Overview

Lesson Procedure

70-75 minutes of class time across 5 phases.

1. Warm-Up10 minutes
2. Direct Instruction20 minutes
3. Guided Practice20 minutes
4. Independent Practice15-20 minutes
5. Closure5 minutes

1. Warm-Up10 minutes

   Students write for three minutes, then share in pairs. Ask two or three volunteers to read the other person's best point aloud, and ask the class whether it sounds like something that person would actually say.

   Warm-Up Prompt

   "Think of a disagreement you had about a decision, at home, on a team or in a club. What was the other person's best point? Did you answer that point, or a weaker one?"

   Tell students that SL.11-12.4 asks for three things at once: a clear and distinct perspective on the findings, a line of reasoning listeners can follow, and an honest answer to other perspectives, the strongest ones and not the weakest. It also asks them to present across a range of tasks, from a school board meeting to a hallway conversation. Show Diagram 1.

2. Direct Instruction20 minutes

   Part 1: The words in the standard. Use the table to unpack the new demands of the 11-12 standard.

   The key terms in SL.11-12.4 and a question to ask about each

   Term	What it means in a presentation	Question to ask
   Clear perspective	The speaker's position on the findings, stated early in one sentence	"Could a listener say where I stand?"
   Distinct perspective	A position that differs from the other available ones and is not a slogan or a fence-sit	"How is my view different from the others in the room?"
   Line of reasoning	The path from findings to perspective that listeners can follow step by step	"Does each step follow from the last?"
   Opposing perspective	A view that disagrees with the speaker's	"Have I stated it so its supporters would agree?"
   Alternative perspective	A different view that is not simply the opposite, such as a third option	"What other options is the audience weighing?"
   Concession	Granting what is true in another view	"What do they get right?"
   Range of formal and informal tasks	From board testimony to a club meeting or a podcast	"What does this task need that another does not?"

   Part 2: A historical model. On February 27, 1860, Abraham Lincoln, then a lawyer and former congressman from Illinois, spoke at the Cooper Institute in New York City, a hall now known as Cooper Union. His audience was mostly Northern. He argued that the federal government had the power to keep slavery out of the federal territories, and he spent the last part of the speech answering the charges that Southern leaders made against his Republican Party. Notice that the Southern people he addresses were not in the room: "if they would listen,--as I suppose they will not." Read the first excerpt aloud; paragraphs are numbered for citation. The first worked example below comes from paragraph 3.

   1And now, if they would listen,--as I suppose they will not,--I would address a few words to the Southern people.

   2I would say to them: You consider yourselves a reasonable and a just people; and I consider that in the general qualities of reason and justice you are not inferior to any other people. Still, when you speak of us Republicans, you do so only to denounce us as reptiles, or, at the best, as no better than outlaws. You will grant a hearing to pirates or murderers, but nothing like it to "Black Republicans." In all your contentions with one another, each of you deems an unconditional condemnation of "Black Republicanism" as the first thing to be attended to. Indeed, such condemnation of us seems to be an indispensable prerequisite--license, so to speak--among you to be admitted or permitted to speak at all. Now, can you or not be prevailed upon to pause and to consider whether this is quite just to us, or even to yourselves? Bring forward your charges and specifications, and then be patient long enough to hear us deny or justify.

   3You say we are sectional. We deny it. That makes an issue; and the burden of proof is upon you. You produce your proof; and what is it? Why, that our party has no existence in your section--gets no votes in your section. The fact is substantially true; but does it prove the issue? If it does, then, in case we should, without change of principle, begin to get votes in your section, we should thereby cease to be sectional. You cannot escape this conclusion; and yet, are you willing to abide by it? If you are, you will probably soon find that we have ceased to be sectional, for we shall get votes in your section this very year. You will then begin to discover, as the truth plainly is, that your proof does not touch the issue. The fact that we get no votes in your section is a fact of your making, and not of ours.

   4And if there be fault in that fact, that fault is primarily yours, and remains so until you show that we repel you by some wrong principle or practice. If we do repel you by any wrong principle or practice, the fault is ours; but this brings you to where you ought to have started--to a discussion of the right or wrong of our principle. If our principle, put in practice, would wrong your section for the benefit of ours, or for any other object, then our principle, and we with it, are sectional, and are justly opposed and denounced as such. Meet us, then, on the question of whether our principle, put in practice, would wrong your section; and so meet us as if it were possible that something may be said on our side. Do you accept the challenge? No! Then you really believe that the principle which "our fathers who framed the government under which we live" thought so clearly right as to adopt it, and indorse it again and again, upon their official oaths, is in fact so clearly wrong as to demand your condemnation without a moment's consideration.

