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Argument Skills with Differentiation: HS
The activities in this collection provide practice and instruction for high-school students (grades 9-12), developing their writing in the Argument genre. Each activity focuses on a key skill in the Argument genre. You can use the collection to teach and practice persuasive writing, focusing on the theme of Sending a Message. Or you can use specific activities in the collection to help individual students who need practice on a particular skill.
The lessons in this collection exist at three different lessons of scaffolding. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the reading and plan their writing. Level 2 is for students who may require additional support. Students complete Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported with Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
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Theme: Sending a Message - with Differentiation
Theme: Sending a Message - with Differentiation
The theme of this collection of skills activities is Sending a Message. Each selection focuses on how people communicate. In this activity, students activate their prior knowledge about this theme by considering various means of interpersonal communication. They write a one-paragraph Quick Write Argument in favor of their preferred method for staying in touch with a good friend who lives far away. This lesson includes three prompts at different levels of scaffolding. In Level 1, students write their Quick Write Paragraphs on their own. In Level 2, students are given Sentence Starters to scaffold their writing. In Level 3, students can use Sentence Starters as well as Write On Line hints to support their work. This short activity helps students prepare for the Skills Activities by considering the theme and beginning to write in the Argument genre.
Duration: 30-45 minutes
SKILLS (4):Follow the Prompt, Introduce Background & Topic, State a Claim, Opinion, or Point of View, Support with Reasons & EvidenceSTANDARDS:W.9-12.4, W.9-12.1.b, W.9-12.1.aFORMAT:SkillsSkills in this Assignment
- Follow the Prompt
- Introduce Background & Topic
- State a Claim, Opinion, or Point of View
- Support with Reasons & Evidence
Standards in this Assignment
- W.9-12.4
- W.9-12.1.b
- W.9-12.1.a
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Skill: Introduce Claim / Hook Reader - with Differentiation
Skill: Introduce Claim / Hook Reader - with Differentiation
Persuasive Speech: In this activity, students read the Student Sample, “Keep On Reading,” an argument written by a 10th-grade student. Then they write their own three-paragraph Persuasive Speech to school officials, arguing for or against a 10-minute Sustained SIlent Reading period in class. Students focus on crafting a clear claim and strong introductory hook. Before writing, students complete graphic organizers to analyze the introduction and claim of the Student Sample and plan their Persuasive Speech.
Duration: one class period
SKILLS (7):Demonstrate Comprehension (IR), Demonstrate Understanding, Hook the Reader, Introduce Background & Topic, Plan an Argument, State a Claim, Opinion, or Point of View, Organize for Flow and LogicSTANDARDS:W.9-12.9, W.9-12.1a, W.9-12.1.a, W.9-12.5FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- Hook the Reader
- Introduce Background & Topic
- Plan an Argument
- State a Claim, Opinion, or Point of View
- Organize for Flow and Logic
Standards in this Assignment
- W.9-12.9
- W.9-12.1a
- W.9-12.1.a
- W.9-12.5
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Skill: Support with Evidence with Differentiation
Skill: Support with Evidence with Differentiation
Poetry Review: In this activity, students read the poem, “Oh, oh, you will be sorry for that word,” by Edna St. Vincent Millay. Then they write a three-paragraph Poetry Review in response to this question: Is the poet’s use of literary devices, including sarcasm, effective in communicating the narrator’s feelings to readers? Students focus on finding evidence in the text including quotations and other examples. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the poem and plan the Reviews. Level 2 is for students who may require additional support in text analysis and writing. Students are supported in drafting their Poetry Reviews by completing Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported in drafting their Poetry Reviews by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
Duration: one week
SKILLS (10):Analyze Literary Elements (LR), Cite Evidence from Text (LR), Demonstrate Comprehension (LR), Demonstrate Understanding, Make Inferences & Draw Conclusions, Analyze Text/Topic, Cite Text Evidence, Plan an Argument, Elaborate (Arg), Support with Reasons & EvidenceSTANDARDS:W.9-12.1.b, W.9-12.5, W.9-12.9FORMAT:SkillsSkills in this Assignment
- Analyze Literary Elements (LR)
- Cite Evidence from Text (LR)
- Demonstrate Comprehension (LR)
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Analyze Text/Topic
- Demonstrate Understanding
- Make Inferences & Draw Conclusions
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Cite Text Evidence
- Support with Reasons & Evidence
- Plan an Argument
- Elaborate (Arg)
Standards in this Assignment
- W.9-12.1.b
- W.9-12.5
- W.9-12.9
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Skill: Organize / Use Transitions - with Differentiation
Skill: Organize / Use Transitions - with Differentiation
Letter to the Editor: In this activity, students read the Student Sample, an argument written by a 12th-grade student. Then they write their own three-paragraph Letter to the Editor of their student newspaper, arguing for or against a student dress code. Students focus on organizing their points logically and using transitions to connect their ideas. Before writing, students complete graphic organizers to analyze the Student Sample and plan their Letters. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the text and plan their Letters. Level 2 is for students who may require additional support in text analysis and writing and provides sentence starters to scaffold student writing. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported with Sentence Starters and fill-in-the-blank scaffolds, enabling students to move to greater levels of independence.
