This is a sample generic argument writing performance task. Simply modify the highlighted text and add your articles or videos.

Teacher Version
Grade	6	Title/Subject	Type your title here

The following sections are included in this Teacher Version:

Process: Day 1, 2 and 3

Teacher Directions for Scoring Rubric

Student Prompt and Articles

Overview

On Day 1 students will engage in a shared reading and note-taking activity using texts to explore the issue of the topic. On Day 2, after the group activity, they will be directed to plan, and draft an argument essay about the topic utilizing the information they read in the texts as well as notes they took during the shared lesson. On Day 3 students will finish their drafts, revise and edit their writing, and produce a final copy.

Process

DAY 1: Shared Reading and Note-taking: Up to 60 minutes

Step 1: Connect to Background Knowledge

Provide an introduction to the classroom activity by indicating that after this activity, students will be writing an argument essay indicating their opinion/argument about the topic. Ask students to discuss this orally. Possible questions could include:

“Many people today believe that ________________. Others think ________________. What do you think about the topic?”

For active engagement encourage pair or group sharing, before sharing out with whole group. You may also want to use the “take a stand” activity from our training handbook to generate discussion. You could use a strong statement for and against and then have students “take a stand” on a scale of 1 (strongly disagree) to 5 (strongly agree), then back up their position orally.

Step 2: Accessing the Information

Explain: “Now we will read about the topic and the pros and cons. You will be writing an argument essay about whether you agree or disagree with this statement and you will include information from the articles provided in your reasons.” Use the information from the texts and video to supply your reasons. Read the articles with the students and point out facts and features (pictures, captions, etc.) Use ONLY the sources provided in this prompt packet.

Watch this video: put the link to your video here if applicable

Lead a whole class discussion about the sources.

Think-Pair-Share: “Tell your partner what you learned about the pros and cons of this issue.” Make sure both partners have time to share with each other.

DAY 2: Planning and Writing a Draft: Up to 60 minutes

Step 3: Clarify Expectations for the Writing Task:

Explain: “In a few minutes you will have a chance to look at the sources, plan, and write a draft to present your argument and explain to me why you agree or disagree with the opinions in the articles. Tomorrow you will have a chance to change and edit your work from today or add more detail.”

Review the student directions and checklist for the writing assignment and give each student a sheet of blank paper for planning and tell them they can either write out their draft and then type, or type their draft from their planning notes.

Step 4: Clarify Expectations for the Writing Task:

Tell students to begin planning their writing on the blank sheet of paper. You can remind them of planning strategies you have taught in your classroom such as outlining, lists, or webs. Don’t provide a plan yourself just remind them of the strategies for planning.

After 15 minutes suggest to students that they begin writing their drafts.

Collect all materials from Day 2.

DAY 3: Up to 60 minutes

Allow students to access the sources, their notes, the classroom activity charts/key word lists, and their draft.

Direct students to re-read their draft from Day 2. Review the task using the student checklist.

When students are finished writing, remind them to reread and edit.

Students will type their final drafts.

Collect all student writing materials.

Teacher Directions for Scoring Rubric:

Use the argument writing rubric to score the writing and enter a score for each student into assessment log.