   Part 3: A modern model. Read Model Presentation 1 aloud as testimony: an invented senior's report to an invented school board on a six-week pilot of open-campus lunch for seniors, with invented data. Students mark the perspective in one color, each opposing or alternative view in a second and each answer in a third.

   1Good evening, members of the board. I'm Aisha Kamara, senior class representative on the student council. Last spring, the board approved a six-week pilot of open-campus lunch for seniors, and the council was asked to study it. Our position is that open lunch should continue for seniors next year, with the sign-out rule we tested in the last two weeks. I'll give you the benefits, then the problem the pilot revealed, and then how the sign-out rule answers it.

   2First, seniors used it. Of our 410 seniors, 312 answered our survey, and 241 of them, more than three in four, said they left campus for lunch at least once a week. The students who stayed noticed a difference too: the food services manager's timings show that the average wait in the cafeteria line fell from 14 minutes to 9.

   3Second, the problem. Attendance records show that tardies to fifth period among seniors rose from an average of 14 a day before the pilot to 19 a day during its first four weeks. That is about a third more, and the teachers who raised this concern were right to raise it. A policy that costs class time has to earn its place.

   4Third, the answer. In weeks five and six, seniors signed out at the front office, and two tardies meant losing open lunch for a week. Tardies fell to 15 a day, one more than before the pilot. Two weeks is a short test, so we recommend that the board review the numbers again in January.

   5Some parents have also asked about safety, because many seniors walk across Harbor Boulevard. We have no reports of an incident during the pilot, but six weeks without one does not prove the crossing is safe. That is why our proposal requires seniors to cross at the signal at Fifth Street, and why we have asked the city about a crossing guard.

   6Others have asked why juniors should not have open lunch too. That may be worth studying, but our pilot included only seniors, so we have no evidence about juniors. We are not asking for that tonight.

   7To sum up: seniors used open lunch, it shortened the cafeteria line, and it raised tardies until the sign-out rule brought them nearly back down. We ask the board to continue open lunch for seniors with that rule and to review it in January. Thank you. I'm happy to answer questions.

   The student council's findings on the open-lunch pilot (invented data; the survey of 312 seniors is in paragraph 2)

   Measure	Before the pilot	Pilot weeks 1-4	Pilot weeks 5-6 (sign-out rule)
   Senior tardies to fifth period, average per day	14	19	15
   Average wait in the cafeteria line, minutes	14	9 (all six weeks)	9 (all six weeks)

   • Acknowledge, concede, respond (Lincoln, excerpt 1, paragraph 3)

     "You say we are sectional. We deny it. That makes an issue; and the burden of proof is upon you. You produce your proof; and what is it? Why, that our party has no existence in your section--gets no votes in your section. The fact is substantially true; but does it prove the issue?"

     Result: Lincoln states the opposing charge in its own words ("sectional": a party of one section only), states his perspective against it in three words, and then treats the opponents' evidence fairly: he grants that the fact is "substantially true" before asking whether it proves the charge. Conceding a true fact makes his answer more credible, and listeners can follow each step because each is a short sentence.

   • A clear and distinct perspective (Model Presentation 1, paragraph 1)

     "Our position is that open lunch should continue for seniors next year, with the sign-out rule we tested in the last two weeks."

     Result: The perspective is clear because it is one sentence in the opening. It is distinct because it differs from each position the board may hear: end open lunch, keep it unchanged, or extend it to more grades. Its condition ("with the sign-out rule") already tells listeners that Aisha has heard the objection she will answer in paragraphs 3 and 4.

   • Answering the opposing perspective with evidence (Model Presentation 1, paragraphs 3 and 4)

     "Attendance records show that tardies to fifth period among seniors rose from an average of 14 a day before the pilot to 19 a day [...] That is about a third more." Then: "Tardies fell to 15 a day, one more than before the pilot."

