Page 45 - SpringBoard_ELA_CA_Smapler_Flipbook

aCTIvITy 3.16
Preparing to Write an argument
PLaN Teach
learNING STraTeGIeS:
Graphic Organizer, Paraphrasing
Argumentative Letter Reflection and Planning
Scoring Criteria
Paraphrase the specific evaluation criteria from the Scoring Guide.
Reflection
Self-assess by describing an area of strength and an area of weakness for you.
Planning
How can you use this information to help you write your argumentative letter? What do you plan to do? Be specific.
Ideas
Strength: Weakness:
Structure
Strength: Weakness:
Use of Language
(including conventions)
Strength: Weakness:
aSSeSS
aDaPT
acTIVITY 3.16
Suggested Pacing: 1 50-minute class period
1 Use a jigsaw to have students paraphrase the Scoring Guide to complete the “Scoring Criteria” column of the graphic organizer.
2 Assign groups one of the rubric categories to become an expert on. Tell groups to use their experience in the unit and to reread the Scoring Guide rubric in order to paraphrase.
3 Next, regroup students into jigsaw groups where each category is now represented. Each student should share their paraphrasing while the other group members take notes.
4 Once all students have the Scoring Criteria filled in, direct them to reflect individually on a strength and a weakness for each rubric criterion by writing in column 2
and then to plan for the Embedded Assessment by completing column 3.
5 Ask students to list three areas in which they wish to improve. Use this information to arrange students into groups in which peers can help explain or reteach.
Look for students’ ability to paraphrase the Scoring Guide criteria to demonstrate their understanding of the EA expectations. Pay attention to what students say are their three areas of greatest concern. Provide instruction based on that feedback.
To support understanding, ask students to return to the model text. Direct them to use the rubric to evaluate the text, just as you will be doing. Debrief their evaluations.
INDePeNDeNT reaDINg checkPOINT
Have students make a short oral presentation about a character or person in their independent reading text who was most successful at convincing others of something. Have them tell how that character
Learning Targets
• Reflect on personal argumentative writing skills.
• Assessstrengthsandweaknessesandplanhowtoaddresstheminfuturewriting.
1. Use the graphic organizer to help you reflect on what you have learned about argumentative writing and revising—and how you will use your knowledge to complete Embedded Assessment 2.
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2. In order of importance, write the three areas you most need help with.
Independent Reading Checkpoint
Make a short oral presentation about a character or person in your Independent Reading text who was able to successfully convince others of something. Include how the person was successful in convincing others. Did he make an argument using reasons and evidence, or communicate in a different way?
SpringBoard® English Language Arts Grade 6
or person communicated in order to be successful and effect a change.
cOMMON cOre STaTe STaNDarDS
Focus Standards:
W.6.10: Write routinely over extended
time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
To prompt students, direct them to
a point of controversy or conflict in their reading. Ask what reasons and evidence the person may have been used at this point to convince others, or what emotional appeal may have been used.
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4:34 PM
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244 SpringBoard® English Language Arts Grade 6
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.