6th Grade Language Arts Problem Based Learning Unit

Home

Intro

Task

Process

Resources

Assessment

Conclusion

Teacher's Page

Teacher Page

This page was created for 6th grade students in language arts classes at Tuttle MS.  It was designed not only to help students take ownership and pride in their community, but it was also implemented to assist students with higher order thinking skills.

To find out more about this unit or to ask specific questions, please contact the authors.

INDIANA STANDARDS ADDRESSED IN THIS UNIT:

6.4.1	Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
6.4.2	Choose the form of writing that best suits the intended purpose.
6.4.3	Write informational pieces of several paragraphs that: engage the interest of the reader. state a clear purpose. develop the topic with supporting details and precise language. conclude with a detailed summary linked to the purpose of the composition.

6.4.5	Use note-taking skills.
6.4.6	Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information.
Evaluation and Revision
6.4.8	Review, evaluate, and revise writing for meaning and clarity.

6.5.5	Write persuasive compositions that: state a clear position on a proposition or proposal. support the position with organized and relevant evidence and effective emotional appeals. anticipate and address reader concerns and counter-arguments.
6.5.7	Write for different purposes and to a specific audience or person, adjusting tone and style as necessary.

6.7.5	Emphasize important points to assist the listener in following the main ideas and concepts.
6.7.6	Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.
6.7.7	Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention

6.7.13

Deliver persuasive presentations that: provide a clear statement of the position. include relevant evidence. offer a logical sequence of information. engage the listener and try to gain acceptance of the proposition or proposal.

TIMELINE

                                                                        NAME _______________________

                                                                        Date __________ Period_________

ADDITIONAL RESOURCES

This outline can be used to guide students who may have difficulty developing their presentation in the correct order.

TOPIC:___________________________________________________

I.  Introduction

A.    Lead-Signs that say "no skating" is not the answer....

B.     Thesis Statement – What this town needs is a skate park, ….

II.  1st Argument – benefits are obvious

A.    Support – kids want to skate

B.     Support – fun for them, a place to practice

C.     Support – kids/pedestrians out of danger

D.    Support – property owners/police – less worry

      III.  2^nd Argument – other advantages

A.    Support – could give skating lessoon

B.     Support - competitions

C.     Support – family gatherings/snack stand

      IV.  3^rd Argument – not cheap, but not expensive

A.    Support - $18,000

B.     Support – if ramps less than 6 ft. tall, insurance will be less

V.  4^th Argument – location is not an issue

A.    Support – South Mountain Reservation –kids like - hilly

B.     Support – by the soccer fields – create a sports center

      VI.  Conclusion

                   A.  Restate thesis – please consider & vote FOR the skatepark

                   B.  Restate best/most convincing argument – benefits 

                        EVERYONE

C.  Call to action – vote “yes

Page created by: Michelle Van Horn and Tami Haas.  Last Updated 4/3/03.