1. Bellringer
After reading and breaking down the prompt, what are the next steps in approaching a timed essay?

2. Objectives
I can analyze writing for effectiveness based on the TNReady rubric for expository writing.
I can evaluate whether an essay is focused and structured properly.

3. Let’s Review!
What is the first thing you should do when approaching a timed essay?
What are the strategies for breaking down a prompt?
What are the components of a focused thesis statement?

4. Approaching an Essay: What’s the Game Plan?
Read the prompt. What is it asking me? Turn it into a question. (THIS IS WHAT WE DISCUSSED YESTERDAY!)
Read the text(s) and underline evidence that relates to the prompt.
After you read the passage, answer the prompt in a thesis statement!

5. Let’s do this! What do we do first?...THINK ABOUT YESTERDAY!
The prompt: After reading the passage, write a well-developed multiparagraph essay that explains the relationship between power and fame. Use specific details from the passage to support your response.
Turn the prompt into a question.
Based on the passage, what is the relationship between power and fame?

6. Now what do we do? READ THE passage.
And what do we do while we read?
Underline evidence that relates to the prompt.

7. Let’s Read Together! What should you be doing as we read?
ONLY UNDERLINE THINGS THAT RELATE TO THE PROMPT. We want good evidence, not just evidence.

8. What did you underline?
Why?

9. Based on what we underlined, what is the answer to the prompt?
“as a general rule, the most successful man in life is the man who has the best information“ (Disraeli 1).
“You may have success in life without stepping out of the crowd” (Disraeli 1).
“The most powerful men are not public men,” said the baron. “A public man is responsible, and a responsible man is a slave. It is private life that governs the world” (Disraeli 1).
“But the fact is, the more you are talked about the less powerful you are” (Disraeli 1).
“do not at present be discontented that you are unknown. It is the first condition of real power” (Disraeli 2).

10. Let’s Build a Thesis Statement
What goes in a strong thesis statement?

11. Based on what we underlined, what is the answer to the prompt?
RATE THIS THESIS STATEMENT:
Power and fame do not go hand in hand as usually those with the most power are those whose names are unknown.
Based on the passage, what is the relationship between power and fame?

12. Amended Thesis Statement
Power and fame do not go hand in hand because a person can be powerful without being famous, and a person can also be famous without having true power.

13. What’s Next?...OUTLINE?! HINT: If you write a good thesis, the outline is CAKE!
Thesis Statement: ____________________________________________________________ ____________________________________________________________
Body paragraph 1: _________________________________________
What underlined piece of evidence backs this up? Label this 1.
Body paragraph 2: _________________________________________
What underlined piece of evidence backs this up? Label this 2.
Body paragraph 3: _________________________________________
What underlined piece of evidence backs this up? Label this 3.
Conclusion

14. We’re going to look at a sample essay…
You tell me… is it good? is it bad? is it just plain ugly? If it’s bad, what is wrong with it? What do you think I would give this for a grade?
But how do we know what’s good and what’s bad?
RUBRIC TIME!!!!
What does a level 5 essay look like?!

15. Focus & Organization
In response to the task and the stimuli, the writing:
contains an effective and relevant introduction.
states a precise claim and maintains a sophisticated argumeant.
utilizes effective organizational strategies to logically sequence claim(s), counterclaim(s),reasons, and evidence 1 to create a unified whole.
effectively clarifies relationships among claim(s), reasons, evidence, and counterclaim(s) to create cohesion.
contains an effective and relevant concluding statement or section.

16. Development In response to the task and the stimuli, the writing:
utilizes well-chosen, relevant, and sufficient evidence from the stimuli to thoroughly and insightfully support logical claim(s) and counterclaim(s), while acknowledging strengths and limitations of both.
thoroughly and accurately explains and elaborates on the evidence provided, connecting the evidence to claim(s) and counterclaim(s) and demonstrating a clear, insightful understanding of the topic, task, and stimuli.

17. Language
The writing:
illustrates consistent and sophisticated command of precise language and domain- specific vocabulary 2 appropriate to the task.
illustrates sophisticated command of syntactic variety for meaning and reader interest.
utilizes sophisticated and varied transitional words and phrases.
effectively establishes and maintains a formal style and an objective tone.

18. The writing: Conventions
demonstrates consistent and sophisticated command of grade-level conventions of standard written English.
may contain a few minor errors that do not interfere with meaning.

19. Partner Work With a neighbor sitting CLOSE by…
Use the TNReady rubric to score the essay.
Be prepared to explain/defend WHY you scored each category the way you did.
List at least two things you would suggest this writer do to improve on his/her next attempt.