VOCABULARY CONNECTION

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ComprehensionLevel 15: ArgumentName:

Lexia Skill Builders®

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VOCABULARY CONNECTION

A. Read the words in the box below. Each one shares a common meaning with a vocabulary term from the online activity Losing Is Good for You. Write the word next to the vocabulary term that shares a common meaning. The first one is done for you.

claim mental talent discouraged natural grow

Losing Is Good for You Vocabulary Terms

expand: (v.) to increase

innate: (adj.) part of the basic nature of a person or animal

demoralised: (adj.) having lost confidence or hope

proficiency: (n.) a high amount of skill in something

cognitive: (adj.) involving thinking, reasoning, or remembering

entitlement: (n.) the belief that you deserve to just be given something

B. Circle the scenario that best matches the definition of the word. Underline the word or words in the scenario that helped you decide.

expand

There were so few

customers. The owners

decided to close one of

the stores.

There were so many

customers. The owners

decided to open

another store.

innate

These are examples

of innate abilities of

a person: watching,

frowning, smiling.

These are examples

of innate abilities of

a person: reading,

spelling, writing.

demoralised

Even though it was

pouring rain, Brian

played well and was

saddened when his

team lost.

Even though it was

pouring rain, Brian

played well and was

pleased when his

team won.

cognitive

Being on the beach

requires a lot of relaxing

and daydreaming.

Being in school every day

requires a lot of thinking

and remembering.

entitlement

I expected a good grade

for showing up to class.

I earned a good grade for

working hard in class.

proficiency

For Alisa, playing

the piano feels just

like breathing.

For Sam, playing the

piano is like climbing a

very steep mountain.

grow

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VOCABULARY CONNECTION

C. Answer each question with yes or no.

1. Is learning how to add fractions a cognitive skill?

2. If there are plans to expand the airport, will it get smaller?

3. Is being able to tie your shoes an innate skill?

4. Would you be demoralised if it was always raining?

5. Is expecting a trophy for winning the tennis championship entitlement?

6. Can a newborn baby show proficiency in walking?

D. Answer each question in a complete sentence. Be sure to include a reference to the definition to better explain your answer. (See the example below.)

1. Every morning for eight years, Lydia’s alarm clock went off at 4:30 a.m. After a quick breakfast, she headed off to the skating rink for a two-hour practice. At the last Winter Olympics, she won the gold medal for skating. Was the gold medal an entitlement?

2. There are scientists who study the mind. They are interested in knowing exactly how the mind works. Could these scientists be called cognitive scientists?

3. Bradley is what you would call “all thumbs” when it comes to doing things with his hands. He is always dropping things and has terrible handwriting. Think about what it would be like if you had 10 thumbs. You wouldn’t have any trouble texting. Right? Would you show the same proficiency in playing a guitar?

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No, the gold medal for skating was not an entitlement because she didn't believe she deserved it

without hard work and dedication.

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4. In science class yesterday, we studied the properties of water. We measured the amount of water in 12 different sized glasses. Then we put the sealed glasses in a freezer. Today when we opened the freezer, three glasses were broken, and three were cracked. Our thought is that because water expands when it freezes, the glasses broke or cracked as the water expanded. Does our thought, or hypothesis, make sense?

5. A little baby sits in her baby carrier. She blinks and sneezes just as the morning sun comes in through the kitchen window. She jerks when the blender starts. She watches her mother as she moves around the kitchen getting breakfast ready. Is this baby showing innate abilities?

6. The young boy is not a natural athlete, but he loves football. He plays on a team. However, he sits on the bench for most games. But he loves football! He practices kicking a ball every day, rain or shine. He just loves football! Is the boy demoralised because he is not playing in most games?

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SKILL FOCUS

A. Read the terms in the box below. Then, write each term next to its definition. You can review the Vocabulary Cards at the end of this skill builder.

argumentative text claim reason evidence counterclaim

a point that disagrees with the author’s main point

why the author makes the claim

the main point of an author’s argument

examples, facts, and expert quotes that support the reason

writing that supports a claim with reasons and evidence

B. Use the definitions in Part A to complete the definitions in this graphic organiser.

ARGUMENTATIVE TEXT

CLAIM: the of an argument

REASON #1: why the

makes

the

REASON #2: why the

makes

the

EVIDENCE:

,

, and

that

support the reason

EVIDENCE:

,

, and

that

support the reason

COUNTERCLAIM: a that with the author’s main point

!

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SKILL FOCUS

C. Read the sentences in the box below. Then, decide if the sentence is an example of a claim, reason, evidence, or counterclaim. Write the letter in the space provided.

claim A. However, many worry that eating in class will interrupt valuable instruction and cause students to miss important information.

reason B. Senior school students should be allowed to eat during class.

evidence C. Students need to be in top mental and physical condition in order to meet the high pressures of academic standards and expectations.

counterclaim D. Research shows that eating five to seven times per day in a grazing manner is the best method to keep the brain and muscles fueled.

D. A strong argument should include facts, not opinions. Read each sentence below, and decide if it is an opinion (O) or a fact (F). The first one is done for you.

1. Students really enjoy wearing uniforms to school.

2. According to the National Center for Education Statistics, from 1999–2000 to 2013–14, the percentage of public schools that required students to wear uniforms increased from 12 to 20 percent.

3. Making rubber band balls is a great way to spend your time!

4. According to documented sources, the largest rubberband ball in the world weighs 9,032 pounds (4,097 kilograms).

5. Recent research shows that just 24.5 percent of 16-year-olds have a license; this is a 47 percent decrease from 1983.

O

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SKILL FOCUS

E. Cut along the dotted lines. Read the sentence in each piece. Then, paste the pieces into the correct places in the graphic organiser below.

Place the CLAIM here.

It’s true that owning a dog can be expensive. However, I will take on more babysitting jobs and save money to help pay expenses.

I should be allowed to get a puppy.

Place the COUNTERCLAIM here.

Place the first REASON here.

Place the EVIDENCE for the first reason here.

Place the second REASON here.

For e

xample

, I will b

e in

ch

arge o

f feedin

g an

d b

athin

g

the d

og.

New research shows that dog owners tend to exercise more and have lower stress levels!

First, owning a dog will teach me responsibility.

In ad

ditio

n, o

wnin

g a d

og w

ill im

pro

ve m

y ove

rall health

.

Place the EVIDENCE for the second reason here.

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TEXT

Read the following text. Definitions for the bolded vocabulary can be found in the footnotes at the bottom of the page.

[1] Alice Paul is a name you may not recognise. However, she dedicated her life to ensuring that women had the right to

vote. She also played a powerful role in the fight for equal rights. What better way to recognise the impact of Alice Paul

than by immortalising1 her through a historic portrait?

