Discipline: Science and English

Grade Level: 11th Grade

Course: Integrated chemistry and English

©Literacy Design Collaborative. September 2011

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Nuclear Sustainability
What
Task?
  • Background to Share With Students
  • Task/Text
  • Content Standards
    • Standards Source: Number: Content Standards:

      New York State Science Standards: http://www.p12.nysed.gov/ciai/mst

      Standard 4, Key Idea 3

      4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

  • Reading Standards for Argumentation
    • "Built-In" Reading Standards "When Appropriate" Reading Standards (applicable in black)
      • 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        11th grade: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      • 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        11th grade: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
      • 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        11th grade: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      • 10. Read and comprehend complex literary and informational texts independently and proficiently.
        11th grade: By the end of grade 11, read and comprehend literary nonfiction in the grade 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
      • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
      • Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.
      • 6. Assess how point of view or purpose shapes the content and style of a text.
        11th grade: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
      • 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
        11th grade: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
      • Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
      • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  • Writing Standards for Argumentation
    • "Built-In" Writing Standards "When Appropriate" Writing Standards (applicable in black)
      • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
        b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
        c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        e. Provide a concluding statement or section that follows from and supports the argument presented.
      • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        11th grade: same as above
      • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        11th grade: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 
      • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        11th grade: a. Draw evidence from literary or informational texts to support analysis, reflection, and research.
        b. Apply grades 11–12 Reading standards to literary nonfiction.
      • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
        11th grade: same as above
      • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
      • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences.
      • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        11th grade: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
      • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        11th grade: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        11th grade: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • Scoring Rubric
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