Name(s): Elizabeth McIntosh & Katrina Wyatt Grade level: 12 NJCCCS: STANDARD 3.2 School: Content: Writing ANCHOR STANDARDS AND Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence 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. 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. 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. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from and supports the argument presented. (Students should know / Students should be able to do) Complete a chart recording topics that concern students Record a pro and a con for each topic Select one of the topics and develop a thesis statement Gather facts and statistics Organize ideas by completing a prewriting activity or graphic organizer Draft essay using techniques of persuasion Revise draft ensuring that arguments are logical ensuring that arguments are adequately supported by adding statistics, reasons, or expert opinions adding appropriate transitions, and descriptive language as needed. varying sentence length and style. maintaining a formal and objective style utilizing the NJ writer s checklist and a persuasive writing checklist Read persuasive text and discuss the techniques of persuasion employed With a partner identify fallacies presented in persuasive texts Find examples of slanted or bullying appeals in the media What evidence will I show to demonstrate mastery? Persuasive McDougal Little Literature essay, letter, 12 th grade or speech http://www.unc.edu/depts/w cweb/handouts/argument.ht ml http://www.powa.org/argum entative-essays/anticipatingopposition.html http://papyr.com/hypertextb ooks/comp2/critique.htm http://srjcwritingcenter.com/ essays/arguments/arguments.html http://owl.english.purdue.ed u/owl/ http://www.orangeusd.k12.c a.us/yorba/persuasive_writin g.htm http://www.unc.edu/depts/w cweb/handouts/fallacies.htm l http://ezinearticles.com/?tea ching-children-to-write-by- Teaching-Self-Editing-and- Peer-Editing- Skills&id=2022196
ANCHOR STANDARDS AND 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. (Students should know / Students should be able to do) Brainstorm ideas about cause-andeffect topics such as an event in their life, a personal experience, or a significant accomplishment Trace the causes and effects by creating a chart showing the causes and effects. Draft thesis using the chart created Collect evidence by listing evidence for each cause and effect. Identify and complete the graphic organizer that would help organize the essay Include relevant examples, facts, and other details. Provide students with an organizational frame to help them complete the essay. Research modern day chivalry and write a comparisoncontrast essay What evidence will I show to demonstrate mastery? Expository essays- McDougal Little Literature, compare and 12 th Grade contrast http://hubpages.com/hub/ho cause and w-to-be-chivalrous effect http://lifestyle.msn.com/relat problemsolutiodocumentid=22024568 ionships/article.aspx?cp- analysis http://www.teachervision.fe n.com/graphicorganizers/printable/6293.ht ml Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. Identify transitional words and phrases helpful when writing expository essay Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Draft essay Incorporate transitional words and phrases into essay http://owl.english.purdue.ed u/owl/resource/574/01/ Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Incorporate descriptive language and domain-specific vocabulary into essay http://www.unc.edu/depts/w cweb/handouts/word_choice.html
ANCHOR STANDARDS AND 2 (cont.)write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). (Students should know / Students should be able to do) Participate in peer-editing Revise using the expository essay checklist and NJ Writer s Checklist What evidence will I show to demonstrate mastery? http://www.lvhs.org/webfile s/hspa/pdf/hspa%20writ er's%20chklst.pdf Revise ensuring that essay has a strong conclusion and meets the guidelines for that form of expository writing. http://www.unc.edu/depts/w cweb/handouts/conclusions. html
ANCHOR STANDARDS AND 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. C. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). (Students should know / Students should be able to do) Research the colleges they are interested in attending retrieving the admission essay prompts or provide students with a college admission essay prompt. Complete prewriting activity to generate topics for the essay and ideas to include in the essay Select a college essay prompt and draft an essay incorporating college essay tips and narrative techniques. Revise writing to ensure that narrative is engaging tone is consistent Plainfield Public School District narrative reflects their growth and the significance of the topic Break writing process into manageable steps Compose an admission essays for more than one college What evidence will I show to demonstrate mastery? Narrative essay McDougal Little Literature, 12 h Grade Sample college admission essays http://www.accepted.co m/college/sampleessays.aspx http://www.collegeboar d.com/student/apply/ess ay-skills/9407.html http://www.internationa lstudent.com/essay_writ ing/essay_tips.shtml http://www.iss.k12.nc.u s/writing/default.htm D. Use precise words and phrases, Revise writing to ensure that telling details, and sensory language to convey a vivid picture of the precise words and phrases, and descriptive language is used experiences, events, setting, and/or characters. there are no errors in grammar, spellings, or usage http://www.iss.k12.nc.u s/writing/dynamic.htm
ANCHOR STANDARDS AND 3 (cont.) Write narratives to develop real or imagined experiences or events (Students should know / Students should be using effective technique, well-chosen able to do) details, and well-structured event sequences. E. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Revise conclusion to ensure that it follows form and reflects on what is experienced, observed, or resolved over the course of the narrative What evidence will I show to demonstrate mastery? http://www.iss.k12.nc.u s/writing/writecheck.ht m
ANCHOR STANDARDS AND Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) (Students should know / Students should be able to do) Continue to compose writing for a variety of tasks and purposes Continue to help students complete a writing outline before drafting an essay. Continue to utilize more complex structures and vivid language in his/her writing What evidence will I show to demonstrate mastery? Type and revise writing McDougal Little Literature, 12 th Grade Various peer-editing checklists Access to computers and a printer 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Revise using the NJ Writer s Checklist Revise ensuring that the essay incorporates several techniques of narrative writing. Type and revise writing 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Create a PowerPoint presentation illustrating their experiences and achievements throughout their high school career. Students may upload their memoir to the Internet or present to the class. PowerPoint presentation Access to a video camera http://www.ehow.com/way_ 5367433_senior-memorybook-ideas.html http://www.liberty.k12.ga.us /wmparker/memory.html
ANCHOR STANDARDS AND Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (Students should know / Students should be able to do) Continue to practice synthesizing information from multiple sources and correctly quoting or paraphrasing those sources Continue to include writer s own ideas and interpretations Break research paper up into manageable stages Research self-selected topic and present finding to the class What evidence will I show to demonstrate mastery? Research paper McDougal Little Literature, 12 th Grade www.classzone.com http://www.teachervisio n.fen.com/researchpapers/writing/2123.ht ml 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Review MLA methods of citing sources Review methods of note-taking (note cards, category chart, pro-on chart, etc) Evaluate information and sources by applying evaluation criteria Continue paraphrasing relevant information gathered from research http://owl.english.purdu e.edu/owl/section/2/11/ http://www.hsl.unc.edu/ Services/Tutorials/eval/I ntro.htm http://owl.english.purdu e.edu/owl/resource/619/ 01/ http://www.educationw orld.com/a_lesson/lesso n/lesson322.shtml 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Continue to select evidence from literary or informational texts to support analysis, reflection, and research. http://www.unc.edu/dep ts/wcweb/handouts/evid ence_use.html
ANCHOR STANDARDS AND Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes (Students should know / Students should be able to do) Continue to practice completing timed writing tasks Continue to provide Continue to complete the additional time writing process over the course Continue to break of extended time frames (time writing task into stages for research, reflection, and revision) and shorter time Continue to compose frames (a single sitting or a longer and more complex day or two) pieces of writing What evidence will I show to demonstrate mastery? essay exams writing prompts research papers McDougal Little Literature, 12 th Grade