This Guiding Question came about because I was looking ahead to what the Embedded Assessment really asked the kids to do, and to double-check that I had done everything in my power to get them there. And this is where I caught that I had not taught parallel structure.
Luckily, there was a lesson in our SpringBoard books for this very concept. It had them connect back to when we read the excerpt from Bad Boy, by Walter Dean Myers. This activity asks that students connect pieces of a sentence to create a parallel structured sentence. In their Embedded Assessment rubric, one standard actually assesses the use of parallel structure, so it's important that I teach it explicitly.
Here's the parallel structure page from their books.
Anything having to do with mechanics is really difficult for my kids, so I created this quick cartoon using PuppetPals on the iPad to help with this.
In searching for a good nonfiction article, using claims and evidence, I came across this article about Bigfoot in Kentucky (we live in Kentucky), so I knew that my kids' connection would instantly make it engaging.
At the end of the article, I placed a graphic organizer to capture their claims and evidence.
I also ALWAYS have my students annotate, or "mark up" a text. There was some sophisticated vocabulary in this article, so you may need to alter it for your students. For my collaborative classes, I read it aloud to them as a way to differentiate.