outcomes of the invention of the cotton gin.Possible answers:Positive: yield of cotton doubled each decade after 1800; increased demand for land; Negative: increased slavery (went from 6 to 15 slave states);

Notes



inhibited growth of cities.3. What is a US Patent, and what is the purpose?

It is a government protection to an inventor’s rights for a certain amount of time. No one can steal their invention.

4. How did the writer develop their ideas within the article?

organization: Written in chronological order separated by main ideas with subheadings. fully explained ideas before moving on to the next word enhanced imagery and overall meaning of the piece varied sentence structure

Work Cited: “Teaching With Documents: Eli Whitney's Patent for the Cotton Gin.” Eli

Whitney's Patent for the Cotton Gin. n.p., n.d. Web. 14 June 2012.

Citation:("Teaching With Documents: Eli Whitney's Patent for the Cotton Gin")

DOCUMENT C

“Inspired Inventions”By Gautam Sen

A flying kite inspired man for a flight - a dragonfly instilled helicopter; a rainbow aroused a painter's delight, mountains converted man into sculptor.

A shooting star infused a rocket's flight with speed of a comet added to it. As dazzled all o'er with lightning at night - electricity made dark nights moonlit.

Concepts from myths did never get ignored; Sun's chariot forced the thought of a deal into many primitive hearts that soared - so power of a horse was put to a wheel,

Great Masterminds with deep inner notions unveiled clues before their intrusive eyes; with their inventions and innovations Notes



they fetched modern science a smiling sunrise.

RESPOND TO THESE QUESTION:

1. Summarize the meaning of this poem. How does it relate to the prompt?

Possible answer: Inventions are generated by everyday men and women. These inventions make the world a better place for all.

Work Cited:“Inspired Inventions.” Inspired Inventions - Gautam Sen. n.p., n.d. Web. 14 June 2012.Citation: ("Inspired Inventions")

DOCUMENT D:

http://videos.howstuffworks.com/history/invention-videos-playlist.htm#video-29096television video

1. How did Farnsworth’s invention change our world?*Answers will vary:Possible answer: changed communication for the better (news, information, marketing and eventually leisure time).

2. What is the difference between a primary and a secondary source? How does the interview of Farnsworth’s wife add to your understanding?Primary Source: first person account of an eventSecondary Source: information that is derivative (second hand: use examples and describe)The interview personalizes the story, clarifies his thought processes, and makes it real for the viewer.

3. What kind of character traits are required to create a revolutionary invention?*Answers will vary: perseverance, dedication, hard-work, creative, innovative, risk-taking, etc.

Work Cited:“HowStuffWorks Videos "Invention Videos".” HowStuffWorks Videos "Invention

Videos". Videos, n.d. Web. 14 June 2012.

Citation: ("HowStuffWorks Videos "Invention Videos"")


http://videos.howstuffworks.com/history/invention-videos-playlist.htm#video-29096


EXERCISE 3:Carefully re-read the prompt and your notes. Now brainstorm some ideas, or draw your own pre-planning/thinking sheet here:

EXERCISE 4:Planning Your Writing – Choose either graphic organizer A or B to plan and organize your essay. Be sure to include citations here so you don’t forget them!

EXERCISE 5:First Draft: Now that you have organized your thoughts and planned your essay, begin your first draft on YOUR OWN paper. DO NOT FORGET YOUR CITATIONS!

Official Scoring Guide: Arizona’s Instrument to Measure StandardsHOLISTIC RUBRIC BASED ON SIX TRAITS OF WRITING

SCORE POINT 6Response is sophisticated and skillful in written communication, demonstrated by

exceptional clarity, focus, and control in topic development and organization that often show insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

SCORE POINT 5Response is excellent and skillful in written communication, demonstrated by

clarity, focus, and control in topic development and organization.

a balanced and thorough exploration of the topic using relevant details.

an inviting beginning and a satisfying sense of closure.

a broad range of carefully chosen words crafted into varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

EXERCISE 6:Peer-review trade

EXERCISE 7:Self-review and edit



EXERCISE 8:Clearly and legibly write your final draft on the attached final draft paper in blue or black ink; check to ensure you have cited the source items.

Criteria for the Final Draft: clear and legible writing cite references – use and cite attached documents to support writing CREATE A “WORKS CITED” PAGE at the end of your paper use blue/black ink (add paper as needed) complete on time

To submit your final draft: 1. Take the cover page off the front of this packet and your final draft from the back of the packet. 2. Staple the cover page to your final draft.3. Turn in the final to your teacher.

SCORING PROTOCOL – To the Teacher1. Collect final drafts from students.

2. You will use the official Holistic Rubric posted on iPLAN under Writing Resources. While the Holistic Rubric has a code for non-scorable* papers, you are cautioned not to give an “off-topic” designation unless there is absolutely no evidence that the student either read the prompt or wrote to the prompt.

3. A fellow grade-level teacher should score your set of papers first WITHOUT marking on them.

4. Secondly, you should score and mark-up tests as you would for teaching and giving feedback to your students.

5. If the score for a paper is within one (1) point for the two scorers, the lower score should be recorded in iASSESS.

6. If the score for a paper is not within one (1) point after being scored twice on the Holistic Rubric, a conversation should occur between you and your colleague to discuss the difference of scores for inter-rater reliability. Try to come to an agreement or at least within one point (see above).

7. Scores must be entered into iASSESS and into your grade book. Grade book scores can reflect normal classroom grading practices.

8. After students have had an opportunity to review your remarks or you have had time to conference with students about their papers, tests should be collected and stored for possible random sampling by the district.

9. If a sample is called for, it will be in May before students leave. If you have not been asked to submit a sample before students leave, you will be asked to turn them in for shredding.

* Condition codes for non-scored papers: blank = A; illegible = B; non-English = C; and; and off-topic = D
