Grade 5 - Unit 4 Title The Research-Based Argument Essay
Unit 1 Table of Contents
Unit 4 Title The Research-Based Argument Essay
Section






1|Page
Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language (Spanish, Russian, English)
Unit Assessment Checklist
Unit Assessment Rubric
Sample Unit Calendar
Page Number
Skip
Done
Done English
Done
Skip
Done
Grade 5 - Unit 4 Title The Research-Based Argument Essay
Unit Title:
Stage 1
Standards:
(Alpha-numeric
listing of
standards
incorporated in
the unit)
Grade 5
Content Unit 4 Bend 2: Building Powerful Arguments
The Research-Based Argument Essay
Identify Desired Results
W.5.1., W.5.5, W.5.7, W.5.8, W.5.9.b, W.5.10, W.6.1.
RI.5.1, RI.5.2, RI.5.7,RI.5.8 RI.6.1, RL.5.1, RL.6.1
SL.5.1, SL.5.3, SL.5.6
L.5.1, L.5.2., L.5.3, L.5.6
Dates of Unit:
Essential
Questions:
(These goals should be
aligned to Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
(aligned to goals)
2|Page
Good writers collect and
organize information
pertinent to their argument.
Good writers bring a
critical perspective to
their writing.
Good writers analyze their
writing to make sure there are no
weaknesses.
Good writers write with a
target audience in mind.
Good writers use persuasive
language to justify their
argument.
8 I can think about how to
capture the information I
need when starting a
research project.
8 I can set up systems to
collect my knowledge and
research.
9 I can write critically by
bringing everything I
know about reading
critically.
10 I can plan for and rehearse my
entire draft.
13 I can tailor my
arguments to appeal to a
particular audience.
I can use modals and
conjunctions to express my
opinion.
10 I can choose a tricky place to
focus on as I work.
14 I can share my
arguments in a panel.
I can use transitional phrases
to acknowledge and rebut
counterclaims.
11 I can strengthen my claims by
including evidence, supporting
the opposing view point and
offering a rebuttal.
12 I can ensure my own
arguments are solid by evaluating
evidence.
15 I can use argument
skills in a variety of ways
and contents.
Grade 5 - Unit 4 Title The Research-Based Argument Essay
Stage 2
Determine Assessment Evidence Bend 2
Academic Language Function(s):
Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Easy for Beginners
 Justify and Persuade
 In my opinion…
 I think…
 I believe…
Academic Vocabulary:
Medium for Intermediate












Argument
Support
Evidence
Position
Relative
Incorporate
Analyze
Explain
Rebuttal
View Point
Counter Claims
Claims
Assessment
Tools:
3|Page
 I think… because..
 I think … needs to…
 … should… because…
Difficult for Advanced and Fluent