[2] Paul was born in 1885. Her Quaker upbringing taught her that men and women were equals. She earned advanced

degrees in sociology and worked for woman suffrage2. It was during her graduate studies in England, however, that she

learned about the confrontational strategies of the English “suffragettes.” When she returned to the United States, she

brought these strategies back with her.

[3] Alice Paul came to Washington in 1913. Only weeks after her arrival, she organised a march. She and her fellow

suffragettes demanded a Constitutional amendment that would give women in the United States the right to vote.

[4] In January 1917, discouraged by President Wilson’s continued opposition to the suffrage amendment, Alice Paul posted

pickets3 at the White House gates. These women stayed on duty in all weather and in the face of threats, taunts, and

physical violence. Using their banners and their quiet courage, they asked, “Mr. President, How Long Must Women Wait

for Their Liberty?” They used the president’s own words against him. They pointed out the hypocrisy4 of his leading the

country into World War I to defend freedom while denying it to the women of his own country.

[5] Crowds who believed the pickets’ activities were disloyal in a time of war attacked the women. In July the police began

arresting the pickets. When they refused to pay fines, they were imprisoned. When they went on hunger strikes, they

were forcibly fed, which was painful and invasive. The pickets continued despite the risk. Paul had gone through such

treatment while she was in England. As the organiser of the picketing, Paul knew she would receive a harsher punishment.

Yet, she insisted on taking her place on the picket line. She was arrested in October. While in jail she was forcibly fed and

threatened with commitment to an insane asylum. Reports of the long sentences, abuse, and the courage of the suffragists

became public. In November, all prisoners were released. Physically weakened by the experience but determined to

prevail5, Paul and her sister suffragists fought on.

Background Information

In May of 2012, the National Museum of American History collaborated with photographer Robert Weingarten.

Their goal was to create a portrait of a historical figure that would be displayed in the museum. But which

historical figure would be the subject of this portrait? In order to answer that question, arguments were put

forth for five candidates. Then, the public was asked to vote on its top choice. Ultimately, over 10,000 votes

were cast!

Below is an argument that was written in favour of Alice Paul, Champion of Woman Suffrage. The other four

candidates for the portrait were Frederick Douglass, Orator and Activist; Samuel Finley Breese Morse, Artist and

Inventor; Celia Cruz, Queen of Salsa; and Audie Murphy, World War II Hero.

1 immortalise: (v.) to cause (someone or something) to be remembered forever 2 suffrage: (n.) the right to vote in an election 3 pickets: (n.) a person or group of people who are standing or marching to protest something 4 hypocrisy: (n.) the behavior of people who do things that they tell other people not to do 5 prevail: (v.) to defeat an opponent especially in a long or difficult contest

continued on next page

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[6] On August 18th, 1920, the 19th amendment giving women the right to vote was ratified6. Paul’s persistence and courage

helped women gain the right to vote!

[7] Although women had won the the right to vote, they had not won full equality. So, Alice Paul went on to fight for equal

rights. Paul believed that if she understood the law, she would be of more use. She returned to school and earned three law

degrees. In 1923 she drafted the text of the Equal Rights Amendment. She also worked for women’s equality around the world

for the rest of her career. In 1972 Congress passed the Equal Rights Amendment and sent it to the states for ratification, or final

agreement.

[8] Sadly, Paul died on July 9th, 1977, at the age of 92. She would never know that the Equal Rights Amendment for which she

had fought so long and hard would not be ratified by all 50 states.

[9] Naysayers7 may claim that because the Equal Rights Amendment was not ratified by all 50 states, she does not deserve

recognition. However, as you consider whom to vote for as the subject of this historic portrait, just remember that it was Alice

Paul who made it possible for many to vote.

6 ratify: (v.) to make an agreement official by voting for it 7 naysayer: (n.) a person who denies, refuses, or opposes something

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ARG

UM

ENTA

TIVE

TEX

T

CLA

IM: A

lice

Paul

sho

uld

be

the

sub

ject

of t

he h

isto

ric

po

rtra

it.

RE

ASO

N #

1: A

lice

Paul

foug

ht fo

r w

om

en to

hav

e th

e ri

ght

to v

ote

. R

EA

SON

#2

: In

add

itio

n,

EV

IDE

NC

E:

• o

rgan

ised

a m

arch

• p

ost

ed p

icke

ts a

t the

Whi

te H

ous

e

• jo

ined

the

pic

ket l

ine

• ja

iled

, for

cib

ly fe

d, a

nd th

reat

ened

w

ith c

omm

itmen

t to

an in

sane

asy

lum

EV

IDE

NC

E:

•

•

CO

UN

TER

CLA

IM:

SKILL APPLICATION

A. Use the text to fill in the missing information in both the word bubbles and the graphic organiser below. Some of the word bubbles may ask you to go back and annotate, or add notes to, the text.

!Th

e cl

aim

ca n

b

e fo

und

in

par

agra

ph

.

Hig

hlig

ht th

e cl

aim

in

the

text

.

Rea

son

#1

can

be

foun

d in

p

arag

rap

h .

Wri

te th

e le

tter

R

next

to R

easo

n #1

in

the

text

.

Evid

ence

to

sup

po

rt R

easo

n #

1 c

an b

e fo

und

in

par

agra

phs

,

, and

.

Und

erlin

e th

e ev

iden

ce in

th

e te

xt.

The

cou

nte

rcla

im

can

be

foun

d in

p

arag

rap

h 9

.

Wri

te th

e co

un

terc

laim

in th

e g

rap

hic

org

aniz

er.

Evid

ence

to s

upp

ort

R

easo

n #2

can

be

foun

d in

par

agra

ph

7.

Wri

te d

ow

n 2

pie

ces

of e

vid

ence

in th

e g

rap

hic

org

aniz

er.

Rea

son

#2 c

an b

e fo

und

in p

arag

rap

h 7

.

Wri

te R

easo

n #2

in th

e g

rap

hic

org

aniz

er.

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SKILL APPLICATION

B. Use the graphic organiser you just filled out and the terms in the box to complete the text summary. Then, circle the 5 transition words or phrases in the summary. Finally, underline the introductory and concluding sentences.

As a result In addition historic portrait vote First equal rights

Alice Paul should be the subject of the .

she fought for women to have the right to . For example, she organised

marches, joined the picket line, and was jailed. of her dedication,

she helped pass the 19th Amendment! , she also fought for

. Consequently, she earned 3 law degrees and assisted in writing the Equals

Right Amendment. Make your vote count and vote for Alice Paul as the subject for the historic portrait!

