Grade 4 – Expository Writing
Dysart Unified School District
4th GRADE
Interactive Expository Writing
Language Arts Benchmark 2
Social Studies DBQ – Form B
Moving to Arizona
“People move from place to place for many reasons.”
Student NameSchool
Date / Criteria for final draft must be present to be graded
Teacher Name / Score using the holistic rubric ______(1-6)
1=FFB 2=FFB 3=APP
4=Meets 5=Exceeds 6=Exceeds
Overview: Document Based Questions (DBQs) used as the writing benchmark for Language Arts and Social Studies 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 2-4)
• As part of the writing process, draft a 5 paragraph essay response that answers the prompt
• Revise, edit, and publish final response using the rubric
Suggested Timeline and Protocol for Teachers
Day 1-2 / Day 2-4 / Day 4-6 (+)● Preview writing packet with students (students should have a copy and be shown on overhead)
○ Explain procedures.
○ Background Information section read and clarified.
○ Analyze prompt for clarity.
○ All students should be able to explain what the prompt asks.
○ Read and discuss Strategies for Success.
○ Review expectations with rubric. (Focus on Exceeds column. FFB and APR are not options.)
○ Share prerequisites
○ Cite references used
○ Clear and legible
○ Completed on time.
● Students begin analysis of documents
○ Students must analyze, take notes, and respond to all questions for each document in complete sentences.
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 pre-writing 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 prewriting 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.
● Rough draft should include at least three paragraphs, introduction, explanation with evidence and a conclusion.
● Students should use not use conversational speaking or dialogue in their writing, such as “I am going to tell you about…” or “I hope you like this essay…” / ● Students will peer-revise on the rough draft as guided by the material in this packet.
● Students will peer-edit.
● Student use scoring rubric to make final revisions on their own draft.
● Students complete their final draft.
● Rough draft will be handed in with final draft when complete.
● Final draft will be stapled with ONLY the cover sheet and rubric as instructed.
● Teacher will submit a sample to the district as requested.
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 down
o write notes
o highlight
o reread
o pose questions
o visualize
o look for patterns
o use text features
o summarize
● Remember that the DBQ/Writing Benchmark is intended to be 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.) OR
3. Summarizes (5th gr.):
· main ideas and few supporting details from information presented in multiple formats / 1. States (3rd gr.),
2. Paraphrases (4th gr.) OR
3. 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.
4th Grade Document Based Question
“People move from place to place for many reasons.”
Background information:/ Arizona is located in the southern United States. Arizona’s population grew to over one million after World War II due to the economic boom in mining and agriculture. These industries have been replaced with manufacturing and computer industries and tourism. Arizona has limited sources of water and has been in a drought for over ten years.
PROMPT
Explain why people continue to move to Arizona even though it is in a drought. Support your explanation with evidence from the documents.
/ Think about:
o Do you know anyone who has recently moved to Arizona from somewhere that has a different climate than we do?
o Will Arizona continue to have enough water as more people move here?
o What are some natural wonders that people like to see when they are in Arizona?
Possible Thesis Frame:
People continue to move to Arizona even though it’s in a drought because ______(fact/claim), ______(fact/claim), and ______(fact/claim).
Document A: Use pictures and text for questions 1 and 2.
Teacher Note: Using Close Reading strategies will aide in your students’ understanding of this complex text.
Top 5 Reasons to Move to Arizona(Adapted from: http://www.my-arizona-desert-living.com/Why-People-Move-To-Arizona.html)
The Top 5 Reasons Why People Move to Arizona may differ depending on who you ask. Home is where the heart is, as they say. And if you love what the desert southwest has to offer, you will likely share the following 5 reasons why I believe people move here to Arizona.
/ 1. Weather. The weather is pretty hard to beat! Probably the most popular of the reasons why people move to Arizona is because our state has well over 300 days of nothing but sunshine and most folks would agree that that the weather here in Arizona is fabulous. To me it doesn't feel as hot as it did when I lived in Wisconsin or Minnesota. The humidity is nowhere near it is in the Midwest. Even during the Monsoon season, it still doesn't feel as hot back home where I used to live, which is another of the several reasons why people move to Arizona.
/ 2. Sunshine. With the continual sunshine and warmth that is everlasting, is also the abundance of golf courses, certainly the sunshine has a lot to do with why people move to Arizona.
/ 3. Wildlife. The wildlife is very much alive and abundant here in Arizona and I believe, the third reason why people move to Arizona. You don't have to travel far to get a glimpse of the many wildlife species.
