Description
In this lesson, students think analytically about the research they collected in their researcher’s notebook. They code relevant information into two categories: Benefits of DDT or Harmful Consequences of DDT. The coded information will be added to either of the Cascading Consequences charts from Unit 1. This process allows students to think analytically and begin to determine what evidence is important to them. Students use part of their Cascading Consequences chart as a visual to support their claim and findings in the End of Unit 2 Assessment.
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
Credits
From EngageNY.org of the New York State Education Department. Grade 6 ELA Module 4, Unit 2, Lesson 10.
Available from engageny.org/resource/grade-6-ela-module-4-unit-2-lesson-10; accessed 2015-05-29.
Newer versions may exist from Expeditionary Learning.
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