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Student Directions:
Bug Bites
Directions: Many places include insects as a nutritional part of their diet. Our lunch program is considering the benefits of adding bugs to the meal plan. What do you think? Use the provided articles and videos to collect evidence and then craft an argument in order to convince the school’s lunch program on whether or not insects should be included on the menu.
You may be creative with your argument/finished product. End products may include:
Please follow the following directions:
Text Sets:
Cons of Eating Bugs
https://thefutureofedibleinsects.com/us-regulations/
http://www.bbc.com/news/science-environment-34476742
https://www.anses.fr/en/content/insects-food-review-potential-hazards-and-research-needs
http://time.com/3824917/crickets-sustainable-protein/
http://business.time.com/2011/03/15/why-on-second-thought-maybe-you-shouldnt-start-eating-bugs/
You Tube Videos
Pro - https://www.youtube.com/watch?v=DAwRtht-Jx0
Pro - https://www.youtube.com/watch?v=GjSIvCTe8Qo&t=38s
Pro - https://www.youtube.com/watch?v=iM8s1ch5TRw
Pro/Con - https://www.youtube.com/watch?v=No7zYX2OEjs
Con - https://www.youtube.com/watch?v=MxInaOSiA-U
Articles:
http://teacher.scholastic.com/scholasticnews/magazines/superscience/pdfs/SS-0511-FEATURE.pdf
http://sugg1415.edublogs.org/files/2014/09/Good-Enough-to-Eat-1cciqs3.pdf
Rubric for Scoring
Name ____________________________________ 6th Grade Argument
Date ____________________________________ Writing Checklist
Class ____________________________________
Grade 6
Structure
Overall
I explained the topic/text and staked out a position that can be supported by a variety of trustworthy sources. Each part of my text builds the argument and leads to a conclusion.
Lead
I wrote an introduction to interest readers and help them understand and care about a topic or text. I thought backward between the piece and the introduction to make sure that the introduction fir with the whole.
Not only did I clearly state my claim, I also told my readers how my text would unfold.
Transitions
I used transitions to help connect claims(s), reasons, and evidence and to imply relationships such as when material exemplifies, adds on to, is similar to, explains, is a result of, or contrast. I used transitions such as furthermore, this evidence suggests, and thus we can say.
Ending
In my conclusion, I restated the important points and offered a final insight or implication for readers to consider. The ending strengthened the overall argument.
Organization
I organized my argument into sections: I arranged reasons and evidence purposefully, leading readers from one claim or reason to another.
The order of the sections and the internal structure of each section makes sense
Development
Elaboration
I included and arranged a variety of evidence such as facts, quotations, examples, and definitions.
I used trusted sources and information from experts and gave the resources credit..
I worked to explain how reasons and evidence I gave supported my claim(s) and strengthened my argument. To do this I may have referred to earlier parts of my text, summarized background information, raised questions, or highlighted possible implications.
Craft
I chose my words carefully to support my argument and to have an effect on my reader.
I worked to include concrete details, comparisons, and/or images to convey my ideas, build my argument, and keep my reader engaged.
When necessary, I explained terms to readers, providing definitions, context clues, or parenthetical explanations.
I made my piece sound serious
Language Conventions
Spelling
I used resources to be sure the words in my writing were spelled correctly, including returning to the sources to check spelling.
Punctuation
I used punctuation such as dashes, colons, parentheses, and semicolons to help me include or connect information in some of my sentences.
I punctuated quotes and citations accurately.
Copyright 2013 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Projects from Units of Study in Opinion Information and Narrative Writing. ***columns 3-6 were changed by Brian Huckins - Concord School District, Concord, NH
Bug Bites
Directions: Many places include insects as a nutritional part of their diet. Our lunch program is considering the benefits of adding bugs to the meal plan. What do you think? Use the provided articles and videos to collect evidence and then craft an argument in order to convince the school’s lunch program on whether or not insects should be included on the menu.
