On the Edge of Tomorrow (Beta)

Argument Writing

5th Grade

CCSS ELA-LITERACY.RF.5.4CCSS ELA-LITERACY.RI.5.1CCSS ELA-LITERACY.RI.5.2CCSS ELA-LITERACY.RI.5.3CCSS ELA-LITERACY.RI.5.4CCSS ELA-LITERACY.RI.5.5CCSS ELA-LITERACY.RI.5.6CCSS ELA-LITERACY.RI.5.7CCSS ELA-LITERACY.RI.5.8CCSS ELA-LITERACY.RI.5.9CCSS ELA-LITERACY.RI.5.10CCSS ELA-LITERACY.SL.5.1CCSS ELA-LITERACY.SL.5.2CCSS ELA-LITERACY.SL.5.3CCSS ELA-LITERACY.SL.5.4CCSS ELA-LITERACY.SL.5.6CCSS ELA-LITERACY.W.5.1CCSS ELA-LITERACY.W.5.4CCSS ELA-LITERACY.W.5.6CCSS ELA-LITERACY.W.5.7CCSS ELA-LITERACY.W.5.9CCSS ELA-LITERACY.W.5.10 D1.5.3-5 D2.Civ.9.3-5 D2.Civ.12.3-5 D3.1.3-5 D3.2.3-5 D4.1.3-5 D4.2.3-5 D4.3.3-5 D4.5.3-5

Storyline

This Mission includes our newest Beta features that we are currently researching and developing. Join in on the fun and help us bring you the best of the best by running this Mission with your students and submitting any and all feedback afterwards. Thanks! -Mission.io R&D team

To challenge Rocco Jax's unsettling proposal, the crew will write persuasive rejections in the hopes of saving the Outer Rim's education system and future!

The rising population in the Outer Rim colonies of Tellenor, Dejerria, Tractum, Exanus, Tristell, and Kore has resulted in a growing number of school-aged children. In response, the United Colonies of Earth is considering different proposals for the establishment of a suitable education system for the Outer Rim. However, Rocco Jax, the CEO of Arcon Industries, is rallying support for a deeply troubling proposal. The mission for the crew is to undermine this proposition by presenting an even more persuasive rejection that highlights the flaws and lack of research in the Arcon Industries' proposal. Each team will represent and champion the educational vision of a different Outer Rim planet.

Est. time: 49 min.

Targeted Standards

CCSS.ELA-LITERACY.RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

A. Read grade-level text with purpose and understanding.

B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS.ELA-LITERACY.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

CCSS.ELA-LITERACY.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

CCSS.ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CCSS.ELA-LITERACY.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS.ELA-LITERACY.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

CCSS.ELA-LITERACY.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-LITERACY.RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

B. Follow agreed-upon rules for discussions and carry out assigned roles.

C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

D. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

CCSS.ELA-LITERACY.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-LITERACY.SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

A. 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.

B. Provide logically ordered reasons that are supported by facts and details.

C. Link opinions and reasons using words, phrases, and clauses (e.g., consequently, specifically).

D. Provide a concluding statement or section related to the opinion presented.

CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

CCSS.ELA-LITERACY.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CCSS.ELA-LITERACY.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

B. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

CCSS.ELA-LITERACY.W.5.10 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 discipline-specific tasks, purposes, and audiences.

D1.5.3-5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, considering different opinions.

D2.Civ.9.3-5 Use deliberative processes when making decisions or reaching judgments as a group.

D2.Civ.12.3-5 Explain how people can work together to make decisions in the community and at different levels of government.

D3.1.3-5 Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

D3.2.3-5 Use evidence to develop claims in response to compelling questions.

D4.1.3-5 Construct arguments using claims and evidence from multiple sources.

D4.2.3-5 Present summaries of arguments and explanations, emphasizing key points.

D4.3.3-5 Identify challenges and opportunities when taking action to address a problem.

D4.5.3-5 Evaluate how people can influence the decisions and actions of others in local, state, and national governments.