Page 13 - SpringBoard_ELA_CA_Smapler_Flipbook

Planning the unit
continued
3.11–3.13
3 class periods
As students continue to learn how to write an argumentative letter, they use close-reading strategies to identify logos and pathos in a historical text and write to explain the importance of using relevant and sufficient evidence to support
a claim. After studying information about direct quotations and paraphrasing, students encounter the Language and Writer’s Craft lesson on using appositives as an effective way to cite sources. Students use the writing strategy of looping to revise argumentative writing drafted in previous activities and incorporate persuasive diction appropriate for an intended purpose and audience.
3.14–3.15
4 class periods
As students get close to the Embedded Assessment, they encounter another argumentative writing prompt and are asked to write a response applying elements of argument in a timed writing situation. After they draft a response, they are taught techniques for effective argumentative introductions and conclusions
and revise to improve overall clarity and coherence by using transitions, deleting wordiness, and creating complex sentences.
3.16
1 class period
Immediately before the Embedded Assessment, students revisit the specific scoring criteria for Ideas, Structure, and Use of Language. Using a graphic organizer, they reflect to identify strengths and weaknesses of their own argumentative writing skills. This activity is designed to make students aware of strengths while addressing weaknesses as they work through the writing process outlined in the Embedded Assessment.
Embedded Assessment 2 2 class periods
By the time students encounter Embedded Assessment 2, they will have drafted and revised two practice argumentative texts. Students will work through the entire writing process to write an argumentative letter to convince an audience to support their position on the topic of interest to them. After students finish EA 2, they will conduct a final reflection on the skills required to successfully complete this task.
Unit Resources at a Glance
Readings
Writing Tasks
Language Skills
“Don’t ban peanuts at school, but teach about the dangers”
“Penny Problem: Not Worth Metal It’s Made Of,” by Yunji de Nies
“Should Dodge Ball Be Banned in Schools?”
“Most Dangerous ‘Sport’ of All May be Cheerleading,” by Lisa Ling and Arash Ghadishah
“High School Football: Would a Pop Warner Ban Limit Concussions?” by Tina Akouris
Excerpt from “Letter on Thomas Jefferson,” by John Adams
Quickwrite: Agree or disagree
Writing Prompts
• Letter to convince
• Short argument supporting a claim
• Revising for appeals
• Revising for persuasive diction
• Revising for development of ideas
• Revising for coherence
Language and Writers Craft
Formal Style Using Appositives
Revising by Creating Complex Sentences
Grammar and Usage
Prepositions
Regular and Irregular Verbs
159d SpringBoard® English Language Arts Grade 6
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