Test_5.B_Raise_your_right_hand...What_does_it_mean_to_be_civically_responsible_

Test 5.B Raise your right hand...What
does it mean to be civically
responsible?
by Richard R. Hattal
Adapted from "5.B Raise your right hand...What does it mean to be civically responsible?" by Denise M. Peters and Richard R. Hattal
The Framers planned our government carefully. They organized it so its powers were limited. They separated the powers of our
government among three different branches. They balanced the powers among these branches. They provided ways each branch
could check or limit the powers of the other branches. Finally, they added a Bill of Rights. The Bill of Rights now protects our rights
from unfair treatment by our national, state, and local governments.
Some of the Framers believed they had organized the government very well. They believed the way they planned the government was
enough to make sure our rights and welfare would be protected.
Other Framers did not agree. They did agree that the way the government was organized was very important. However, they believed
that the government would only work well if there were good people running it. They also believed it would only succeed if the citizens
were good citizens.
Today, most people agree. A well-written constitution is not enough to protect our rights. We need to elect leaders who will make and
enforce laws that protect our rights and promote our welfare.
However, even a good constitution and good leaders may not be enough. If we want to protect our rights and welfare, we, the people,
have certain responsibilities to fulfill. In this module you will examine what some of these responsibilities might be and how they relate
to the health of our nation.
GRADES
5
DISCIPLINE
 Social
Studies
COURSE
 Civics
PACING
 12hr
Test 5.B Raise your right hand...What does it mean to be civically responsible?
Literacy Design Collaborative 1 of 18 https://s.ldc.org/u/8akmop8uwtb6ti843b0kd5j0z

Section 1: What Task?
Teaching Task
Task Template A4 - Argumentation
What civic action would build the strength of our nation? After reading informational text and researching examples of the civic
responsibilities American citizens have in our society, write editorial essay in which you argue for a particular civic action. Support your
position with evidence from the text/s.
Standards
Social Studies Next Generation Sunshine State Standards
Texts
 The Responsibility Of Citizens.docx
 11302006_civic_responsibility_k12 (Text 1).pdf
SS.5.C.2.2 Focus
Compare forms of political participation in the colonial period to today.
SS.5.C.2.4 Focus
Evaluate the importance of civic responsibilities in American democracy.
SS.5.C.2.5 Focus
Identify ways good citizens go beyond basic civic and political responsibilities to improve government and
society.

Argumentation Rubric for Grade 6-12 Teaching Tasks
Not Yet
1
Approaches Expectations
2
Meets Expectations
3
Advanced
4
Focus
Attempts to address prompt but lacks
focus or is off task.
D: Attempts to address additional
demands but lacks focus or is off task.
Addresses prompt appropriately and
establishes a position but focus is
uneven.
D: Addresses additional demands
superficially.
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
D: Addresses additional demands
sufficiently.
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
D: Addresses additional demands with
thoroughness and makes a connection
to claim.
Controlling Idea
Attempts to establish a claim, but lacks
a clear purpose.
Establishes a claim. Establishes a credible claim. Establishes and maintains a substantive
and credible claim or proposal.
Reading/Research
(when applicable)
Attempts to reference reading materials
to develop response, but lacks
connections or relevance to the
purpose of the prompt.
Presents information from reading
materials relevant to the purpose of the
prompt with minor lapses in accuracy
or completeness.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Development
Attempts to provide details in response
to the prompt, but lacks sufficient
development or relevance to the
purpose of the prompt.
Presents appropriate details to support
and develop the focus, controlling idea,
or claim, with minor lapses in the
reasoning, examples, or explanations.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Organization
Attempts to organize ideas, but lacks
control of structure.
Uses an appropriate organizational
structure for development of reasoning
and logic, with minor lapses in structure
and/or coherence.
Maintains an appropriate organizational
structure to address specific
requirements of the prompt. Structure
reveals the reasoning and logic of the
argument.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt. Structure enhances
development of the reasoning and logic
of the argument.
Conventions
Attempts to demonstrate standard
English conventions, but lacks
cohesion and control of grammar,
usage, mechanics, language and tone.
Sources are used without citation.
Demonstrates an uneven command of
standard English conventions and
cohesion.
Uses language and tone with some
inaccurate, inappropriate, or uneven
features. Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion, with
few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Demonstrates and maintains a well-
developed command of standard
English conventions and cohesion, with
few errors. Response includes
language and tone consistently
appropriate to the audience, purpose,
and specific requirements of the
prompt. Consistently cites sources
using appropriate format.
Content
Understanding
Attempts to include disciplinary content
in argument, but understanding of
content is weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows basic or
uneven understanding of content; minor
errors in explanation.
Accurately presents disciplinary content
relevant to the prompt with sufficient
explanations that demonstrate
understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.

