Page 31 - ELD_NT_MiddleSchool_Sampler

Argumentative Letter Argument Writing
E
E
m
mb
b
E
E
d
dd
A
d
As
ss
sE
E
s
ss
sm
m
E
dE
En
Ed
n
t
t
Based on your conversation with your partner, complete this outline for your letter. Fill in as many ideas and details as you can.
Outline of Letter of Argument
Paragraph I. Claim:
Paragraph II. First reason for claim:
A. Evidence for first reason:
B. Evidence for first reason:
Paragraph III. Second reason for claim:
A. Evidence for second reason:
B. Evidence for second reason:
Paragraph IV. Conclusion
As the outline shows, you’ll need at least two reasons for making your claim.
You also must give evidence to support each reason. Research is the best way
to find persuasive evidence. The Internet is one place to research the supporting details you need, but be sure you use reliable websites. Books, newspapers, and magazines are good sources, too. Work with a partner to research your topics. Add any information you find to your letter outline.
Step 4: Drafting
Use your completed graphic organizer and Brainstorming document to help you as you begin to draft your argumentative letter. Remember to use the skills you practiced in Unit 3 to create precise and detailed sentences. Those skills include:
• using a variety of regular and irregular verbs.
• using modals to express opinions and meaning.
my notes
Unit 3 • Changing Perspectives • Part 3: Embedded Assessment 127
Activity 3.7 continued
4 Collaborate: Pair students as appropriate. Have students look at each other’s work and identify one sentence that could be modified.
5 Once students have found an example, they should revisit their essay and revise it as suggested. This is
also a good time for students to utilize classroom computers to either type their essay or to find visuals to support their presentation.
6 As students work, walk around as you are able to check for understanding and to answer any questions that arise. Engage students as they work by asking questions such as: Which version of
the sentence do you like better? Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric and sample student responses to formatively assess students' ability to understand the How English Works skill: Modifying to Add Detail.
Emerging: Are students able to expand sentences in their letter with simple adverbs to add detail?
Student example: When I was in fifth grade I wore a uniform./When I was in fifth grade I wore a very uncomfortable uniform.
Expanding/Bridging: Are students able to expand sentences in their letter with a variety of adverbs or adverbial phrases to add detail?
Student example: I remember when I was in second grade I was friends with someone who had to wear a uniform
to school./I remember a great friend of mine when I was in second grade who had to wear a uniform that she definitely did not like.
adapt
If students need additional help understanding how to modify their letter to add detail, set aside time to provide personal one-on-one writing conferencing time to address any needs that arise on an individual basis.
TCB_SE_G6_U3_EA.indd 127
Preparing to Present
Pass out a copy of the Oral Presentation Rubric to each student in the class. Review the criteria and model each oral presentation best practice for students. When complete, ensure students understand what they will be assessed on. If you have extra time, give students the opportunity to practice their presentations with each other.
Connect to Home
Explain to students that they will have homework this evening. Tell them that their task before the next class is to do two things. The first is to bring in any artifacts from home that they want to use as a prop during their oral presentation. Detail how the writer of The First Americans
21/04/15
4:56 PM
206 SpringBoard® English Language Development Grade 6
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.