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SKILL APPLICATION

C. Alice Paul was just one of 5 historical figures considered for the subject of the portrait. The other five candidates were Frederick Douglass, Samuel Finley Breese Morse, Celia Cruz, and Audie Murphy. Choose one of these historical figures. Then, use an approved search engine and answer the questions below.

Keyword Search

Using the right keywords to search for information on the Internet is important. Circle the keywords that could best help you to quickly find information on the historical figure you plan to research.

"Frederick Douglass, Orator and Activist"

"Celia Cruz, Queen of Salsa"

"Samuel Finley Breese Morse, Artist and Inventor"

"Audie Murphy, World War II Hero"

D. Find a partner who researched a different historical figure than you did. Then, take turns interviewing one another. Record your partner's responses below.

1. Which historical figure did you choose research?

2. What is one interesting fact you learned when researching that historical figure?

3. How are each of your historical figures similar?

4. How are each of your historical figures different?

5. Now that you're familiar with Alice Paul, and your own historical figures, which one would have

gotten your vote to be the subject of the portrait? Explain.

1. Write the name of the historical figure you chose to research.

2. State one reason this historical figure should be immortalized, or remembered, through a portrait.

3. Include evidence that supports the reason above.

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SKILL APPLICATION

E. Use your findings above in Part C to complete this graphic organiser on the historical figure you chose to research.

F. Use the graphic organiser you just filled out to write a summary arguing why the historical figure you chose should be the subject of the portrait. Include an introductory sentence, a concluding sentence, and at least 3 transition words from the box below.

for example first in addition for instance as a result second also

ARGUMENTATIVE TEXT

CLAIM: I believe that should be immortalised, or remembered, through a portrait.

REASON:

EVIDENCE:

COUNTERCLAIM: should not be chosen as the subject of this portrait because

!

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INSTRUCTIONAL VOCABULARY CARDS

Use these cards independently or with a partner to review the instructional terms introduced online.

argumentative text

writing that supports a claim with reasons and evidence

!

reason

why the author makes the claim

counterclaim

a point that disagrees with the author's main point

!

claim

the main point of an author’s argument

!

evidence

examples, facts, and expert quotes that support the reason

transition words

words that connect ideas in a text

ANSWER KEY Comprehension

Level 15: Argument


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pag

e 1

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®

This material is a component of Lexia® PowerUp Literacy™. www. lexialearning.com © 2018 Lexia Learning, a Rosetta Stone company. Last updated 11/2018 For classroom use only. Not for resale. All other rights reserved.

UK

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sh

ares

a c

om

mo

n m

ean

ing

. Th

e fi

rst o

ne

is d

on

e fo

r yo

u.

cl

aim

menta

lta

lent

disco

ura

ged

nat

ura

l g

row

Losi

ng

Is G

oo

d fo

r Yo

u V

oca

bu

lary

Ter

ms

ex

pan

d: (

v.) t

o in

crea

se

in

nat

e: (a

dj.)

par

t of t

he b

asic

nat

ure

of a

per

son

or a

nim

al

d

emo

ralis

ed: (

adj.)

hav

ing

lost

co

nfid

ence

or h

op

e

p

rofi

cien

cy: (

n.) a

hig

h am

oun

t of s

kill

in s

om

ethi

ng

co

gn

itiv

e: (a

dj.)

invo

lvin

g th

inki

ng, r

easo

ning

, or r

emem

ber

ing

en

titl

emen

t: (n

.) th

e b

elie

f tha

t yo

u d

eser

ve to

just

be

giv

en s

om

ethi

ng

B. C

ircl

e th

e sc

enar

io t

hat

bes

t mat

ches

th

e d

efi

nit

ion

of t

he

wo

rd. U

nd

erlin

e th

e w

ord

or

wo

rds

in t

he

scen

ario

th

at

hel

ped

yo

u d

ecid

e.

exp

and

Ther

e w

ere

so fe

w

cust

om

ers.

The

ow

ners

dec

ided

to c

lose

one

of

the

sto

res.

Ther

e w

ere

so m

any

cust

om

ers.

The

ow

ners

dec

ided

to o

pen

ano

ther

sto

re.

inn

ate

Thes

e ar

e ex

amp

les

of i

nnat

e ab

ilitie

s o

f

a p

erso

n: w

atch

ing

,

fro

wni

ng, s

mili

ng.

Thes

e ar

e ex

amp

les

of i

nnat

e ab

ilitie

s o

f

a p

erso

n: r

ead

ing

,

spel

ling

, wri

ting

.

dem

ora

lised

Even

tho

ugh

it w

as

po

urin

g r

ain,

Bri

an

pla

yed

wel

l and

was

sad

den

ed w

hen

his

team

lost

.

Even

tho

ugh

it w

as

po

urin

g r

ain,

Bri

an

pla

yed

wel

l and

was

ple

ased

whe

n hi

s

team

wo

n.

cog

nit

ive

Bei

ng o

n th

e b

each

req

uire

s a

lot o

f rel

axin

g

and

day

dre

amin

g.

Bei

ng in

sch

oo

l eve

ry d

ay

req

uire

s a

lot o

f thi

nkin

g

and

rem

emb

erin

g.

enti

tlem

ent

I exp

ecte

d a

go

od

gra

de

for s

how

ing

up

to c

lass

.

I ear

ned

a g

oo

d g

rad

e fo

r

wo

rkin

g h

ard

in c

lass

.

pro

fici

ency

For A

lisa,

pla

ying

the

pia

no fe

els

just

like

bre

athi

ng.

For S

am, p

layi

ng th

e

pia

no is

like

clim

bin

g a

very

ste

ep m

oun

tain

.

grow

natu

ral

disco

urag

ed

tale

nt

men

tal

claim

pag

e 2

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

VO

CA

BU

LAR

Y C

ON

NE

CTI

ON

C. A

nsw

er e

ach

qu

esti

on

wit

h y

es o

r n

o.

1.

Is

lear

nin

g h

ow

to a

dd fra

ctio

ns

a co

gniti

ve s

kill?

2

. If t

here

are

pla

ns

to e

xpand

the a

irport

, w

ill it

get

smal

ler?

3

. Is

bein

g a

ble

to t

ie y

our

shoes

an inn

ate

ski

ll?

4

. W

ould

you b

e d

emora

lised

if it w

as a

lway

s ra

inin

g?

5

. Is

exp

ect

ing a

tro

phy

for

win

nin

g t

he t

ennis c

ham

pio

nsh

ip e

ntit

lem

ent?

6

. C

an a

new

born

bab

y sh

ow

pro

ficie

ncy

in w

alki

ng?

D. A

nsw

er e

ach

qu

esti

on

in a

co

mp

lete

sen

ten

ce. B

e su

re t

o in

clu

de

a re

fere

nce

to

th

e d

efi

nit

ion

to b

ett

er e

xpla

in

you

r an

swer

. (Se

e th

e ex

amp

le b

elo

w.)

