| A | B | C | D | |
|---|---|---|---|---|
1 | Collaborative 1.3. Offering and justifying opinions | |||
2 | Using Argumentative Language to Support Opinion | |||
3 | Author: Joann Phillips | |||
4 | Students develop a personal definition of success in order to share their opinion in a debate. | |||
5 | PROFICIENCY | TEXT GENRE | WRITING FOCUS | CONTENT AREA |
6 | EMERGING | INFORMATIVE | ARGUMENTATIVE | SOCIAL/EMOTIONAL |
7 | EXPANDING | FALSE | PRESENTATION | Z |
8 | BRIDGING | FALSE | Z | |
9 | UNIT PURPOSE | |||
10 | ELD STANDARDS OF FOCUS AND ASSESSMENT | |||
11 | ELD STANDARDS | EMERGING Provided supports are SUBSTANTIAL | EXPANDING Provided supports are MODERATE | BRIDGING Provided supports are LIGHT |
12 | Part I | 1.3. Supporting opinions and persuading others Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions. | 1.3. Supporting opinions and persuading others Negotiate with or persuade others in conversations (e.g., to provide counter‐ arguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions. | 1.3. Supporting opinions and persuading others Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions. |
13 | Part II | 2.6. Connecting ideas Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system.). | 2.6. Connecting ideas Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.). | 2.6. Connecting ideas Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce.) |
14 | LEARNING GOALS | SUCCESS CRITERIA | COUNT in UNIT | |
15 | Negotiate an opinion with others in a formal discussion. | I can clearly formulate an opinion using learned phrases. | 4 | |
16 | I can support my opinion using learned phrases. | 1 | ||
17 | I can connect my ideas clearly. | 1 | ||
18 | I can justify my opinion in a debate using learned phrases. | 2 | ||
19 | Use language to connect ideas in clauses intentionally. | I can identify language that introduces support of an opinion. | 3 | |
20 | I can define specific language that introduces support of an opinion. | 1 | ||
21 | I can categorize specific language that introduces support by the linking relationship. | 3 | ||
22 | I can link ideas with specific language that introduces support. | 2 | ||
23 | 0 | |||
24 | 0 | |||
25 | 0 | |||
26 | 0 | |||