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Dysart Unified School District 3rd GRADE

Interactive Opinion WritingLanguage Arts Benchmark 3Social Studies DBQ – Form A

Heroes

We are a product of the past, and what we value we pass on to the future.

Student Name

School

Date Criteria for final draft must be present to be graded

Teacher NameScore using the holistic rubric ________ (1-6)

1=FFB 2=FFB 3=APP4=Meets 5=Exceeds 6=Exceeds

Grade 3 – Argumentative/Opinion Writing

OVERVIEW: Document Based Questions (DBQs) provide primary and secondary source materials related to a specific theme in which students are asked to:

Analyze individual documents using literacy strategies and questions/activities provided (DAY 1-2).

Complete prewriting graphic organizer(s) and/or prewriting outline(s) (DAY 3-4). Draft a 3+ paragraph essay response using the writing process that answers the prompt. Revise, edit, and publish a final response checking with the rubric.

Suggested Timeline and Protocol for Teachers

Day 1-2 Day 2-3 Day 3-5 Preview DBQ/benchmark with

students (students should have a copy and be shown on overhead)o Explain procedures.o Read and clarify Background

Information section;o Analyze prompt for clarity.o All students should be able to

explain what the prompt asks.o Read and discuss Strategies for

Success.o Review expectations with

rubric. (Focus on Exceeds column. FFB and APR are not options.)

o Share prerequisiteso Cite references usedo Clear and legible (or word

processed)o Completed on time.

Students begin analysis of documentso Students must analyze, take

notes, and respond to all questions for each document.

Students must share and discuss their findings and add to their notes using the Listening and Speaking Rubric.

*All work must be done in class. GRADES 3-5

Complete prewriting activities graphic organizers, webs, research if necessary.

Determine vocabulary needed to address the prompt

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

Students create thesis statements which clearly provide their opinion. Students will use the frame as a support in writing their thesis statements.

Teacher should check that each student has a thesis statement.

Students write a rough draft that addresses the prompt.

The rough draft should include at least three paragraphs, introduction, arguments and counter-arguments with reasons, and a conclusion.

Writing must be in third person 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…”

Students will peer revise and edit after the rough draft. Students should check for:

Complete thoughts Correct essay structure Citing evidence Proper grammar and syntax Correct spelling of high

frequency words Correct use of academic

vocabulary

Students use scoring rubric to make further revisions.

Students complete their final draft

Rough draft will be handed in with DBQ when complete.

Dysart Unified School District – January 2014


Strategies for Success

● Preview questions to set the purpose for reading the text.

● Underline/highlight direction words and specific topic words in the question. It is important that you fully understand the question to which you are responding.

● With every primary or secondary source document, realize that you need to analyze and identify the importance of that document in order to respond to the questions thoroughly.

● When reading a document, use reading strategies to help you understand. You should:

o slow downo write noteso highlighto rereado pose questionso visualizeo look for patternso use text featureso summarize

● Remember that the DBQ/writing process is a collaborative and thoughtful learning activity. You should be actively engaged in speaking, listening, and writing within your group.



Speaking and Listening Rubric Grades 3-5

Skills: Approaches - 1 Meets - 2 Exceeds - 3Preparation: Fails to read the material or

skimmed it Fails to take notes or notes are

irrelevant Fails to complete or attempt

assigned tasks

Actively pre-read the topic, including marking the text (if possible)

Notes are present Demonstrates understanding

of relevant vocabulary words Attempts/completes assigned

tasks, may have generated some questions

Actively pre-read and understood the topic, including marking the text (if possible)

Internalizes some information (notes may be used as a trigger for recall)

Demonstrates understanding of relevant vocabulary words

Connects prior knowledge to topic Completes assigned tasks with

accuracy and prepares questions.

