Students use their Atticus note-catchers and their understanding of Atticus as a character to weigh the evidence and craft the claim for their argument essay.
The prompt for the argument essay is set up to guide students toward the same position: It does make sense for Atticus to defend Tom Robinson. An answer to the contrary may show a lack of comprehension of Atticus as a character or of how best to use evidence. The goal of this essay is to teach students the basic skills involved in writing an argument essay.
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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.