Grade	6	Argument Writing Rubric

Level	ARGUMENT WRITING/PROCESS	LANGUAGE CONVENTIONS	WITH GUIDANCE and SUPPORT FROM ADULTS
4 Exceeds	Meets all expectations in level 3 Introduces claim, acknowledges alternate or opposing claims and organizes the reasons and evidence logically Effective use of sources to support argument	Mostly correct use of language conventions, and some above grade level skills used, for example: Meets all expectations in level 3 Uses phrases and clauses within a sentence, avoiding dangling modifiers Refers to reference material to determine best word choices in writing	Level of guidance and support from adults before writing: Check off what was done before the student wrote the piece being scored. Discussion Read aloud or shared reading Drawing Vocabulary word bank Shared or interactive writing Graphic organizer Language frames
3 Meets	ARGUMENT WRITING (W1) Introduces claim and organizes reasons and evidence clearly (W1a) Demonstrates an understanding of the topic or text by supporting claims with clear reasons and relevant evidence (W1b) Uses words, phrases/clauses to clarify the relationships among claims and reasons (W1c) Establishes and maintains a formal style (W1d) Provides a concluding statement/section that follows from argument presented (W1e) WRITING PROCESS (W4-W8) Uses clear/coherent writing where development, organization and style are appropriate to task, purpose, and audience (W4) WGASFA* Develops and strengthens writing by planning, revising, and editing, rewriting, or tying a new approach (W5) Uses technology to produce writing (W6) Uses keyboarding skills to minimum of 3 pages in a single sitting (W6) Conducts research drawing on several resources (W7) Assesses credibility of sources; quotes or paraphrases the data and conclusions (W8) Avoids plagiarism and provides basic bibliographic information (W8)	Adequate use of correct sentence formation, punctuation, capitalization, grammar usage and spelling for grade level, for example: Uses a variety of pronouns effectively (L1a-d) Uses a variation of simple, compound, complex, and compound-complex sentences for meaning and interest (L3a) Ensures that verbs agree with compound subjects Uses commas when linking two clauses with a conjunction in compound sentences Uses correct capitalization Spells correctly (L2b)
2 Almost Meets	Claim may be somewhat unclear Introduction may be clear but conclusion is weak Uses some evidence from source, but may be repetitive or vague Uses few words/phrases to clarify relationships between claim and reasons Has formal style but may not be maintained throughout document	Limited use of correct sentence formation, punctuation, capitalization, grammar usage and spelling for grade level, for example: Contains some run-on sentences Uses mostly simple or compound sentences Uses propositional phrases, appositives, dependent and independent clauses, transitions or conjunctions incorrectly Contains some punctuation errors Contains some capitalization errors Contains some spelling errors
1 Does Not Meet	Claim may be confusing or ambiguous Intro/conclusion may be missing Uses few or little evidence from sources Uses style not appropriate to audience, purpose or task Has no formal style	Infrequent use of correct sentence formation, punctuation, capitalization, grammar usage and spelling for grade level, for example: Contains many run-on sentences Contains many punctuation errors Contains many capitalization errors Contains many spelling errors

WGASFA: “with guidance and support from adults”

This rubric was adapted from rubrics at sbusd.org and information from Smarter Balanced Assessments (www.smarterbalanced.org) using the California Common Core Standards at www.cde.ca.gov.

Student Version
Grade	6	Title/Subject	Type your title here

Student Prompt:

Choose a position on the topic then write a multi-paragraph essay to your teacher explaining your argument. Include information from the video if there was one and the articles provided as you write.

Writing Tips:

Be sure to introduce the topic and state your claim.

Use evidence from the sources to develop your argument.

Include linking words and phrases to connect your ideas and create cohesion in and clarify relationships among claims, reasons, and evidence.

Maintain a formal style throughout.

End with a concluding paragraph of section.

Reminders:

You can look at the sources and your notes to help you with your writing.

You might begin by making a plan or drawing a graphic organizer to help you with your thinking.

Do not plagiarize; do not copy sentences from the sources.

Step 1: Plan

Plan: review the texts and your notes

Make a plan on the blank paper for your writing.

Step 2: Draft

Introduce your claim or argument.

Distinguish your claim from opposing or alternate claims.

Include relevant evidence to support your claim and organize it logically.

Group information together as you write into paragraphs.

Write a concluding paragraph.

Include a bibliography of sources using a standard format.

Student Version
Grade	6	Title/Subject	Type your title here

Step 3: Reread and Revise

Does it make sense?

Have you used evidence from the texts to support your claim?

Have you used linking words to organize your writing?

Checked for inappropriate changes in voice or mood?

Have you maintained a formal style?

Checked for subject/verb agreement?

Step 4: Edit

Reread your writing and revise:

Capitals

Punctuation: (end points) . ! ?

Commas , quotation marks “ ” underlining and italics

Spelling

Variety of simple, compound, and complex sentences

Complete sentences; avoid run-ons and fragments.

Step 5: Final Draft

Recopy and fix your mistakes.

Good work!

Student Reading Text
Grade	6	Title/Subject	Type your title here

Add your articles here