HS ELA Guide

Learning Intentions and Success Criteria Examples

Learning Intention: I am learning to write effective arguments about complex topics and texts.

Success Criteria: I will know that I have it when I can ● Introduce and establish the signifcance of claims. ● Distinguish the claims from the counterclaims. ● Create a logical sequence and organization that includes the claims, counterclaims, reasons, and evidence. ● Interpret relevant evidence from accurate, credible sources. ● Identify the strengths and limitations of the evidence and/or source. ● Link the major sections of the text and create cohesion through varied syntax and clarifying relationships among the elements of the arguments. ● Use appropriate conventions and style for the audience, purpose, and task. Learning Progression Example 1. Dissect the prompt, identifying the research question and at least 2 different arguments that can be made about the topic or text. 2. Identify and interpret accurate evidence from credible sources about the topic or text. Examine the evidence and sources for strengths and limitations. 3. Employ prewriting strategies to develop the reasons. 4. Choose a position and write a claim statement. 5. Develop an introduction that identifes the audience and builds background knowledge needed about the topic. 6. Develop supporting points with elaboration upon the evidence that supports the claim. Link the evidence and reasons with the claim. Use appropriate citations when using evidence. 7. Integrate the counterclaim by linking the counterclaim to the claim. 8. Conclude the argument persuasively and connect back to the claim. 9. Revise for varied syntax and conventions that are appropriate for the audience, purpose, and task. Academic Language claim, analysis, logical reasoning, evidence, distinguish, alternate, counterclaim, accurate, credible, limitations, cohesion Strategies to Support Teaching the Standard ● A Step-by-Step Plan for Teaching Argumentative Writing by Cult of Pedagogy ● Mini Moves for Writers Videos - Argument Writing Unit ● Use the ACT Sample Essays as mentor texts to identify and evaluate student arguments ● Using a mentor text, have students annotate it looking for: ethos, pathos, logos, claim, evidence, reasoning, counterclaim, transitions/connections. Question Stems and Prompts for Assessment ● How can you clearly introduce your claim?

● What reasons/evidence best supports your claim? ● Is the evidence relevant and are your sources credible?

● What counterclaims can be made? Have you addressed them fairly? ● How can you support your assertion by appealing to logic (reasoning)? ● How can you support your assertion by appealing to emotion?

Last Updated August 13, 2024

High School ELA, Page 210