No Series: Sophomore Speeches: What It Means To Be A Learner
ELA.W.9-10.1a
| Common core State Standards
- ELA: English Language Arts
- W: Writing Standards 6-12
- 9-10: 9th & 10th Grades
-
1a:
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audience's knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and reasons,
between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports
the argument presented.
ELA.W.9-10.7
| Common core State Standards
- ELA: English Language Arts
- W: Writing Standards 6รข\x80\x9312
- 9-10: 9th & 10th Grades
-
7:
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
ELA.SL.9-10.4
Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-\x80\x9312
- 9-10: 9th & 10th Grades
-
4:
Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
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Discussion and Supporting Materials
Thought starters
- How does the reaction/narrative connect to the final argument?
- How does this progression (narrative to argument) help students move from details to ideas?
- From concrete to abstract?
- Why is it important for students to respond to non-fiction texts?
School Details
Johnston Senior High School6500 Northwest 100th Street
Johnston IA 50131
Population: 1668
Data Provided By:
Teachers
Sarah Brown Wessling
English Language Arts / 10 11 12 / Teacher
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English Language Arts
14 Comments
Adam Galchus Apr 30, 2020 12:06pm
I'm really impressed by this video. The students are able to follow up and imagine themselves as getting their goals in the future.
Michelle Brymer Jun 11, 2015 9:37am
Peter Demyan May 23, 2015 7:31pm
Kathryn Brew Jun 15, 2014 8:44pm
Jess Domsky Mar 15, 2014 9:28am