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EMbEddEd AssEssMENt
Argumentative Letter Argument Writing
My Notes
Discuss the ideas that you brainstormed with your partner or group. Use the sentence frames that follow to help you in your discussion. Remember to take turns sharing your ideas and asking questions. After your discussion, draw a star next to the idea you choose to write about.
Our school would be better if wehada .
To make our community safer, I would argue for a .
Who would I write to in order to change the way ?
I might write to persuade the president that .
Now try a Quickwrite on the idea you have chosen. Write an opening paragraph for your letter, and read it to a partner. Ask your partner if he or she has any ideas about how you might change the opening.
Step 3: Prewriting
Working with a partner, share the writing ideas you have chosen. Explore your topics together, making suggestions to each other. After you decide on the claim you will make, talk about your reasons for making this claim. Also discuss what evidence you might use to support your reasons. As you talk, jot down any ideas you get for your letter.
In my letter I plan to claim that .
One reason for my claim is .
What is your second reason?
One example of evidence I could use is .
126 SpringBoard® English Language Development Grade 6
Activity 3.7 continued
adapt
If students need additional help understanding, planning, and
Drafting their letter, set aside time to provide personal one-on-one writing conferencing time to address any needs that arise on an individual basis.
Using foundational Literacy Skills
Students whose first language is Spanish may write sentences that routinely omit a subject. That is because a subject isn’t a necessary element in the Spanish language. If this happens, simply restate the sentence using conventional English form and write it out for students to use as a model.
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Embedded assessment Step 5: Editing and revising
1 Warm Up: Have students turn to the Language Resources box on page 113 and read it aloud. Review the terms with students.
2 Remind students that in the previous lesson, they wrote short arguments about whether or not American Indians are still depicted in the way described
in The First Americans. Explain that in today's lesson they will continue to work on their letters and look for areas where they can add more detail and begin strengthening their arguments by fine- tuning their arguments and evidence. They should also look for places where they can add details.
HEW DIffErEnTIaTE How English Works: Modifying to add Details
3 Review the exemplar essay. Identify a sentence that could use more detail. Write it on the board, and do a Think Aloud as you model how to modify the sentence using an adjective or adverb to add detail. Then repeat the process with another sentence, using the assistance of the class. Finally, repeat the process again with a third sentence, but this time have students do the example on their own.
Use the following rubric to formatively assess students’ ability to understand the Interacting in Meaningful Ways skill: Writing.
Emerging: With structured support, are students able to write 1–2 ideas about a change they would like to happen in the school?
Expanding: With little support, are students able to write 2–3 ideas about a change they would like to happen in the school?
Bridging: With little to no support, are students able to write 3–4 ideas about a change they would like to happen in the school?
Unit 3 • Changing Perspectives • Part 3: Embedded Assessment 205
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.