UNIT 2: Informative Essay - PBworks

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UNIT 2: Informative Essay

Getting and Staying Healthy

Unit 2: Informative Essay Answer Key 11

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© Houghton Mifflin Harcourt Publishing Company STEP 1 ANALYZE THE MODEL

Are we mistreating our bodies?

Page 35
Discuss and Decide
Student answers should demonstrate comprehension. Students may say that
a cause-and-effect structure would be most effective for writing about the
aftermath of a hurricane on a community.
Page 37
Discuss and Decide
As students discuss the way in which the message about obesity needs to be
“refined,” remind them to cite textual evidence.
Page 39
Close Read
Student answers should demonstrate comprehension and draw evidence
from the text. They may cite reasons why we crave unhealthy foods, such as
companies marketing these foods to us until we’re unable to resist.
Page 40
Terminology of Informative Texts
Accept reasonable responses that demonstrate comprehension of the terms
and their application to the texts.

Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
tElements that are missing from Hua’s essay.
tWays in which Hua’s essay could have been revised to make it more

effective.

2 The response gives sufficient evidence of the ability to cite evidence to support
arguments and/or ideas.

1 The response gives limited evidence of the ability to cite evidence to support
arguments and/or ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence to
support arguments and/or ideas.

Unit 2: Informative Essay Answer Key 13

STEP 2 PRACTICE THE TASK © Houghton Mifflin Harcourt Publishing Company

How can people prevent diseases from spreading?

Page 42
Discuss and Decide
As students discuss what made the spread of the bubonic plague especially
hard to stop, remind them to cite textual evidence.

Page 43
Discuss and Decide
As students discuss why it was important for people infected with SARS to
avoid air travel, remind them to cite textual evidence.

Page 45
Discuss and Decide
As students discuss why certain people are supposed to receive killed instead
of weakened flu viruses, remind them to cite textual evidence.

Page 46
Respond to Questions on Step 2 Sources
1. c.
2. a.
3. d.
4. g.

Page 47
Respond to Questions on Step 2 Sources
5. d.
6. Prose Constructed-Response

Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
tInformation about causes and the spreading of the Black Plague and

what changes might have prevented its spread.

2 The response gives sufficient evidence of the ability to cite evidence to support
arguments and/or ideas.

1 The response gives limited evidence of the ability to cite evidence to support
arguments and/or ideas.

0 A response provides no evidence of the ability to cite evidence to support
arguments and/or ideas.

14

7. Prose Constructed-Response
Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
tA claim about the information in the historical essay.
tA claim about the information in the informational article.
tA claim about the information in the blog.
tA claim about the information in the press release.

2 The response gives sufficient evidence of the ability to gather, analyze, and integrate
information within and among multiple sources of information.

1 The response gives limited evidence of the ability to gather, analyze, and integrate
information within and among multiple sources of information.

0 A response provides no evidence of the ability to gather, analyze, and integrate
information within and among multiple sources of information.

Pages 48–50
Planning and Prewriting
Review and critique students’ planning documents; offer feedback as
needed.

Pages 51–52
Informative Essay
Scoring Notes: Use the rubric to evaluate student responses.

Development of Organization Clarity of Language and
Ideas Language Conventions

4 The response The response The response The response
establishes demonstrates
addresses the demonstrates and maintains a command of
an effective standard English
prompt and shows coherence and style, including conventions
precise language, consistent with
effective and clarity, a logical descriptive words effectively edited
and phrases, writing.
comprehensive organization transitional words
and phrases, and
development of the that includes an domain-specific
vocabulary.
© Houghton Mifflin Harcourt Publishing Company claimusing text- introduction and

based evidence, conclusion, and a

clear and convincing logical progression

reasoning, and/or of ideas.

description.

Unit 2: Informative Essay Answer Key 15

Development of Organization Clarity of Language and
Ideas Language Conventions

3 The response The response Some descriptive The response

addresses the demonstrates some words, as well as demonstrates

prompt and logical organization some linking words a command of

shows effective and includes an and phrases, are standard English

development of the introduction and used to express conventions,

topic using text- conclusion. ideas with clarity. although there may

based evidence, be some minor

reasoning, and/or errors in grammar

description. and usage.