 Goals Rubric
 Assessment Checklist
Have you considered…?
If we…, we would/could/might…
I have a different/view/opinion/perspective..
I think…will…because…usually…
… is evidence that…
Based on the evidence I think…
Student Name
4|Page
B = Beginning
D = Developing
P = Proficient
M=Mastery
I can use modals and
conjunctions to express my
opinion.
I can use transitional
phrases to acknowledge and
rebut counterclaims.
I can use argument skills in a
variety of ways and
contents.
I can share my arguments in
a panel.
I can tailor my arguments to
appeal to a particular
audience.
I can ensure my own
arguments are solid by
evaluating evidence.
I can strengthen my claims
by including evidence,
supporting the opposing
view point and offering a
rebuttal.
I can choose a tricky place to
focus on as I work.
I can plan for and rehearse
my entire draft.
I can write critically by
bringing everything I know
about reading critically.
I can set up systems to
collect my knowledge and
research.
I can think about how to
capture the information I
need when starting a
research project.
Grade 5 - Unit 4 Title The Research-Based Argument Essay
Unit of Study Assessment Checklist Bend 2
Notes
Grade 5 - Unit 4 Title The Research-Based Argument Essay
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Language Learning Target
5|Page
Mastery
Proficient
Developing
Beginning
Grade 5 - Unit 4 Title The Research-Based Argument Essay
Stage 3
Plan Learning Experiences and Instruction
There are about 45+ teaching days in Quarter 4. This is a suggested timeline that has incorporated Learning and Language Goals. Please modify and adjust
according to the needs of your students.
Monday
Tuesday
Bend 1:
Day 1: Session 1: Investigating
to Understand an Argument
 Learning Goal: I can
investigate and collect
information about
both sides on an
issue.
Day 2: Session 2: FlashDrafting Arguments
Learning Goal: I can use what
I know about structuring an
essay to quickly write a full
rough draft
Day 3: Session 2: Continue:
Flash-Drafting Arguments
 Language Goal: I can
use modals and
conjunctions to
express my opinion.
(page 21)
Day 6: Session 4: Using
Quotations to Arguments
 Learning Goal: I can
add relevant quotes
to make my
arguments more
powerful.
Day 7: Session 4: Continue:
Using Quotations to
Arguments
 Learning Goal: I can
conduct an inquiry of
what makes a quote
powerful.
 Language Goal: I can
use transition words
and phrases that set
up quotations.
Bend 2:
Day 12: Session 8: Taking
Arguments Up a Notch
 Learning Goal: I can
think about how to
capture the
information I need
when starting a
Day 8: Session 5: Re-drafting
Day 9: Session 6: Balancing
to Add More Evidence
Evidence with Analysis
 Learning Goal: I can
 Learning Goal: I can
re-draft to
make my voice
incorporate additional
powerful by analyzing
evidence and
evidence and
thinking.
explaining my
thinking.
Day 11: Session 7: Signed,
Sealed, Delivered
 Learning Goal: I can
choose the best
format that will
effectively convey my
message.
6|Page
Wednesday
Day 13: Session 8: Continue:
Taking Arguments Up a Notch
 Learning Goal: I can
set up systems to
collect my knowledge
and research.
Thursday
Friday
Day 4: Session 3: Using
Evidence to Build Argument
 Learning Goal: I can
conduct research and
provide evidence that
supports my claim.
Day 5: Session 3: Continue:
Using Evidence to Build
Argument
 Learning Goal: I can
use the Opinion
Writing Checklist to
set goals. (page 36)
 Language Goal: I can
use transition words
and phrases to link
my arguments.
Day 10: Session 6: Balancing
Evidence with Analysis
 Language Goal: I can
use if then clauses to
link claims and
evidence. (page 58)
Day 14: Session 9: Bringing a
Critical Perspective to Writing
 Learning Goal: I can
write critically by
bringing everything I
know about reading
critically.
Day 15: Session 10:
Rehearsing the Whole,
Refining a Part
 Learning Goal: I can
plan for and rehearse
my entire draft.
Grade 5 - Unit 4 Title The Research-Based Argument Essay
research project.
Day 16: Session 10: Continue:
Rehearsing the Whole,
Refining a Part
 Learning Goal: I can
choose a tricky place
to focus on as I work.
Day 21: Session 13: Appealing
to the Audience
 Learning Goal: I can
tailor my arguments
to appeal to a
particular audience.
Bend 3:
Day 26: Session 16: Taking
Opportunities to Stand and Be
Counted
 Learning Goal: I can
stand up for what I
believe in and build a
strong case.
7|Page
Day 17: Session 11: Rebuttals,
Responses, and
Counterclaims
 Learning Goal: I can
strengthen my claims
by including evidence,
supporting the
opposing view point
and offering a
rebuttal.
Day 22: Session 13: Continue:
Appealing to the Audience
 Language Goal: I can
use modals and
conjunctions to
express my opinion.
Day 18: Session 11: Continue:
Rebuttals, Responses, and
Counterclaims
 Language Goal: I can
use transitional
phrases to
acknowledge and
rebut counterclaims.
(page 108)
Day 19: Session 12: Evaluating
Evidence
 Learning Goal: I can
ensure my own
arguments are solid
by evaluating
evidence.
Day 20: Session 12: Continue:
Evaluating Evidence
 Language Goal: I can
use transitional
phrases to
acknowledge and
rebut counterclaims.
(page 108)
Day 23: Additional Session:
Final Copy
 Learning Goal: I can
polish my writing for
an audience.
Day 24: Session 14: A MiniCelebration
 Learning Goal: I can
share my arguments
in a panel.
Day 25: Session 15: Argument
across the Curriculum
 Learning Goal: I can
use argument skills in
a variety of ways and
contents.
Day 27: Session 17: Everyday
Research
 Learning Goal: I can
find persuasive
evidence in everyday
life.
Day 28: Session 17: Continue:
Everyday Research
 Learning Goal: I can
find persuasive
evidence in everyday
life.
Day 29: Session 18: Taking
Stock and Setting Writing
Tasks
 Learning Goal: I can
take stock of my
progress, set goals,
and move forward.
Day 30: Session 19: Using All
You Know from Other Types
of Writing to Make Your
Arguments More Powerful
 Learning Goal: I can
strengthen my
argument by using
everything I know
about other types of
writing.
Grade 5 - Unit 4 Title The Research-Based Argument Essay
Day 31: Session 19: Continue: Day 32: Session 20: Evaluating
Using All You Know from
the Validity of Your Argument
Other Types of Writing to
 Learning Goal: I can
Make Your Arguments More
strengthen my claims
Powerful
by making sure my
 Language Goal: I can
evidence doesn’t
use modals and
depend on flawed
conjunctions to
reasoning.
express my opinion.
Day 36: Additional Session:
Final Copy
 Learning Goal: I can
publish my writing to
present to an
audience.
8|Page
Day 37: Session 22:
Celebration: Taking Positions,
Developing Stances
 Learning Goal: I can
share and discuss my
writing for plan how
and where it will live
in the world.
Day 33: Session 20: Continue:
Evaluating the Validity of Your
Argument
 Language Goal: I can
use if…then…
statements to
increase the validity
of an argument. (page
187)
Day 34: Session 21:
Paragraphing Choices
 Learning Goal: I can
use editing strategies
I know and make
decision about nonfiction paragraphs.
Day 35: Session 21: Continue:
Paragraphing Choices
 Learning Goal: I can
use editing strategies
I know and make
decision about nonfiction paragraphs.