10/26/15 Do Now: Homework: Read chapter 16 in “Catcher” Take a worksheet from the front and read over the rubric. Take out your Bi-Polar article and graphic organizer. Read chapter 16 in “Catcher” Content Objective: Students will analyze the rubric to gain an understanding of effective claims. Language Objective: Students will identify the similarities and differences between levels on the rubric in order to revise/create an effective claim, as a group, for the Bi-Polar Disorder article.

Do Now: Analyze the rubric: Underline key words Identify differences between the levels Evaluate your claim from the Bi-Polar article.

Claim: Claim: state or assert that something is the case.

(Meeting CCS Standard) Claim and Counterclaim: 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? CSS.ELA-Literacy.W.9-10.1A The writing introduces a precise claim that is arguable and takes a purposeful position, is supported with sophisticated & insightful reasons. The writing skillfully addresses the most relevant counterclaim(s) and persuasively refutes it (them). The writing introduces a precise claim that is arguable, takes an identifiable position supported with valid reasons. The writing skillfully addresses a counterclaim(s) and thoughtfully refutes it(them). The writing introduces a precise claim that is arguable and takes an identifiable position that is supported by reason(s). The writing reasonably addresses a counterclaim(s) and refutes it (them). The writing introduces a claim that lacks an arguable position and may or may not be supported by reason(s). The writing attempts to address a counterclaim(s), but lacks clarity of purpose. The writing attempts to introduce a claim that lacks an arguable position and is not supported by reason(s). The writing does not address a counterclaim(s).

Sample Claims:

Looking Ahead: NEXT WEEK Monday: Claim and Counterclaim Tuesday: Review Quest Wednesday: Symbol and Motif Thursday: Socratic? Friday:

Post It Notes Level 2 Options: A connection to self A quote or moment you like. A question you have about the facts of the novel (plot, characters, etc.) Vocabulary New facts or details that you have learned about a character. Level 2 Options: A connection to self A literary element you notice (what it is and how it is used) Characterization (Adjective) Imagery (How is word choice used) Setting (What is significance of place) Metaphor/Simile Theme (What is the big idea) Conflict (What is the big problem) Symbol (Concrete and abstract) An inference or prediction that you can make about the text. A question you have that would require thought to answer (beyond the facts) Level 3 Options: A connection to the world or another text. A universal theme or idea Thought provoking questions for Socratic Seminar. Awareness of authors craft (Salinger is using this technique because…)