Rules and Roles: Speaks out of order/interrupts Strays from topic or task Disrespectful or disruptive Ineffective use of time

Takes turns instead of talking over others

Stays on task/topic Respects others’ roles Effective use of time Completes task/role as

assigned

Expresses own views while respectfully acknowledging others’ views

Stays on task/topic and encourages others to do the same

Upon task completion, helps others, and/or works ahead when appropriate

Questioning: Does not pose questions or poses questions that are off topic

Does not ask clarifying questions

Does not answer questions or provides answers that are vague or off topic

Questions attempt to make obvious connections

Questions are based on personal observations and ideas

Asks clarifying questions to check understanding

Makes relevant comments that contribute to the discussion

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

Asks specific questions which elaborate on the remarks of others.

Makes relevant comments that further understanding for the group

Poses questions beyond the basic facts, seeks extensions in learning

Personal Reflections: Disregards or ignores information expressed by others

Does not develop point of view or refuses to consider changing point of view

Disengages from conversation when new information is presented

Expresses own views with support

Considers changing position, but often doesn’t despite lack of evidence

Willing to ask for clarification when needed

Listens and accepts new information based on evidence provided

Reflects on own views in light of new information

Recognizes positions posed by others Uses substantial evidence in forming

opinion(s).

Main Ideas: Does not state main ideas and/or supporting details of information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.): main ideas and few supporting

details from information presented in multiple formats

1. States (3rd gr.),2. Paraphrases (4th gr.) OR3. Summarizes (5th gr.): main ideas are supported with details

from information presented in multiple formats

Active Listening: No eye contact Not paying attention Off-task Side talking/fidgeting interrupting

Eye contact Facing the speaker Not making side conversations

with others Hands and feet to themselves Able to state the ideas of others

Constant eye contact Concentrated body language including

head nodding and leaning forward Restates the ideas of others with

accuracy.

Heroes“We are a product of the past, and what we value we pass on to the future.”



Background information:

Across the world, heroes make their mark by helping others or by prevailing in tough situations. In America, the respect and value given to heroes is unparalleled. We need and love heroes, but what qualities make a person a hero? Is it the number of people they impact? Is it popularity? Do they have to face danger to be a hero? Or is it something else?

PROMPT

If the United States were to add a national “American Hero’s Day” to our calendar that celebrated a new hero each year, who should be the first hero recognized and why should that person be recognized?

Think about:o What is a hero?o Who can be a hero?o Are there certain actions all heroes demonstrate?o What are the traits of a hero?o What criteria do you believe make a person a hero?o Should we have one more national holiday based on a hero?

Possible Thesis Frame

Even though ____________________, I suggest our nation’s first hero for “American Hero’s Day” should be __________________________ (person who you think demonstrates heroism) because ____________________________ (demonstrate, argue, beliefs).

Note: “Even though…” is your counter-argument to who you believe our first American Hero should be.

“We are a product of the past, and what we value we pass on to the future.”



Document A: Read the article carefully and underline or circle key ideas and details.

13-Year-Old Hero Saves School Bus

By JoyceGrant teachingkidnews.com

He didn’t think he was “too young” to do something, and he didn’t wait for someone else to help – he just jumped into action.

Thirteen-year-old Jeremy Wuitschick is being hailed as a hero after he saved the school bus he was riding in and its passengers.

Wuitschick and about a dozen other kids were riding in the school bus on their way to Surprise Lake Middle School, in Milton, Washington (near Seattle). All of a sudden, the school bus driver had a seizure. In this case, a seizure is a medical condition that caused the bus driver to uncontrollably twist around in his seat. He lost control of the bus, which veered off the road, according to the Los Angeles Times news website.

A video camera on board the bus caught what happened next. As soon as the bus driver began to have his seizure, Jeremy Wuitschick leaped out of his seat and grabbed the steering wheel. He steered the bus safely to the side of the road and then turned the engine off. He even opened the doors so the other kids could leave the bus.