Background for Students
Every person has responsibilities having to do with his or her private life. People have to help take care of themselves and their families.
They fulfill these responsibilities in many ways. Americans also have civic responsibilities. These are the things people must do in order to
help support their community and their government. Our system of government depends on the active involvement and participation of
people in a number of tasks. For example, because ours is a government of, for, and by the people, citizens must run for office, and others
must participate in elections.
A person’s civic responsibilities can sometimes create conflicts with his or her personal responsibilities. The demands of time and energy
for civic life may make it harder to fulfill financial or family duties.
In some cases, the decisions of a government may go against a person’s morals or ethics. In the past, people have used a practice called
civil disobedience to protest government rules that go against their personal morality. With civil disobedience, a person who objects to a
law or policy breaks that law or policy peacefully—and accepts the legal punishment for that action. So, while expressing opposition to the
policy, the person accepts the authority of the law.
Extension
Not provided

Section 2: What Skills?
Preparing for the Task
TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and
concerns.
TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
Reading Process
INSPECTIONAL READING:
Transition to Writing
IDENTIFYING SIGNIFICANT ELEMENTS:
SEMINAR:
Writing Process
ESTABLISHING THE CONTROLLING IDEA: Ability to establish a claim and consolidate information relevant to task.
OUTLINING THE WRITING:
INTRODUCTORY PARAGRAPH:
BODY PARAGRAPHS:
CONCLUDING PARAGRAPH:
REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
PEER EDITING:
FINAL DRAFT: Ability to submit final piece that meets expectations.

Section 3: What Instruction?
PACING
SKILL AND
DEFINITION PRODUCT AND PROMPT SCORING GUIDE INSTRUCTIONAL STRATEGIES
Preparing for the Task
15 mins TASK
ENGAGEMENT:
Ability to connect
the task and new
content to existing
knowledge, skills,
experiences,
interests, and
concerns.
TEXT GRAFFITI
In your cooperative groups,
inspect the picture provided to
you. Around the edges of the
picture (and on the picture
itself), respond to the following
question: How does the picture
relate to the essential question
"how does fulfilling our civic
duty relate to maintaining a
strong nation. ? Do not use
any resources other than the
picture and your prior
knowledge. You will have 2
minutes to write your group's
collective responses on the
edges of the photo. When the
timer goes off, rotate the
picture clockwise to the next
group. Be prepared to explain
your responses to the whole
class upon completion.
Students master this task
if:
comments relevant to
the photo are written
students discuss the
structures they see
and how they
contribute to function
groups attend to the
time limit
students participate in
sharing insights
Assign students to cooperative groups of 4-5 students. Have a timer available.
Distribute one photo to each group. Permit each group to think and respond for 2
minutes. When the timer goes off, instruct students to rotate the picture to the next
group, clockwise.
For this particular task, students are provided with pictures of various types of bridges
such as cantilever, truss, arch, suspension, etc. The pictures offered are relevant to
course content and teachers could present any relevant pictures, such as pictures of
atoms, pictures of WWII aircraft, etc.
When all groups and pictures are complete, randomly call on 4-5 students to share
their insights about their comments. Correct minor misconceptions.
Standards:
SS.5.C.2.5. : Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.5.C.2.4. : Evaluate the importance of civic responsibilities in American democracy.
Additional Attachments:
 Suggested Photo 1 (6).jpg
30 mins TASK
ENGAGEMENT:
Ability to connect
the task and new
content to existing
knowledge, skills,
experiences,
interests, and
concerns.
WHAT IS CIVIC
RESPONSIBILITY?
What is civic responsibility?
Why is it important in a
Democratic Society?
Students read essays
aloud, reflect and check
for understanding.
***Note*** The linked video brings up topics such as gay marriage and racial equality.
Make sure to view the video prior to showing it to your class.
Have students write a short essay on what they feel civic responsibility means.
Have students share their thoughts and discuss their responses.
Watch the linked video, or another video of your choosing.
Using chart paper, ask students to brainstorm "civically responsible" activities that are
going on in their community. Redirect as necessary. Keep the listing posted for the
entire module.
After a short discussion have students wrote a one paragraph reflection essay. Prompt:
Why is understanding ones civic responsibility important in our society?
Standards:
SL.5.1 : Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others' ideas and expressing their own clearly.

