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After the Storm: Make the Case
Build an argument about including a student’s storm narrative in a school archive, using relevant evidence and addressing another view.
Grade 7ELAInteractive · Printable
Aligned toW.7.1
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 14 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- ELA
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Short answer
About this worksheet
What students practice
- Students support a precise claim with logical reasons and relevant evidence.
- Students acknowledge an opposing view and respond with evidence-based reasoning.
- Students organize an argument using clear transitions, formal style, and a supported conclusion.
How to use
Read the fictional narrative and archive notes. Have students evaluate the argument choices, then use the final planning frame to draft a letter to the archive editors.
Curriculum
Common Core standard covered
Write arguments that back up a claim, acknowledging other views, with logical reasoning and relevant evidence.
Preview
OwlSheets.com
After the Storm: Make the Case
Use a student’s storm narrative to develop an evidence-based argument.
Read and Identify Evidence
The school archive editors are deciding whether to include this student narrative alongside official records. Read the fictional materials, then evaluate evidence for an argument.
The Bowl Beneath the Ceiling
1Before the storm, I thought the most memorable part of Saturday would be getting my first decent photograph of lightning. My name is Yasmin, and I had spent the afternoon trying camera settings from a class handout. When the wind rose, I put the camera away and stayed inside with my grandfather. Across our apartment courtyard, balcony chairs trembled against their railings. Then rain blurred the opposite building until its windows looked painted on.
2The first drop landed on Grandfather’s crossword. He looked up, then moved his chair. Soon water tapped the floor beneath a stain near the ceiling. We set a mixing bowl under it and called the building manager. The bowl made each drop sound enormous. I began counting the seconds between drops, as if counting could give me something useful to do.
3The building manager arrived carrying towels. A neighbor held the door open while he brought them inside. He asked me to move our family photographs away from the wet wall. Grandfather could not lift the heavy album box, so I carried it to the dry end of the room. Someone knocked again; the neighbor had brought an empty bucket. Nobody made a speech about helping. They kept noticing the next small thing that needed doing.
4Later, the manager checked the hallway and explained that he would arrange a roof inspection after the weather cleared. I asked whether ours was the only apartment with a leak. He said he had not checked every floor yet. I wrote that answer in my notebook instead of guessing. Beside it, I drew the bowl and marked where we had moved the photographs. My handwriting tilted because I was writing on my knee.
5By evening, the rain had softened. Grandfather opened the album box to check its corners, and we spread the dry photographs across the table. I had no lightning picture to show my class on Monday. Instead, I had a page of crooked notes and a drawing of an ordinary bowl. When I read the notes back, I could hear the drops and remember exactly where everyone had stood.
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