     Result: Aisha states the teachers' concern with the data that supports it (19 - 14 = 5, and 5/14 is about 0.36, "about a third more") and says they "were right to raise it." Her response is more evidence, not a dismissal: under the sign-out rule, tardies fell to 15, only 1 above the old average. She then limits her own claim ("Two weeks is a short test") and turns the limit into part of the request, a review in January.

   • Alternative perspectives and honest limits (Model Presentation 1, paragraphs 5 and 6)

     "We have no reports of an incident during the pilot, but six weeks without one does not prove the crossing is safe." "[O]ur pilot included only seniors, so we have no evidence about juniors."

     Result: Not every other perspective is opposed. The parents' safety question and the proposal to include juniors are alternatives, and Aisha answers each by saying what her evidence can and cannot show. For safety, she changes the plan (the signal at Fifth Street); for juniors, she declines to claim more than she studied. Both answers keep her perspective distinct and her reasoning inside the evidence.

   • Formal and informal versions of one perspective (paragraph 1 of Model Presentations 1 and 2)

     Board: "Good evening, members of the board [...] Our position is that open lunch should continue for seniors next year." Podcast: "Hey, everyone, it's Aisha from student council [...] Bottom line: I think we can keep it next year, but only if we deal with the tardy problem."

     Result: The perspective is the same, and so is its condition. What changes is the task: the board version names its audience formally, uses "our position" and previews three parts, because the board must vote. The podcast version uses contractions and "bottom line," speaks in the first person singular, and puts the condition first, because student listeners care most about what they must do.

3. Guided Practice20 minutes

   Half the groups work on the second Lincoln excerpt below and half on Model Presentation 2, the podcast version of Aisha's findings; then groups pair up to teach each other. Lincoln groups label each paragraph with a move from Diagram 1. Podcast groups list every change from Model Presentation 1 under the four headings of the standard: organization, development, substance and style.

   1But you say you are conservative,--eminently conservative,--while we are revolutionary, destructive, or something of the sort.

   2What is conservatism? Is it not adherence to the old and tried, against the new and untried? We stick to, contend for, the identical old policy on the point in controversy which was adopted by "our fathers who framed the government under which we live"; while you with one accord reject, and scout, and spit upon that old policy, and insist upon substituting something new.

   3True, you disagree among yourselves as to what that substitute shall be. You are divided on new propositions and plans, but you are unanimous in rejecting and denouncing the old policy of the fathers. Some of you are for reviving the foreign slave-trade; some for a Congressional slave-code for the Territories; some for Congress forbidding the Territories to prohibit slavery within their limits; some for maintaining slavery in the Territories through the judiciary; some for the "gur-reat pur-rinciple" that "if one man would enslave another, no third man should object," fantastically called "popular sovereignty"; but never a man among you is in favour of Federal prohibition of slavery in Federal Territories, according to the practice of "our fathers who framed the government under which we live." Not one of all your various plans can show a precedent or an advocate in the century within which our government originated.

   4Consider, then, whether your claim for conservatism for yourselves, and your charge of destructiveness against us, are based on the most clear and stable foundations.

   5Again, you say we have made the slavery question more prominent than it formerly was. We deny it. We admit that it is more prominent, but we deny that we made it so. It was not we, but you, who discarded the old policy of the fathers. We resisted, and still resist, your innovation; and thence comes the greater prominence of the question. Would you have that question reduced to its former proportions? Go back to that old policy. What has been will be again, under the same conditions. If you would have the peace of the old times, readopt the precepts and policy of the old times.

   1Hey, everyone, it's Aisha from student council. Quick update on open lunch, since a lot of you have been asking me about it in the hall. Bottom line: I think we can keep it next year, but only if we deal with the tardy problem. Here's why.

   2Good news first. More than three out of four seniors in our survey went off campus at least once a week. And if you stayed on campus, you probably noticed the lunch line got shorter. It went from about 14 minutes to about 9.

   3Now the part nobody loves hearing. Fifth-period tardies went up, from about 14 a day to about 19. Teachers noticed, and honestly, they had a point. If we're walking in late, that's a real cost, and it's on us.

   4Here's what worked. For the last two weeks, we signed out at the office, and two tardies meant you lost open lunch for a week. Tardies dropped to about 15 a day. That's almost back to normal.

   5So my take is this: signing out is the price of keeping open lunch, and it's worth paying. I'm presenting all of this to the school board on the 14th. If you've got questions, find me at the council table at lunch on Thursday. And please, cross at the light on Fifth.