 Civic Responsibility Video
30 mins TASK
ENGAGEMENT:
Ability to connect
the task and new
content to existing
knowledge, skills,
experiences,
interests, and
concerns.
WHAT IS AN EDITIORIAL
ESSAY?
What is an editorial essay?
How does an editorial differ
from an opinion essay? How
is it similar? What key
components will I need to
understand before I draft my
editorial essay?
After reviewing the
elements of an editorial
essay, check for
understanding using a
formative assessment
such as an exit slip.
CHARACTERISTICS OF EDITORIAL WRITING
An editorial is an article that presents an opinion on an issue. Much in the same manner
of a lawyer, editorial writers build on an argument and try to persuade readers to think
the same way they do. Editorials are meant to influence public opinion, promote critical
thinking, and sometimes cause people to take action on an issue. In essence, an
editorial is an opinionated news story.
Steps to writing an Editorial Essay:
1. Pick a significant topic that has a current news angle and would interest readers.
(Civic responsibility)
2. Collect information and facts; include objective reporting; which means you will have
do some research to discover facts and expert opinions to complement your own
opinions (texts provided)
3. State your opinion briefly in the fashion of a thesis statement - this is the editorial’s
PROPOSITION
4. Explain the issue objectively as a reporter would and tell why this situation is
important
5. Repeat key phrases to reinforce an idea into the reader's minds - just do it creatively.
6. Appeal to the logic and emotions of the reader by using loaded words/phrases and
rhetorical devices - remember, you are trying to get your reader to agree with you.
7. Give a realistic solution(s) to the problem that goes beyond common knowledge.
Encourage critical thinking and pro-active reaction.
8. Wrap it up in a concluding punch that restates your opening remark (thesis
statement) in different but inspiring words.
9. Keep it to short; make every word count; never use "I"
After presenting the steps to write an editorial essay, present students with
examples taken from the local newspaper or other sources.
Standards:
 Sample Editorial.pdf
25 mins TASK
ANALYSIS:
Ability to
understand and
explain the task's
prompt and rubric.
BREAKING DOWN THE
TASK
What does each part of the
task mean to you? In your
own words, translate the
prompt to student-friendly
language.
Correctly paraphrases
all portions of the task,
drawing from previous
experience with
reading and writing
tasks.
1. Begin by explaining why this task is important. "Today I am going to show you how
to read an assignment prompt and really understand it."
2. Model how to breakdown the prompt. On the overhead or document camera,
project the organizer and complete the first row. First do a think aloud where you fill
in the first box, and then ask the students to help you expand your answer.
1. You might say something like: "Ok, so that word develop sort of means change.
So I know that I'll have to write about characters changing. I've written about
one character changing before, but for this I guess I have to write about more
than one. So, I'll put something like 'How do the characters change?'" (write this
down)
2. Ask the students what part of the assignment I'm missing ("same events"). Ask
them how to put it in their own words. Write this new response in the second
box.
3. Allow students to complete all the "individual boxes" (should take about 10 minutes).
4. After students finish thinking individually, put students in small groups to share their
individual ideas and create a group consensus on what each part of the task means.
5. Conclude with a whole group discussion, facilitated by the teacher, on any parts of
the task that are still unclear to students.
6. Tell students to hold onto this, and keep it in mind as they read. Remind them that
it is their purpose for reading.
Standards:
L.5.6 : Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other
logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