1.

Ev

ery

morn

ing for

eig

ht

year

s, L

ydia

’s a

larm

clo

ck w

ent

off a

t 4:3

0 a

.m. After

a quic

k bre

akfa

st, sh

e

head

ed o

ff t

o t

he s

kating r

ink

for

a tw

o-h

our

pra

ctic

e. At

the las

t W

inte

r O

lym

pic

s, s

he w

on t

he g

old

m

edal

for

skat

ing. W

as t

he g

old

medal

an e

ntit

lem

ent?

2

. T

here

are

sci

entist

s w

ho s

tudy

the m

ind. They

are inte

rest

ed in k

now

ing e

xact

ly h

ow

the m

ind w

ork

s.

Could

these

sci

entist

s be c

alle

d c

ogniti

ve s

cientist

s?

3

. B

radle

y is w

hat

you w

ould

cal

l “a

ll th

um

bs”

when it

com

es

to d

oin

g t

hin

gs

with h

is h

ands.

He is

alw

ays

dro

ppin

g t

hin

gs

and h

as t

err

ible

han

dw

riting. Thin

k ab

out

what

it

would

be lik

e if yo

u h

ad

10 t

hum

bs.

You w

ould

n’t h

ave a

ny

trouble

text

ing. Rig

ht?

Would

you s

how

the s

ame p

rofic

ienc

y in

pla

ying a

guitar

?

cont

inue

d o

n ne

xt p

age

No, t

he g

old

med

al f

or s

kating

was

not

an

entitlem

ent

beca

use

she

didn't

belie

ve s

he d

eser

ved

it

with

out

hard

wor

k an

d de

dica

tion

.

yes

no

no

yes

no

no

Yes,

the

se

scien

tist

s co

uld

be c

alled

cogn

itive

scien

tist

s be

caus

e th

ey a

re s

tudy

ing

the

min

d , wh

ich

is r

elat

ed t

o th

inki

ng, re

ason

ing, a

nd r

emem

beri

ng.

If y

ou h

ad 10

thum

bs, it w

ould b

e ve

ry d

ifficu

lt t

o play

guita

r. S

o, y

ou p

roba

bly

would

not

sho

w

profi

cien

cy, or

skill.


Level 15: Argument


This

mat

eria

l is

a co

mp

onen

t of L

exia

® Po

wer

Up

Lite

racy

™.

ww

w. l

exia

lear

ning

.com

©

201

8 Le

xia

Lear

ning

, a R

oset

ta S

tone

com

pan

y.

Last

up

dat

ed 1

1/20

18

For c

lass

room

use

onl

y. N

ot fo

r res

ale.

All

othe

r rig

hts

rese

rved

.

UK

pag

e 4

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

SKIL

L FO

CU

S

A. R

ead

th

e te

rms

in t

he

bo

x b

elo

w. T

hen

, wri

te e

ach

ter

m n

ext t

o it

s d

efi

nit

ion

. Yo

u ca

n re

view

th

e V

oca

bu

lary

C

ard

s at

th

e en

d o

f th

is s

kill

bu

ilder

.

ar

gum

enta

tive

text

cl

aim

re

ason

evi

dence

co

unte

rcla

im

a

po

int t

hat d

isag

rees

with

the

auth

or’s

mai

n p

oin

t

w

hy th

e au

tho

r mak

es th

e cl

aim

th

e m

ain

po

int o

f an

auth

or’s

arg

umen

t

ex

amp

les,

fact

s, a

nd e

xper

t quo

tes

that

sup

po

rt th

e re

aso

n

w

ritin

g th

at s

upp

ort

s a

clai

m w

ith re

aso

ns a

nd e

vid

ence

B. U

se t

he

de

fin

itio

ns

in P

art A

to

co

mp

lete

th

e d

efi

nit

ion

s in

th

is g

rap

hic

org

anis

er.

A

RGU

MEN

TATI

VE T

EXT

CLA

IM: t

he

of a

n

arg

umen

t

RE

ASO

N #

1: w

hy th

e

mak

es

the

RE

ASO

N #

2: w

hy th

e

mak

es

the

EV

IDE

NC

E:

,

, and

that

sup

po

rt th

e re

aso

n

EV

IDE

NC

E:

,

, and

that

sup

po

rt th

e re

aso

n

CO

UN

TER

CLA

IM:

a th

at

with

the

au

tho

r’s m

ain

po

int

!

coun

terc

laim

reas

on

claim

eviden

ce

argu

men

tative

tex

t

exam

ples

exam

ples

claim

claim

auth

orau

thor

fact

sfa

cts

expe

rt q

uote

sex

pert

quo

tes

point

disa

gree

s

main

point

auth

or’s

pag

e 3

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

4

. In s

cience

cla

ss y

est

erd

ay, w

e s

tudie

d t

he p

ropert

ies

of w

ater. W

e m

eas

ure

d t

he a

mount

of w

ater

in 1

2 d

iffe

rent

size

d g

lass

es.

Then w

e p

ut

the s

eal

ed g

lass

es

in a

fre

eze

r. T

oday

when w

e o

pened

the fre

eze

r, t

hre

e g

lass

es

were

bro

ken, an

d t

hre

e w

ere

cra

cked. O

ur

thought

is t

hat

beca

use

wat

er

expand

s w

hen it

freeze

s, t

he g

lass

es

bro

ke o

r cr

acke

d a

s th

e w

ater

exp

anded. D

oes

our

thought, o

r hyp

oth

esis,

mak

e s

ense

?

5.

A little b

aby

sits

in h

er

bab

y ca

rrie

r. S

he b

links

and s

neeze

s ju

st a

s th

e m

orn

ing s

un c

om

es

in t

hro

ugh

the k

itch

en w

indow

. Sh

e jerk

s w

hen t

he b

lender

star

ts. Sh

e w

atch

es

her

moth

er

as s

he m

ove

s ar

ound

the k

itch

en g

ett

ing b

reak

fast

read

y. I

s th

is b

aby

show

ing inn

ate

abili

ties?

6

. T

he y

oung b

oy

is n

ot

a nat

ura

l at

hle

te, but

he love

s fo

otb

all. H

e p

lays

on a

team

. H

ow

eve

r, h

e s

its

on

the b

ench

for

most

gam

es.

But

he love

s fo

otb

all! H

e p

ract

ices

kick

ing a

bal

l eve

ry d

ay, ra

in o

r sh

ine.

He just

love

s fo

otb

all! I

s th

e b

oy

dem

ora

lised

beca

use

he is

not

pla

ying in m

ost

gam

es?

