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EmbEddEd AssEssmEnt
Argumentative Letter Argument Writing
Writing Checklist
Review the Student Argumentative Letter Writing Rubric.
Review the Student Argumentative Letter Writing Exemplar.
Review your draft. Participate in peer editing. Revise
Publish Present
my notes
• expanding sentences with prepositional phrases and appositives. • using precise words.
Before you begin the first draft of your letter, work in groups to study the Scoring Guide. It shows how your letter will be scored. Discuss the points on the Scoring Guide with your classmates. As you can see, your letter should have:
• a clearly stated claim.
• strong reasons and persuasive evidence. • a formal writing style.
• precise and detailed sentences.
• a conclusion.
Step 5: Editing and Revising
Exchange drafts with your partner. Then review the Scoring Guide again and look at the Student Argumentative Letter Text Exemplar, which you will receive from your teacher. Finally, read each other’s drafts. Use this checklist as you read your partner’s draft.
Peer-Editing Checklist
Did the writer follow the prompt?
Did the writer include a clear claim in the letter?
Did the writer include reasons for the claim?
Did the writer include persuasive evidence?
Did the writer use a formal style of writing?
Did the writer present information in a persuasive way? Did the writer use verbs that agreed with their subjects? Did the writer include precise nouns?
Does the letter conclude with a restatement of the claim? Did the writer use correct spelling and punctuation?
One thing I really liked about this letter is
I also thought it was effective when
I thought that the claim
To improve the letter, the writer could
. .
.
.
would also make the letter better.
128 SpringBoard® English Language Development Grade 6
Activity 3.7 continued
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DaY THrEE
Embedded assessment Step 6: Sharing
1 Ask students to follow along as you read the Tips for Presenting aloud using the oral cloze strategy. When finished, explain to students that in this lesson they will present their letters.
2 Collaborate:Dividestudentsin groups. Distribute a copy of the Active Listening graphic organizer. Review with students that active listening means to pay attention to what the presenter is saying. Allow groups time to review the Active Listening graphic organizer. Explain that as they listen, they should take notes on the graphic organizer about the presenter’s claim, and reasons and evidence. Explain that they should also note the effectiveness of the presentation. Tell students that they should save their Active Listening graphic organizers in a safe place.
3 Distribute a copy of the Oral Presentation Rubric. Review the rubric with students before they begin their presentations.
DIffErEnTIaTE Interactingin Meaningful Ways: Presenting
4 Have students present their argumentative letters to the class. Encourage groups to ask questions after a student’s presentation.
5 As students present, assess the effectiveness of their presentations. After students complete their presentation, encourage students to ask questions. Check for understanding of the presenter’s claim, reasons,
and evidence. Use this opportunity to informally assess student work using the following rubric.
assess
Use the following rubric to formatively assess students' ability to understand the Interacting in Meaningful Ways skill: Presenting.
might bring in some of the American Indian crafts to show people as he read his letter. Explain that if they can't find anything at home, you will allow them to use the classroom computer to identify visuals that they can use for their presentation. The second task is to perform their oral presentations for family members. Explain that they can do it in any language they want, and to any member of their family. The important thing is for them to practice their oral presentation skills, such as speaking loudly so everyone can hear and making good eye contact with people. Pass out a copy of the Oral Presentation Homework, and tell students that a member of their family must see their entire presentation and sign to indicate that they did so.
Unit 3 • Changing Perspectives • Part 3: Embedded Assessment 207
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.