 Task Analysis
Reading Process
1 hr INSPECTIONAL
READING:
CAROUSEL READING
With your team, read and
respond to text.
Student participates with
team, listening
and adding annotations to
text
Student participates in
class discussion.
Materials: markers for each student; article excerpts on large paper and on chart
paper, number each except that makes up the article: Typically you'll divide an article
into 3 or 4 sections. Repeat excerpts so you have 3 to 4 students working at a chart.
Students will move clockwise through the excerpts.
Preparation: Post excerpts post on walls or around the room. Assign students to small
teams of 3 or 4. Create a chart of ways to respond to text: Reminds me of . ., I wonder .
. , I think . . , I don't agree with . . , This is really interesting because . . , I don't
understand why . . , Why did . . , This is a great idea because . . (You can add to this
list as students respond in different ways.)
Introduce the article to students and read the introduction together. Share the purpose
for reading and connect to the essential question of the teaching task.
Say: "You will continue reading through the article with your team. As you read, record
your thinking on the chart. You may write directly on the excerpt or on the surrounding
chart paper. There are lots of ways you may respond. (Refer to list of ways to respond.)
Can you think of other ways you might respond to what you read?" You can model this
with the introduction.
Say: "When you get to your first chart, decide as a team how you will read the excerpt
(silently, taking turns, etc.). I'll give you a few minutes to read and respond to the first
excerpt, then you'll move to the next one when I give you the signal."
Move student teams to charts to get started. After enough time for students at the first
chart, ask them to move clockwise to the next excerpt. Students read the excerpt and
the previous students responses. This time they respond not only to text, but also to the
prior students' responses.
After students have moved through all excerpts, pull everyone together for a class
discussion: What surprised you? What did you find interesting? What do you still want
to know? (Be sure to address the purpose for reading or essential question.)
Variation: post excerpts from different articles on a related topic. You can post
questions that spark discussion or rely on student responses.
Standards:
SS.5.C.2.5 : Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.5.C.2.4 : Evaluate the importance of civic responsibilities in American democracy.
RI.5.5 : Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more
texts.
RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
 11302006_civic_responsibility_k12 (Text 1).pdf
1 hr INSPECTIONAL
READING:
BREAKING DOWN A TEXT
In order to effectively respond
to a writing prompt, we must
understand how to properly
break down complex text. As
we develop our essays we
must use these texts to
support our writings.
Our task is to closely read the
text, focusing on the writing
prompt. Close read the text.
As you read, select key and
supporting details.
- Monitor student
participation in group
discussion.
- Assess students on their
ability to answer the "why"
question.
Before starting this mini-task, students must have knowledge of the differences
between key details and supporting details. Additionally students should have an
understanding of your classes particular close reading process.
Distribute the text, one copy to all students. Reread the Template Task, with a focus on
the writing prompt. Have students close read the text with a focus on details from the
text that address the prompt. Students should highlight/underline key details using your
classroom's close reading procedures. They should use a different method to identify
supporting details they found in the text. On a separate sheet of paper or in the
text's margins, students should note "why" they selected each detail and how it relates
to the prompt.
Break students into prearranged groups. Give each student two different colored
pencils. Ask students to compare the key and supporting details from the text with their
group. If others in their group identify different key and supporting details, have them
underline this information in a different color. Listen closely as each group discusses
their findings. Ensure students are discussing the "why" they identified each detail from
the text.
Bring students back together. Ask each group to share their details.

*See attachment for more information on Close Reading
***Suggested changes (as needed):
1. Differentiated groups by reading levels
2. Create "blended groups" to enhance group discussions.
Standards:
RI.5.8 : Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
RI.5.1 : Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 close-reading-in-elementary-schools.pdf
 The Responsibility Of Citizens.docx
Transition to Writing
45 mins IDENTIFYING
SIGNIFICANT
ELEMENTS:
GIVE ONE, GET ONE
Using the Give One, Get One
handout, share evidence
(that you have collected
while reading) with your peers
in order to expand
understanding and prepare
for future writing on a
specific topic.
Students complete the
Give One, Get One
graphic organizer with 3
pieces of information and
add at least two additional
pieces of information from
a classmate.
This activity should be done after students have read both texts.
1. Explain the expectations/purpose for the activity: you can build your knowledge
around a topic by discussing it with others and building on each other's knowledge.
2. Have students fold a piece of paper lengthwise to form two columns and write "Give
One" (What I Know) at the top of the left column and "Get One" (Something New) at
the top of the right column.
3. Explain that the Give One column is a list of information that they already know or
have found while reading. The Get One column is information that is something new
pointed out by a classmate.
4. Ask students to individually brainstorm a list Give One column all the information
they have found in the text. If you are using this to build background information,
you can have them write everything they know about a particular topic.
5. Next, have students take their graphic organizer and move around the classroom
to share information one-on-one with a classmate. Instruct students to take turns
with a classmate where one person shares pieces of information from their Give
One column while the other student listens. Remind students that when they are
listening, they should write any new information they hear in their Get One column.
This may need to be modeled by a pair of students before the students do it.
6. Once everyone has had opportunity to Give and Get information from at least two
classmates, have the whole class discuss the information listed.
7. Remind students to add new information they hear during the class discussion to
their Get One column. You can model this activity by generating your own Give
One list and display it during the class discussion and then add something new to
your own Get One column as students are sharing information.
8. Encourage students to ask clarifying questions and in upcoming days to read more
about the new information they hear as a follow-up.
9. Debrief. Ask students to reflect on how this activity helped them. Did any questions
surface about information you were sharing? Did you have any disagreements
about information/how did you resolve them? What was something that surprised
you? Did you find this activity helpful/would you use it again?
Reference: Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for
Understanding: How Reading Apprenticeship Improves Disciplinary Learning in
Secondary and College Classrooms. The Jossey-Bass Education Series. Jossey-Bass
Inc, Publishers, 350 Sansome St., San Francisco, CA 94104-1342.
Standards:
RI.5.9 : Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
 Give One Take One template

