1920s boom time high School Instructional Performance Task Module

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Analyzing claims: Again, the teacher will allow the class to categorize the sample thesis statements by motifs so the students are aware that while there is overlap among the central ideas, they should narrow their focus to one central idea at a time. After the thesis statements are written on the board (approximately 2-3 per visual), the teacher will ask the class to revise the thesis statements to ensure that each statement has a claim that is evidence-based using information from both the visual and an informative text (as well as a thesis statement that meets the requirements for an argumentative claim). Students check one another’s revised claims for adherence to requirements for defensible argumentative claim based on visual and informative text evidence.

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