Duration: one week
SKILLS (5):Demonstrate Comprehension (IR), Demonstrate Understanding, Use Transitions, Plan an Argument, Organize for Flow and LogicSTANDARDS:W.9-12.1.a, W.9-12.1.c, W.9-12.5, W.9-12.9FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- Use Transitions
- Plan an Argument
- Organize for Flow and Logic
Standards in this Assignment
- W.9-12.1.a
- W.9-12.1.c
- W.9-12.5
- W.9-12.9
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Skill: Develop Counterclaim - with Differentiation
Skill: Develop Counterclaim - with Differentiation
Persuasive Letter - with Differentiation: In this activity, students read “Guess What I'm Thinking,” an article about telepathic communication. They then write a three-paragraph Persuasive Letter to a friend or family member, in favor of using telepathy via a telepathic communication service. Students focus on crafting a convincing claim and on responding effectively to possible objections. Before writing, students complete graphic organizers to demonstrate their comprehension of the selection and plan their Persuasive Letters.
Duration: one week
SKILLS (5):Demonstrate Comprehension (IR), Demonstrate Understanding, Consider & Refute Counterclaims, Plan an Argument, State a Claim, Opinion, or Point of ViewSTANDARDS:W.9-12.1.b, W.9-12.1.a, W.9-12.5, W.9-12.9FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- Consider & Refute Counterclaims
- Plan an Argument
- State a Claim, Opinion, or Point of View
Standards in this Assignment
- W.9-12.1.b
- W.9-12.1.a
- W.9-12.5
- W.9-12.9
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Skill: Provide a Conclusion - with Differentiation
Skill: Provide a Conclusion - with Differentiation
Petition: In this activity, students read “Students Stand Up, Rally Against Cyberbullying,” and then write a three-paragraph Petition demanding that app developers or their school take action against the problem. Students focus on crafting a conclusion that follows logically from their argument, and on ending with a clear call to action. Before writing, students complete graphic organizers to analyze the selection and plan their Petition.
Duration: one class period
SKILLS (7):Demonstrate Comprehension (IR), Demonstrate Understanding, End with an Idea, Connect Ending, Stay on Topic, Plan an Argument, Organize for Flow and LogicSTANDARDS:W.9-12.1.b, W.9-12.1.e, W.9-12.1.a, W.9-12.5, W.9-12.9FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- End with an Idea
- Connect Ending
- Stay on Topic
- Plan an Argument
- Organize for Flow and Logic
Standards in this Assignment
- W.9-12.1.b
- W.9-12.1.e
- W.9-12.1.a
- W.9-12.5
- W.9-12.9
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Information Skills with Differentiation: HS
The activities in this collection provide practice and instruction for high-school students (grades 9-12), developing their writing in the Information genre. You can use the collection to teach and practice informational writing, focusing on the theme of Inventions. Or you can use specific activities in the collection to help individual students who need practice on a particular skill.
The lessons in this collection exist at three different lessons of scaffolding. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the reading and plan their writing. Level 2 is for students who may require additional support. Students complete Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported with Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
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Theme: Inventions - with Differentiation
Theme: Inventions - with Differentiation
Quick Write Informative Paragraph: The theme of this collection of skills activities is Inventions. Each reading selection focuses on a topic related to inventors, their inventions, and the innovations that have made a mark on history. In this assignment, students activate their prior knowledge about this theme by writing a Quick Write Informative Paragraph about an invention that has affected their lives. This lesson includes three prompts at different levels of scaffolding. In Level 1, students write their Quick Write Paragraphs on their own. In Level 2, students are given Sentence Starters to scaffold their writing. In Level 3, students can use Sentence Starters as well as Write On Line hints to support their work. This brief activity will help students consider the theme and prepare for writing in the Information genre.