40 mins SEMINAR: TWO-CIRCLE DISCUSSION
During your turn in the inner
circle, discuss how fulfilling
ones civic duties relates to the
health of our nation, supporting
your responses by referencing
evidence in the readings.
During your turn in the outer
circle, take notes on the inner
circle’s ideas and discussion
strategies. Share your
observations when it is your
turn.
Responses to
questions during the
inner and outer
discussions are
relevant and reference
the texts.
Notes are mostly
complete with ideas
from the inner circle
discussion and the
correct discussion
strategy.
Observations from
notes are shared with
classmates.
1) Pass out the Two-Circle Discussion Strategies Handout and read the handout aloud.
Provide additional examples of each strategy.
2) Ask four students to model a mini Two-Circle Discussion. Provide them with a
sample script (on a different, but related topic) that includes questions and responses.
Provide the entire class with this script, along with sample notes.
3) Ask students to identify strengths and weaknesses about the observed discussion.
What questions were relevant? What questions could have been improved?
4) Ask students to pose other questions they might want answers to about this sample
topic.
(If students don't generate adequate responses, teacher can model for them using the
Sample Questions Handout).
5) Ask students to provide answers to the questions posed.
(Teacher can model answers for students).
STUDENT PRACTICE
1) Assign all students their role for the discussion (1/2 of the class will form an inner
circle and 1/2 of the class the outer circle) and pass out the Two-Circle Notes Handout.
2) For the first half of the class period allow the students in the inner circle to discuss
the topic for the day. (It might be wise to select a discussion chairman to conduct the
discussion, keep it going, keep order, if needed.)
3) Students in the outer circle are to listen attentively to the discussion, but they may
not speak. They should listen and complete the Notes handout.
4) Following a set time, the students in the outer circle may ask questions or elaborate
on what the inner circle has said. No questions are to be addressed to any particular
student. Instead, each student just asks his/her question and it is up to the inner circle
as a whole to deal with it.
5) Students switch roles and continue the discussion.
CLOSING
1) Ask students to assess their own work during the discussion. What did they do well?
What could have been improved?
2) Ask students to share out responses.
Standards:
SL.5.4 : Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or
themes; speak clearly at an understandable pace.
SL.5.3 : Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
 Two-Way Discussion Strategies (PDF Version)
 Two-Way Discussion Strategies (Word Version)
Writing Process
40 mins ESTABLISHING
THE
CONTROLLING
IDEA: Ability to
establish a claim
and consolidate
information
relevant to task.
WRITING AN OPINION
Can you tell someone's
opinion about something, even
if they don't tell you? In this
lesson, infer a writer's opinion
about a company when
reading a letter he wrote. After
you understand and practice
how he expresses his opinion,
write a letter expressing
an opinion about something.
When finished, see if another
student can guess your opinion
by reading your letter.
Students will
understand that detail
and description helps
readers infer the
perspective of the
writer.
Students will
understand that they
need to use a text to
support an inference
about a writer's
perspective.
Students will be able
to identify details that
support their inference
of the writer's opinion.
Students will be able
Whole Group Instruction
Explain that one way to influence someone to keep doing something, or stop doing
something, is to write a letter (or email) giving our opinion. A well-written opinion letter
helps influence people who make large and small decisions by telling them they are
doing a great job, or a making a bad choice.
For example, Kim Possible fans sent so many letters protesting the end of the TV show
that they convinced Disney to keep it going for another season! But it was not just the
number of letters, but the convincing opinions that influenced the Disney producers.
Brainstorm
Let's start by making a list of some opinion words. An opinion is a word that reveals how
you feel about something. For example, in my opinion, swimming is good exercise.
Write 'Good' on the board
Ask: What is your opinion about swimming?

