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Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Standard #: LAFS.1112.WHST.4.10Archived Standard
Standard Information
General Information
Subject Area: English Language Arts
Grade: 1112
Strand: Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Idea: Level 3: Strategic Thinking & Complex Reasoning
Cluster: Range of Writing -
Date Adopted or Revised: 12/10
Content Complexity Rating: Level 3: Strategic Thinking & Complex Reasoning - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Related Courses
Related Resources
Lesson Plans
  • The Specifics of Supply and Demand # This lesson is designed to teach the specifics of supply and demand. Determinants, as well as effects on supply and demand, will be covered. Students will then be asked to research headlines and analyze the supply and demand represented in the news articles.
  • Deadly Decomposition-Fungi # In this lesson student will keep a scientific notebook to relate the major structure of fungi to their functions. Students will review several resources on fungi as well as conduct an investigation using yeast to compare its decomposition properties.
  • Reading Like a Historian: Snapshot Autobiography # In this unique 2-day lesson, students reflect on events from their own lives to understand how learning history depends on different perspectives and the reliability of source information. On Day 1, students write their version of their birth and discuss the limitation of their own perspective with a classmate. For homework, they then create an autobiographical "pamphlet" of key events and must interview another person to get their perspective on the event, corroborating the 2 versions and taking notes on the interview. On Day 2, students share their events and what they have learned, and the teacher explains how studying history depends on a similar corroboration-cross-checking-of evidence.
Professional Development
  • Branching Out: Growing Literacy Skills in Writing # Click "View Site" to open a full-screen version. By the end of this module, teachers should be able to:
    • Label the College and Career Readiness, also known as CCR, anchor standards for Writing
    • Explain the structure and organization of the grade-specific Writing standards for Literacy in History/Social Studies, Science and Technical Subjects
    • Use the grade-specific Writing standards to identify what students should know and be able to do
    This is Module 2 of 4 in the series, "Literacy across the Content Areas: Reading and Writing to Build Content Knowledge."
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