Page 75 - ELA_CA_HighSchool_Sampler_Flipbook

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ACTIVITY 1..163 continued
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Working from the Text
My NoteIsNDEPENDENT READING LINK
Read and Recommend
In your independent reading of both fiction
and nonfiction, select one reading that you would recommend to your peers as an example of a successful effort to break through cultural labeling. Write or tell your peers why you
are recommending your selection.
My Notes
Writing to Sources: Explain How an Argument Persuades
7. Organize your notes from both texts (the film clip and the informational text) so
Explain how the writer structures the argument in “An Indian Father’s Plea.” In your that you can come to the discussion prepared with well-reasoned, text-based
wrirtiensgp,obnesesus rteo taoddoretshseKfoallhoow’sinlgif:e, art, and cultural identity.
• Identify the claim made by the writer and analyze how clear and direct it is.
• Explain what reasons and supporting evidence the writer uses and how
Group Discussion: What did you learn about Frida Kahlo’s life, art, and cultural counterclaims are addressed.
identity? What details are emphasized in each text to support your interpretation of • Think about the audience for the essay and evaluate the effectiveness of the
this artist and how she depicts her cultural identity in her work? In your discussion, reasons, evidence, and refutations of counterclaims.
be sure to:
• Effectively incorporate multiple direct quotations from the text introducing and • Adhere to the class norms for discussions.
punctuating them correctly.
• Present thoughtful, well-reasoned ideas.
• Explain how the writer concludes the essay and how effective that ending is.
• Use textual evidence to support responses to questions or statements. • Incorporate varied syntactic structures in your writing.
Writing to Sources: Explanatory Text
Explain how Kahlo expresses her cultural identity in her art, drawing on examples 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 Kahlo’s cultural identity, as you understand it.
• Include direct quotations and specific examples from the texts to support your claims. Introduce and punctuate all quotations correctly.
• Include transitions between points and a concluding statement.
• Vary your syntax, using a variety of sentence types.
Collaborative Conversation: Exchange your response to the Writing Prompt with a peer. Consider the syntactical choices they have made in their writing. What is the effect they are trying to achieve? Were they successful? What suggestions do you have for improvement?
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ACTIVITY 1.13 continued
17 Have students use their completed Working from the Text graphic organizer and their answer to the Check Your Understanding question to help them respond to the Writing to Sources writing prompt.
Leveled Differentiated Instruction
In this activity, students may need support analyzing an essay for elements of argumentation.
Arrange students in
small groups to read and annotate the essay for
elements of argumentation. Have groups collaborate in completing the Idea and Argument Evaluator graphic organizer to assess the author’s argument.
Following the reading of
the text, have students use the Idea and Argument Evaluator graphic organizer to assess the author’s argument. Students should then compare their analysis with a partner and discuss similarities and differences.
Have students work in
groups to identify words/ phrases in the essay that indicate various elements of an argument.
For example, the word although often signals the counterargument, while the word because often signals a reason.
18 Draw students’ attention to the Independent Reading Link activity.
While students are discussing
the Check Your Understanding, listen for elements of an effective argument. Most students should recognize what makes Robert Lake’s argument effective—its hook, clearly established claim, evidence, address of counterclaims, and appeal.
Review students’ explanations
of how the writer structures the argument in “An Indian Father’s Plea,” in response to the Writing to Sources prompt. Students’ explanations should identify and analyze the writer’s claim, explain the reasons and supporting evidence, and evaluate the overall
936 SpringBoard® English Language Arts Grade 10 effectiveness of the argument. Check that
students have used direct quotations correctly
a letter to Robert Lake, the author of “An Indian Father’s Plea.” Encourage students
to model their letter on Lake’s own letter, by beginning with a hook and a claim, introducing a concession and a refutation, providing supporting reasons and evidence, and ending with a final appeal or call to action.
96 SpringBoard® English Language Arts Grade 10
in their responses. Students’ explanations should demonstrate a clear understanding of the elements of an argument and how they are used in the text to make an effective argument.
If students need additional help writing an explanation of an argument, have them try a different approach. Suggest that they write
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.