to plan and write a
short letter using
details and description
to express an opinion.
Write out student opinions in a list.
Sum it up: We can all hold different opinions about the same thing. What matters for
our editorials is if we can clearly communicate our opinion to someone else when they
read it.
Project the example (Letter to Levi)
Pair Share
What is the opinion the writer is trying to share with the Levi company?
Whole Group Share
Record student ideas on a list (among other things, students should identify that the
writer likes Levi shirts, or the Levi company)
Ask: How do you know what the writer's opinion is? He never writes out that he likes
Levi shirts.
Pair Share
What evidence do you find for the writer's opinion?
Whole Group Share
Students share what they found. Record into a list.
If students are stumped, explain that the details of his writing provide some evidence to
support their claim that the writer likes Levi shirts. Identify the first evidence of the
writer's opinion in the second paragraph, "The reason for this letter is to thank the
people at Levi Strauss & Co. for their Levi shirts, especially the one that saved my life!!!"
Explain that here is a detail from the letter that gives us a clue to his opinion, and there
are more clues in the letter to find!
Pair Share
Ask students to work in pairs to find and then circle the words or sentences that give
clues to the writer's opinion.
Whole Group Share
As students present their clues, circle them for the class, or write them out on the board
to make a list.
Your list might look like this:
What a fine strong product you have
I have been wearing Levi's since
Though they cost more today, they are one of the few products you can buy that
are good as they were in the good old days.
I wish to thank you again for a fine product
which my family and I will continue to use
Explain that the writer is explicit about what he likes, and explains why he likes Levi's in
detail. This is an effective way to express an opinion without coming right out and
saying what your opinion is.
Model
Tell the class you are going to all write a letter to the Water Board with a positive
opinion about water, without explicitly telling the reader that we like water.
Brainstorm
What are some things we do with water that we like? (your list might look something
like this)
When we are thirsty, we drink water
When we are hot, we can swim in water
When we need to clean something, water with soap is a good way to do it
Practice using details
Ask students to help you write a few sentences that provide details about one of the
ideas on the list.
Leave the example on the board or projector for students to reference as they compose
their own letters.
Give It A Try!

Pass out a graphic organizer (see below under Student Handouts for one example).
Ask the students to choose something (not someone) they have a strong opinion about
(food, a book, a game, clothes, an animal, music).
Students should first make a list with details explaining the qualities of the object that
support their opinion of it.
Next, they should provide details for one or two items on the list.
Finally, ask students to use their brainstorming notes to write a letter explaining their
opinion about the object.
Pair Share
Students should trade papers and see if their partner can guess their opinion of the
chosen object. The reader should underline or circle the details in the letter that provide
support for their inference.
*This mini-lesson was adapted from "Magic in Your Mailbox," Downloaded on June
17th, 2015
from http://smithsonianeducation.org/educators/lesson_plans/magic_mailbox/index.html
Standards:
CCR.W.2 : Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization,
and analysis of content.
CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 Keith Kempaninen Letter to Levi.tiff
 Writing Opinions Student Handout.docx
50 mins OUTLINING THE
WRITING:
OUTLINE FOR EDITORIAL
ESSAY
Complete an outline based on
your notes and reading in
which you state a controlling
idea, supporting evidence,
and conclusion for the essay.
Meets expectations if
student:
Composes all
elements:
introduction,
supporting evidence,
and conclusion
Uses evidence from
texts read earlier
Writes using a
sufficient amount of
detail
Note: The outline is a
great source of
information for a teacher
in determining what to
reteach to the whole
class or certain
individuals. The outline
shouldn't be graded for
correctness.
Note: This MT assumes that students have already received explicit modeling around
outlining their ideas, introductions, supporting evidence, and conclusions.
Modeling
Provide an example of an outline and model how to complete the outline. It is helpful to
do this with another unrelated topic that is familiar to students.
Guided Practice
Invite students to use their texts, notes, and organizers to help complete the outline.
Depending on your students' level of comfort with citing evidence, it may be helpful to
have students simply outline their points first, and then later go back and add specific
text-based evidence after they have a general outline.
As a class, complete the outline. Then, post this outline somewhere in the classroom
where it is easy to view. You may have students write their own outlines during a later
lesson and it will be useful for them to see this example.
Standards:
W.5.2 : Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.4 : Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.5 : With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.5.7 : Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 Evidence Map.docx
30 mins INTRODUCTORY
PARAGRAPH:
INTRODUCTION
PARAGRAPH
Develop an effective and
engaging introduction
Meets expectations if:
Hook is engaging and
relevant
Explanation
1. Using the handout, do a think aloud in which you walk through the steps to develop
an introduction paragraph. Think about several hooks, and chose the best one
(emphasizing that the first idea isnt always the best).
2. Allow students to complete the handout independently.

