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Non-fiction/Expository, Persuasive

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7. (5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: (E) make connections to personal experiences, ideas in other texts, and society; (H) synthesize information to create new understanding; and

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6.6.A The student is expected to: describe personal connections to a variety of sources, including self-selected texts

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7.3 A, B
7.7A
7.11A
7.4E
7.6 G
7.12B

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Provide a group of students with a map of major grocery stores labeled with a scale for 1 mile for students to measure. The students are to create and shade circles with a 1-mile radius from each grocery store. From there, they are to suggest locations for a pre-determined amount of grocery stores and explain why. Extra challenge to include a population density map.
-Breslau

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ELA.6.1.D Participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement

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(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: (ii) developing an engaging idea reflecting depth of thought with specific facts, details, and examples;

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Graphing, pattern recognition, exponential growth, statistics

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7.12 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.    (D) identify and gather relevant information from a variety of sources;    (E) differentiate between primary and secondary sources;

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7.12 Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.    (D) identify and gather relevant information from a variety of sources;    (E) differentiate between primary and secondary sources;

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ELAR

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8.5E- Make connections to personal experiences
8.5F- Make inferences and use evidence to support understanding
8.5G- Evaluate details read to determine key ideas
8.6D- Paraphrase and summarize texts in ways that maintain meaning
8.6I- Reflect on and adjust responses as new evidence is presented

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6.B student is expected to: write responses that demonstrate understanding of texts, including comparing sources within and across genres

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6.12 & 6.13 - Representing, summarizing & interpreting numeric data.

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(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(G) evaluate details read to determine key ideas;
(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

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7th ELAR  (12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to: (D) identify and gather relevant information from a variety of sources;

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Persuasive Text
8.11: Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
8.11A: Compare and contrast persuasive texts that reached different conclusions about the same issue and explain how the authors reached their conclusions through analyzing the evidence each presents.
8.11B: Analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures, leading questions, false assumptions, and incorrect premises in persuasive texts.

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8.4C -  use data from a table or graph to determine the rate of change or slope and y‐intercept in mathematical and real‐world problems
A.9C -  write exponential functions in the form f(x) = ab^x (where b is a rational number) to describe problems arising from mathematical and real‐world situations, including growth and decay
A.9D - graph exponential functions that model growth and decay and identify key features, including y‐intercept and asymptote, in mathematical and real‐world problems