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Think about everything you’ve learned today and yesterday. Write a research-based
argument essay, convincing readers that zoos either help or harm animals. Be sure to use
what you know about writing essays to take a position on the topic and back it up with
evidence from your research. As you write, use information and quotations from the
video and any or all of the texts you read to support your claim.
Be sure to:
Make a quick plan for your essay using boxes and bullets or another
organizational tool
Introduce the topic
Take a position:
make clear whether you believe zoos help or harm animals
Create body paragraphs to organize your reasons
Include relevant facts and details from the sources you’ve read and watched
Use transition words to link information and ideas
Write a conclusion
Plan for Argument Essay:
Teachers College Reading and Writing Project: Fifth Grade Informational Reading/Argument Writing Performance Assessment Rubric
1
TCRWP – Draft – 2013-2014
Reading Rubric Scoring Guide:
You may decide to score all of the responses to text (video response, text#1 and text#2). If so, average the score points for a final reading score.
You may decide to score only the response to the last text (text#2) as this is the grade level text. If so, use the score for this response as a final reading score.
In a post-assessment, use the same approach to achieve comparable results.
5th Reading
Rubric
Level 1-
Novice
1.5 Level 2-
Developing
2.5 Level 3-
Effective
3.5 Level 4
Highly Effective
R. Standard 5.1
Quote accurately when explaining what the text says explicitly and when drawing inferences from the text. Score
Attempts to reference source
material, but includes very few
references to details or examples
from the text.
References to source material
demonstrate inaccurate
understandings of the details or
the ideas in the text.
Refers details or examples from
the provided source(s). These
details are mostly relevant to the
idea or position the student is
discussing.
References to source material
demonstrate mostly accurate
understanding of literal and
inferential details from the text.
Quotes accurately when referring
to relevant details from the
provided source(s).
Demonstrates an accurate
understanding of literal and
inferential details from the text.
Provides citations for the source
material, helping the reader see
how particular passages from the
reading support (or counter) an
idea in the text.
5th Writing
Rubric
Level 1-
Novice
1.5 Level 2-
Developing
2.5 Level 3-
Effective
3.5 Level 4
Highly Effective
W. Standard 5.1
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Score:
Po
siti
on
Attempts to take a position on
the topic; position is unclear or
the writing is almost totally
informational..
Position on the topic is mostly
clear, though some parts of the
essay may veer from the stated
stance in ways that make it clear
this was not intended.
Makes a claim that takes a clear
position; maintains the position
throughout.
Establishes and maintains a
position while indicating an
understanding of the complexity
of the topic. This may be through
mentioning a possible counter-
argument or through making a
nuanced claim.
Str
uct
ure
:
Intr
od
uce
s to
pic
;
Pro
vid
es a
co
ncl
ud
ing
sta
tem
ent
Provides a very brief
introduction, which may not
connect closely to the claim.
Gestures towards a conclusion.
Provides an introduction to the
claim. Attempts to inspire readers
to care about the topic and/or
claim.
Provides a conclusion that
connects to the writer’s main
claim. May reflect on the original
claim.
Provides an introduction that
orients the reader to what is most
important in the argument.
Concludes the essay with a
section that highlights important
points and facts from across the
rest of the piece or brings in new,
effective evidence.
Orients the reader to what’s most
important in the argument and
offers some context.
Provides a conclusion that
strengthens or adds to the whole
of the argument through new
phrasing or insights.
Teachers College Reading and Writing Project: Fifth Grade Informational Reading/Argument Writing Performance Assessment Rubric
2
TCRWP – Draft – 2013-2014
5th Writing
Rubric
Level 1-
Novice
1.5 Level 2-
Developing
2.5 Level 3-
Effective
3.5 Level 4
Highly Effective
W. Standard 5.1
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
Str
uct
ure
:
Cre
ate
s a
n o
rga
niz
ati
on
al
stru
ctu
re
Attempts some organization, but
this occurs mostly within a part
of the text – overall organization
is lacking.
Uses paragraphing to group
supporting ideas and their
relevant evidence.
It’s clear how most sections have
been organized.
Orders paragraphs in a structure
that demonstrates some planning:
may demonstrate least to most
importance; chronological order;
or follow the flow of the research
text.