paragraph for your essay
incorporating a hook,
explanation, and thesis.
sucessfuly bridges
hook and argument.
Thesis is specific, well
articulated, and the
actual topic of the
paper.
3. Finish with a share, either class wide or between partners.
Standards:
W.5.1.A : Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 Intro Handout
1 hr and
15 mins
BODY
PARAGRAPHS:
T-BEAR BODY PARAGRAPH
OUTLINE
1. Use your notes from class,
outline your essay’s body
paragraphs by filling in the
T-BEAR graphic organizers
provided.
2. Use the description of each
section of the paragraph
and the sentences stems
listed to help you write your
topic sentence (T), brief
explanation (B), examples
(E), analysis (A), and to
relate or reflect (R).
Meets expectations if:
topic sentence clearly
and directly responds
to the prompt and
establishes the
purpose of the
paragraph.
a brief explanation
focuses the reader on
what is important to
understand in the
paragraph.
details support the
writer’s stance and
specific textual
references are cited
properly and denoted
with quotation marks
for direct quotes.
analysis discusses the
meaning of
the evidence and the
implications of word
choice, tone, imagery,
author’s purpose, etc.
concluding sentence
establishes a
connection to text
evidence, historical
occurrence, society,
universal human
behavior, OR reflects
on the main idea OR
states a conclusion
consistent with the
opinion/judgment and
focus of the
paragraph.
Provide students with sentences stems to help them come up with each section of
the body paragraph.
Assign students to peer revising groups to provide feedback on each other’s
outlines before drafting.
Module Author/School - Jacqueline Goods, Adrian Constant, Marilyn Ménélas, Jennifer
Rygalski (Academy of Innovative Technology)
Standards:
W.5.1.C : Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
W.5.1.B : Provide logically ordered reasons that are supported by facts and details.
CCR.W.1 : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCR.W.5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 T-BEAR Graphic Organizer

40 mins CONCLUDING
PARAGRAPH:
WRITING EFFECTIVE
CONCLUSIONS
Using models, identify
strategies authors use to
write effective conclusions,
then draft your own.
Meets expectations:
Student participates in
discussion and partner
work to identify
strategies for writing
effective conclusions.
Student's conclusion
includes a recap of the
thesis.
Student's conclusion
includes at least one
of the strategies for
effective conclusions.
Student provides
feedback to a partner
to identify if their
thesis is recapped and
any strategies used.
Part 1: Analyzing Conclusions in Models
Return to texts used in the reading process.* All examples should be from the same
genre you are asking students to write as the product in the module.
Display one conclusion for all students to see.
Tell students you are going to read it out loud and ask them to listen for how the author
concludes his/her message to the reader. Tell them "we are looking for strategies the
author used in concluding thoughts."
Read the conclusion out loud. With students' help, underline in the text specific
language that portray concluding thoughts communicated to the audience. Then, again
with students help, create a list on chart paper, of what the author did to sum up the
writing. Label the list "Strategies for Effective Conclusions" or something similar.
Repeat with a second conclusion, adding to the list.
***NOTE: As an extension, provide other samples of just conclusions. Ask students to
work with a small group to read each and identify other characteristics they wish to add
to the list.
Example strategy list:
Strategies Author’s Use to Writing Conclusions
a short summary of the topic
repeat of the thesis
a call to action
restatement of why the topic is so important or why the reader should be concerned
A quote that reflects the big picture
a thought provoking question to leave the reader to think about
a short personal story or scenario reflecting the topic
Post the chart for students to reference.
Part 2: Drafting an Conclusion
Tell students "Now that you have seen several examples of conclusions, I'd like you to
try and draft a conclusion for your paper." Ask, "What do you need to make sure is
included in your conclusion?" (Students should note that they must include clear
emphasis of their thesis statement.)
Allow time for students to draft, then ask them to share with a partner. Have partners
listen to recognize the thesis statement and strategies from our list used to build the
conclusion.
Allow time for students to draft, then ask them to share with a partner. Provide the
following directions:
Author reads conclusion to his/her partner.
Partner listens to recognize the thesis and strategies from our list used to build the
conclusion.
Partner tells the author what they think is the thesis and what they think the author
wants to leave the reader thinking, pointing out the language in the conclusion that
makes him/her draw that conclusion.
Author confirms or clarifies and makes notes of any needed revision.
Partner identifies any strategies used from our class list.
Author confirms or clarifies.
Authors makes notes of any needed revisions.
Switch roles and repeat.
Standards:
W.5.1.D : Provide a concluding statement or section related to the opinion presented.
W.5.1.C : Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
1 hr REVISION:
Ability to refine
text, including line
of thought,
language usage,
and tone as
appropriate to
FIRST DRAFT & REVISING
Students will combine all
previous writing tasks into a
first draft of their essay.
Revising is the process of
making sure that the writing
says what the writer wants it to
Students will complete
the assigned task by the
given deadline.
Have students select a section of a current writing task that they want to revise, and
read it aloud to another student. The partner summarizes/paraphrases the content. The
student author notes changes, misunderstandings, and omissions, and then clarifies the
partner’s paraphrase. The partner asks questions about the content and the elements
of style to clarify the writing’s content and organization. The student author uses the
feedback to revise his or her writing.
Encourage students to read their writing aloud, and then circle ideas that are confusing,