Yes,

the

hyp

othe

sis

mak

es s

ense

beca

use

as t

he w

ater

fro

ze, it e

xpan

ded, o

r in

crea

sed

in

size

and

took

up

mor

e spa

ce, wh

ich

caus

ed t

he g

lass

es t

o br

eak

or c

rack

.

Yes,

the

bab

y is

sho

wing

inn

ate

abilities

bec

ause

no o

ne t

augh

t th

e ba

by t

o blin

k, s

neez

e, r

eact

to

a

sou

nd, or

wat

ch h

er m

othe

r. R

athe

r, t

hese

are

inna

te, or

nat

ural, ab

ilities

.

No, t

he b

oy is

not

dem

oraliz

ed. Altho

ugh

he is

not

a na

tura

l at

hlet

e an

d is

oft

en o

n th

e be

nch

for

mos

t ga

mes

, he

still

love

s th

e spo

rt.


Level 15: Argument


This

mat

eria

l is

a co

mp

onen

t of L

exia

® Po

wer

Up

Lite

racy

™.

ww

w. l

exia

lear

ning

.com

©

201

8 Le

xia

Lear

ning

, a R

oset

ta S

tone

com

pan

y.

Last

up

dat

ed 1

1/20

18

For c

lass

room

use

onl

y. N

ot fo

r res

ale.

All

othe

r rig

hts

rese

rved

.

UK

pag

e 6

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

SKIL

L FO

CU

S

E. C

ut a

lon

g t

he

do

tted

lin

es. R

ead

th

e se

nte

nce

in e

ach

pie

ce. T

hen

, pas

te t

he

pie

ces

into

th

e co

rrec

t pla

ces

in t

he

gra

ph

ic o

rgan

iser

bel

ow

.

Pla

ce t

he

CLA

IM h

ere.

It’s t

rue t

hat

ow

nin

g a

dog c

an b

e e

xpensive

. H

ow

eve

r, I w

ill t

ake

on m

ore

bab

ysitting jobs

and s

ave m

oney

to h

elp

pay

exp

ense

s.

I sh

ould

be a

llow

ed t

o g

et

a puppy.

Pla

ce t

he

CO

UN

TER

CLA

IM h

ere.

Pla

ce t

he

firs

t RE

ASO

N h

ere.

Pla

ce t

he

EV

IDE

NC

E fo

r th

e

firs

t rea

son

her

e.

Pla

ce t

he

seco

nd

RE

ASO

N h

ere.

For example, I will be in charge of feeding and bathing the dog.

New

rese

arch

show

s th

at d

og

ow

ners

tend t

o e

xerc

ise m

ore

an

d h

ave low

er

stre

ss leve

ls!

Firs

t, o

wnin

g a

dog w

ill t

eac

h

me r

esp

onsibili

ty. In addition, owning a dog will

improve my overall health.

Pla

ce t

he

EV

IDE

NC

E fo

r th

e se

con

d r

easo

n h

ere.

I s

hould

be a

llowe

d to

get

a p

uppy

.

Firs

t, o

wnin

g a

dog

will

teac

h m

e re

spo

nsibility

.

For

exam

ple,

I w

ill b

e in

char

ge o

f fe

edin

g an

d ba

thin

g th

e do

g.

In

addition

, ow

ning

a d

og w

ill

impr

ove

my

over

all he

alth

.

New

res

earc

h sho

ws t

hat

dog

owne

rs t

end

to e

xerc

ise

mor

e an

d ha

ve low

er

stre

ss lev

els!

It's

tru

e th

at o

wnin

g a

dog

can

be e

xpen

sive

. Ho

weve

r, I

will t

ake

on m

ore

baby

sitt

ing

jobs

and

sav

e m

oney

to

help p

ay e

xpen

ses

.

pag

e 5

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

SKIL

L FO

CU

S

C. R

ead

th

e se

nte

nce

s in

th

e b

ox

bel

ow

. Th

en, d

ecid

e if

th

e se

nte

nce

is a

n ex

amp

le o

f a c

laim

, rea

son

, evi

den

ce, o

r co

un

terc

laim

. Wri

te t

he

lett

er in

th

e sp

ace

pro

vid

ed.

cla

imA

. H

ow

eve

r, m

any

worr

y th

at e

atin

g in c

lass

will

inte

rrupt

valu

able

inst

ruct

ion

and c

ause

stu

dents

to m

iss

import

ant

info

rmat

ion.

reas

on

B.

Senio

r sc

hool st

udents

should

be a

llow

ed t

o e

at d

uring c

lass

.

evi

den

ceC

. S

tudents

need t

o b

e in t

op m

enta

l an

d p

hys

ical

conditio

n in o

rder

to m

eet

the h

igh p

ress

ure

s of ac

adem

ic s

tandar

ds

and e

xpect

atio

ns.

co

unte

rcla

im

D.

Rese

arch

show

s th

at e

atin

g fiv

e t

o s

eve

n t

imes

per

day

in a

gra

zing m

anner

is

the b

est

meth

od t

o k

eep t

he b

rain

and m

usc

les

fuele

d.

D. A

str

on

g a

rgu

men

t sh

ou

ld in

clu

de

fact

s, n

ot o

pin

ion

s. R

ead

eac

h s

ente

nce

bel

ow

, an

d d

ecid

e if

it is

an

op

inio

n

(O) o

r a

fact

(F).

Th

e fi

rst o

ne

is d

on

e fo

r yo

u.

1.

S

tudents

real

ly e

njo

y w

ear

ing u

niform

s to

sch

ool.

2

. A

ccord

ing t

o t

he N

atio

nal

Cente

r fo

r Educa

tion S

tatist

ics,

fro

m 1

999–2000 t

o 2

013

–14

, th

e

perc

enta

ge o

f public

sch

ools t

hat

required s

tudents

to w

ear

uniform

s in

creas

ed fro

m 1

2 t

o

20 p

erc

ent.

3

. M

akin

g r

ubber

ban

d b

alls is

a gre

at w

ay t

o s

pend y

our

tim

e!

4

. A

ccord

ing t

o d

ocu

mente

d s

ourc

es,

the lar

gest

rubberb

and b

all in

the w

orld w

eig

hs

9,032

pounds

(4,0

97 k

ilogra

ms)

.

5

. R

ece

nt

rese

arch

show

s th

at just

24.5

perc

ent

of 16

-year

-old

s hav

e a

lic

ense

; th

is is

a 47

perc

ent

decr

eas

e fro

m 1

983.

O

B C D A

F O F F


Level 15: Argument


This

mat

eria

l is

a co

mp

onen

t of L

exia

® Po

wer

Up

Lite

racy

™.

ww

w. l

exia

lear

ning

.com

©

201

8 Le

xia

Lear

ning

, a R

oset

ta S

tone

com

pan

y.