Organizes evidence to support
each reason, making it clear
which evidence supports which
reasons.
Within supporting paragraphs or
sections, organizes evidence in an
order that reads well and makes
sense.
Str
uct
ure
: T
ran
siti
on
s
Some basic transitions are in
place: (for example, because.)
Reasons are connected to each
other using simple linking words
also, another)
Uses words and phrases to
connect different parts of the
piece together: to demonstrate
shifting from reasons to evidence
(e.g. “for instance”) or to
introduce a new point (e.g. “in
addition”).
Uses transition words and phrases
to connect evidence to reasons
using phrases like this shows
that...
Helps the reader move through
the essay with phrases such as
another reason, the most
important reason.*
To demonstrate cause and effect,
uses terms like consequently,
because of.
Uses a variety of transitional
phrases to help the reader
understand the flow of the
argument and the connection
between evidence, reasons, and
the writer’s position.
Dev
elo
pm
ent:
Ela
bo
rati
on
The writer provides reasons for
the claim.
Some information or explanation
is provided..
Writes 2-3 sentences about each
reason, including relevant
examples and information.
Most information supports the
claim.
Includes a variety of evidence to
support each reason (facts,
examples, quotations, micro-
stories, information). Discusses/explains some
evidence.
Includes a variety of evidence
from reliable sources to support
each reason.
Discusses/explains evidence and
how it supports the claim.
x 2:
Teachers College Reading and Writing Project: Fifth Grade Informational Reading/Argument Writing Performance Assessment Rubric
3
TCRWP – Draft – 2013-2014
5th Writing
Rubric
Level 1-
Novice
1.5 Level 2-
Developing
2.5 Level 3-
Effective
3.5 Level 4
Highly Effective
W. Standard 5.1
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. Score
La
ngu
ag
e C
on
ven
tion
s
Most words are spelled
conventionally, including some
domain-specific vocabulary
relevant to the topic.
Capitalization, ending
punctuation and use of commas
in lists is mostly accurate.
The writer uses a variety of
sentences lengths.
High-frequency words and many
Tier II and domain-specific
vocabulary words are spelled
conventionally.
Some complex sentences are
punctuated correctly with internal
commas.
Uses commas to set off
introductory parts of sentences (At
this time in history, it was common
to...)
Approximates correct punctuation
when quoting from sources.
Uses punctuation such as dashes,
colons, parentheses, and
semicolons to help include or
connect extra information in some
sentences.
Uses correct punctuation when
quoting from sources.
R. Standard 5.1
Quote accurately when explaining what the text says explicitly and when drawing inferences from the text.
Dev
elo
pm
ent:
Rea
din
g/R
esea
rch
Refers to more than one detail or
example from the provided
source(s).
References to source material
demonstrate a literal and
inferential understanding of the
details included.
Refers to multiple relevant,
important details or examples
from the provided source(s).
References to source material
demonstrate an accurate
understanding of literal and
inferential details from the text.
Quotes accurately when referring
to the most relevant details from
the provided source(s) to support
the
main claim.
Demonstrates insightful
understanding of literal and
inferential details from the text.
Uses accurate citations to
demonstrate an analytic reading of
the source material, helping the
reader see how particular passages
from the reading support (or
counter) the writer’s position on
the topic.
Teachers College Reading and Writing Project: Fifth Grade Informational Reading/Argument Writing Performance Assessment Rubric
4
TCRWP – Draft – 2013-2014
Writing Rubric Scoring Instructions:
Circle the descriptor in each row that best describes the student’s work in this category. If the work falls between two descriptors, check a mid-point box to indicate this.
Use the scoring box to the right of the table to record the score for each category.
For the category “Development: Elaboration,” double the points and record in the box to the right, as indicated by the “x 2.” This is because elaboration counts more
towards the overall success of the piece than other individual categories.
Finding an overall Reading/Writing Scaled Score:
Add the total points from the reading and writing rubrics to come up with a raw score.
Use the following table to calculate a scaled score:
To look closely at growth between pre- and post-assessments, keep this rubric with the circled descriptors.
You will want to track growth across sub-sections, not just in the scaled score.
