1. 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 chat. Have your response ready BUT DO NOT HIT ENTER.
When I say “Waterfall” submit your response to the chat.
Go back through the chat and read your classmate’s responses. Pick one response and respond by stating the student’s first name and then include your comment.
Explain the process to the students first.
Have them do a practice run with an easy topic, like What is your favorite book? What is one academic goal you’ve set for yourself this semester? What are some causes of power corruption? Name your favorite Shakespeare play.
Allow 1 min on the timer for students to write – may need 1:30 depending how quick they are to write a response.
When the timer goes off, tell the students to be ready and say “Waterfall”. I use the timer on my cell phone and keep my mic on for the alarm.
Questions for Waterfall Activity:
For your unit 2 portfolio, what will you be writing about?
Does power corrupt automatically? Apply this famous expression to the events and characters in Macbeth. You can focus on a single character or several. You may take the position that it always corrupts, never corrupts, or sometimes corrupts, but be sure to provide textual support.
Persuasive essay on whether or not power corrupts.
What is due for the rough draft of your portfolio?
Persuasive Outline
What is due for the final draft of your portfolio?
Persuasive essay
What important link must you include in your persuasive final draft?
CheckMyWork
Why would you receive a zero from your teacher? Name some reason why.
Uploading a blank document or note requesting more time
Submitting an essay that does not address the assigned topic
Submitting the wrong document (i.e. an assignment from another course or an earlier portfolio from this course)
Submitting a final draft that does not have the CheckMyWork report link pasted at the bottom of the essay
Submitting an essay that does not meet the requirements outlined in the assignment
Submitting an essay that is not written in MLA format
Cheating/Plagiarism (see policy in NCA Handbook)

2. Unit 3 Macbeth: Portfolio – Rubric, Thesis and Structure
English 12A
Download the documents from the class website under U3.

3. Objective
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS RL.12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS W.12.1
RL SBAC Claim # 1: Read Closely & Critically
Standard: 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.
Anchor: Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
Essential Skills/Concept
r Analyze the text
r Identify explicit textual evidence
r Cite evidence
r Draw inferences
r Support inference using textual evidence
r Determine matters of uncertainty
Academic Vocabulary/Cognates
analyze
• cite
• explicit
• logical
• conclusion
• determine
• inference
• text
• analysis
• evidence
Questions Stems
u What textual evidence did you identify to support your analysis of the text? Cite several examples.
u What inferences can you draw from your analysis of the text?
u Show me in the text what makes you think that.
u What evidence (textual or informational) most strongly support your analysis?
u Which points led you to infer ________?
u What uncertainties remain?
u What additional information is needed to address uncertainties?
W : Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.11–12.1
Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
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.
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.
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.
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.
e. Provide a concluding statement or section that follows from and supports the argument presented.
f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning;
appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA
Anchor: Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
SBAC Claim # 2: Write Effectively
See Appendix C: Dress Code (12th) pp 76 – 77
See Appendix C: Freedom from Structure (12th) pp
Vocabulary/Cognates Teaching Notes and Strategies
• argument text
• claims
• topic
• valid
reasoning
• relevant
• precise
• significant
• opposing claim
• sequence
• counterclaim
• rhetorical device
• personal anecdote
• analogy
• formal style
• objective tone
• concluding statement
• logically Sequenced
q Understand the rhetoric of argument
q Analyze a substantive topic or text
q Introduce a precise claim
q Establish significance of claims
q Provide reasons and evidence from substantive to support
claim
q Identify and distinguish counterclaims
q Develop claims and counterclaims fairly
q Organize reasons and evidence in a logical manner
q Support assertions through appeal to logic or emotion
q Analyze and address audience considerations, values, and
biases
q Determine relevance of evidence
q Utilize transitional expressions to establish relationships
among claims and reasons
q Understand how to maintain a formal style and objective
tone
q Provide an effective conclusion
u How can you clearly introduce your claim?
u What reasons/evidence best supports your claim?
u Is the evidence relevant? Are your sources credible?
u What counterclaims can be made? Have you addressed them fairly?
u How can you support your assertion by appealing to logic (reasoning)?
u Can you support your assertion by appealing to emotion? How?
u What considerations should be addressed regarding the audience’s knowledge /values/biases of the topic or text?
u What words will assist the reader in clarifying the relationship between the claim and reasons?
u What makes your piece formal in style?
u Is your tone objective?
u Does your concluding statement support the argument presented?

