In this lesson, students reread the excerpt from the previous lesson, focusing on identifying and delineating one of Skloot’s claims, and assessing whether it is relevant and sufficient to support the claim. Student groups identify and delineate one of Skloot’s claims and evaluate evidence that she uses in pages 127–136 to support her claim. Students participate in collaborative group discussion and synthesize their findings on the Lesson 6 Evidence Collection Tool.
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Bilingual Language Progressions
These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.
From EngageNY.org of the New York State Education Department. Grade 10 ELA Module 3, Unit 1, Lesson 6.
Available from engageny.org/resource/grade-10-ela-module-3-unit-1-lesson-6; accessed 2015-05-29.
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