At that point, a passing motorist jumped on board and tried to help the bus driver, who was later taken to hospital. The bus driver is in serious condition in hospital; according to news service Associated Press (AP).

AP reported that the kids regularly receive training in emergency procedures so they will know what to do in case anything like this happens. And when it did, Wuitschick was able to remember his training and put it to good use.

Wuitschick said he wishes he could have done more. He said he wants to learn CPR (a life-saving technique that can help someone who has stopped breathing).

http://teachingkidsnews.com/2012/04/10/13-year-old-hero-saves-school-bus/

Response to Reading:


http://teachingkidsnews.com/2012/04/10/13-year-old-hero-saves-school-bus/


1. How did, what happened on the bus, change the lives of those involved forever?

2. What traits did Wuitschick have that made others call him a “hero”?

3. Explain how or why children can be heroes.

4. Why do you think only one child on the bus reacted to help the driver?



Document B: Actively watch both videos, and then discuss with your partners or class the questions and responses to the following questions.

Sally Ride Interview with Student for Scholastic

http://www.youtube.com/watch?v=cw_Zu9CYUfc &

Dr. Sally Ride, 1983 launch and discussionhttp://www.youtube.com/watch?v=B49eI_IaUlM

Think about your ideas of a hero as you respond to the questions, and then discuss your responses:

1. While watching the two videos, analyze the challenges that Dr. Sally Ride discusses in both videos. Explain why Dr. Sally Ride could be considered a national hero? Support your decisions.

2. If Sally were to go into space today, would she be considered a hero? Why or why not?

3. Dr. Sally Ride discusses the importance of Science, Technology, Engineering, and Mathematics in schools. Why do you think she discusses the importance of young girls being empowered to feel confident in those subjects?

*Additional resource for biographical information on Dr. Sally Ride. https://sallyridescience.com/about-us/dr-sally-ride#.U5c1DnJdWSo

Document C: Read the article carefully and underline or circle key ideas and details.


https://sallyridescience.com/about-us/dr-sally-ride#.U5c1DnJdWSo

http://www.youtube.com/watch?v=B49eI_IaUlM

http://www.youtube.com/watch?v=cw_Zu9CYUfc


Cesar Chavez: Labor LeaderCesar Estrada Chavez (March 31, 1927 - April 23, 1993) was a Mexican-American labor leader who used non-violent methods to fight for the rights of migrant farm workers in the southwestern USA. Migrant farm workers are people who do farm labor, moving from farm to farm and from town to town as their work is needed - it is difficult work that pays very little and can be dangerous due to the use of pesticides (pesticides are chemicals that kill bugs and can make people sick).

Chavez founded a group that advocates for the rights of farm workers, acting to increase wages and improve the working conditions and safety

of farm workers. He also organized strikes (when workers refuse to work until improved working conditions and salary demands are met) and nation-wide boycotts of agricultural products in order to help workers (a boycott is a protest in which the public is asked not to buy certain products). Chavez went on many hunger strikes, refusing to eat until violence against strikers ended and until legislators (law makers) voted to make laws improving the lives of farm workers. He was also jailed many times during his fight against terrible migrant worker conditions.

Chavez's motto was "Si, se puede." (meaning "Yes, it can be done.") and he proved it to be true. His work for the fair treatment of farm workers changed the lives of millions of people for the better.

Source: http://www.enchantedlearning.com/history/us/hispanicamerican/chavez/Visit source for more details of Cesar Chavez

Think about the impact of Cesar Chavez, and discuss your answers to these questions:

1. In Arizona, particularly around the Surprise and El Mirage areas, there are many farms. How do you think Mr. Chavez impacts workers today? Cite specific words from the article that support your thoughts.