Duration: 30-45 minutes
SKILLS (4):Follow the Prompt, Consider the Reader, Inform Readers, Elaborate (Info)STANDARDS:W.9-12.2.b, W.9-12.4FORMAT:SkillsSkills in this Assignment
- Follow the Prompt
- Consider the Reader
- Inform Readers
- Elaborate (Info)
Standards in this Assignment
- W.9-12.2.b
- W.9-12.4
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Skill: Introduce a Topic / State a Thesis - with Differentiation
Skill: Introduce a Topic / State a Thesis - with Differentiation
Introductory Paragraph: In this assignment, students read "Virtual Reality Field Trips Give Students Advanced Adventure," an article about virtual reality field trips. They plan their own virtual reality field trip and write the Introductory Paragraph to a marketing brochure advertising the virtual field trip. Students focus on the skill of introducing a topic, including hooking the reader and crafting a clear thesis statement. This lesson includes three prompts at different levels of scaffolding. In Level 1, students write their Introductory Paragraphs on their own. In Level 2, students are given Sentence Starters to scaffold their writing. In Level 3, students can use Sentence Starters as well as Write On Line hints to support their work. Before writing, students complete graphic organizers to analyze the selection and plan the brochure and Introductory Paragraph.
Duration: one week
SKILLS (8):Demonstrate Comprehension (IR), Demonstrate Understanding, Hook the Reader, Introduce Topic & Subtopics, Consider Quality of Ideas , Elaborate (Info), Provide a Focus Statement, Plan a TopicSTANDARDS:W.9-12.9, W.9-12.2.b, W.9-12.4, W.9-12.5, W.9-12.2.aFORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- Hook the Reader
- Introduce Topic & Subtopics
- Consider Quality of Ideas
- Elaborate (Info)
- Provide a Focus Statement
- Plan a Topic
Standards in this Assignment
- W.9-12.9
- W.9-12.2.b
- W.9-12.4
- W.9-12.5
- W.9-12.2.a
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Skill: Analyze Text/Topic - with Differentiation
Skill: Analyze Text/Topic - with Differentiation
Literary Analysis: In this activity, students read "To a Locomotive in Winter," a poem by Walt Whitman. Then they write a Literary Analysis about what Whitman conveys about the locomotive through the use of descriptive language and personification. Students focus on the skill of analyzing a text and providing examples to support their ideas. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the poem and plan their Literary Analyses. Level 2 is for students who may require additional support in text analysis and writing. Students are supported in drafting their Literary Analyses by completing Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or who may speak English as a Second Language, and require additional support. Students are supported in drafting their Literary Analyses by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
Duration: one week
SKILLS (13):Analyze Author's Craft (LR), Analyze Literary Elements (LR), Analyze Narrative, Cite Evidence from Text (LR), Demonstrate Comprehension (LR), Make Connections (LR), Use Reliable Sources, Demonstrate Understanding, Make Inferences & Draw Conclusions, Elaborate (Info), Plan a Topic, Organize for Flow and Logic, Support with Reasons & EvidenceSTANDARDS:W.9-12.2.b, W.9-12.5, W.9-12.2.aFORMAT:SkillsSkills in this Assignment
- Analyze Author's Craft (LR)
- Analyze Literary Elements (LR)
- Analyze Narrative
- Cite Evidence from Text (LR)
- Demonstrate Comprehension (LR)
- Make Connections (LR)
- Use Reliable Sources
- Demonstrate Understanding
- Make Inferences & Draw Conclusions
- Elaborate (Info)
- Plan a Topic
- Organize for Flow and Logic
- Support with Reasons & Evidence
Standards in this Assignment
- W.9-12.2.b
- W.9-12.5
- W.9-12.2.a
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Skill: Develop a Topic - with Differentiation
Skill: Develop a Topic - with Differentiation
Consumer Research Report: In this activity, students read the selection "The Farmboy Who Invented Television." Then they write a Consumer Research Report for an inventor, describing a problem for the inventor to solve. Students focus on the skill of developing a topic with facts, examples, and quotations. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the article and plan their Consumer Research Reports. Level 2 is for students who may require additional support in text analysis and writing. Students are supported in drafting their Consumer Research Reports by completing Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or who may speak English as a Second Language, and require additional support. Students are supported in drafting their Consumer Research Reports by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
Duration: one week
SKILLS (10):Cite Evidence from Text (IR), Demonstrate Comprehension (IR), Identify Main Idea and Details (IR), Demonstrate Understanding, Consider the Reader, Inform Readers, Develop a Topic, Elaborate (Info), Plan a Topic, Support with Reasons & EvidenceSTANDARDS:W.9-12.9, W.9-12.2.b, W.9-12.4, W.9-12.5FORMAT:SkillsSkills in this Assignment
- Cite Evidence from Text (IR)
- Demonstrate Comprehension (IR)
- Identify Main Idea and Details (IR)
- Demonstrate Understanding
- Consider the Reader
- Inform Readers
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Develop a Topic
