12/1/1412/1/14

Do NowDo Now: : -Take out your Take out your CatcherCatcher essay rough draft. essay rough draft. Make sure your name is on it and pass it Make sure your name is on it and pass it forward.forward.

HomeworkHomework::-Final draft of Final draft of CatcherCatcher essay due 12/5 essay due 12/5

Content Objective: Students will analyze a model body paragraph, using the rubric, in order to gain an understanding of how to structure their own body paragraphs and better understand the rubric.

Language Objective: Students will use colored pencils to highlight different components of a model body paragraph.

Brad

Kevin

AngelJason

Isabella

Alissa

Richa Jay

Sophie

Nick

Leah

Julie

Dani

Vito

Andrew

Anthony

William

Will

Diego

MarkJulia

Allen Cynthia

Brianne Angie

Teachers

Desk

SmartBoard

Door

Windows

Amina

Emily

Period 8

Alex F

Melanie

Jessica Spencer

Theresa

NicoleAllie

Kayla

Adriana

Danielle

JuliaHamza

Fabio

Maya

Lea

John

Guilana

Alex B Jasmine

Krissy Chris

Teachers

Desk

SmartBoard

Door

Windows

Sebastian

Mike

Jared

Period 9

Looking AheadLooking Ahead

*Essay due 12/5 by 11:59pm**Essay due 12/5 by 11:59pm*

November 2014

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 16 17 18 19

Socratic Seminar on “Catcher”

20 Preparation/ brainstorming

21 Preparation/ brainstorming

22

23 24 Computer Lab D-119

25 Computer Lab D-119

26 Computer Lab D-119

27 Thanksgiving No School

28 No School

29

December 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

11/30 1 Peer Review Day (Bring your Draft)

2

3 4 5 Essay Due by 11:59pm

6

If you didn’t do so today, make sure you bring a rough draft (a hard copy) of your essay (Intro, 3 body paragraphs, and a conclusion) to class on Tuesday 12/2.

“Willow says...”

Topic: Determine whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager.

Your Task: Using evidence from at least three of the texts, and the novel, write a well-developed argument regarding whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts listed below, and the novel, to develop your argument. Do not simply summarize each text.

Guidelines:

Be sure to

Establish your claim regarding whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager.

Distinguish your claim from alternate or opposing claims.

Use specific, relevant, and sufficient evidence from at least three of the texts and the novel to develop your argument.

Identify each source that you reference according to MLA guidelines.

Organize your ideas in a cohesive and coherent manner.

Maintain a formal style of writing.

Follow the conventions of standard written English.

Texts:

Text 1 – The Catcher in the Rye by J.D. SalingerText 2 – “Why Teenagers Act Crazy” by Richard FriedmanText 3 – “Anxiety Disorders” reviewed by D'Arcy Lyness PhDText 4 – “The Teenage Brain” by PBSText 5 – “Bipolar Disorder” from New York Department of Mental HealthText 6 – “The Adolescent Brain: Beyond Raging Hormones” from the Harvard Mental Health LetterText 7 – “What is Post Traumatic Stress Disorder?” from AnxietyBC.com

Two Sides of the Two Sides of the Argument:Argument:

Holden is a typical teen: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 Holden has mental health disorder(s)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

Model Introduction:Model Introduction:

Everyone experiences anxiety in Everyone experiences anxiety in their lives. However, anxiety can their lives. However, anxiety can become an anxiety disorder when it become an anxiety disorder when it impacts and limits our daily lives. The impacts and limits our daily lives. The film film Finding Forrester Finding Forrester directed by, Gus directed by, Gus Van Sant, follows the promising Van Sant, follows the promising teenager Jamal Wallace’s rise to teenager Jamal Wallace’s rise to literary success. Jamal is suffering literary success. Jamal is suffering from an anxiety disorder.from an anxiety disorder.

Body Paragraph StudyBody Paragraph Study

Underline and label the Underline and label the TOPIC TOPIC SENTENCE SENTENCE and and CONCLUDING SENTENCE CONCLUDING SENTENCE in in GREEN.GREEN.

Underline and label Underline and label EVIDENCEEVIDENCE in in BLUE.BLUE. Underline and label Underline and label ANALYSISANALYSIS in in RED.RED. Underline and label Underline and label COUNTER CLAIM COUNTER CLAIM in in

PURPLEPURPLE . .

Push It!!!Push It!!! Circle Circle TRANSITIONSTRANSITIONS in in OrangeOrange

Jamal is suffering from anxiety disorder because the severity of his anxiety affects how he lives his life. According to the article, “Anxiety Disorders,”

reviewed by D’arcy Lyness, PhD, one of the trademarks of an anxiety disorder is that the anxiety is “is out of proportion to the present situation, and [it] affects a

person's daily life and happiness.” This is undoubtedly true for Jamal, as he allows his anxiety over acceptance from peers to affect his goals and his success. For

example, Jamal performs at a mediocre level at his school in the Bronx even though he scored extremely high on his state tests. Jamal’s teacher effectively

explains the cause for this when she states, “Basketball is where he gets his acceptance. The kids here don’t care about what he can write.” Jamal has presumably

known his friends for years; thus, for Jamal to think that they would abandon him for becoming academically successful is unreasonable and delusional. For Jamal

to go so far as to intentionally and regularly ruin his chances for academic success verifies the presence of an anxiety disorder. Furthermore, Jamal’s anxiety

disorder can also be seen when he negatively affects his happiness and those of others by deliberately losing the basketball championship. Prior to the game, Jamal

was approached by a head coach who was willing to drop the plagiarism charges against Jamal and provide him with an easier class schedule in exchange for

winning the basketball game. Jamal, frustrated with conflicting expectations and desires, presumably loses the basketball game on purpose when he misses the foul

shots that separate the Mailor team from a win. Rather than “missing” the foul shots (a shot which he has previously been able to complete fifty consecutive times),