Last

up

dat

ed 1

1/20

18

For c

lass

room

use

onl

y. N

ot fo

r res

ale.

All

othe

r rig

hts

rese

rved

.

UK

pag

e 8

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

[6] O

n A

ugus

t 18

th, 1

920,

the

19th

am

end

men

t giv

ing

wo

men

the

rig

ht to

vo

te w

as r

atifi

ed6 . P

aul’s

per

sist

ence

and

co

urag

e

help

ed w

om

en g

ain

the

rig

ht to

vo

te!

[7] A

ltho

ugh

wo

men

had

wo

n th

e th

e ri

ght

to v

ote

, the

y ha

d n

ot w

on

full

equa

lity.

So,

Alic

e Pa

ul w

ent o

n to

fig

ht fo

r eq

ual

rig

hts.

Pau

l bel

ieve

d th

at if

she

und

erst

oo

d th

e la

w, s

he w

oul

d b

e o

f mo

re u

se. S

he r

etur

ned

to s

cho

ol a

nd e

arne

d th

ree

law

deg

rees

. In

192

3 sh

e d

raft

ed th

e te

xt o

f the

Eq

ual R

ight

s A

men

dm

ent.

She

also

wo

rked

for w

om

en’s

eq

ualit

y ar

oun

d th

e w

orl

d

for t

he r

est o

f her

car

eer.

In 1

972

Co

ngre

ss p

asse

d th

e Eq

ual R

ight

s A

men

dm

ent a

nd s

ent i

t to

the

stat

es fo

r rat

ifica

tion,

or fi

nal

agre

emen

t.

[8] S

adly

, Pau

l die

d o

n Ju

ly 9

th, 1

977,

at t

he a

ge

of 9

2. S

he w

oul

d n

ever

kno

w th

at th

e Eq

ual R

ight

s A

men

dm

ent f

or w

hich

she

had

foug

ht s

o lo

ng a

nd h

ard

wo

uld

no

t be

ratifi

ed b

y al

l 50

stat

es.

[9] N

aysa

yers

7 may

cla

im th

at b

ecau

se th

e Eq

ual R

ight

s A

men

dm

ent w

as n

ot r

atifi

ed b

y al

l 50

stat

es, s

he d

oes

no

t des

erve

reco

gni

tion.

Ho

wev

er, a

s yo

u co

nsid

er w

hom

to v

ote

for a

s th

e su

bje

ct o

f thi

s hi

sto

ric

po

rtra

it, j

ust r

emem

ber

that

it w

as A

lice

Paul

who

mad

e it

po

ssib

le fo

r man

y to

vo

te.

6 rat

ify:

(v.)

to m

ake

an a

gre

emen

t offi

cial

by

votin

g fo

r it

7 nay

saye

r: (n

.) a

per

son

who

den

ies,

ref

uses

, or o

pp

ose

s so

met

hing

pag

e 7

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

TEX

T

Rea

d t

he

follo

win

g t

ext.

De

fin

itio

ns

for

the

bo

lded

vo

cab

ula

ry c

an b

e fo

un

d in

th

e fo

otn

ote

s at

th

e b

ott

om

of

the

pag

e.

[1] A

lice

Paul

is a

nam

e yo

u m

ay n

ot r

eco

gni

se. H

ow

ever

, she

ded

icat

ed h

er li

fe to

ens

urin

g th

at w

om

en h

ad th

e ri

ght

to

vote

. She

als

o p

laye

d a

po

wer

ful r

ole

in th

e fig

ht fo

r eq

ual r

ight

s. W

hat b

ette

r way

to r

eco

gni

se th

e im

pac

t of A

lice

Paul

than

by

imm

ort

alis

ing

1 her

thro

ugh

a hi

sto

ric

po

rtra

it?

[2] P

aul w

as b

orn

in 1

885.

Her

Qua

ker u

pb

ring

ing

taug

ht h

er th

at m

en a

nd w

om

en w

ere

equa

ls. S

he e

arne

d a

dva

nced

deg

rees

in s

oci

olo

gy

and

wo

rked

for w

om

an s

uff

rag

e2 . It w

as d

urin

g h

er g

rad

uate

stu

die

s in

Eng

land

, ho

wev

er, t

hat s

he

lear

ned

ab

out

the

conf

ront

atio

nal s

trat

egie

s o

f the

Eng

lish

“suf

frag

ette

s.”

Whe

n sh

e re

turn

ed to

the

Uni

ted

Sta

tes,

she

bro

ught

thes

e st

rate

gie

s b

ack

wit

h he

r.

[3] A

lice

Paul

cam

e to

Was

hing

ton

in 1

913.

Onl

y w

eeks

aft

er h

er a

rriv

al, s

he o

rgan

ised

a m

arch

. She

and

her

fello

w

suff

rag

ette

s d

eman

ded

a C

ons

titu

tiona

l am

end

men

t tha

t wo

uld

giv

e w

om

en in

the

Uni

ted

Sta

tes

the

rig

ht to

vo

te.

[4] I

n Ja

nuar

y 19

17, d

isco

urag

ed b

y Pr

esid

ent W

ilso

n’s

cont

inue

d o

pp

osi

tion

to th

e su

ffra

ge

amen

dm

ent,

Alic

e Pa

ul p

ost

ed

pic

kets

3 at t

he W

hite

Ho

use

gat

es. T

hese

wo

men

sta

yed

on

dut

y in

all

wea

ther

and

in th

e fa

ce o

f thr

eats

, tau

nts,

and

phy

sica

l vio

lenc

e. U

sing

thei

r ban

ners

and

thei

r qui

et c

our

age,

they

ask

ed, “

Mr.

Pres

iden

t, H

ow

Lon

g M

ust W

omen

Wai

t

for T

heir

Lib

erty

?” T

hey

used

the

pre

sid

ent’s

ow

n w

ord

s ag

ains

t him

. The

y p

oin

ted

out

the

hyp

ocr

isy4 o

f his

lead

ing

the

coun

try

into

Wo

rld

War

I to

def

end

free

do

m w

hile

den

ying

it to

the

wo

men

of h

is o

wn

coun

try.

[5] C

row

ds

who

bel

ieve

d th

e p

icke

ts’ a

ctiv

itie

s w

ere

dis

loya

l in

a tim

e o

f war

att

acke

d th

e w

om

en. I

n Ju

ly th

e p

olic

e b

egan

arre

stin

g th

e p

icke

ts. W

hen

they

ref

used

to p

ay fi

nes,

they

wer

e im

pri

sone

d. W

hen

they

wen

t on

hung

er s

trik

es, t

hey

wer

e fo

rcib

ly fe

d, w

hich

was

pai

nful

and

inva

sive

. The

pic

kets

co

ntin

ued

des

pite

the

risk

. Pau

l had

go

ne th

roug

h su

ch

trea

tmen

t whi

le s

he w

as in

Eng

land

. As

the

org

anis

er o

f the

pic

ketin

g, P

aul k

new

she

wo

uld

rec

eive

a h

arsh

er p

unis

hmen

t.

