Page 18 - SpringBoard_ELA_CA_Smapler_Flipbook

language and Writer’s Embedded Assessment 1: Researching and Debating Craft
a Controversy...........................................216
3.9 Previewing Embedded Assessment 2: Preparing for
Argumentative Writing .............................................................218
3.10 Looking at a Model Argumentative Letter ................................221
3.11 Facts and Feelings: Rhetorical Appeals in
Argumentative Writing ............................................................ 228 Letter: “The First Americans,” by Scott H. Peters, Grand Council Fire of American Indians
3.12 Citing Evidence .........................................................................231
3.13 Playing with Persuasive Diction: Appealing to Pathos ............ 234
Introducing the Strategy: Adding by Looping
3.14 Writing an Introduction and a Conclusion ................................237
3.15 Saying Too Much or Too Little?................................................ 239
Introducing the Strategy: Deleting
3.16 Preparing to Write an Argument.............................................. 244
Embedded Assessment 2: Writing an Argumentative Letter ............245
• Formal Style (3.6)
• Using Appositives (3.12) • Revising by Creating
Complex Sentences (3.15)
my INdePeNdeNT readING lIST
Teacher
*The citation reflects the highest level supported. Support is also offered for the lower levels.
Unit 3 • Changing Perspectives
161
13/04/15 4:33 PM
UNIT 3 continued
LaNgUage aND WrITer’S crafT
Each unit includes Language and Writer’s Craft features as well as Grammar & Usage content. You may want students to devote a section
of their Reader/Writer Notebooks to their study of language and grammar. Encourage students to make notes about their understanding of specific grammar rules and how to use language in their writing to create specific effects.
cONTeNTS
Have students skim/scan the activities and texts to find a Wow (an activity that looks interesting) and a Whoa (an activity that looks challenging). Share responses in partner, group, or whole- class discussion.
INDePeNDeNT reaDINg
While learning how to identify and create effective arguments, students will have the opportunity to read a literary nonfiction book independently. The reading selection should include someone who has effected change by convincing others. Tips in the Planning the Unit section of the Teacher’s Edition help you and your students find the right book. Independent Reading Links throughout the Student Edition utilizing a Reader/Writer Notebook and Independent Reading Log help students respond to their reading choices.
TO Teacher
The SpringBoard program has
been designed to allow students
to interact with the text by making notes in their books and marking text to facilitate close reading. In addition to making notes in the text, students are expected to use their Reader/Writer Notebooks often: for vocabulary study, reflections, some writing assignments, notes about texts they read, capturing thoughts about learning strategies and how to use them, and so on. The Reader/ Writer Notebooks are not listed
as part of the materials for each activity, but the expectation is that students will have access to them.
eLL Support (continued)
organization and growing understanding of register. ELD.PI.6.11a M 9781457304620_TCB_LA_SE_L6_U3_P4.indd 161
Expanding* Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge with moderate support. ELD.PI.6.11b Bridging* Express attitude and opinions or temper statements with nuanced modal expressions. ELD.PI.6.12a Bridging* Use an expanded set of general academic words, domain- specific words, synonyms, antonyms, and figurative language to create precision and shades of meaning while speaking and writing.
Unit 3 • Changing Perspectives 161
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.