Bellringer Read the quote to the left. Write a response to the question below. How does this quote relate to Wiesel’s central idea in “Hope, Despair, and Memory”? You have five minutes.

“Hope, Despair, & Memory” Writing Day

I Can… Analyze how each section of “Hope, Despair, and Memory” introduces and develops Wiesel’s central idea and reveals the author’s purpose. 9-10.RI.KID.3 Analyze how an author presents and develops key ideas and events to impact meaning. 9-10.RI.CS.5 Analyze how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text. Write a rough draft of an essay. 9-10.W.TTP.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning supported by relevant and sufficient evidence. 

You Will Need… Your annotated copy of “Hope, Despair, and Memory” Handout from yesterday in class Paper A writing utensil

Before you write, let’s take a look at the rubric!

The Rubric 3 2 1 Reading & Understanding the Text Reading & Understanding the Text --Shows FULL COMPREHENSION of ideas both explicit and inferential indicated by grade-level reading standards --ACCURATE analysis and reasoning is demonstrated through AMPLE textual evidence --Shows COMPREHENSION of ideas indicated by grade-level reading standards --MOSTLY ACCURATE analysis and reasoning through ADEQUATE textual evidence --Shows LIMITED COMPREHENSION of ideas indicated by grade-level reading standards --MINIMALLY ACCURATE analysis and reasoning is demonstrated through minimal textual evidence --Shows NO COMPREHENSION of ideas indicated by grade-level reading standards --INACCURATE or NO analysis and reasoning is demonstrated with LITTLE or NO textual evidence

The Rubric 3 2 1 Writing about Text Writing about Text --Addresses the prompt and introduces a topic or PRECISE claim(s), distinguishing claim(s) from counterclaims --Development is even and organized to make important connections and distinctions with RELEVANT support --Language creates cohesion and clarifies relationships among ideas --FORMAL and OBJECTIVE style and tone CONSISTENTLY demonstrate awareness of purpose and audience --Addresses the prompt and states a topic or claim(s) --Development is organized with SOME support and cohesion --Language creates cohesion and links ideas --Style and tone demonstrate awareness of purpose and audience --Addresses the prompt and has an introduction --Development and support are MINIMAL --Language links ideas --Style and tone demonstrate LIMITED awareness of purpose or audience --Does not address the prompt --Lacks organization, is UNDEVELOPED, and does NOT provide support --Language and style demonstrate NO awareness of purpose or audience

The Rubric 3 2 1 Language Conventions Language Conventions --FULL COMMAND of conventions indicated by grade-level standards --FEW minor errors that do not interfere with meaning --SOME COMMAND of conventions indicated by grade-level standards --May have errors that occasionally interfere with meaning --LIMITED command of conventions indicated by grade-level standards --Errors often interfere with meaning --NO command of conventions indicated by grade-level standards --FREQUENT and VARIED errors interfere with meaning

Based on the rubric and what we completed in class yesterday, how should you organize your writing? PROMPT: Write an essay that identifies the central idea of “Hope, Despair, and Memory” and analyzes HOW each section of the text develops the central idea and reveals Wiesel’s purpose in writing the text.

Time to Write You will have the remainder of the class period to draft a response to the prompt below. Write an essay that identifies the central idea of “Hope, Despair, and Memory” and analyzes HOW each section of the text develops the central idea and reveals Wiesel’s purpose in writing the text. AS YOU WRITE, BRING YOUR WORK TO YOUR TEACHER TO REVIEW PERIODICALLY FOR FEEDBACK! IF YOU ARE QUESTIONING YOURSELF, THEN ASK A QUESTION! 