Jamal could have spoken to someone regarding his situation and the stress he was experiencing. Yet Jamal’s anxiety and “fear [of] being unfairly judged, or

considered weak or scared” causes him to act in a way that once again damages his emotional wellbeing and success (“Anxiety Disorders”). Some might say that

Jamal’s anxiety is a typical response to being faced with the challenges of adapting from laidback life in Brooklyn to the heightened expectations and pressures of

the Mailor Academy. Richard Friedman even writes in his article, “Why Teenagers Act Crazy” that “[anxiety is] a normal emotional response to threatening

situations.” However, Jamal’s situation is far from threatening and his anxiety goes beyond “normal” levels. Jamal receives a scholarship to attend the academy, he

enjoys the company of his love interest, Claire, at school, and he benefits from having Forrester as a mentor to help him through it all. With all of this in his favor,

Jamal is still willing to go to the extremes of throwing away the school’s basketball championship. Therefore, the severity of Jamal’s anxiety and the harmful way

in which it impacts his daily life prove that he is suffering from an anxiety disorder.

Jamal is suffering from anxiety disorder because the severity of his anxiety affects how he lives his life. According to the article, “Anxiety Disorders,”

reviewed by D’arcy Lyness, PhD, one of the trademarks of an anxiety disorder is that the anxiety is “is out of proportion to the present situation, and [it] affects a

person's daily life and happiness.” This is undoubtedly true for Jamal, as he allows his anxiety over acceptance from peers to affect his goals and his success. For

example, Jamal performs at a mediocre level at his school in the Bronx even though he scored extremely high on his state tests. Jamal’s teacher effectively

explains the cause for this when she states, “Basketball is where he gets his acceptance. The kids here don’t care about what he can write.” Jamal has presumably

known his friends for years; thus, for Jamal to think that they would abandon him for becoming academically successful is unreasonable and delusional. For Jamal

to go so far as to intentionally and regularly ruin his chances for academic success verifies the presence of an anxiety disorder. Furthermore, Jamal’s anxiety

disorder can also be seen when he negatively affects his happiness and those of others by deliberately losing the basketball championship. Prior to the game, Jamal

was approached by a head coach who was willing to drop the plagiarism charges against Jamal and provide him with an easier class schedule in exchange for

winning the basketball game. Jamal, frustrated with conflicting expectations and desires, presumably loses the basketball game on purpose when he misses the foul

shots that separate the Mailor team from a win. Rather than “missing” the foul shots (a shot which he has previously been able to complete fifty consecutive times),

Jamal could have spoken to someone regarding his situation and the stress he was experiencing. Yet Jamal’s anxiety and “fear [of] being unfairly judged, or

considered weak or scared” causes him to act in a way that once again damages his emotional wellbeing and success (“Anxiety Disorders”). Some might say that

Jamal’s anxiety is a typical response to being faced with the challenges of adapting from laidback life in Brooklyn to the heightened expectations and pressures of

the Mailor Academy. Richard Friedman even writes in his article, “Why Teenagers Act Crazy” that “[anxiety is] a normal emotional response to threatening

situations.” However, Jamal’s situation is far from threatening and his anxiety goes beyond “normal” levels. Jamal receives a scholarship to attend the academy, he

enjoys the company of his love interest, Claire, at school, and he benefits from having Forrester as a mentor to help him through it all. With all of this in his favor,

Jamal is still willing to go to the extremes of throwing away the school’s basketball championship. Therefore, the severity of Jamal’s anxiety and the harmful way

in which it impacts his daily life prove that he is suffering from an anxiety disorder.

Model Introduction Model Introduction RevisedRevised::

Everyone experiences anxiety in Everyone experiences anxiety in their lives. However, anxiety can their lives. However, anxiety can become an anxiety disorder when it become an anxiety disorder when it impacts and limits our daily lives. The impacts and limits our daily lives. The film film Finding Forrester Finding Forrester directed by, Gus directed by, Gus Van Sant, follows the promising Van Sant, follows the promising teenager Jamal Wallace’s rise to teenager Jamal Wallace’s rise to literary success. Jamal is suffering literary success. Jamal is suffering from an anxiety disorder.from an anxiety disorder.

Description5

Exemplary4

Skilled3

Proficient(Meeting CCS Standard)

2Approaching

1Emergent

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.9-10.1CSS.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.aCCSS.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

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.cCCSS.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.

Description5

Exemplary4

Skilled3

Proficient(Meeting CCS Standard)

2Approaching

1Emergent

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