2. Think about the needs of the community today. How has Cesar Chavez efforts continued to today? Explain your decision.

Document D: Read the article and quotes below. Think about what makes a person a hero.


http://www.enchantedlearning.com/history/us/hispanicamerican/chavez/

http://www.enchantedlearning.com/crafts/papercrafts/stamp/index.shtml


Walt DisneyWalt Disney is a legend; a folk hero of the 20th century. His worldwide popularity was based upon the ideals which his name represents: imagination, optimism, creation, and self-made success in the American tradition. Walt Disney did more to touch the hearts, minds, and emotions of millions of Americans than any other person in the past century. Through his work he brought joy, happiness, and a universal means of communication to the people of every nation. He brought us closer to the future, while telling us of the past, it is certain, that

there will never be such as great a man, as Walt Disney.

Mr. Disney was also known for his words--"Crowded classrooms and half-day sessions are a tragic waste of our greatest national resource - the minds of our children."

"The way to get started is to quit talking and begin doing."

"Movies can and do have tremendous influence in shaping young lives in the realm of entertainment towards the ideals and objectives of normal adulthood."

"When you're curious, you find lots of interesting things to do. And one thing it takes to accomplish something is courage."

Source: JustDisney.comCreated and Operated by Brad Aldridge Productions, Berkeley, CA.

Analyze the article, support your responses, and discuss your answers to these questions:

1. Considering the impact that Walt Disney has had in America, do you consider him a hero? Support your choice with the claims in the article.

2. Reread the quotes. Which quote sounds like what a Hero would say or think? Why do you think so?

REVIEW:



PROMPT

If the United States were to add a national “American Hero’s Day” to our calendar that celebrated a new hero each year, who should be the first hero recognized and why should that person be recognized?

Think about and discuss in partners or with your class for your prewriting,

o What is a hero?o Who can be a hero?o Are there certain actions all heroes demonstrate? o What are the traits of a hero?o What criteria do you believe makes a person a hero? o Should we have one more national holiday based on a hero?

Complete the organizer below to plan your essay. Remember, you need to include a counter argument, or what the “other side” might think.

Possible Thesis Frame

Even though ____________________, I suggest our nation’s first hero for “American Hero’s Day” should be __________________________ (person who you think demonstrates heroism) because ____________________________ (demonstrate, argue, beliefs).

Note: “Even though…” is your counter-argument to who you believe our first American Hero should be.

Opinion Graphic Organizer – 3rd Grade



Paragraph #1 – Introduction

1. Attention grabbing beginning (no questions):

_________________________________________________________________________________________________________________

2. Bridge/Background information to describe the issue:

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

3. Opinion Thesis Statement:

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Paragraph #2 – Body Paragraph (include citations)

1. Topic Sentence – Includes opinion

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

2. Evidence to support (important details from reading with citations): _________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

3. Explanation of details – why it supports the topic sentence:_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

4. Counter Argument – what might someone say against your idea and how you would refute (argue back) their argument:_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

5. Conclusion/ Transition Sentence: _________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

Paragraph #3 – Conclusion



1. Transition to restate the summary of your main argument in new words:_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

2. Leave the reader with a final thought about why your idea is the best:_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

ROUGH 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!

PEER REVISION



Name of Writer: __________________________________________________

Name of Peer Editor: _____________________________________________

Trade essays with a partner. You can mark on your partner’s rough draft with colored pencils/highlighters to help him/her as you go through these revision questions.

Introduction:Circle the way in which the author attempted to capture the reader’s interest at the beginning of the introduction.

Anecdote Unusual fact Startling statement Catchy quote

What is the author’s thesis (the last statement of the introduction that states the prompt)?________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Does the thesis clearly state the author’s opinion without using “I”?

With 5 being the BEST, how well does the introduction capture the reader’s interest? 1 2 3 4 5

What made it strong?

What could make it better?Body Paragraph:Color the citations green.Underline the topic sentence in the body paragraph.

Put a box around the evidence: facts, definitions, and details from the articles about the topic.

Circle transition, linking words, or phrases in brown.



Underline the explanation of details in red.

