formal style strengths and evidence, body paragraphs to support the claim (e.g., and a reason (e.g., he is a friend), he is good). limitations with logically organized Ex. Write a claim (e.g., and, after teacher-led School uniforms are bad.) concluding statement or section supporting claims, and discussion, adds an argument to support it (e.g., with a reason too hard) that follows from and supports formal style supporting concluding (e.g., lots of buttons). the argument. statement) Ex. Write a claim (e.g., an argument to support it No fighting at school.), objective tone (e.g., and, after getting feedback on the draft from the It is the rule.), teacher, adds a reason (e.g., someone hurt). norms and EEW.9-10.1.c-e. N/A conventions Level I Students will: concluding statement EEW.9-10.1.a-b. With guidance and support, write a claim and a reason. Ex. Use a ready-made set-up in multimedia software to choose words to write a claim. Ex. After a peer writes, state agreement or disagreement (e.g., A peer writes, uniforms are bad, indicate when asked, you agree? Are “Yes” “Do uniforms and then using assistive technology, type letters or words bad?”) providing a reason. Ex. Choose a claim from two options (e.g., School uniforms are bad. School and alternating turns with the teacher, uses assistive uniforms are good.) technology to type letters and words (e.g., as the teacher models nice) during her turn, short simple reasons (e.g., Students look nice. Students look the same.) N/A EEW.9-10.1.c-e.
formal style concluding statement or section that follows from and supports the argument. strengths and limitations formal style objective tone norms and conventions concluding statement evidence, body paragraphs with logically organized supporting claims, and supporting concluding statement) to support the claim (e.g., he is a friend), and a reason (e.g., he is good). Ex. Write a claim (e.g., School uniforms are bad.) and, after teacher-led discussion, adds an argument to support it (e.g., too hard) with a reason (e.g., lots of buttons). Ex. Write a claim (e.g., No fighting at school.), an argument to support it (e.g., It is the rule.), and, after getting feedback on the draft from the teacher, adds a reason (e.g., someone hurt). EEW.9-10.1.c-e. N/A Level I Students will: EEW.9-10.1.a-b. With guidance and support, write a claim and a reason. Ex. Use a ready-made set-up in multimedia software to choose words to write a claim. Ex. After a peer writes, state agreement or disagreement (e.g., A peer writes, uniforms are bad, indicate “Yes” when asked, “Do you agree? Are uniforms bad?”) and then using assistive technology, type letters or words providing a reason. Ex. Choose a claim from two options (e.g., School uniforms are bad. School uniforms are good.) and alternating turns with the teacher, uses assistive technology to type letters and words (e.g., nice) as the teacher models during her turn, short simple reasons (e.g., Students look nice. Students look the same.) EEW.9-10.1.c-e. N/A
9-ELA-Pacing-Guide-Version-3.docx