Yet,

she

insi

sted

on

taki

ng h

er p

lace

on

the

pic

ket l

ine.

She

was

arr

este

d in

Oct

ob

er. W

hile

in ja

il sh

e w

as fo

rcib

ly fe

d a

nd

thre

aten

ed w

ith

com

mit

men

t to

an in

sane

asy

lum

. Rep

ort

s o

f the

long

sen

tenc

es, a

bus

e, a

nd th

e co

urag

e o

f the

suf

frag

ists

bec

ame

pub

lic. I

n N

ove

mb

er, a

ll p

riso

ners

wer

e re

leas

ed. P

hysi

cally

wea

kene

d b

y th

e ex

per

ienc

e b

ut d

eter

min

ed to

pre

vail5 , P

aul a

nd h

er s

iste

r suf

frag

ists

foug

ht o

n.

Bac

kgro

und

Info

rmat

ion

In M

ay o

f 201

2, th

e N

atio

nal M

useu

m o

f Am

eric

an H

isto

ry c

olla

bo

rate

d w

ith

pho

tog

rap

her R

ob

ert W

eing

arte

n.

Thei

r go

al w

as to

cre

ate

a p

ort

rait

of a

his

tori

cal fi

gur

e th

at w

oul

d b

e d

isp

laye

d in

the

mus

eum

. But

whi

ch

hist

ori

cal fi

gur

e w

oul

d b

e th

e su

bje

ct o

f thi

s p

ort

rait?

In o

rder

to a

nsw

er th

at q

uest

ion,

arg

umen

ts w

ere

put

fort

h fo

r five

can

did

ates

. The

n, th

e p

ublic

was

ask

ed to

vo

te o

n it

s to

p c

hoic

e. U

ltim

atel

y, o

ver 1

0,0

00

vote

s

wer

e ca

st!

Bel

ow

is a

n ar

gum

ent t

hat w

as w

ritt

en in

favo

ur o

f Alic

e Pa

ul, C

ham

pio

n of

Wom

an S

uffr

age.

The

oth

er fo

ur

cand

idat

es fo

r the

po

rtra

it w

ere

Fred

eric

k D

oug

lass

, Ora

tor a

nd A

ctiv

ist;

Sam

uel F

inle

y B

rees

e M

ors

e, A

rtis

t and

Inve

ntor

; Cel

ia C

ruz,

Que

en o

f Sal

sa; a

nd A

udie

Mur

phy

, Wor

ld W

ar II

Her

o.

1 imm

ort

alis

e: (v

.) to

cau

se (s

om

eone

or s

om

ethi

ng) t

o b

e re

mem

ber

ed fo

reve

r 2 s

uff

rag

e: (n

.) th

e ri

ght

to v

ote

in a

n el

ectio

n 3 p

icke

ts: (

n.) a

per

son

or g

roup

of p

eop

le w

ho a

re s

tand

ing

or m

arch

ing

to p

rote

st s

om

ethi

ng

4 hyp

ocr

isy:

(n.)

the

beh

avio

r of p

eop

le w

ho d

o th

ing

s th

at th

ey te

ll o

ther

peo

ple

no

t to

do

5 p

reva

il: (v

.) to

def

eat a

n o

pp

one

nt e

spec

ially

in a

long

or d

iffic

ult c

ont

est

cont

inue

d o

n ne

xt p

age

R


Level 15: Argument


This

mat

eria

l is

a co

mp

onen

t of L

exia

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wer

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racy

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w. l

exia

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xia

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, a R

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lass

room

use

onl

y. N

ot fo

r res

ale.

All

othe

r rig

hts

rese

rved

.

UK

pag

e 10

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

SKIL

L A

PPLI

CA

TIO

N

B. U

se t

he

gra

ph

ic o

rgan

iser

yo

u ju

st fi

lled

ou

t an

d t

he

term

s in

th

e b

ox

to c

om

ple

te t

he

tex

t su

mm

ary.

Th

en, c

ircl

e th

e 5

tra

nsi

tio

n w

ord

s o

r p

hra

ses

in t

he

sum

mar

y. F

inal

ly, u

nd

erlin

e th

e in

tro

du

cto

ry a

nd

co

ncl

ud

ing

sen

ten

ces.

As

a re

sult

In a

dditio

n

histo

ric

port

rait

vote

Fi

rst

equal

rig

hts

Alic

e P

aul sh

ould

be t

he s

ubje

ct o

f th

e

.

she fought

for

wom

en t

o h

ave t

he r

ight

to

. Fo

r exa

mple

, sh

e o

rgan

ised

mar

ches,

join

ed t

he p

icke

t lin

e, an

d w

as jai

led.

of her

dedic

atio

n,

she h

elp

ed p

ass

the 1

9th

Am

endm

ent!

, sh

e a

lso fought

for

. Conse

quently,

she e

arned 3

law

degre

es

and a

ssis

ted in w

riting t

he E

qual

s

Rig

ht

Am

endm

ent. M

ake y

our

vote

count

and v

ote

for

Alic

e P

aul as

the s

ubje

ct for

the h

isto

ric

port

rait!

hist

oric p

ortr

ait

Firs

t

vote

As

a re

sult

In

addition

equa

l ri

ghts

pag

e 9

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

ARGUMENTATIVE TEXT

CLAIM: Alice Paul should be the subject of the historic portrait.

REASON #1: Alice Paul fought for women to have the right to vote.

REASON #2: In addition,

EVIDENCE: • organised a march

• posted pickets at the White House

• joined the picket line

• jailed, forcibly fed, and threatened with commitment to an insane asylum

EVIDENCE:

•

•

COUNTERCLAIM:

SKIL

L A

PPLI

CA

TIO

N

A. U

se t

he

tex

t to

fill

in t

he

mis

sin

g in

form

atio

n in

bo

th t

he

wo

rd b

ub

ble

s an

d t

he

gra

ph

ic o

rgan

iser

bel

ow

. So

me

of

the

wo

rd b

ub

ble

s m

ay a

sk y

ou

to g

o b

ack

and

an

no

tate

, or

add

no

tes

to, t

he

tex

t.

! The claim can be found in paragraph .

Highlight the claim in the text.

Reason #1 can be found in paragraph .

Write the letter R next to Reason #1 in the text.

Evidence to support Reason # 1 can be found in paragraphs ,

, and .

Underline the evidence in the text.

