Grade 3 – Argumentative/Opinion Writing

Dysart Unified School District

3rd GRADE

Interactive Opinion Writing

Language Arts Benchmark 3

Social Studies DBQ – FormA


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 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) 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)
  • Explain procedures.
  • Read and clarify Background Information section;
  • 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 (or word processed)
  • Completed on time.
  • Students begin analysis of documents
  • 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.

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:

  • slow down
  • write notes
  • highlight
  • reread
  • pose questions
  • visualize
  • look for patterns
  • use text features
  • 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 - 3
Preparation: /
  • Fails to read the material or skimmed it
  • Fails to take notes or notesare 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.

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:
  • What is a hero?
  • Who can be a hero?
  • Are there certain actions all heroes demonstrate?
  • What are the traits of a hero?
  • What criteria do you believe make a person a hero?
  • 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 schoolbus he was riding in and its passengers.

Wuitschick and about a dozen other kids were riding in the schoolbus on their way to Surprise Lake Middle School, in Milton, Washington (near Seattle). All of a sudden, the schoolbus 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).

Response to Reading:

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 watchboth videos, and then discusswith your partners or classthe questions and responses to the following questions.

Sally Ride Interview with Student for Scholastic
&
Dr. Sally Ride, 1983 launch and discussion

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.
  1. If Sally were to go into space today, would she be considered a hero? Why or why not?
  1. 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.

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

Cesar Chavez: Labor Leader

Cesar 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:
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.
  1. 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.

Walt Disney
Walt 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.com
Created 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.
  1. Reread the quotes. Which quotesounds 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,

  • What is a hero?
  • Who can be a hero?
  • Are there certain actions all heroes demonstrate?
  • What are the traits of a hero?
  • What criteria do you believe makes a person a hero?
  • 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 – 3rdGrade

Paragraph #1 – Introduction

  1. Attention grabbing beginning (no questions):

______

  1. Bridge/Background information to describe the issue:

______

______

  1. Opinion Thesis Statement:

______

______

Paragraph #2 – Body Paragraph (include citations)

  1. Topic Sentence – Includes opinion

______

______

  1. Evidence to support (important details from reading with citations):______

______

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

______

______

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

______

______

  1. Conclusion/ Transition Sentence: ______

______

Paragraph #3 – Conclusion

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

______

______

  1. 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.