Match to Georgia Standards of Excellence (gse) for Georgia Farm Bureau Middle School Essay Contest



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Match to Georgia Standards of Excellence (GSE)

for Georgia Farm Bureau Middle School Essay Contest

Topic 2017: The Importance of Georgia’s Specialty Crops


Georgia’s specialty crops include a wide range of fruits and vegetables with a Farm Gate Value of approximately $1.5 billion. The industry is growing through commercial production as well as local and regional farm markets. Georgia’s top specialty crops are blueberries, pecans, peaches, onions, watermelon, bell peppers, sweet corn, cabbage and cucumbers.
The Georgia Farm Bureau Middle School Essay Contest can be a tool for meeting some of the Georgia standards for learning. While the charts below focus on the Georgia Standards of Excellence for English Language Arts, the topic area can also meet science standards related to “scientific inquiry through reading informational text.”

6th Grade
Reading Informational


ELAGSE6RI8

Integration of Knowledge and Ideas


ELAGSE6I10

Range of Reading and Level of Text Complexity



Writing


ELAGSE6W1

ELAGSE6W2




Text Types and Purpose


ELAGSE6W4

ELAGSE6W5




Production and Distribution of Writing


ELAGSE6W7

ELAGSE6W9




Research to Build and Present Knowledge


ELAGSE6W10

Range of Writing



Language


ELAGSE6L1

ELAGSE6L2




Conventions of Standard English


ELAGSE6L3


Knowledge of Language


ELAGSE6L4

ELAGSE6L5

ELAGSE6L6


Vocabulary Acquisition and Use



Teaching strategies

(Note: these are only a few of the suggested strategies)


  • Invite non-peers (i.e. someone from the county Farm Bureau or Cooperative Extension Service, etc.) to talk about the specialty crops of Georgia.

  • Invite a local grower or growers to talk to the students about how they grow these commodities.

  • Require students to gather information from more than one type of source/media in research or analysis projects.

  • Review the basics of writing and integrating quotations effectively.

  • Insist upon legibility in student work (or preferably typing essay).

  • Build vocabulary using a variety of strategies (resource materials, context, roots); you may require students to keep flash cards or databases of acquired vocabulary, especially technical and academic vocabulary.



7th Grade
Reading Informational


ELAGSE7RI1

Key Ideas and Details


ELAGSE7RI4

Craft and Structure


ELAGSE7RI8

Integration of Knowledge and Ideas


ELAGSERI10


Range of Reading and Level of Text Complexity


Writing


ELAGSE7W1

ELAGSE7W2




Text Types and Purpose


ELAGSE7W4

ELAGSE7W5

ELAGSE7W6


Production and Distribution of Writing


ELAGSE7W10


Range of Writing



Language


ELAGSE7L1

ELAGSE7L2




Conventions of Standard English


ELAGSE7L3


Knowledge of Language


ELAGSE7L6


Vocabulary Acquisition and Use




Teaching strategies

(Note: these are only a few of the strategies specific to this topic)

  • Require students to take effective notes, both within the classroom and when reading on their own, and allow them to use these notes in assessments on occasion in order to support their engagement in the process.

  • Require textual evidence for all claims and inferences, whether in formal analysis or casual discussion.

  • Ensure that students complete all steps of the writing process when possible, with special focus on the evolution of a piece between first and second drafts.

  • Require formal manuscript style in construction and citation of research as appropriate.

  • Partner with your media center faculty to scaffold and reinforce fundamental citation skills, reinforce the seriousness of plagiarism and the accepted rules for gathering and sharing academic information in the public domain.

  • Require formal annotations when appropriate.

  • Provide opportunities for students to practice the basics of writing citations in an accepted manuscript style without the aid of a citation generator.

  • Review the basics of writing and integrating quotations effectively.

  • Invite non-peers (i.e. someone from the county Farm Bureau or Cooperative Extension Service, etc.) to talk about how they use technology on the farm .

  • Choose from the suggested resources listed with the topic for research.

  • Build vocabulary using a variety of strategies (resource materials, context, roots); you may require students to keep flash cards or databases of acquired vocabulary, especially technical and academic vocabulary.



8th Grade
Reading Informational


ELAGSE8RI2

Key Ideas and Details


ELAGSE8RI4

ELAGSE8RI6




Craft and Structure


ELAGSE8RI8

ELAGSE8RI9




Integration of Knowledge and Ideas


ELAGSE8RI10


Range of Reading and Level of Text Complexity


Writing


ELAGSE8W2


Text Types and Purpose


ELAGSE8W4

ELAGSE8W5




Production and Distribution of Writing


ELAGSE8W7

ELAGSE8W8

ELAGSE8W9


Research to Build and Present Knowledge

ELAGSE8W10

Range of Writing



Language


ELAGSE8L1

ELAGSE8L2




Conventions of Standard English


ELAGSE8L3


Knowledge of Language


ELAGSE8L4

ELAGSE8L6




Vocabulary Acquisition and Use



Teaching strategies

(Note: these are only a few of the strategies specific to this topic)

  • Require textual evidence for all claims and inferences, whether in formal analysis or casual discussion.

  • Require annotation of texts both formally and informally.

  • In Grade 8, require students not only to identify evidence to support a claim, but to identify which evidence is the strongest among a variety of choices.

  • Require all steps of the writing process when appropriate.

  • Ensure that students complete all steps of the writing process when possible, with special focus on the evolution of a piece between first and second drafts.

  • Require formal manuscript style in construction and citation of research as appropriate.

  • Partner with your media center faculty to scaffold and reinforce fundamental citation skills, reinforce the seriousness of plagiarism and the accepted rules for gathering and sharing academic information in the public domain.

  • Require formal annotations when appropriate.

  • Provide opportunities for students to practice the basics of writing citations in an accepted manuscript style without the aid of a citation generator.

  • Insist on legibility in student work.

  • Invite non-peers (i.e. someone from the county Farm Bureau or Cooperative Extension Service, etc.) to talk about how they use technology on the farm.

  • Choose from the suggested resources listed with the topic for research.

  • Build vocabulary using a variety of strategies (resource materials, context, roots); you may require students to keep flash cards or databases of acquired vocabulary, especially technical and academic vocabulary.


Georgia Farm Bureau Middle School Essay Contest 2017 Matching to State Standards Page of


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