1. 12/4/14 Do Now: - Turn on your computers and start writing. Homework: - Final draft of Catcher essay due 12/5 Content Objective: Students will use their edited draft of their Catcher essays, and conferences with teachers, to make revisions to their essays. Language Objective: Students will make revisions to their Catcher essays.

2. Keep calm and write on!!! “Willow says...”

3. In-Text Citations Examples: In-text citations: Author-page style Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). In-text citations for print sources with no known author We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change..." ("Impact of Global Warming" 6).

4. Looking Ahead *Essay due 12/5 by 11:59pm* Peer edit day Model Body Paragra ph Work Computer Lab

5. Brad Kevin Angel Jason Isabella Alissa Richa Jay Sophie Nick Leah Julie Dani Vito Andrew Anthony William Will Diego Mark Julia Allen Cynthia Brianne Angie Teachers Desk SmartBoard DoorDoor WindowsWindows Amina Emily Period 8

6. Alex F Melanie JessicaSpencer Theresa Nicole Allie Kayla Adriana Danielle Julia Hamza Fabio Maya Lea John Guilana Alex B Jasmine Krissy Chris Teachers Desk SmartBoard DoorDoor WindowsWindows Sebasti an Mike Jared Period 9

7. 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.9-10.1A 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.9-10.1 CSS.ELA-Literacy.W.9-10.1B 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.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 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

8. 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 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.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. Description 5 Exemplary 4 Skilled 3 Proficient (Meeting CCS Standard) 2 Approaching 1 Emergent Feedback:

9. 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