12/1/14 Do Now: - Take out your Catcher essay rough draft. Make sure your name is on it and pass it forward. Homework: - Final draft of Catcher essay due 12/5 Content Objective: Students will analyze a model body paragraph, using the rubric, in order to gain an understanding of how to structure their own body paragraphs and better understand the rubric. Language Objective: Students will use colored pencils to highlight different components of a model body paragraph.

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Looking Ahead *Essay due 12/5 by 11:59pm*

If you didn’t do so today, make sure you bring a rough draft (a hard copy) of your essay (Intro, 3 body paragraphs, and a conclusion) to class on Tuesday 12/2. “Willow says...”

Topic: Determine whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager. Your Task: Using evidence from at least three of the texts, and the novel, write a well-developed argument regarding whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts listed below, and the novel, to develop your argument. Do not simply summarize each text. Guidelines: Be sure to  Establish your claim regarding whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager.  Distinguish your claim from alternate or opposing claims.  Use specific, relevant, and sufficient evidence from at least three of the texts and the novel to develop your argument.  Identify each source that you reference according to MLA guidelines.  Organize your ideas in a cohesive and coherent manner.  Maintain a formal style of writing.  Follow the conventions of standard written English. Texts: Text 1 – The Catcher in the Rye by J.D. Salinger Text 2 – “Why Teenagers Act Crazy” by Richard Friedman Text 3 – “Anxiety Disorders” reviewed by D'Arcy Lyness PhD Text 4 – “The Teenage Brain” by PBS Text 5 – “Bipolar Disorder” from New York Department of Mental Health Text 6 – “The Adolescent Brain: Beyond Raging Hormones” from the Harvard Mental Health Letter Text 7 – “What is Post Traumatic Stress Disorder?” from AnxietyBC.com

Two Sides of the Argument: Holden is a typical teen: “Why Teenagers Act Crazy” by Richard Friedman “The Teenage Brain” by PBS “The Adolescent Brain: Beyond Raging Hormones” from the Harvard Mental Health Letter Holden has mental health disorder(s) “Anxiety Disorders” reviewed by D'Arcy Lyness PhD “Bipolar Disorder” from New York Department of Mental Health “What is Post Traumatic Stress Disorder?” from AnxietyBC.com The Catcher in the Rye by J.D. Salinger

Model Introduction: Everyone experiences anxiety in their lives. However, anxiety can become an anxiety disorder when it impacts and limits our daily lives. The film Finding Forrester directed by, Gus Van Sant, follows the promising teenager Jamal Wallace’s rise to literary success. Jamal is suffering from an anxiety disorder.

Body Paragraph Study Underline and label the TOPIC SENTENCE and CONCLUDING SENTENCE in GREEN. Underline and label the TOPIC SENTENCE and CONCLUDING SENTENCE in GREEN. Underline and label EVIDENCE in BLUE. Underline and label EVIDENCE in BLUE. Underline and label ANALYSIS in RED. Underline and label ANALYSIS in RED. Underline and label COUNTER CLAIM in PURPLE. Underline and label COUNTER CLAIM in PURPLE. Push It!!! Circle TRANSITIONS in Orange Circle TRANSITIONS in Orange

Model Introduction Revised: Everyone experiences anxiety in their lives. However, anxiety can become an anxiety disorder when it impacts and limits our daily lives. The film Finding Forrester directed by, Gus Van Sant, follows the promising teenager Jamal Wallace’s rise to literary success. Jamal is suffering from an anxiety disorder.

