1. DO NOW 11 Dec. 2013 1.Grab your graded narrative four squares and look over the rubrics. 2.Write down what score you got in each area. 3.Next to each score write down what you think you need to improve upon. 4.If you weren’t here for this writing assessment, grab a rubric and describe what you need to do in each section to do well.

2. Informational Text... Reading Strategy: Close and Critical Reading Bookmarks can be found at: http://missionliteracy.com/page68/assets/Close%20and%Critical%Reading%20bookmarks%20June%202010.pdf What does the text say? CC1: Summary, Gist, Topics How does the text say it? CC4: Text Features, Support, Evidence, Style What does the text mean? CC2: Purpose CC6: Claim, Author’s Message So... What does it mean to me? CC7: Relevancy CC9: Personal Connection This is your summary Determine: The gist/central idea Specific evidence to support Ideas in order of importance Obvious/logical inferences This is the author’s craft & structure 1.How is the information organized? Cause/effect, time, topic, compare/contrast, persuasion 2.From what point of view/perspective was this written? 3. What are the style., mood, tone? 4. What are the sources of information and fact? Ist there more than one source? This is the claim; the author’s intent What is the author’s stance/perspective towards the topic? How does the author use language to shape the tone? What are the concepts that make the reasoning possible? What assumptions underlie the concepts? What implications follow the concepts? What is the purpose, end or objective(s)? This is where you make a connection to your life Text Self: What does this remind me of in my life? How is this different from my life? How does this relate to my life? What were my feelings when I read this? Text Text: How is the text similar to other things I’ve read/watched? Have I read something like this before? Text World: What does this remind me of in the real world? How does this relate to the world around me? Hos is this similar/different to things that have happened around me?

3. What is the author’s stance/perspective towards the topic? How does the author use language to shape the tone? What are the concepts that make the reasoning possible? What assumptions underlie the concepts? What implications follow the concepts? What is the purpose, end or objective(s)? Veterans day should be celebrated and honored as much as memorial. War survivors should receive the same honor and recognition as fallen soldiers. The author uses Achilles and Odysseus as examples from greek mythology to explain _________________________. She is attempting

4. How is the information organized? –Cause/effect, time, topic, compare/contrast, persuasion What is the author’s stance/perspective towards the topic? How does the author use language to shape the tone? What are the concepts that make the reasoning possible? What assumptions underlie the concepts? What implications follow the concepts? What is the purpose, end or objective(s)?

5. How we celebrate veterans day/importance of veterans day In 2009, Caroline Alexander wrote for the Los Angeles Times, studying the importance of veterans day. This author compared Odysseus’s return home after the Trojan War to veterans of today. An important question was raised by Achilles. What is more admirable: glory or a safe return home? Based on what we see today, people know how to honor fallen soldiers easier than they do with war survivors. Veterans day should be celebrated and memorialized as much as Americans do with Memorial Day.

6. The gist/central idea Specific evidence to support Ideas in order of importance Obvious/logical inferences Fallen soldiers are more honored than war survivors Memorial day is more celebrated and commemorated than veterans day War veterans of today are compared to Odysseus because Achilles was more honored for dying in battle. Odysseus came home and didn’t talk about the war, the same way American soldiers do today.

7. The information is organized into compare and contrast. The author compares greek myth (Odysseus and Achilles) to war veterans of today. The author also compares and contrasts the ways Amercians celebrate memorial day vs. veterans day and choose to honor war vets vs. people who died in war. The author uses this article as a persuasive piece to argue that deceased veterans are honored more than people who survive war and also that we should honor veterans day as much as we do with memorial day. From what point of view/perspective was this written? What are the style., mood, tone? What are the sources of information and fact? Ist there more than one source?

8. Close and Critical Reading Rubric Questions 4 (Exceeds) advanced 3 (Meets) independent 2 (Partially Meets) instructional 1 (Minimally Meets) intervention Score What does the text say? (Briefly summarize the article.) Adept summary that includes the most important ideas, details/facts and key vocabulary. This summary is well organized. Adequate summary with many important ideas; some details/facts and key vocabulary. This summary follows logical sequence but lacks some important information. Partial summary; some important ideas/a few facts; may include misinterpretation. This response may not be sequentially organized. No summary; however, includes one or two facts and/or copied text; may include incorrect information. This response lacks organization, and/or demonstrates student’s confusion. Text #1 __/4 How does it say it? In other words, how does the author develop the text to convey his/her purpose? (What are the genre, format, organization, features, etc.?) Cites significant examples from the text of elements of author’s craft/structure (voice, dialogue, language, figures of speech, imagery, mood, tone, format features, quotations, statistics, graphics, etc.) Uses appropriate vocabulary to identify the craft element. Provides an insightful explanation of how the author uses the craft of writing to convey his/her perspective. Cites examples from the text of elements of author’s craft/structure (voice, dialogue, language, figures of speech, imagery, mood, tone, format features, quotations, statistics, graphics,etc.) May not provide appropriate vocabulary to identify the craft element. Provides a reasonable explanation of how the author uses the craft of writing to convey his/her perspective. Provides generalized and/or vague statements about the author’s craft/structure, and does not provide examples from the text; Does not provide appropriate vocabulary to identify the craft element. Inadequate explanation of how the author uses the craft of writing to convey his/her perspective is provided. Unable to identify aspects of author’s craft and/or structure; may have copied pieces of the text Inaccurate or no explanation of how the author uses the craft of writing to convey his/her perspective is provided. Text #1 __/4

9. Questions 4 (Exceeds) advanced 3 (Meets) independent 2 (Partially Meets) instructional 1 (Minimally Meets) intervention Scor e What does the text mean? (What theme/con cept is the author trying to get across?) Insightful interpretation of important text implications/the underlying message; provides important supporting evidence to justify his/her interpretation Reasonable interpretation of important text implications/th e underlying message; provides relevant supporting evidence to justify his/her interpretation Incomplete interpretation of important text implications/th e underlying message; provides little or no supporting evidence to justify his/her interpretation Little or no understanding of important text implications or underlying message Text # 1 __/4 So what? (What does the message/th eme/ concept mean in your life and/or in the lives of others? Why is it worth sharing/telli ng? What significance does it have to your life and/or to the lives of others?) Makes significant connections to the message of the text and concepts, situations, or information about:  the world or society,  other texts, or  self Provides insightful statement(s) to support their opinion Makes relevant connections to the message of the text and concepts, situations, or information about:  the world or society,  other texts, or  self Provides adequate statement(s) to support their opinion Makes vague connections to the message of the text and concepts, situations, or information about:  the world or society,  other texts, or  self Provides general or no statement(s) to support their opinion Makes insignificant or unrelated connections to the message of the text and concepts, situations, or information about:  the world or society,  other texts, or  self Provides no statement(s) to support their opinion Text # 1 __/4