What is the concluding sentence?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Conclusion:

How does the author make a lasting impression on the reader?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

With 5 being the BEST, how engaging and thoughtful was the conclusion?

1 2 3 4 5What made it strong?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

What could make it better?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Extra comments or suggestions: ________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________



Editing:

Identify spelling, punctuation, and capitalization errors.

Use a green colored pencil to mark capitalization errors that need to be fixed.

Use a red colored pencil to mark punctuation errors that need to be fixed.

Use a purple colored pencil to circle misspelled words.

SELF-REFLECTIONREMEMBER: This is your paper. If you don’t agree with an editing correction made by your partner, you should check use a dictionary or check the rules for grammar to make a final decision.



Use the Opinion Revision Checklist, Opinion Editing Checklist, and the Holistic Rubric to improve your writing to the Score Point 5 and 6.

Opinion Revision Checklist

Did I… Yes No

-Write an interesting beginning?

-Write a thesis statement?

-Organize my ideas throughout the essay?

-Use supporting evidence from the documents?

-Explain what the evidence means to my thesis.

-Write a conclusion restating my thesis statement?

-Include citations from my sources correctly?

Opinion Editing Checklist

Did I… Yes No

-Use complete sentences?

-Use a variety of sentence types?-Use precise vocabulary?-Use all other spelling, grammar, punctuation and capitalization rules to the best of my ability?

Use this rubric to tell the teacher what to notice about your writing. Circle the comments that best show how good your paper is.



Score Point 6 Exceptional clarity, focus,

and control of the topic. Rich, relevant, and credible

details. A strong sequence of

events. Carefully chosen words

and clear sentences/ideas. A strong voice from the

writer that the reader can sense.

Strong conventions with very few errors.

Grade: Exceeds

Score Point 5 Clarity, focus, and control

of the topic. Balanced details. A relevant beginning and

ending. A variety of words and

sentences that sound natural.

A good voice from the writer that the reader can sense.

Good use of conventions with few errors.

Grade: Exceeds

Score Point 4 Adequate ideas with an

order that might be ordinary.

Mostly relevant details that are clear.

Sequence of events may become weak.

Effective word choice that is common.

A sense of voice is present. Good conventions were

errors don’t affect the reading of the piece.

Grade: Meets

Score Point 3 Simple ideas but not very

interesting. Details become a little

unclear. A weak sequence of events

and possible out of order. Repetition of words and

misused. A weak voice and little

sense of audience. Many errors in

conventions affect the reading of the piece.

Grade: Approaches

Score Point 2 Very simple and unclear

ideas. Details are weak or are

missing. Missing parts of the

sequence of events. Repetitive words used and

it becomes awkward sounding.

No voice present and may sound choppy and like rambling.

Many errors in conventions and it becomes hard to read.

Grade: FFB

Score Point 1 No purpose or clear ideas. Very little or no details. No clear sequence of

events. Limited vocabulary used

and very basic words. No voice present or sense

of audience. Severe and frequent errors

in conventions.

Grade: Falls Far BelowSCORE: FFB 1-2 APR 3 Meets 4 Exceeds 5-6

Final Response

The following prerequisites must be present in order for DBQ/writing benchmark to be graded.

1. May use pencil or in blue or black ink2. Must be legible3. In essay format 4. Documents must be cited

Final Draft



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Holistic Rubric for Social Studies DBQ – Teacher EvaluationSCORE POINT 6 SCORE POINT 5 SCORE POINT 4



Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows 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.

o insightful with no historical errors.o makes original and specific connections

using resources.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

o uses background knowledge for all support content.

o thesis is prompt-driven and fits seamlessly in opening paragraph.

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and 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.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo cites multiple documents correctlyo thesis statement is clear.

SCORE POINT 3

Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2

Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso uses more than one document

correctly but relies on one document OR cites only one document

o loosely uses background knowledge/facts with no connections.

o includes a general topic statement, but not a thesis

SCORE POINT 1

Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6