Description 5 Exemplary 4 Skilled 3 Proficient (Meeting CCS Standard) 2 Approaching 1 Emergent Argument Is there a clear claim and counter claim supported by reasons and evidence? CSS.ELA-Literacy.W A The writing introduces a precise claim that is arguable and takes a purposeful position, supported with reasons, that is significant beyond the task. The writing distinguishes the claim from alternate or opposing claim(s). The writing introduces a precise claim that is arguable, takes an identifiable position supported with reasons. The writing distinguishes the claim from alternate or opposing claim(s). The writing introduces a precise claim that is arguable and takes an identifiable position that is not supported by reason(s). The writing distinguishes the claim from alternate or opposing claim(s). The writing introduces a claim that lacks an arguable position and is not supported by reason(s). The writing attempts to distinguish the differences between the claim and alternate or opposing claim(s). The writing attempts to introduce a claim that lacks an arguable position and is not supported by reason(s). The writing does not distinguish the claim from alternate or opposing claim(s). Development Does the analysis provide sufficient evidence to backup the claim? Does the analysis supply evidence for the strengths and limitations of the claim and counterclaim? CSS.ELA-Literacy.RI CSS.ELA-Literacy.W B The writing convincingly cites specific, relevant, and accurate textual evidence to develop the claim and effectively address the counter claim(s) fairly. The writing thoroughly distinguishes and analyzes the strengths and limitations of the claim and counter claim(s). The writing skillfully cites specific, relevant, and accurate textual evidence to develop the claim and counter claim(s) fairly. The writing distinguishes and analyzes the strengths and limitations of the claim and counter claim(s). The writing sufficiently cites specific, relevant and accurate textual evidence to develop the claim and counter claim(s) fairly. The writing distinguishes the strengths and limitations of the claim and counter claim(s). The writing attempts to cite specific, relevant and accurate textual evidence, however attempt is irrelevant, lacks specificity and/or inaccurate. The writing lacks clarity when distinguishing the claim(s) from alternate or opposing claim(s). The writing relies on personal anecdotes rather than specific relevant and accurate textual evidence. The writing does not distinguish the claim(s) from alternate or opposing claim(s). Organization/Structure Are the relationships between claims, reasons, evidence and counterclaims clear? Does the writing provide a concluding statement that follows from and supports the argument presented? CCSS.ELA-Literacy.W a CCSS.ELA-Literacy.W e The organization of the writing purposefully and consistently addresses clear relationships between claim, counter claim(s), reason, and evidence. The writing provides a concluding section that reinforces the argument presented and is significant beyond the task The organization of the writing consistently addresses clear relationships between claim, counter claim(s), reason, and evidence. The writing provides an effective concluding statement section that reinforces the argument presented. The organization of the writing establishes clear relationships between claim, counter claim(s), reason, and evidence. The writing provides a concluding section that follows from and supports the argument presented. The organization of the writing attempts to establish relationships between claim, counter claim(s), reason, and evidence. The writing provides a concluding statement. The organization of the writing is random. The writing does not establish relationships between claim, counter claim(s), reason, and evidence. The writing abruptly ends. Argumentative Writing Rubric (9-10) Name

Language Use Does the writing use words and phrases to link the major sections of the text and convey meaning? CCSS.ELA-Literacy.L c CCSS.ELA-Literacy.L The writing skillfully, consistently, and purposefully uses effective words and phrases to link the major sections of the piece and conveys meaning. The writing skillfully, consistently, and purposefully uses accurate academic and domain specific language (Tier 2 and Tier 3). The writing consistently uses effective words and phrases to link the major sections of the piece and conveys meaning. The writing consistently uses accurate academic and domain specific language (Tier 2 and Tier 3). The writing uses appropriate words and phrases to link the major sections of the piece and conveys meaning. The writing uses accurate academic and domain specific language (Tier 2 and Tier 3). The writing attempts to incorporate appropriate words and phrases to link the major sections of the piece and conveys meaning. The writing attempts to use accurate academic and domain specific language (Tier 2 and Tier 3). The writing is informal and uses slang and/or conversational tone. The writing does not use appropriate or accurate academic and domain specific language (Tier 2 and Tier 3). Conventions To what extent does the writing exhibit conventional spelling, punctuation, paragraphing capitalization, grammar, and usage? CCSS.ELA-Literacy.L The writing demonstrates control of the conventions with essentially no errors, even with sophisticated language. The writing demonstrates control of the conventions, exhibiting occasional errors only when using sophisticated language. The writing demonstrates a partial control of the conventions, exhibiting occasional errors that do not hinder comprehension. The writing demonstrates an attempt to control the conventions, but exhibits errors that may hinder comprehension. The writing demonstrates random attempts to control conventions. Errors hinder overall comprehension. Description 5 Exemplary 4 Skilled 3 Proficient (Meeting CCS Standard) 2 Approaching 1 Emergent Feedback: