Project Grade 10 English Language Arts

The Farrowgate Ledger Water Tank Opinion Portfolio

A five-session grade 10 ELA project in which students research a fictional town's aging water tank and publish an op-ed, an opposing rebuttal, and an editor's note.

Objectives

  1. Students will narrow a broad public question into one their sources can answer.
  2. Students will write an op-ed and an opposing rebuttal that each cite named sources accurately.
  3. Students will explain in writing how they judged the reliability of each source they used.

Vocabulary

Key words: op-ed, rebuttal, capital cost, elevated storage, attribution

Teacher overview

Towns across the country face a decision about storage tanks built two or three generations ago, and the choice is rarely as simple as repair or replace. In this project students work from a dossier about one fictional town's elevated tank and publish three pieces to a fictional newspaper's opinion page: an op-ed, a rebuttal written from an opposing stakeholder's position, and an editor's note explaining how the sources were used. The five dossier sources are printed in full in the Project Brief and run to about four pages when copied for students. Writing both sides is the point of the design, because a student who has argued a position in earnest then has to work out what an honest opponent would say.

Rubric

Criterion Emerging Developing Proficient Advanced
Claim and position The op-ed's position is implied but never stated, or it shifts. A position is stated, without the limits or conditions the evidence calls for. A precise claim appears in the first two paragraphs and governs the whole op-ed. The claim is precise and qualified, and the op-ed refines it as the evidence is developed.
Use of the dossier Fewer than four sources are cited, or a source is described inaccurately. Four sources are cited, with some used only as decoration for a point already made. Four or more sources are cited by name and accurately, each doing work the argument needs. Sources are used with judgment, including one that cuts against the claim, and the writer explains why it does not overturn the position.
Rebuttal quality The rebuttal argues against a position the op-ed did not take. The rebuttal answers the op-ed's position, using general objections rather than the dossier. The rebuttal states the opposing case fairly in a named stakeholder's voice and cites the dossier. The rebuttal is strong enough to require an answer, and it concedes accurately what the op-ed established.
Constraints and format Two or more constraints on length, citation, or format are unmet. One constraint is unmet, or a figure appears that the dossier does not supply. All constraints on length, citation count, voice, and format are met. Constraints are met and used deliberately, with the word limits shaping what each piece attempts.
Editor's note and reflection The note lists sources without explaining any choice. The note explains one choice, in general terms. The note names the sources relied on most and explains why each was credible for its claim. The note explains the reliability judgment for each source and names the one place the writer was tempted to overstate.

Notes for scoring use of the dossier. These are the readings a careful student can support from the five sources. Use them to judge whether a source has been described accurately.

  • Cost to households: Source 2's "more than $1,200 for every water account" is the $3.6 million capital cost divided among 2,900 accounts, as if it were paid at once. Source 5 assumes the town borrows over twenty years, which adds $7.82 a month to the average bill for Option B and $2.46 for Option A. Both figures can be cited, yet a writer who presents the $1,200 as a one-time charge each household will pay has misdescribed the dossier. This is the sharpest conflict most teams will find in Milestone 2.
  • Fire flow: Source 3 shows the elevated tank, at the low end of its normal range, holds exactly the 300,000 gallons the feed mill would need, while the ground tank would hold 450,000 to 570,000 gallons. This is the strongest point for replacement that does not depend on cost.
  • Power outages: The elevated tank needs no power (Sources 1 and 3). The ground tank depends on one generator, and if it failed the town would have about 20 psi downtown and no water on upper Brambury Road (Source 3). This is the strongest point for repair that does not depend on cost.
  • Pressure today: Upper Brambury Road gets about 32 psi, below the town's 35 psi standard, and Option B would raise it to about 50 psi (Sources 1 and 3). Source 2's claim that the new tank "does the same job" leaves this out.
  • Unpriced costs: The second tank decision under Option A, a second generator under Option B, and upkeep of an empty landmark tank are not priced (Source 5). The $150,000 generator figure is secondhand, reported by the fire chief from the engineer's office, and does not appear in Source 1. A piece that supplies its own estimate for any of these, or cites the $150,000 as the engineer's figure, falls to Developing on Constraints and format.
  • Reliability of Source 4: The claim that the legs and foundation are sound agrees with Source 1. The claim that towns which removed their towers "have regretted it" offers no evidence, and an Advanced editor's note that relies on Source 4 will say so.

Differentiation

Support

Give these students the dossier with the key figure or claim already underlined in each source (for example, the two cost estimates in Source 1, the 300,000-gallon fire need in Source 3, and the monthly bill row in Source 5) and a completed source-map row for Source 1. Reduce the op-ed target to 450 to 550 words and the rebuttal to 250 words, and provide a paragraph plan with the first two paragraphs' purposes named.

Extension

Ask these students to add a fourth piece to the portfolio: a two-hundred-word letter from the newspaper's editor explaining why the page ran both sides, addressed to a reader who complained that the paper should have taken a position.

ELL supports

Pre-teach "elevated storage," "corrosion," "capital cost," "rate," "standby generator," "psi," and "rebuttal" with a labeled diagram comparing an elevated tank supplying pressure by gravity with a ground tank supplying it by pump. Provide attribution frames such as "According to the town engineer's report, ___." Allow the source map to be completed as a labeled chart and the panel reading to be delivered from a full script.

Extensions

Have students locate the water tank or standpipe nearest their own school, photograph or sketch it from public property, and find out from the utility's public materials when it was built. Students then write a short paragraph explaining which of the dossier's arguments would apply to that tank and which would not.