use a formal style concluding statement or the difference between evidence, and conclusion (e.g., or I will have a good day, I will have a quiet day, I will work hard today). Ex. During shared reading, select a claim about the book (e.g., or This story I section that follows from and formal and informal that supports argument), isn’t true, or know something about this, I heard this before). end with a concluding supports argument style Ex. After the teacher leads a discussion about whether crackers or pretzels taste better and statement or section that Students understand that why, complete a template with teacher guidance using words generated in discussion after is related to and supports arguments follow a well-developed arguments snack time (e.g., taste better because [salty, crunchy, buttery, softer, “Crackers/pretzels the argument predictable structure express a point-of-view harder].”). (e.g. introduction that and are supported by EEW.7.1.c-e. N/A states claim and relevant evidence. organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement)
use a formal style end with a concluding statement or section that is related to and supports the argument concluding statement or section that follows from and supports argument the difference between formal and informal style arguments follow a predictable structure (e.g. introduction that states claim and organizes reasons and evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement) evidence, and conclusion that supports argument), Students understand that well-developed arguments express a point-of-view and are supported by relevant evidence. (e.g., I will have a good day, I will have a quiet day, or I will work hard today). Ex. During shared reading, select a claim about the book (e.g., This story isn’t true, or I know something about this, or I heard this before). Ex. After the teacher leads a discussion about whether crackers or pretzels taste better and why, complete a template with teacher guidance using words generated in discussion after snack time (e.g., “Crackers/pretzels taste better because [salty, crunchy, buttery, softer, harder].”). EEW.7.1.c-e. N/A
7th-ELA-Pacing-Guide-Version-3.docx