Total Points Scaled Score
1-9 1
9.5-13.5 1.5
14-18 2
18.5-22.5 2.5
23-27 3
27.5-31.5 3.5
32-36 4
This chart shows the results of a study by scientists around the world. These scientists looked at 40 years of information from zoos, about 800 elephants. They also looked at information about hundreds of elephants in the wild for about the same number of years.
0
10
20
30
40
50
60
Life Span of African Elephants Life Span of Asian Elephants
Ye
ars
Live
d
Life Span of Female Elephants in Zoos and the Wild
In Zoos
In the Wild
The Swazi Eleven
Tom French, Pulitzer Prize-winning journalist, spent six years studying zoos and wrote
about his experiences in his book Zoo Story. His book opens with the story of eleven elephants
who were taken from Swaziland in Africa and flown to zoos in San Diego and Tampa.
It was August 21, 2003 on a Thursday morning. The elephants were in the hold of the
plane in crates. Some of them were sleeping on their sides; others were awake and drinking
water. Mick Reilly was with them. He and his father ran the Mkhaya and Hlane Game Reserves
in Africa where the elephants had lived. Mick had grown up with these elephants. “It’s not so
bad,” Mick told the elephants as he refilled their water.
Mick was tired. It had been a long fight to get the elephants on this flight. Animal rights
activists had tried to stop the elephants from going to zoos. Groups like Born Free and PETA
(People for the Ethical Treatment of Animals) filed a lawsuit and wrote angry letters. The
government and even the local newspapers of Swaziland had blamed Mick and his father for
sending the elephants to zoos. Mick was upset. Didn’t people understand? The elephants
couldn’t stay on the land.
There were too many elephants living in the Mkhaya and Hlane Game Reserves. They
were ruining the land. Elephants eat for up to eighteen hours a day. When they eat they tear bark
off trees and even knock trees down. Elephants had destroyed so many trees that a big part of the
parks was now only black and dead trees.
Animals like eagles, owls and vultures had no place to nest. In addition, the black rhino,
one of Africa’s most endangered species, also needed the trees to eat. Now the rhino had no
food. If the situation continued many animals and plants would be wiped out.
Mick and his father tried to find another park nearby, but South Africa was overrun with
elephants. No park could take any more. The Reillys looked in other places in Africa but there
was a threat of poaching. They did not want their elephants to be shot as trophies and have their
tusks sold on the black market.
In other parks rangers had killed elephants to make sure the population stayed low. Mick
didn’t want to kill his elephants.
Of course, none of this was the elephants’ fault in the first place. In Swaziland, as in other
parts of Africa, elephants have struggled to survive. Humans have taken so much land in Africa
and occupy so much space that most animals are confined inside game parks. Fifty years ago
there weren’t even any elephants in Swaziland. They had all died or been killed off by hunters.
Mick’s father, Ted, tried to help. He built three parks to protect endangered species. The
elephants arrived in 1987 and they survived so well in the parks, there were soon too many of
them.
Humans had created this problem. Now it was up to humans to fix it. Zoos were the only
option.
“On this plane I’m giving them a chance,” Mick thought.
Before his family had agreed to send the animals to zoos Mick had visited the zoos and
talked to the keepers. He saw that the elephants would be treated well and given as much space
as possible. He said the animal clinic at the San Diego Zoo was better than any hospital in
Swaziland.
The zoos offered to pay $12,000 for each elephant and Mick and his family would use the
money to protect the other animals in the park and buy more land for the animals.
Zoos: The Historical Debate
Adapted from an article on Globalanimal.org
For hundreds of years, people have flocked to zoos to see wild animals up close. But many
believe that keeping an animal in a zoo is not in the best interest of the animal. Read on for both
sides of this debate, told from the perspective of an animal rights activist. — Global Animal
Humans have a fascination with wild animals. Every year, millions of people go on safaris, board
whale-watching cruises and watch Jeff Corwin get attacked by snakes on Animal Planet; others
drive to their local zoo for a full day of animal gazing.
Millions of people visit the thousands of zoos around the world. We never seem to get tired of
watching wildlife! Depending on your point of view, though, zoos are either places of education
and conservation or unnecessary prisons. While some people argue that zoos play an important
role in conservation of endangered animals, others say that zoos do more harm than good.
