STUDENTS FIGHTING:
Why do Students fight first instead of communicating
Rudy A. Piccirillo-Teacher/Dean/Coach/A.D.
George Westinghouse H.S. Brooklyn,N.Y.
Introduction:
I have been a high school teacher and a coach for 30 years. I have been a dean for 18 of those years and as time has gone on not only have I noticed the change in the education development of incoming high school students but also the lack of respect for authority and peers. The lack of not only basic education skills is scary enough for these young people, but the lack of communication to asset basic everyday situations is gone. There is no more talking it out, it’s throw a punch and fight it out. Why is this occurring.
Task:
Using all the sources given to you in this WebQuest, write at least a 500 word paper. See Process for more instructions.
Process:
Along with any text or information you have gathered follow this 6-step process to write and complete your paper
Paper Instructions
-Include a precise claim
-Cite strong and thorough textual evidence to support the text
-Analyze and critique an example from all text that illustrates your claim
-Analyze and refute a different interpretation from all text
-Maintain a formal style and tone of norms about the topic you are writing about
-Provide a closing paragraph that supports you argument that you wrote about
Resources:
The following web sites (but not limited to-you may find your own) can be used for textual evidence to complete your PPA.
· www.ehow.com/list6046423_reasons-schools-fights.html
· www.keepschoolssafe.org/students/fighting.htm
· www.nssc1.org/fight-shool-violence.html
Evaluation:
The rubric below will give you a clear understanding of how you will be graded on this paper:
http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr11-12.pdf
Conclusion:
DO THE PAPER OR YOU WILL NOT RECEIVE A GRADE
Standards:
ELA
CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive elements on
Web pages) and explain how the information contributes to an understanding of
the text in which it appears.
CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.4.5
With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing. (Editing for conventions should
demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-LITERACY.W.4.6
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 one page in a single sitting.
CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information
from print and digital sources; take notes and categorize information, and
provide a list of sources.