The counterclaim can be found in paragraph 9.

Write the counterclaim in the graphic organizer.

Evidence to support Reason #2 can be found in paragraph 7.

Write down 2 pieces of evidence in the graphic organizer.

Reason #2 can be found in paragraph 7.

Write Reason #2 in the graphic organizer.

Opponents may claim that because the Equal Rights Amendment was not

ratified by all 50 states, she does not deserve recognition.

earned 3 law degrees to be

more useful

helped to write the Equal

Rights Amendment

In addition, Paul dedicated her life to

equal rights.

1

3

345


Level 15: Argument


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mat

eria

l is

a co

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lass

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use

onl

y. N

ot fo

r res

ale.

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othe

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hts

rese

rved

.

UK

pag

e 12

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om

pre

hens

ion

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l 15

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um

ent

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e:

Lex

ia S

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lder

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UK

SKIL

L A

PPLI

CA

TIO

N

E. U

se y

ou

r fi

nd

ing

s ab

ove

in P

art C

to

co

mp

lete

th

is g

rap

hic

org

anis

er o

n th

e h

isto

rica

l fig

ure

yo

u ch

ose

to

res

earc

h.

F . U

se t

he

gra

ph

ic o

rgan

iser

yo

u ju

st fi

lled

ou

t to

wri

te a

su

mm

ary

arg

uin

g w

hy t

he

his

tori

cal fi

gu

re y

ou

cho

se

sho

uld

be

the

sub

ject

of t

he

po

rtra

it. I

ncl

ud

e an

intr

od

uct

ory

sen

ten

ce, a

co

ncl

ud

ing

sen

ten

ce, a

nd

at l

east

3

tran

siti

on

wo

rds

fro

m t

he

bo

x b

elo

w.

for

exa

mple

firs

t

in a

dditio

n

fo

r in

stan

ce

a

s a

resu

lt

se

cond

a

lso

ARG

UM

ENTA

TIVE

TEX

T

CLA

IM: I

bel

ieve

that

s

houl

d b

e im

mo

rtal

ised

, o

r rem

emb

ered

, thr

oug

h a

po

rtra

it.

RE

ASO

N:

EV

IDE

NC

E:

CO

UN

TER

CLA

IM:

sho

uld

no

t be

cho

sen

as th

e su

bje

ct o

f th

is p

ort

rait

bec

ause

!

Stu

dent

ans

wers

will v

ary.

Stu

dent

ans

wers

will v

ary.

pag

e 11

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UK

SKIL

L A

PPLI

CA

TIO

N

C. A

lice

Pau

l was

just

on

e o

f 5 h

isto

rica

l fig

ure

s co

nsi

der

ed f

or

the

sub

ject

of t

he

po

rtra

it. T

he

oth

er

five

can

did

ates

wer

e Fr

eder

ick

Do

ug

lass

, Sam

uel

Fin

ley

Bre

ese

Mo

rse,

Cel

ia C

ruz,

an

d A

ud

ie M

urp

hy. C

ho

ose

o

ne

of t

hes

e h

isto

rica

l fig

ure

s. T

hen

, use

an

app

rove

d s

earc

h e

ng

ine

and

an

swer

th

e q

ues

tio

ns

bel

ow

.

Key

wo

rd S

earc

h

Usi

ng th

e ri

ght

key

wo

rds

to s

earc

h fo

r inf

orm

atio

n o

n th

e In

tern

et is

imp

ort

ant.

Cir

cle

the

keyw

ord

s

that

co

uld

bes

t hel

p y

ou

to q

uick

ly fi

nd in

form

atio

n o

n th

e hi

sto

rica

l fig

ure

you

pla

n to

rese

arch

.

"Fre

der

ick

Do

ugla

ss, O

rato

r and

Act

ivis

t"

"Cel

ia C

ruz,

Que

en o

f Sal

sa"

"Sam

uel F

inle

y B

rees

e M

ors

e, A

rtis

t and

Inve

ntor

"

"Aud

ie M

urp

hy, W

orld

War

II H

ero"

D. F

ind

a p

artn

er w

ho

res

earc

hed

a d

iffe

ren

t his

tori

cal fi

gu

re t

han

yo

u d

id. T

hen

, tak

e tu

rns

inte

rvie

win

g o

ne

ano

ther

. Rec

ord

yo

ur

par

tner

's r

esp

on

ses

bel

ow

.

1. W

hich

his

tori

cal fi

gur

e d

id y

ou

cho

ose

res

earc

h?

2.

Wha

t is

one

inte

rest

ing

fact

yo

u le

arne

d w

hen

rese

arch

ing

that

his

tori

cal fi

gur

e?

3.

Ho

w a

re e

ach

of y

our

his

tori

cal fi

gur

es s

imil

ar?

4.

Ho

w a

re e

ach

of y

our

his

tori

cal fi

gur

es d

iffe

ren

t?

5. N

ow

that

you'r

e fam

iliar

with A

lice P

aul, a

nd y

our

ow

n h

isto

rica

l figure

s, w

hic

h o

ne w

ould

hav

e

gott

en y

our

vote

to b

e t

he s

ubje

ct o

f th

e p

ort

rait?

Exp

lain

.

1. W

rite

the

nam

e o

f the

his

tori

cal fi

gur

e yo

u ch

ose

to re

sear

ch.

2.

Stat

e o

ne r

easo

n th

is h

isto

rica

l fig

ure

sho

uld

be

imm

ort

aliz

ed, o

r rem

emb

ered

, thr

oug

h a

po

rtra

it.

3.

Incl

ude

evid

ence

that

sup

po

rts

the

reas

on

ab

ove.

Stu

dent

ans

wers

will v

ary.

Stu

dent

ans

wers

will v

ary.


Level 15: Argument


This

mat

eria

l is

a co

mp

onen

t of L

exia

® Po

wer

Up

Lite

racy

™.

ww

w. l

exia

lear

ning

.com

©

201

8 Le

xia

Lear

ning

, a R

oset

ta S

tone

com

pan

y.

Last

up

dat

ed 1

1/20

18

For c

lass

room

use

onl

y. N

ot fo

r res

ale.

All

othe

r rig

hts

rese

rved

.

UK

pag

e 13

C

om

pre

hens

ion

Leve

l 15

: Arg

um

ent

Nam

e:

Lex

ia S

kill

Bui

lder

s®


UKINST

RU

CTI

ON

AL

VO

CA

BU

LAR

Y C

AR

DS

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ese

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s in

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ruct

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um

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hat

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m w

ith

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vidence

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reaso

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uth

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mak

es

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laim

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rcla

im

a poin

t th

at d

isag

rees

with t

he

auth

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s m

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oin

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claim

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evi

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mple

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d e

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