So which is it? Are zoos good or bad?
One Side of the Story: Education, Conservation, Entertainment
Zoos have improved a lot in the last 4,000 years. They are no longer filled with cages of cold
cement and steel bars. These days, most zoos create friendlier environment for animals. They
include moats or ditches to separate animals from people, and mini-habitats that look like the
animals’ natural environment.
The procedure for acquiring animals has also changed. Zoos used to capture most of their
animals directly from the wild. Now, however, they get their animals through captive breeding
programs and other zoos. Some breeding programs also help to restore threatened species. After
10 years of working to strengthen the population numbers of the endangered California condor, a
type of vulture, the Los Angeles and San Diego zoos were able to rebuild a population of fewer
than two dozen birds to around 170 birds!
Some zoos also take in abandoned animals that wouldn’t otherwise have a home. Both the
Baltimore Zoo and the Detroit Zoo have taken in polar bears rescued from a traveling circus, and
the Bronx Zoo took in an orphaned snow leopard from Pakistan in 2007. The cub, Leo, now
spends his time frolicking and chasing small animals that wander into his enclosure.
And although zoo animals aren’t treated quite like guests at a four-star hotel, their care has
improved a lot. Zookeepers now understand that many animals, such as monkeys, bears and
elephants, need engaging activities to prevent boredom. This is why you’ll often see chimps
playing with toys or tigers “hunting” for a meal.
Zoos also give scientists a chance to conduct research. In 2002, zoos participated in 2,230
research and conservation projects in more than 80 countries. The information they gather helps
them to develop new medicines and techniques to improve animal health.
Beyond the positive impact zoos try to have on animals, they often affect the people visiting as
well. Zoos don’t just entertain, they also try to educate. With a variety of programs geared
toward children and adults, zoos teach people about the needs of animals and the importance of
conservation.
The fact that zoos impact people in a positive way is nice, but it’s not the people critics worry
about — it’s the animals.
Another Perspective: Wild Animals Are Meant to Be Wild
Maggie the elephant is a perfect example of why zoos are not good. For years, Maggie was
forced to spend her days in a small indoor enclosure because it was too cold for her to go outside.
The zoo put an elephant-sized treadmill in her cage so that she could exercise, but she refused to
use it.
It can be incredibly difficult to provide for the needs of animals like elephants. If Maggie and
other zoo elephants lived in the wild, they would wander as much as 30 miles a day in large
groups, grazing on leaves and stopping to splash in watering holes. In a zoo, they’re lucky to get
a few acres and a roommate or two.
Maggie’s story is just one of many. Zebras at the National Zoo in Washington D.C. starved to
death because of insufficient or incorrect food, and the same zoo’s red pandas died after eating
rat poison.
The Animal Welfare Act in the United States sets standards for zoos here, and some conditions
have improved—but some say it is still not good enough. Although natural-looking habitats are
more attractive, people like David Hancocks, a zoo consultant and former zoo director, describe
them as mere illusions. The animals’ homes look prettier, but they really aren’t any better than
they were before. Indeed, many captive animals exhibit signs of severe distress: People have
witnessed elephants bobbing their heads, bears pacing back and forth and wild cats obsessively
grooming themselves.
Zoos may not even benefit people as much as we once thought. According to one study, many
visitors don’t pay much attention to the animals — they’re actually talking to each other about
unrelated things and spending only a few minutes at each display.
It is unclear whether zoos are good or bad for animals. As you’ve seen, it depends a lot on what
zoo you’re talking about, and what the animals are experiencing. If you could talk to animals,
Leo the snow leopard would probably tell you that zoos are great; however Maggie the elephant
might respond by slapping you with her trunk.
Response to: “Zoos: The Historical Debate”
This article presents some pros (positive sides) and cons (negative sides) of zoos. Use the chart
below to sort the reasons and evidence that the author gives us into these categories. Be sure to
find more than one text detail for each category. Then think about whether there is stronger
evidence for or against zoos, and write to explain your thinking.
Pros: Why Zoos Are Good Cons: Why Zoos Are Bad
Text Details:
Text Details:
Which side has the strongest evidence? Choose one piece of evidence and explain why it is a