1920s boom time high School Instructional Performance Task Module


Instructional Chunk #3: Pre-Writing -Organizing the evidence



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Instructional Chunk #3: Pre-Writing -Organizing the evidence. [Teacher Note: Depending on students’ experiences with writing argumentative essays, this section can be abbreviated (and Assessment Prompts 3 & 4 could be combined]. After students develop their thesis statements, they are to:

1) Identify the ideas (from thesis/claim) that become the supporting evidence (2 or 3 depending on the thesis statement), which will be expanded into body paragraphs [e.g., for poster model, explosive word choices and larger-than-life symbolic images)



2) Identify relevant direct quotes from the informational texts and relevant direct quotes from the literature that will support the argument – use paraphrase as necessary. See/review previous poster example:




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