   Debrief with four questions. (1) How does Lincoln answer the label "conservative" in paragraph 2 of the second excerpt? He asks "What is conservatism?" and defines it as "adherence to the old and tried, against the new and untried," then argues that his party, not its critics, keeps the founders' policy. Taking over the opponent's own key word is a strong way to address an opposing view, and listeners can follow it because the definition comes first. (2) Is paragraph 3 fair to the other side? Its list of Southern proposals is specific, but "gur-reat pur-rinciple" mocks the way the phrase was spoken, most likely a jab at Senator Stephen A. Douglas, whose "popular sovereignty" let settlers of a territory decide on slavery. The mockery may have pleased a friendly New York crowd; it answers nothing. The argument is the sentence that follows: none of the plans "can show a precedent or an advocate" from the founding era. (3) Which podcast changes are about style, and which about substance? Style: "Hey, everyone," contractions, "honestly," rounded numbers with "about." Substance: the podcast drops the board's formal request and the juniors question, and adds what students should do, find Aisha on Thursday and cross at the light. (4) What stays the same? The perspective, its condition and every number, rounded but not changed (Diagram 2).

4. Independent Practice15-20 minutes

   Students read Model Presentation 3, an invented junior's proposal to the student senate about the library's second floor. It has a clear perspective and some strong moves, and a few weak ones. Students answer quiz questions 1-10 with the transcript open, then questions 11-20, which return to the Lincoln excerpts and to Aisha's two presentations and apply the standard to new situations.

   1Thank you, senators. I'm Leo Park, and I'm speaking for the research team from our junior English class. Our perspective is this: the library's second floor should become a group study space, with a smaller quiet zone kept at the back. Here's what we found and why we think the plan is fair to everyone.

   2First, the quiet floor is mostly empty. The second floor has 60 seats. We counted the seats in use every period for two school weeks, and on average 11 were filled. The busiest period we saw, fourth period on a Tuesday, had 23.

   3Second, group space is full. The first floor has four group study rooms. The librarian's sign-up sheet shows that in those same two weeks, 38 groups asked for a room and were turned away.

   4Third, group study is simply better for learning. Everyone knows that students learn more when they work together.

   5Now, the strongest objection. Some students told us they come upstairs because it's the only truly silent place in the building, especially before exams. They're right that silence matters, and our plan keeps it: 20 seats at the back would stay a quiet zone, separated from the group tables by the shelves. By our count, that's nearly twice the 11 seats in use on an average period.

   6Some people say the whole library will get too loud. Honestly, those people just don't like change.

   7So we're asking the senate to recommend this change to the principal, starting after winter break, with a new count in February to check that the quiet zone is big enough.

   8To recap: the quiet floor is mostly empty, groups are being turned away, and our plan keeps a quiet zone for the students who need one. Thank you.

5. Closure5 minutes

   Exit ticket: "State a perspective you hold on any school issue in one sentence. Then write the strongest objection to it, in words its supporters would accept." Collect the tickets; they become the topics for Activity 3.

   Teacher note on the Lincoln excerpts. "Black Republicans" was an insulting name that opponents used for Lincoln's party because of its stand against slavery; Lincoln quotes it in order to object to it. The excerpts speak of slavery as a political question among white voters, and the enslaved people whose lives were at stake are not the speaker's audience. The words are quoted exactly as printed in the 1912 anthology. Lincoln's position in 1860 was to stop the spread of slavery into the territories, not to end it in the states where it existed; students can treat that as part of identifying his perspective precisely.

   Homework. Tonight students build a formal and an informal presentation from the research notes below, each with a clear perspective and an answer to the strongest opposing view. The notes are mixed on purpose: some are strong evidence, some are weak, and some do not belong. Show the directions and rubric before students leave.

   1Question: Should our school adopt late-start Mondays next year? Classes would begin at 9:00 instead of 8:00 on Mondays, and teachers would meet for planning from 8:00 to 8:50.

   2Student survey: 260 students answered in advisory. 198 were in favor, 44 were against, and 18 were unsure.

   3Teacher survey: 64 teachers answered. 41 were in favor, 15 were against, and 8 were unsure.

   4Parent survey: 120 parents answered. 52 said a 9:00 start on Mondays would make it hard for them to get to work on time.