4. Persuasive Essay: Prompt
Does power corrupt automatically? Apply this famous expression to the events and characters in Macbeth. You can focus on a single character or several. You may take the position that it always corrupts, never corrupts, or sometimes corrupts, but be sure to provide textual support.
Unpack the prompt:
What is the prompt asking you to do?
How many characters are you going to focus on?
What position are you going to take? Always, never, or sometimes?
How are you going to support your reasons?
What is the prompt asking you to do?
Highlight the critical information.

5. Persuasive Essay: Outline
Thesis Statement: Topic (Title/Author of text) + Claim (Your position) + Main Points (reasons to support) = Thesis

6. Writing an Effective Thesis Statement
Green check mark when you have finished watching the video clip.
What makes an effective thesis statement?

7. Thesis Statement
A thesis is a direct statement that explains the topic of your essay, what you believe about that topic, and why you believe it.
A thesis statement is made up of three parts:
Topic: Identify what you are talking about. When writing a literary thesis, this will be the title of literature and the author.
Claim: What do you believe about the topic based on the question or prompt?
Direction: What are the 3 main reasons you can support your claim? This will basically outline the body paragraphs of your essay. In a literary essay, you will need specific examples from the text to support each reason.
Identification of Topic (title and author) + Claim (belief about topic) + Direction (reason 1, reason 2, and reason 3)
Topic + Claim + Reasons = Thesis

8. Write your thesis statement
Identification of Topic (title and author) + Claim (belief about topic) + Direction (reason 1, reason 2, and reason 3)
Topic - Identify it
Claim - What position are you going to take? Always, never, or sometimes?
Direction - 3 reasons to support claim
__________________
Thesis:
Example: In Macbeth by William Shakespeare, power always corrupts as shown through Lady Macbeth by 1st main point, 2nd main point, and 3rd main point.
Example: In Macbeth by William Shakespeare, power sometimes corrupts as shown through Macbeth, Lady Macbeth, and Banquo.

9. Share Thesis Statement
Students put thesis statements on the board. Or open up a poll pod for students to enter thesis statements.
Have students evaluate each statement. Does it have a topic? Does it have a claim? Does it have 3 reasons? If not, have the students correct them.

10. Persuasive Essay: Outline - Body Paragraphs
Have students give transition words – will have a list posted in Student Toolbox

11. Persuasive Essay: Outline - Conclusion
Re-State the Thesis Statement:
Topic (Title/Author of text) + Claim (Your position) + Main Points (reasons to support) = Thesis
Example: In Macbeth by William Shakespeare, power always corrupts as shown through Lady Macbeth by 1st main point, 2nd main point, and 3rd main point.

12. Essay Structure
Intro: Thesis Statement: Topic + Claim + Direction/Reasons
In Macbeth by William Shakespeare, power always corrupts as shown through Lady Macbeth by 1st main point, 2nd main point, and 3rd main point.
Body 1: 1st Main Point
Topic Sentence for 1st Main Point
Supporting Idea: Write a sentence supporting your main point.
Textual Evidence: Include a quote from Macbeth. Make sure to include quotation marks and the proper MLA citation at the end.
Explain Evidence: Explain how your evidence supports your main point.
Body 2: 2nd Main Point
Topic Sentence for 2nd Main Point
Body 3: 3rd Main Point
Topic Sentence for 3rd Main Point
Conclusion: Restate your thesis statement.
Intro: 1-2 sentences (Address the prompt by restating it and give a thesis.)
Body 1:
Body 2:
Body 3:
Conclusion: Restate thesis statement.
Let students try to write their own.
Example: In Macbeth by William Shakespeare, power always corrupts as shown through Lady Macbeth by 1st main point, 2nd main point, and 3rd main point.

13. MUST HAVE IN YOUR OUTLINE FINAL DRAFT Strong thesis 3 quotes
Fully completed
MLA format
Citations after quotes
CMW link
5-8 sentences per paragraph

14. Looking ahead… Next LiveLesson October 10th at 1:30 pm
OPEN OFFICE FOR PORTFOLIO HELP!
Alarms - Make sure you are staying out of alarm
Contacts: call a teacher (me!)
Attendance: get 28 hours a week and enter daily
Participation: go do a lesson!
Stay if you have questions.