HS ELA Guide

9. Demonstrate appropriate critical, empathetic, appreciative, and refective listening skills in formal and informal situations: ● Active listening behaviors ● False assumptions ● Loaded terms ● Note-taking ● Sarcasm 1. Write arguments to support claims in an analysis of complex topics or texts, using logical reasoning and relevant, su ffi cient evidence, and provide a conclusion that follows from and supports the argument presented. 4. Conduct research projects to craft an argument, answer a question, or provide an analysis. Essential Questions ● How does debating ensure a democratic society? End of Unit Writing Competency Example Compete in Congressional Debate (CON), Lincoln-Douglas Debate (LD), Policy Debate (CX), Public Forum Debate (PF) events. Scaffolding in Action ELA Connecting Standards Writing

● UDCA Congress Resources (templates, rubrics) ● UDCA Policy Rubric

Skill Building

● UDCA Public Forum Rubric ● UDCA Lincoln-Douglas Rubric

Language Expectations for Multilingual Learners

Multilingual Learners will construct arguments that: ● Introduce and develop precise claims and address counterclaims through … ○ Declarative statements to frame topic, provide

background information, state claim, and acknowledge counterclaim.

Source: WIDA English Language Development Standards Framework, 2020 Edition

Essential Vocabulary ● Current events ● Political atmosphere ● Domestic and foreign policy ● Economic policy ● Social change ● Stock issues ● Harm ● Inherency ● Signifcance

● Central Idea ● Discrepancies in content ● Explanation for action or events ● Points of view ● Specialized vocabulary

● Affrmative ● Closing ● Constructive

● Cross examination ● Direct examination ● Negative ● Rebuttal ● Opening ● Burden of proof

● Textual evidence ● Causal arguments ● Logical fallacies

Last Updated August 13, 2024

High School ELA, Page 145