/ 4. Housing. The housing market is exploding with new homes, thus qualifies for another one of the reasons why people move to Arizona. Although there has been a decline in home building, there are still many homes that continue to be built to accommodate the many people that continue to move here. Housing is very much a big reason why people move to Arizona.
/ 5. Natural Wonders. One of the other reasons why people move to Arizona are for the natural wonders. Just a few hours north of the Phoenix metropolitan area you are going to have access to the very famous Grand Canyon.
Discuss the following questions with a partner or group and write your responses below.
1. According to this document, what are 5 reasons that people move to Arizona?
2. Do any of the 5 reasons have any common themes? Can you think of a way to group any together for your body paragraph topics?
Document B: Average temperatures in Arizona and the climate of the United States
Use for the following questions.
(Above Source: http://pics2.city-data.com/w1q/lhaq1046.png) (Below Source: http://www.energysavers.gov)
Discuss the following questions with a partner or group and write your responses below.
1. How does Arizona’s monthly average temperature compare with the U.S. average?
2. What conclusions can you draw about the weather in Arizona compared with other parts of the U.S.?
Document C: Population growth and projections and where we get our water
Use the chart and text for the following questions.
Interim Projections of the Total Population for the United States and States: April 1, 2000 to July 1, 2030Geographic Area / Census April 1, 2000 / Projections July 1, 2005 / Projections July 1, 2010 / Projections July 1, 2015 / Projections July 1, 2020 / Projections July 1, 2025 / Projections July 1, 2030
United States / 281,421,906 / 295,507,134 / 308,935,581 / 322,365,787 / 335,804,546 / 349,439,199 / 363,584,435
.Alabama / 4,447,100 / 4,527,166 / 4,596,330 / 4,663,111 / 4,728,915 / 4,800,092 / 4,874,243
.Alaska / 626,932 / 661,110 / 694,109 / 732,544 / 774,421 / 820,881 / 867,674
.Arizona / 5,130,632 / 5,868,004 / 6,637,381 / 7,495,238 / 8,456,448 / 9,531,537 / 10,712,397
.Arkansas / 2,673,400 / 2,777,007 / 2,875,039 / 2,968,913 / 3,060,219 / 3,151,005 / 3,240,208
.California / 33,871,648 / 36,038,859 / 38,067,134 / 40,123,232 / 42,206,743 / 44,305,177 / 46,444,861
.Colorado / 4,301,261 / 4,617,962 / 4,831,554 / 5,049,493 / 5,278,867 / 5,522,803 / 5,792,357
.Connecticut / 3,405,565 / 3,503,185 / 3,577,490 / 3,635,414 / 3,675,650 / 3,691,016 / 3,688,630
.Delaware / 783,600 / 836,687 / 884,342 / 927,400 / 963,209 / 990,694 / 1,012,658
.District of Columbia / 572,059 / 551,136 / 529,785 / 506,323 / 480,540 / 455,108 / 433,414
.Florida / 15,982,378 / 17,509,827 / 19,251,691 / 21,204,132 / 23,406,525 / 25,912,458 / 28,685,769
.Georgia / 8,186,453 / 8,925,796 / 9,589,080 / 10,230,578 / 10,843,753 / 11,438,622 / 12,017,838
.Hawaii / 1,211,537 / 1,276,552 / 1,340,674 / 1,385,952 / 1,412,373 / 1,438,720 / 1,466,046
.Idaho / 1,293,953 / 1,407,060 / 1,517,291 / 1,630,045 / 1,741,333 / 1,852,627 / 1,969,624
.Illinois / 12,419,293 / 12,699,336 / 12,916,894 / 13,097,218 / 13,236,720 / 13,340,507 / 13,432,892
.Indiana / 6,080,485 / 6,249,617 / 6,392,139 / 6,517,631 / 6,627,008 / 6,721,322 / 6,810,108
.Iowa / 2,926,324 / 2,973,700 / 3,009,907 / 3,026,380 / 3,020,496 / 2,993,222 / 2,955,172
.Kansas / 2,688,418 / 2,751,509 / 2,805,470 / 2,852,690 / 2,890,566 / 2,919,002 / 2,940,084
Source: U.S. Census Bureau, Population Division, Interim State Population Projections, 2005.
Water Supply Questions and Answers
Phoenix's water supply is good, but please conserve water as a lifestyle. The Valley is dry, but reservoir levels are good, because most of our tap water comes from years of snow far north and east of the Valley. It’s everyone’s job to think about water…every time you use it…and use it responsibly. Phoenix has the water it needs - but none to waste.