12/4/1412/4/14

Do NowDo Now: : -Turn on your computers and start Turn on your computers and start writing.writing.

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

Keep calm and write on!!!

“Willow says...”

In-Text CitationsIn-Text CitationsExamples:In-text citations: Author-page styleWordsworth 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).

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

Peer edit day

Model Body Paragraph Work

Computer Lab

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

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

Feedback:

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