2 The response The response Few descriptive The response
demonstrates
addresses the demonstrates little words, as well as a a command of
standard English
prompt and shows logical organization few linking words conventions,
although there
some development and includes either and phrases, are are major errors in
grammar and usage.
of the topic but fails an introduction or a used and ideas are

to use text-based conclusion. not expressed as

evidence, reasoning, clearly as possible.

and/or description.

1 The response The response No descriptive Errors in grammar

does not directly demonstrates little words or linking and usage create

address the prompt logical organization words and phrases, confusion of

and shows no and fails to are used and ideas meaning.

development of the includes either an are not expressed

topic and fails to use introduction or a with clarity.

text-based evidence, conclusion.

reasoning, and/or

description.

0 No evidence of the ability to write an informative essay.

STEP 3 PERFORM THE TASK © Houghton Mifflin Harcourt Publishing Company

How can we improve our health?

Page 55
Close Read
Student answers should demonstrate comprehension and draw evidence
from the text. They may cite the most effective way to clean their hands, such
as lathering, scrubbing, and rinsing.

16

© Houghton Mifflin Harcourt Publishing Company Page 57
Discuss and Decide
As students discuss the biggest benefit of quitting smoking, remind them to
cite textual evidence.
Page 59
Discuss and Decide
As students discuss which benefits of exercise are more important for
women and men, remind them to cite textual evidence.
Page 60
Respond to Questions on Step 3 Sources
1. b.
2. d.
3. d.
4. Prose Constructed-Response

Scoring Notes: Use the rubric to evaluate student responses. Responses
may include but are not limited to:
tInformation about the health benefits of exercising.
tInformation about the health benefits of quitting smoking.
tInformation about the health benefits of hand washing.

2 The response gives sufficient evidence of the ability to gather, analyze, and integrate
information within and among multiple sources of information.

1 The response gives limited evidence of the ability to gather, analyze, and integrate
information within and among multiple sources of information.

0 A response gets no credit if it provides no evidence of the ability to gather, analyze,
and integrate information within and among multiple sources of information.

Unit 2: Informative Essay Answer Key 17

Pages 61–62
Informative Essay

Scoring Notes: Use the rubric to evaluate student responses.

Development of Organization Clarity of Language and
Ideas Language Conventions

4 The response The response The response The response
establishes demonstrates
addresses the demonstrates and maintains a command of
an effective standard English
prompt and shows coherence and style, including conventions
precise language, consistent with
effective and clarity, a logical descriptive words effectively edited
and phrases, writing.
comprehensive organization transitional words
and phrases, and
development of that includes an domain-specific
vocabulary.
the controlling idea introduction and

using text-based conclusion, and a

evidence, clear logical progression

and convincing of ideas.

reasoning, and/or

description.

3 The response The response Some descriptive The response

addresses the demonstrates some words, as well as demonstrates

prompt and logical organization some linking words a command of

shows effective and includes an and phrases, are standard English

development of the introduction and used to express conventions,

topic using text- conclusion. ideas with clarity. although there may

based evidence, be some minor

reasoning, and/or errors in grammar

description. and usage.

2 The response The response Few descriptive The response
demonstrates
addresses the demonstrates little words, as well as a a command of
standard English
prompt and shows logical organization few linking words conventions,
although there
some development and includes either and phrases, are are major errors in
grammar and usage.
of the topic but fails an introduction or a used and ideas are

to use text-based conclusion. not expressed as

evidence, reasoning, clearly as possible. © Houghton Mifflin Harcourt Publishing Company

and/or description.

18

Development of Organization Clarity of Language and
Ideas Language Conventions

1 The response does The response No descriptive Errors in grammar
and usage create
not directly address demonstrates little words or linking confusion of
meaning.
the prompt, shows logical organization words and phrases

no development of and fails to are used and ideas

the topic, and fails include either an are not expressed

to use text-based introduction or a with clarity.

evidence, reasoning, conclusion.

and/or description.

0 No evidence of the ability to write an informative essay.

© Houghton Mifflin Harcourt Publishing Company

Unit 2: Informative Essay Answer Key 19

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