1. Timed Write Norming

2. Step 1: Let’s review the prompt!
Take a few moments to ATTACK THE PROMPT.
What do you have to do in order to successfully address all parts of the prompt?

3. The Prompt
What is the author’s purpose in writing this text and how does she achieve this purpose?
Keep in mind the elements of persuasion and your audience (your teacher). ANSWER THE PROMPT and do not summarize the entire TED Talk—we’ve all watched it already. Don’t waste your time re-writing the content. Consider the rubric to guide your response.

4. Step 2: Let’s review the rubric.
Annotate the rubric. Highlight important words and ideas.
In the margin, write down the general qualities IN YOUR OWN WORDS.
It will make the next step a lot easier.

5. Body Paragraph Criteria
(4 points) Thesis Sentence (TS) clearly states the writer’s position on the topic covered in the paragraph below and follows the guidelines you learned in class.
(4 points) Concrete Detail (CD) is clear evidence of the position being discussed.  CDs must include at least one direct quote from the text, and ALL CDs must be cited in proper MLA format (even paraphrased ones).
(8 points) Commentary (CM) thoroughly analyzes the concrete details and goes beyond simply paraphrasing the author’s words. The CM offers depth of insight regarding WHY the author’s words are significant and HOW the evidence answers the question being asked.  
(4 points) Concluding Sentence (CS ) clearly sums up, or emphasizes the writer’s position.  CS employs different word choices and expands upon the TS.  
(5 points) Grammar
TOTAL, OUT OF 25 POINTS: /25

6. Remember: Definition of Theme
Theme is defined as a main idea or an underlying meaning of a literary work, which may be stated directly or indirectly.
Examples:
Understanding responsibility and purpose in one’s life in "The Lion King"
Regulating one’s primitive desires in "Willy Wonka and the Chocolate Factory”
VS.
Moral of the Story
A lesson taught within the context of a tale
"Slow and steady wins the race”—The Tortoise and the Hare
Don’t be greedy—The Midas Touch

7. Issues with Grammar and Mechanics
NO floating quotes: People believe everything they see on the Internet. “People will alaways accept your ideas if you say Ben Franklin said it first” (Franklin, pg. 35). Instead, use an introductory quote: People believe everything they see on the Internet. According to Buzzfeed journalist Adrian Romero, “People will always accept your ideas if you say Ben Franklin said it first” (Romero 85).

8. Learn how to cite your sources in MLA
Learn how to cite your sources in MLA. Your 9th grade teachers painstakingly taught you how to do this!
When citing a TED Talk, use (Brown) NOT (Brown, paragraph 3).
Avoid use of “they,” and “you.” Use academic language.
No-No Words/Phrases:
“I’m going to tell you this…”
“This essay is about…”
“Right off the bat…”
“Basically…”
“Obviously…”
“In conclusion…”
“In summary…”
Address speakers/authors by last name—not Brene. You are not friends with them. Again, use academic language!

9. Samples
For each sample, look at the rubric. Write down, in your own words, WHY that essay received that score.
Keep in mind what JOB THE AUTHORS HAD TO DO.
Keep in mind the qualities of the rubric – the way you understand them.

10. Sample A Let’s do this one together.
Fill in WHY this sample is _______on your worksheet.
I’ll call out on a student to share out.

11. Sample B
Why is this “_______”? Provide an explanation using the words from the rubric.

12. Sample C
Do this one with your elbow partner. Read it together, and jot your explanations based on the rubric. I will call on folks to share out in 6 minutes.

13. Next steps
Review Your Scores

14. Look at your worksheet Here are your essays. RE-READ WHAT YOU WROTE.
This step is very important!
As you are reading, compare with the last two samples.
Feel free to annotate your writing
* the good stuff
? The “huh” stuff
Cross out the stuff you should have not included

15. Now, fill the top two boxes of your worksheet out
Keep in mind, being able to identify your strengths is AS IMPORTANT as understanding your weaknesses.
Find 3 of each!

16. Fill out the next two boxes
When discussing your score and setting a realistic goal:
Reference YOUR understanding of the rubric (look at your annotations)
Consider the strengths and weaknesses of the essay samples.

17. Finally, let your teacher know
What do you do need to do in order to be successful for the next essay assignment?
Understand that YOU must also be accountable for your own actions—please act responsibly. Follow directions and listen to the feedback given to you.