Page 65 - ELA_CA_HighSchool_Sampler_Flipbook

ACTIVITY 1.10 continued
12 Have students complete the Check Your Understanding.
13 Review the Language and Writer’s Craft: Colon and Semicolon.
14 Read the Argument section with students before they start working on the Writing to Sources prompt.
15 Explain to the class that they will be working on argumentative writing during the next five activities. The writing they complete may potentially become part of the synthesis paper they will produce for Embedded Assessment 2.
Leveled Differentiated Instruction
In this activity, students may need support crafting an argument.
Em Helpstudentsdevelopaclaim statement in response to the
prompt and identify supporting evidence in the text by modeling a Persuasive/Argument Writing Map graphic organizer.
Ex Arrangestudentsingroupsof three to develop a claim
statement in response to the prompt. Have each student complete one column of the Persuasive/Argument Writing Map graphic organizer focusing on a reason and evidence to support the claim.
Br Have students complete the Persuasive/Argument Writing
Map independently as a prewriting activity.
Support Afterdeterminingtheir stance on the topic, challenge students to craft an
argument supporting an opposing viewpoint.
16 Teach and check for the following elements in students’ writing:
• Clear topic sentence that includes title, author, and genre and the writer’s central claim (thesis)
• Support in the form of textual quotations and specific details complemented with analysis/ commentary
• Use of a sentence structure utilized by Iyer
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ACTIIVIITY 1..160 continued
TCwoolliPdienrgspWeocrtlidvess on Cultural Identity
ACADEMIC VOCABULARY
An argument is a set of statements, each supporting the other, that presents a position or viewpoint. A claim is a position taken on an arguable viewpoint.
My Notes
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Group Discussion: What did you learn about Frida Kahlo’s life, art, and cultural
identity? What details are emphasized in each text to support your interpretation of
S7u.mOmrgarnizizeeyyoouurrunodterssftraonmdibnogtohfttehxetsli(tethraerfyiltm
Iyerth’saetsysoauyciannyocoumr seutmomthaeryd.iscussion prepared with well-reasoned, text-based
lip responses to address Kalho’s life, art, and cultural identity.
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then there is no reason to try to convince people. An example of a debatable claim
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this artist and how she depicts her cultural identity in her work? In your discussion,
Language and Writer’s Craft: Colon and Semicolon
be sure to:
Writers use colons and semicolons to vary sentence structure and to add emphasis.
• Adhere to the class norms for discussions.
Use a colon to introduce a series in a list after an independent main clause. • Present thoughtful, well-reasoned ideas.
isible from here: just an undifferentiated smoggy haze, billboards advertising Nissan
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and Panasonic and Canon, and beyond those an endlessly receding mess of gray streets.”
Use a semicolon to connect two closely related independent clauses or to connect two clauses when one is preceded by a conjunctive adverb (however, consequently).
Example: “There are no military planes on the tarmac here, the newcomers notice, no khaki soldiers in fatigues, no instructions not to take photographs, as at home; but there are civilian restrictions every bit as strict as in many a police state.”
PRACTICE: Create a sentence using a colon and another using a semicolon and record them below.
Writing to Sources: Explanatory Text
Colon: The recipe calls for the following items: butter, sugar, and milk.
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from both sources. In your writing, be sure to do the following:
• Begin with a clear thesis that states your position. Include a clear definition of
Argument
Kahlo’s cultural identity, as you understand it.
In order to be successful on Embedded Assessment 2, you will need to craft an
• Include direct quotations and specific examples from the texts to support your
argumentative response to a writing prompt. To be valid, your argument must claims. Introduce and punctuate all quotations correctly.
have a debatable claim, evidence in support of that claim, and it must address the • Include transitions between points and a concluding statement.
opposition to its claim by acknowledging counterclaims. You will learn more about
c•ouVnatreyrcyloauimr syinttahxe, unseixntgaactvivairtiye,tfyoor fnsoewntweencaeretygpoeisn.g to focus on the first two
requirements of an argument: the claim and its supporting evidence.
Collaborative Conversation: Exchange your response to the Writing Prompt with a For a claim to be debatable, people should be able to hold differing opinions about
peer. Consider the syntactical choices they have made in their writing. What is the
it. If your claim is something that is generally agreed upon or accepted as fact,
effect they are trying to achieve? Were they successful? What suggestions do you
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have for improvement?
is At least twenty-five percent of the federal budget should be spent on funding limiting air pollution. This claim is debatable because reasonable people could disagree with it. Some people might think that this is how we should spend the nation’s money. Others might argue that corporations, not the government, should be paying to limit air pollution. If you tried to argue Air pollution is bad for the environment, you would just be restating a fact and therefore, would not have a debatable claim.
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.