1. Common Core Key Word Insertion Activity

2. Common Core Standards Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Writing Grades 11 – 12 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. :

3. Task Students use their research findings to clarify the opinions they will state in their editorials. Based on their revised opinion statements, students develop specific supporting arguments.

4. Keyword Insertion: Revised Task Students use their research findings to clarify the opinions, claims and any counterclaims to state and distinguish in their editorials. Based on revised opinion statements and new research, students apply analysis to establish significance of a claim or counterclaim while developing specific supporting arguments using evidence from primary and secondary sources.

5. What’s changed? BeforeAfter Students use their research findings to clarify the opinions they will state in their editorials. Based on their revised opinion statements, students develop specific supporting arguments. Students use their research findings to clarify the opinions, claims and any counterclaims to state and distinguish in their editorials. Based on revised opinion statements and new research, students apply analysis to establish significance of a claim or counterclaim while developing specific supporting arguments using evidence from primary and secondary sources.

6. Common Core Standards Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

7. Task Through editorial writing, students identify types and potential sources of evidence that best support the opinions they plan to express in their editorials.

8. Keyword Insertion: Task Revised Through editorial writing, students identify and develop types and potential sources of evidence, claims and counterclaims that best support the opinions they plan to express in their editorials. Students identify strengths and limitations to align with audience interest and anticipated biases and arguments.

9. What’s changed? BeforeAfter Through editorial writing, students identify types and potential sources of evidence that best support the opinions they plan to express in their editorials. Through editorial writing, students identify and develop types and potential sources of evidence, claims and counterclaims that best support the opinions they plan to express in their editorials. Students identify strengths and limitations to align with audience interest and anticipated biases and arguments.

10. Let’s Try It! 1. Choose a standard in a grade-level. 2. Write a task that teaches to that standard, using something already in your curriculum. 3. Highlight or underline the key words in the standard. 4. Re-write the task adding in the highlighted key words from the standard to the task. 5. Discuss how the task changed.