You may be creative with your argument/finished product. End products may include:
- Argument Essay
- A formal letter to the head of the school’s lunch program
- Written speech
- Your idea (please see your teacher to pitch your idea before proceeding)
Please follow the following directions:
- Read the articles and watch the videos (individually or cooperatively).
- Use the graphic organizer to collect evidence from the sources and to develop your claim (You may reread the articles and/or rewatch the videos on your own while you accomplish this step.).
- Organize your ideas using the graphic organizer.
- Draft your product.
- Use the Argument Writing Checklist and rubric to reflect on the quality of your product.
- Make any necessary revisions
- Finalize your product.
Text Sets:
Cons of Eating Bugs
https://thefutureofedibleinsects.com/us-regulations/
http://www.bbc.com/news/science-environment-34476742
https://www.anses.fr/en/content/insects-food-review-potential-hazards-and-research-needs
http://time.com/3824917/crickets-sustainable-protein/
http://business.time.com/2011/03/15/why-on-second-thought-maybe-you-shouldnt-start-eating-bugs/
You Tube Videos
Pro - https://www.youtube.com/watch?v=DAwRtht-Jx0
Pro - https://www.youtube.com/watch?v=GjSIvCTe8Qo&t=38s
Pro - https://www.youtube.com/watch?v=iM8s1ch5TRw
Pro/Con - https://www.youtube.com/watch?v=No7zYX2OEjs
Con - https://www.youtube.com/watch?v=MxInaOSiA-U
Articles:
http://teacher.scholastic.com/scholasticnews/magazines/superscience/pdfs/SS-0511-FEATURE.pdf
http://sugg1415.edublogs.org/files/2014/09/Good-Enough-to-Eat-1cciqs3.pdf
Rubric for Scoring
Name ____________________________________ 6th Grade Argument
Date ____________________________________ Writing Checklist
Class ____________________________________
Grade 6
Structure
Overall
I explained the topic/text and staked out a position that can be supported by a variety of trustworthy sources. Each part of my text builds the argument and leads to a conclusion.
Lead
I wrote an introduction to interest readers and help them understand and care about a topic or text. I thought backward between the piece and the introduction to make sure that the introduction fir with the whole.
Not only did I clearly state my claim, I also told my readers how my text would unfold.
Transitions
I used transitions to help connect claims(s), reasons, and evidence and to imply relationships such as when material exemplifies, adds on to, is similar to, explains, is a result of, or contrast. I used transitions such as furthermore, this evidence suggests, and thus we can say.
Ending
In my conclusion, I restated the important points and offered a final insight or implication for readers to consider. The ending strengthened the overall argument.
Organization
I organized my argument into sections: I arranged reasons and evidence purposefully, leading readers from one claim or reason to another.
The order of the sections and the internal structure of each section makes sense
Development
Elaboration
I included and arranged a variety of evidence such as facts, quotations, examples, and definitions.
I used trusted sources and information from experts and gave the resources credit..
I worked to explain how reasons and evidence I gave supported my claim(s) and strengthened my argument. To do this I may have referred to earlier parts of my text, summarized background information, raised questions, or highlighted possible implications.
Craft
I chose my words carefully to support my argument and to have an effect on my reader.
I worked to include concrete details, comparisons, and/or images to convey my ideas, build my argument, and keep my reader engaged.
When necessary, I explained terms to readers, providing definitions, context clues, or parenthetical explanations.
I made my piece sound serious
Language Conventions
Spelling
I used resources to be sure the words in my writing were spelled correctly, including returning to the sources to check spelling.
Punctuation
I used punctuation such as dashes, colons, parentheses, and semicolons to help me include or connect information in some of my sentences.
I punctuated quotes and citations accurately.
Copyright 2013 by Lucy Calkins and Colleagues from the Teachers College Reading and Writing Projects from Units of Study in Opinion Information and Narrative Writing. ***columns 3-6 were changed by Brian Huckins - Concord School District, Concord, NH