audience and
purpose.
say. Most writers look for the
biggest problems first and then
tackle the smaller ones. For
example, a writer may begin
with the completeness of the
content, accuracy and depth of
supporting details and
evidence, and the way the
writing is organized, then look
at style, grammar, spelling and
usage. Sometimes it is helpful
to consider reviewing the
writing by looking at
paragraphs, then sentences,
and finally words and phrases.
put arrows where information or evidence is missing, and cross out repetitious
information or words. This process can also be used to edit writing by circling words
and phrases that they wish to improve or that have been overused.
Have students use the ARM Strategy:
Add words and sentences (be descriptive, capture all ideas).
Remove words and sentences (be concise).
Move words and sentences (sentence fluency, organization).
Substitute words and sentences (word choice, voice).
Standards:
W.5.1 : Write opinion pieces on topics or texts, supporting a point of view with reasons and information
30 mins PEER EDITING: SMALL PEER GROUP
WORKSHOP
Step One:
Read each essay and add
comments, suggestions,
and questions between the
lines or in the margins.
Please try to add at least
three comments per page.
You may use the
journalist’s questions
(What? When? Why?
Where? Who? How?) when
you want the essay’s writer
to provide more details.
Also, attempt to point out
awkward phrases,
confusing ideas, or
otherwise unclear
passages as you mark the
writer’s rough draft.
Step Two:
Once you have read the
entire essay and hand-
marked the paper, write a
half page letter to the
essay’s writer; your goal
should be to provide the
writer with specific
possibilities for revision.
Make your letter as specific
as possible so that the
writer knows exactly which
section of the essay you’re
addressing.
In your responses, deal
with areas such as
purpose, feeling, tone,
content, organization,
title/introduction/conclusion,
and style.
Write your feedback in
complete and clear
sentences.
Feedback meets
expectations if:
includes at least three
comments per page
questions are asked to
prompt the writer to
provide more details
and to get the author
to reflect on his/her
own writing.
comments and letter
provides useful and
constructive feedback
for the writer
positive comments are
explained.
it avoids broad
sweeping comments
such as “Your writing
is awesome,” “Keep it
up!” or “This draft is
really good”
it targets aspects of
the essay targeted in
during the revision
process like
organization, content,
and focus, rather than
editing for typos,
misspellings, and
grammatical errors.
1. Distribute the Peer Group Workshop Handout to all students and read aloud the
handout to the group.
2. Arrange students into groups.
3. Have them revise a paper for between 10 and 20 minutes, then pass the paper to
the next group member for further revision.
4. When all of the members of the group have read an essay, have them discuss their
feedback.
5. The author will take notes silently on the discussion.
6. Then, when the discussion is over, the author asks those who revised his/her paper
clarifying questions and about any other aspects that did not come up in discussion.
Module Author and School - Jacqueline Goods, Adrian Constant, Marilyn Ménélas,
Jennifer Rygalski (Academy of Innovative Technology)
Standards:

 Peer Group Workshop - Student Handout
1 hr FINAL DRAFT:
Ability to submit
final piece that
meets
expectations.
FINAL DRAFT
Students will write their final
drafts using previous feedback
to make necessary revisions
and corrections.
Students will submit their
final drafts by the
designated deadline.
Scoring will be based
upon the LDC Rubric
model.
Students will use they're edited and revised drafts to complete their final draft.
Standards:
W.5.9 : Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.8 : Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
Instructional Resources
No resources specified

Section 4: What Results?
Student Work Samples
No resources specified
Teacher Reflection
Not provided

All Attachments
 The Responsibility Of Citizens.docx : https://s.ldc.org/u/f660yxh8unsj7yaqzo6tzu61
 11302006_civic_responsibility_k12 (Text 1).pdf : https://s.ldc.org/u/9mx57xy5tyd29gfk2labk2auw

Test_5.B_Raise_your_right_hand...What_does_it_mean_to_be_civically_responsible_

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