American Literature Common Core Argumentative Writing Task

Slides:



Advertisements
Similar presentations
On-Demand Writing Assessment
Advertisements

Writing Across the Curriculum DPS INITIATIVE.
American Literature Common Core Writing Task #1. Learning Targets CCSS.ELA-Literacy.RL CCSS.ELA-Literacy.RL Cite strong and thorough textual.
 Sticky Note Chart paper  Markers, Glitter markers, highlighters  Ream of Paper  Video (Individual) Handout 1- The Standards (Class Sets) Handout 2-
R ICHARD W RIGHT ’ S B LACK B OY Before reading, I like to give you the assignment 1 st. Think about what Richard did and his punishment. In your opinion,
Foundations of Assessment Design
HIGHLIGHT THE SHIFTS FROM GRADE TO GRADE: WHAT IS NEW? ELA CCSS for Writing W.1 Write arguments to support claims in an analysis of substantive topics.
HIGHLIGHT THE SHIFTS FROM GRADE TO GRADE: WHAT IS NEW? ELA CCSS for Writing - W.1 Write arguments to support claims in an analysis of substantive topics.
PENNSYLVANIA COMMON CORE STANDARDS 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined.
Anne Zeman, Ed.D., Director, Curriculum/Professional Learning Don Azevada, Program Specialist, History/Social Science Ray Pietersen, Program Specialist,
1 Summer 2012 Educator Effectiveness Academies English Language Arts Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom.
FOOTPRINTS OF FREEDOM High School UCI History ProjectSpring 2013.
ELA Common Core Shifts. Shift 1 Balancing Informational & Literary Text.
Documented Argumentative Essay You need Your notes from last time Paper and pen(cil) Remember—the PowerPoint from last time is in my teacher outbox and.
In-demand eventsinnovative publishing inspired professional developmentwww.solution-tree.com Foundations of Assessment Design.
ELA Educator Effectiveness Academy.Summer 2011.© Maryland State Department of Education Educator Effectiveness Academy English Language Arts & Literacy.
 Money Monday $$$$$$$$  Pick up a sample PLAN English section. Complete it to the best of your ability…
Writing An ArgumentWriting An Argument. STANDARDS FOR THIS ASSIGNMENT CCSS.ELA-Literacy.RL Cite strong and thorough textual evidence to support.
Writing about Literature How to Write a Strong Essay Guidelines, forms, and hints.
Literary Analysis Essay To Kill a Mockingbird. The Essay:  In a multi-paragraph piece of writing, demonstrate an understanding of the plot lines, character.
Introduction to the ERWC (Expository Reading and Writing Course)
FACILITATOR SARA OVERBY COORDINATING TEACHER FOR SECONDARY LITERACY Writing Tips for Schoolwide Accountability.
FACILITATOR SARA OVERBY COORDINATING TEACHER FOR SECONDARY LITERACY Performance Tasks: An Integrated.
WRITING THE ESSAY English 9 Week Eight. COMPUTER LAB: TRANSITIONS Monday.
ELA Writing Standards and the ESL Learner: Classroom Strategies Joseph Manja Equipping the ESL Student to Meet Common Core Writing Standards.
ARGUMENT WRITING Mrs. Osborne. Which Argument is Stronger? Tricia: Mom, may I go to Pat’s house after the game? Mom: No. Tricia: Please mom? Mom: No Tricia:
College Career Ready Conference Today we will:  Unpack the PARCC Narrative and Analytical writing rubrics while comparing them to the standards.
Georgia Performance Standards for today’s lesson: ▪ As we read: ▪ ELAGSE11-12RL3: Analyze the impact of the author’s choices regarding how to develop and.
EngageNY.org Principals’ Session Approaching Argument Writing: Module 9.4.
Argumentative Writing Grades College and Career Readiness Standards for Writing Text Types and Purposes arguments 1.Write arguments to support a.
Common Core Key Word Insertion Activity. Common Core Standards Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics.
Happy Wednesday! Please take a highlighter from the table. Please get out your bias test from yesterday. You will need a clean sheet of paper. You should.
Argumentative Evaluation and Writing
Writing An Argument.
The Argumentative Essay
How to Write an Argumentative Essay
English 12 Week of October
Welcome to Unit 1: Text Analysis
Argument writing Ms. Osborne.
Aim: How is characterization used to develop a central idea about war within the short story, “The Thing You Want” by Jack Trammell? Do Now: Respond to.
Type: Narrative Pre-Novice Novice Semi-Pro Pro
Text analysis Letter from Birmingham Jail
2018 Speech Analysis Revision
Enabling Student Learning One Bite at a Time
American Literature.
Argumentative Writing
AP English Language and Composition
Michigan Reading Standards
American Literature.
Preparation for the American Literature Eoc
Argument Essay Point/Counterpoint.
Writing An Argument.
Writing an Argument Thesis
Waterfall Response Think about the question presented and write a short response. You will have 30 seconds to one minute to write your response into the.
Essay.
Thinking/Writing Unit
Writing An Argument.
In your triads, discuss the following:
Argumentative Writing
Task Criteria – Text-based Argument Rubric
Lesson 4 Synthesis Overview & Peer Evaluation
Incentives.
The Struggle for Freedom
American Literature.
American Literature.
INFORMATIVE ESSAY RUBRIC
Saturday, 3/16, 9 am – 2 pm: Full length mock exam
9th Literature EOC Review
Feedback 2017 Part B.
10th Lit.
Presentation transcript:

