Page 34 - SpringBoard_ELA_CA_Smapler_Flipbook

diction include “for I aught know,” “happy talent of composition,” “peculiar felicity of expression,” and “he soon seized upon my heart.” Due to the formality of the writing, vocabulary words and phrases are likely to be a moderate challenge for readers.
Knowledge Demands: This text is a historical document; therefore, it uses terms such as “Confederation,” “Congress,” “Declaration of Independence,” and “Frankfort advice,” as well as mentioning historical figures, including Thomas Jefferson, Mr. Richard Henry Lee, Samuel Adams, and John Adams himself. Background knowledge on the importance of Virginia in colonial America, the Declaration of Independence, and Thomas Jefferson will be crucial for the comprehension of this text.
Task and Reader Considerations
In this activity, students analyze the tone, purpose, and audience of this historical text. They must demonstrate an understanding of language formality by writing letters in both an informal and a formal style.
Considerations regarding the motivation and experience of the reader should be made at the classroom level.
Placement Considerations
Qualitative and quantitative measures suggest that this text is on grade level. The task demands require both analytical thinking and writing in various styles, thus supporting the overall rating of Complex.
This text supports student achievement of multiple reading standards, including RI.6.1 (cite textual evidence), RI.6.2 (determine the central idea and how it is conveyed), RI.6.4 (determine the meaning of words and phrases), and RI.6.6 (analyze how a particular section contributes to the development of ideas).