   5The transportation office says Monday bus routes could run one hour later at no added cost.

   6Each of the six Monday class periods would be 10 minutes shorter. Over the 36 Mondays in the school year, that is 360 minutes, or 6 hours, per class.

   7The library could open at 7:30 on Mondays for students who need to arrive early. The librarian says this would need one staff member for 90 minutes.

   8Two teachers who were against the change wrote that the lost class time would hurt courses that end in a big exam.

   9A friend's cousin at another school says late start is "the best day of the week."

   10The cafeteria's breakfast cart is moving to the courtyard in the spring.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which statement best describes Leo's perspective in Model Presentation 3?

   AThe second floor should stay silent, since the students who study there need it most BThe whole library, on both of its floors, should be turned into open space for group study sessions CThe second floor should become group study space, while a smaller quiet zone stays at the back DThe senate should study the library for another year before it takes any position

2. Question 2 of 20 · Multiple Choice

   Which statement accurately describes the evidence in paragraph 2 of Model Presentation 3?

   AOn an average period, more than a third of the 60 seats on the quiet floor were in use BOn an average period, about 49 of the 60 seats were in use COn every period counted, no more than 11 of the 60 seats were in use DOn an average period, fewer than one in five of the 60 seats were in use

3. Question 3 of 20 · Multiple Choice

   How does paragraph 4 of Model Presentation 3 affect the line of reasoning?

   AIt breaks the line: it asserts a claim with "everyone knows" and gives no evidence for it BIt is the strongest step, because it states a general truth that no listener can dispute CIt answers the opposing view, since students who want silence would accept the claim DIt links paragraphs 2 and 3 by showing why the sign-up sheet numbers are accurate

4. Question 4 of 20 · Multiple Choice

   Which moves does Leo make in paragraph 5 of Model Presentation 3?

   AHe attacks the students who want silence, then turns the discussion to the busiest period of the day BHe states the objection fairly, grants that silence matters, and answers with a changed plan CHe ignores the objection and repeats his perspective more forcefully DHe concedes the objection is right and withdraws the whole proposal

5. Question 5 of 20 · Multiple Choice

   An opponent wants to challenge paragraph 5 with a fact from Leo's own presentation. Which fact would do it best?

   AThe first floor has only four group study rooms BThirty-eight groups were turned away from group rooms in two weeks CThe count lasted two school weeks and covered every period DThe busiest period had 23 students, more than the 20 quiet seats

6. Question 6 of 20 · Multiple Choice

   What is the problem with paragraph 6 of Model Presentation 3?

   AIt gives too many numbers for listeners to follow by ear BIt dismisses a concern by attacking the motives of the people who hold it CIt states the opposing view so fairly and so fully that it ends up weakening Leo's own perspective DIt comes too late, since objections belong in the first paragraph

7. Question 7 of 20 · Multiple Choice

   Which revision of paragraph 6 best fits a formal presentation to the student senate?

   A"Some students worry that noise will carry. The shelves between the zones are meant to block it, and the February count can include a noise check." B"Some people say it will be too loud, but honestly, that's their problem, not ours." C"Noise is a complicated subject that many people have different feelings about." D"Anyone who has ever been to a library knows that libraries are always quiet, so there is really nothing here for anyone to worry about."

8. Question 8 of 20 · Multiple Choice

   Why does Leo place the objection in paragraph 5, after his findings and before his request?

   ABecause objections should always be saved for the very end of a presentation BBecause the request in paragraph 7 works only if listeners have forgotten the objection by the time they hear it CBecause listeners need the findings to weigh the objection, and the request can then include the answer DBecause the objection is the least important part of the presentation

9. Question 9 of 20 · Multiple Choice

   Leo will repeat his findings to a few friends at lunch, an informal task. Which change is appropriate?

   ADrop the numbers, since friends at lunch do not care about evidence BKeep the perspective and the key numbers, and drop the formal address and the long preview CChange his perspective to whatever his friends already believe DAdd every period's count from both weeks, since there is more time to talk at lunch than at a meeting

10. Question 10 of 20 · Short Answer

    Rewrite paragraph 4 of Model Presentation 3 so that it strengthens Leo's line of reasoning instead of breaking it. You may use only facts from the presentation or say what evidence Leo would need. Then explain your change in one or two sentences.