American Literature Common Core Argumentative Writing Task

Learning Targets CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Learning Targets CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Targets CCSS.ELA-LITERACY.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-LITERACY.W.11-12.1.A 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. CCSS.ELA-LITERACY.W.11-12.1.B 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. CCSS.ELA-LITERACY.W.11-12.1.C Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-LITERACY.W.11-12.1.D Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-LITERACY.W.11-12.1.E Provide a concluding statement or section that follows from and supports the argument presented.

Rubric 4 I clearly state my side of the debate and the topic. I use evidence from the text that clearly defends my argument. I explain why this topic is important to humanity AND/OR society, and why my side is correct. I discuss the opposing side of the debate and why they are wrong. I keep my audience engaged by using correct grammar, spelling & punctuation AND interesting word choice.

Rubric 3 I state my side of the debate and the topic. I use evidence from the text that defends my argument. I explain why my side is correct. I discuss the opposing side of the debate and why they are wrong. I write in a way that my audience understands me and appropriate for school.

Prompt Analyze the rhetorical devices used and the claims made by Patrick Henry in his Speech at the Virginia Convention, and Thomas Pain in The American Crisis. Using specific references to the texts and documenting their supports, you will choose two texts and discuss which would have had a greater effect on colonists’ perspective of the burgeoning country, had all the people been exposed to both writings.

Structure For Essay Intro Body 1 Body 2 Conclusion Give background on Revolutionary war and why it was necessary to persuade colonists to fight. 3-4 sentences. Choose a text and explain why it is the most persuasive for colonists to fight. What reasons did the author give? What rhetorical devices did the author use and why are the rhetorical devices effective in this case? Why are the rhetorical devices effective at all? (7 Sentences) Body 1 Why would others say the other text is effective and why are they wrong? What are reasons the other text is not as effective at persuading the colonists to fight? (7 Sentences) Body 2 Conclusion. Summarize. Why is this topic/argument important. 3-4 sentences. Conclusion

Things To Remember Do not OVERLY use first or second person pronouns. I, me, my, mine, my, we, our, ours, us, you, your, yours Do not use Ms. Bourne’s hated words—Stuff, Nowadays, First Of All, Being as though Do not start your essay off with a q There, Their and They’re are different words To, Too and Two are different words Proofread to make sure your paper makes sense

Vocab Quiz For those who did not take it on Friday….Come take it now please