Page 254 - SpringBoard_ELA_Grade8_Flipbook

aCTIvITy 3.15
continued
Check Your Understanding
In discussion groups, analyze and evaluate Wiesel’s argument:
• What is Wiesel’s motive for writing his speech? Is it social, commercial, for public safety, or political? Provide textual evidence to support your response.
• How effective are Wiesel’s appeals to logos (i.e., reasoning and evidence)? Provide textual evidence to support your response.
• How effective are Wiesel’s appeals to pathos? Provide textual evidence to support your response.
language and Writer’s Craft: Reviewing Clauses
A clause is a group of words with both a subject and verb. Common clauses include adverbial and adjectival clauses.
Adverbial: An adverbial clause is a dependent clause that functions as an adverb. It modifies another clause in the sentence. The writer can place the adverbial clause in different parts of the sentence, depending on where it best adds to the desired effect. An adverbial clause begins with a subordinating conjunction (such as if, when, although, because, as).
Example: “Experience is what you get when you didn’t get what you wanted.” (Randy Pausch, “The Last Lecture,” 2008)
Adjectival: An adjectival clause is a dependent clause that is used as an adjective in a sentence. Since the adjectival clause modifies a noun, it cannot be moved around. An adjectival clause generally begins with a relative pronoun (that, which, who, whom, whose).
Example: “He who can no longer pause to wonder and stand rapt in awe is as good as dead.” (Albert Einstein)
Argumentative Writing Prompt: Think about what you learned in the first half of the unit, and what you learned from the text in this activity. Why should students continue to learn about the Holocaust? Draft a speech or a letter to convince the school board that this is an important subject to study in school. Be sure to:
• Assert a clear claim and address a counterclaim.
• Support your claim by using evidence from texts you have read.
• Use subjunctive and conditional mood for effect, as well as adverbial and adjectival clauses.
To support your writing, create a visual to clarify information, strengthen claims and evidence, and/or add interest. Then, rehearse and present an oral reading of your speech or letter a partner, displaying your visual for effect. Evaluate your partner’s speech and visual to provide feedback relating to ideas, language, and oral presentation.
As a last step, create an annotated bibliography (see page 149) that includes
(a) a statement about the main argument(s) in the text and the connection to your argument, and (b) a statement about the credibility of the source.
My Notes
Unit 3 • The Challenge to Make a Difference 227
LearNING STraTeGIeS:
Think-Pair-Share, Marking the Text, Metacognitive Markers, Questioning the Text, Rereading, Close Reading, Discussion Groups, Socratic Seminar, Drafting
INDepeNDeNT
reaDING LINk
Read and Respond
Explain how the subject
of your biography or autobiography has chosen an issue and hopes to make a difference in the lives
of others who might be suffering.
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