4/7/15 Do Now: Take your writing portfolio, a reflection sheet, and a rubric from the front of the room Homework: None Content Objective: Students will reflect on their performance on Antigone Synthesis essay using the rubric. Students will also plan how to improve their performance for the next summative assessment. Language Objective: Students will use reflection questions and the rubric to evaluate their performance on the Antigone synthesis essay.

Extension Activities: Agenda: Extension Activities: Due Friday by 11:59pm on Turnitin.com

Agenda: Look Ahead: This week: Monday: Look at model essay and rubric. Mon, Tues, Wed(4/13-4/15):In Class Synthesis Essay. This week: Monday: Look at model essay and rubric. Tuesday: Reflection and self-evaluation. Wednesday: Introductions and conclusions Thursday/Friday: Body paragraph and counterclaim (20 summative points for revisions)

(Meeting CCS Standard) Organization/Structure Name Argumentative Writing Rubric (9-10) 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? CSS.ELA-Literacy.W.9-10.1A The writing introduces a precise claim that is arguable and takes a purposeful position, is supported with sophisticated & insightful reasons. The writing skillfully addresses the most relevant counterclaim(s) and persuasively refutes it (them). The writing introduces a precise claim that is arguable, takes an identifiable position supported with valid reasons. The writing skillfully addresses a counterclaim(s) and thoughtfully refutes it(them). The writing introduces a precise claim that is arguable and takes an identifiable position that is supported by reason(s). The writing reasonably addresses a counterclaim(s) and refutes it (them). The writing introduces a claim that lacks an arguable position and may or may not be supported by reason(s). The writing attempts to address a counterclaim(s), but lacks clarity of purpose. The writing attempts to introduce a claim that lacks an arguable position and is not supported by reason(s). The writing does not address a counterclaim(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.9-10.1 CSS.ELA-Literacy.W.9-10.1B The writing convincingly cites specific, relevant, and accurate textual evidence to develop the claim. The writing thoroughly distinguishes and analyzes the strengths and limitations of the counter claim(s). The writing skillfully cites specific, relevant, and accurate textual evidence to develop the claim. The writing distinguishes and analyzes the strengths and limitations counter claim(s). The writing sufficiently cites specific, relevant and accurate textual evidence to develop the claim. The writing distinguishes the strengths and limitations of the counter claim(s). The writing attempts to cite specific, relevant and accurate textual evidence, however attempt is irrelevant, lacks specificity, and/or is inaccurate. The writing attempts to distinguish, but lacks clarity when addressing the claim from alternate or opposing claim(s). The writing relies on personal anecdotes rather than specific relevant and accurate textual evidence. The writing does not address a counterclaim. 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.W9-10.1.a CCSS.ELA-Literacy.W9-10.1.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 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.

(Meeting CCS Standard) Description 5 Exemplary 4 Skilled 3 Proficient (Meeting CCS Standard) 2 Approaching 1 Emergent Language Use Does the writing use words and phrases to link the major sections of the text and convey meaning? CCSS.ELA-Literacy.L.9-10.1.c CCSS.ELA-Literacy.L.9-10.6 The writing skillfully, consistently, and purposefully uses effective words, phrases, and sentence structures 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, phrases, and sentence structures to link the major sections of the piece and conveys meaning. The writing consistently uses accurate academic and domain specific language The writing uses appropriate words, phrases, and sentence structures to link the major sections of the piece and to convey meaning. The writing uses accurate academic and domain specific language The writing attempts to incorporate appropriate words, phrases , and sentence structures to link the major sections of the piece and to convey meaning. The writing attempts to use accurate academic and domain specific language The writing is informal and uses slang and/or conversational tone. The writing does not use appropriate or accurate academic and domain specific language Conventions To what extent does the writing exhibit conventional spelling, punctuation, paragraphing capitalization, grammar, and usage? CCSS.ELA-Literacy.L9-10.1-2 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. Voice Does the author craft the writing with an awareness and respect for the audience and purpose for writing? An original and compelling voice is present and purposefully connects with the audience. The writing reflects a passionate, strong commitment to the topic. A compelling voice is present and strongly connects with the audience. The writing reflects strong commitment to the topic. A voice is present and connects with the audience. The writing reflects consistent commitment to the topic. An attempt at voice is present and somewhat connects to the audience. The writing reflects an attempt to commit to the topic. A mechanical voice is present and does not connect to the audience. The writing does not have a commitment to the topic. Feedback:

Agenda: Why Reflect and Revise? Most of us who compose on a computer understand revision as an ongoing, even constant process. Every time you hit the delete button, every time you cut and paste, every time you take out a comma or exchange one word for another, you're revising. But real revision is more than making a few changes here and there. Real revision requires that you open yourself up to the possibility that parts of your paper - and even your entire paper - might need to be re-thought, and re-written. Achieving this state of mind is difficult. First, you might be very attached to what you've written. You may be unwilling to change a word, let alone three or four paragraphs. Second, there is the matter of time: you sense that the paper needs major work, but it's due tomorrow, or you have an exam in physics, or you're coming down with a cold and know that you need to sleep. Third, you may have difficulty understanding what, exactly, is wrong with your paper. Finally, you might simply be sick and tired of your paper. How can you give it another go-through when exhaustion has you in its grip? Why should you be bothered with (or overwhelmed by) the process of revising? Of course, we might convince you that revision is worth the extra effort simply by saying that revising a paper will help you to achieve a better grade. But more important than grades is that revising your papers teaches you to be a better writer. Professional writers know that writing is rewriting, and that the best way to learn to write is to rewrite. In the revision process, you improve your reading skills and your analytical skills. You learn to challenge your own ideas, thus deepening and strengthening your argument. You learn to find the weaknesses in your writing. You may even discover patterns of error or habits of organization that are undermining your papers. Though revising takes time and energy, it also helps you to become a more efficient writer down the road. If, for example, you have discovered through the revision process that you tend to bury your topic sentences in the middle of your paragraphs, you can take this discovery with you as you draft your next paper.

Agenda: Process For Today: Complete reflection worksheet up to where it says “STOP” See a teacher for your synthesis essay Read your essay with the rubric in mind Honestly and thoughtfully evaluate your essay using the rubric Complete the reflection See a teacher for your actual rubric Compare the rubrics Exit ticket

Agenda: Exit ticket : Possible Skills: Analyzing, using evidence, addressing counterclaim, writing a claim, language use, using transitions, writing topic sentences, introducing evidence *ADD THIS: How close were you to the actual score on the rubric? Where were the biggest discrepancies between your self-evaluation and the actual rubric?

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