    Show model answer

11. Question 11 of 20 · Multiple Choice

    In paragraph 2 of the first Lincoln excerpt, Lincoln says, "Bring forward your charges and specifications, and then be patient long enough to hear us deny or justify." What is he asking of his opponents?

    ATo stop debating and accept that the Republicans are right BTo state specific charges and then give a fair hearing to the answer CTo take their complaints to a court of law instead of making them in public speeches DTo stop calling Republicans names and to speak only in private

12. Question 12 of 20 · Multiple Choice

    In paragraph 3 of the first excerpt, Lincoln says that if getting no Southern votes made his party sectional, then "in case we should, without change of principle, begin to get votes in your section, we should thereby cease to be sectional." What does this reasoning show?

    AThat the Republican Party is ready to change its principles if that is what it takes to win Southern votes BThat the Republicans already have a large number of Southern voters CThat Lincoln accepts the charge and promises to fix it this year DThat the opponents' test would let a party's character change with no change in its principles

13. Question 13 of 20 · Multiple Choice

    In paragraph 4 of the first excerpt, Lincoln says, "Meet us, then, on the question of whether our principle, put in practice, would wrong your section." What is the purpose of this move?

    ATo move the debate from where the party's votes come from to whether its principle is right or wrong BTo admit that the party's principle is wrong and ask the South to forgive it CTo threaten the South with the consequences of refusing to debate DTo end the speech by thanking the Southern people for listening

14. Question 14 of 20 · Multiple Choice

    In the last paragraph of the second excerpt, Lincoln says, "We admit that it is more prominent, but we deny that we made it so." Which move is this?

    AHe denies every part of the charge, including the fact it is based on BHe concedes the fact in the charge and disputes the cause his opponents give for it CHe changes the subject to Washington's warning against sectional parties in the Farewell Address DHe attacks the character of the people who made the charge

15. Question 15 of 20 · Multiple Choice

    A student has the same findings for three tasks: a five-minute presentation to the school board, a 60-second video for the school's social media and a question-and-answer session with classmates. Which plan fits the 60-second video?

    ALeave out the perspective, since a short video on social media should feel neutral BKeep every finding and the full answer to each objection, and speak faster CState the perspective, give the strongest finding, name the main objection and link the full findings DReplace the evidence with a joke, since most viewers will scroll past numbers

16. Question 16 of 20 · Multiple Choice

    Which opening conveys the clearest and most distinct perspective on these invented findings: in a week-long audit, 58 percent of the cafeteria's trash by weight was food, and 12 percent was recyclable packaging?

    A"Food waste is a complicated issue with many sides, and today I'll share some thoughts about it." B"Everyone should care a lot more about the planet and the environment than we currently do, starting with what we throw away at lunch every day." C"Here are some numbers about the trash in our cafeteria that our team collected last week." D"Our audit shows that food, not packaging, is most of our cafeteria's trash, so the school should start with a share table before adding recycling bins."

17. Question 17 of 20 · Multiple Choice

    A student argues that the school should replace paper hall passes with a digital pass system. Several classmates worry that the system will track them. Which response addresses that opposing perspective best?

    A"Some people think it tracks them, but honestly, that's just paranoia on their part." B"Privacy is important to everyone, and I want you to know that I care about it too." C"That's a fair worry. The system records only when a pass starts and ends, and our plan deletes those records each semester." D"Paper passes get lost all the time, so a digital system is simply better for everyone."

18. Question 18 of 20 · Short Answer

    Compare how Aisha presents the tardy finding in paragraph 3 of Model Presentation 1 and paragraph 3 of Model Presentation 2. Name two differences in style or development, and explain why each fits its task.

    Show model answer

19. Question 19 of 20 · Short Answer

    Model Presentation 2 leaves out the question about juniors that Aisha answers in paragraph 6 of Model Presentation 1. Was that a good choice for the podcast? Explain in two or three sentences.

    Show model answer

20. Question 20 of 20 · Short Answer

    Your findings: in a four-week count, the school's one lunchtime tutoring room was full every day, and on average 17 students a day were turned away at the door. Your perspective: the school should open a second tutoring room at lunch. The strongest opposing view: the tutors' time should go to after-school tutoring instead. Write a four-sentence passage that addresses this view with the four moves in Diagram 1.

    Show model answer

These standards connect to SL.11-12.4: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.