- Elaborate (Info)
- Plan a Topic
- Support with Reasons & Evidence
Standards in this Assignment
- W.9-12.9
- W.9-12.2.b
- W.9-12.4
- W.9-12.5
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Skill: Organize / Use Transitions - with Differentiation
Skill: Organize / Use Transitions - with Differentiation
Short Article: In this activity, students read "Light Pollution Increasing Around the Globe," a news article about problems caused by artificial light. Students write a Short Article about another invention with unintended consequences, focusing on the skills of organizing their writing logically and using linking words to connect ideas. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the article and plan their Short Articles. Level 2 is for students who may require additional support in text analysis and writing. Students are supported in drafting their Short Articles by completing Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or who may speak English as a Second Language, and require additional support. Students are supported in drafting their Short Articles by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
Duration: one week
SKILLS (6):Demonstrate Comprehension (IR), Demonstrate Understanding, Stay on Topic, Organize, Use Transitions, Plan a TopicSTANDARDS:W.9-12.9, W.9-12.2.b, W.9-12.4, W.9-12.2.f, W.9-12.2.c, W.9-12.2.aFORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- Stay on Topic
- Organize
- Use Transitions
- Plan a Topic
Standards in this Assignment
- W.9-12.9
- W.9-12.2.b
- W.9-12.4
- W.9-12.2.f
- W.9-12.2.c
- W.9-12.2.a
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Skill: Use Precise Language - with Differentiation
Skill: Use Precise Language - with Differentiation
Informational Speech: In this activity, students read the selection, a news article titled "Students Turn Food Into Nonperishable Powder." Students write an Informational Speech that precisely describes a favorite food to people who have never tasted it. Students focus on using precise language to describe the food. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the article and plan their Informational Speeches. Level 2 is for students who may require additional support in text analysis and writing. Students are supported in drafting their Informational Speeches by completing Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or who may speak English as a Second Language, and require additional support. Students are supported in drafting their Informational Speeches by completing Graphic Organizers which, along with their drafting areas, provide Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
Duration: one week
SKILLS (7):Demonstrate Comprehension (IR), Demonstrate Understanding, Use Voice/Style/Tone, Choose Words Carefully, Use Content Vocabulary, Consider Quality of Ideas , Plan a TopicSTANDARDS:W.9-12.9, W.9-12.2.b, W.9-12.2.d, W.9-12.2.e, W.9-12.4, W.9-12.5FORMAT:SkillsSkills in this Assignment
- Demonstrate Comprehension (IR)
- Demonstrate Understanding
- Use Voice/Style/Tone
- Choose Words Carefully
- Use Content Vocabulary
- Consider Quality of Ideas
- Plan a Topic
Standards in this Assignment
- W.9-12.9
- W.9-12.2.b
- W.9-12.2.d
- W.9-12.2.e
- W.9-12.4
- W.9-12.5
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Argument Skills with Differentiation: HS
The activities in this collection provide practice and instruction for high-school students (grades 9-12), developing their writing in the Argument genre. Each activity focuses on a key skill in the Argument genre. You can use the collection to teach and practice persuasive writing, focusing on the theme of Sending a Message. Or you can use specific activities in the collection to help individual students who need practice on a particular skill.
The lessons in this collection exist at three different lessons of scaffolding. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the reading and plan their writing. Level 2 is for students who may require additional support. Students complete Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported with Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.
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Information Skills with Differentiation: HS
The activities in this collection provide practice and instruction for high-school students (grades 9-12), developing their writing in the Information genre. You can use the collection to teach and practice informational writing, focusing on the theme of Inventions. Or you can use specific activities in the collection to help individual students who need practice on a particular skill.
The lessons in this collection exist at three different lessons of scaffolding. Level 1 is an on-level lesson. Before writing, students complete Graphic Organizers guiding them to analyze the reading and plan their writing. Level 2 is for students who may require additional support. Students complete Graphic Organizers with Sentence Starters and other scaffolds. Level 3 is for students who perform below-grade level in text analysis or writing, or may speak English as a Second Language, and require additional support. Students are supported with Sentence Starters and fill-in-the-blank scaffolds. These scaffolds help students to develop proficiency in analysis and writing skills, enabling them to move to greater levels of independence.