Grade 05 ELA - EC: E05.C.1.1.1

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

Instructional activities designed to be integrated into planned lessons
Questions/activities that grow in complexity
Opportunities for differentiation for each student’s level of performance

Grade Levels

5th Grade

Course, Subject

English Language Arts

Related Academic Standards / Eligible Content

E05.C.1.1.1 E05.C.1.1.1

Introduce a topic or text for the intended audience, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

Activities

Name a topic that can be developed as a persuasive piece of writing.
Identify an audience that aligns with a persuasive topic.
Match appropriate opinions to a persuasive topic.
Identify an organizational structure that will logically support an argumentative focus.

Explain why a topic is appropriate for development as a persuasive writing piece.
Relate a persuasive topic to an audience.
Compile a list of opinions that align with a persuasive topic.
Organize opinions and evidence to support a persuasive topic.
Compare various topics being considered for development as a persuasive writing piece, critique topics and choose topic based on findings.
Hypothesize about audience’s reaction to persuasive writing selection and adjust the writing accordingly.
Cite detailed, factual evidence from credible sources that support stated opinions.
Based on assessment of topic, opinions and evidence, student draws conclusions as to why the chosen organizational structure is appropriate.

Answer Key/Rubric

Student states a topic that would be appropriate for development as a persuasive topic. A good topic is one that has more than one position that could be supported with evidence and opinions.
Student has properly identified an audience that would be interested in, convinced by, or otherwise matches with the persuasive topic.
Student is able to provide several (5-7) logically developed opinions that support the stated persuasive topic.
Student identifies an organizational structure that allows the evidence and opinions to support the topic.
Student is able to explain why a topic is appropriate for development as a persuasive writing piece. A good topic is one that has more than one position that could be supported with evidence and opinions.
Student shows why a persuasive topic and stated audience are appropriately matched for future writing development. Student considers what message is appropriate for the audience.
Student compiles a list of appropriate opinions that align with a persuasive topic. Appropriate opinions are ones that are directly connected to the topic and align with the stated position toward the topic. The audience is also considered.
Student is able to put opinions into an organizational structure that clearly supports the persuasive topic.
Student’s response demonstrates understanding of why a topic is most appropriate for further development as a persuasive writing piece. Topics that will be most successful as persuasive writing pieces have two or more distinct sides.
Student’s response demonstrates understanding of what possible audience reactions might be to reading stated opinions and evidence and shares a plan to revise writing to include responses to these reactions.
Student has found, vetted, and included evidence that supports stated opinions.
Student is able to share why the chosen organizational structure is the best for the persuasive writing piece.