greencastle antrim high schoolmissfarsonenglish.weebly.com/uploads/3/7/2/7/37275711… · web...

Julius CaesarV.S.

OthelloArgumentative

WritingWriter’s Notebook

Belongs to:

________________________________________________Task Introduction:

Directions: The task in the box below is your assignment. Read the task, and write your initial response to it on the lines below based on what you already know about the topic.

1

TASK: In a literary analysis paper, you make an argument and support your argument with examples from and analysis of a literary text. You will be developing your abilities to READ a text, make an ARGUMENT and LOGICALLY support that argument with evidence from the text. Choose one of the three prompts provided for this paper. After reading the play text(s) provided, write an essay in which you answer the question and support your position with evidence from the text(s).

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2


Task Analysis:Directions: Reread the task. What steps will you take in order to complete this assignment successfully? List the steps below.

3

Rubric Analysis: Directions: Read the Advanced descriptions of each of the seven elements from the LDC Scoring Rubric for Argumentation Template Tasks below. In the box next to each description, write the expectations for advanced work in your own words. Only paraphrase rubric language for the task level(s) you have been assigned.

ElementDescription for

Advanced Performance My Paraphrase

FOCUSAddresses all aspects of the prompt appropriately with a consistently strong focus and convincing position.

CONTROLLING IDEA

Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly.

READING/ RESEARCH

Accurately and effectively presents important details from reading materials to develop argument or claim.

DEVELOPMENT

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.

ORGANIZATION

Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

CONVENTIONS

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

4

Fact:Facts are statements that can be proven.Facts are backed up with evidence. Facts may be true or false.Facts can be proven.

Opinion:Opinions are statements that cannot be proven.Opinions can be argued.Opinions may be supported with facts.Opinions cannot be proven.

Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

CONTENT UNDERSTANDI

NG

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

Fact vs. Opinion

“Abolishing the Penny Makes Good Sense”As You Read: Directions: Select two different color highlighters to use as you read “Abolishing the Penny Makes Good Sense”. Highlight all the facts in one color and all the opinions in another color.

Summarizing: Directions: After reading “Abolishing the Penny Makes Good Sense”, fill in the chart below with at least FIVE facts and FIVE opinions stated in the article.

Facts Opinions

5

Active Reading: Finding the ArgumentDirections: Based on what you’ve learned from your reading, what is the writer’s argument for the article “Abolishing the Penny Makes Good Sense”. __________________________________________________________________________________________

_____________

__________________________________________________________________________________________

_____________

__________________________________________________________________________________________

_____________

The Social Media DebateArgument: Are social networking sites good for our society?

Social Media Videos:Directions: As you watch the four social media videos presented, determine if they are arguing for or against the social networking question. Provide THREE REASONS for each video.

Video #1: Social Media 2013Erik Qualma, "Social Media Video 2013," youtube.com, Nov. 7, 2012

Video #2: Twitter Frenzy"Twitter Frenzy," dailyshow.com, Mar. 2, 2009

6

Video #3: Power of Social MediaThe Case Foundation, "The Power of Social Media: Connecting for Good,"

youtube.com, Feb. 13, 2013

Video #4: Toils of Social Networking

"Toils of Social Networking," CBS News, cbsnews.com, Aug. 10, 2009


Social Media Infographics:Directions: As you read the four social media infographics presented, determine if they are arguing for or against the social networking question. Provide THREE REASONS for each video.

Infographic #1: Students Love Technology

http://mashable.com/2011/08/10/students-technology-infographic/

Infographic #2: The Social Media Life of an App Addicted Teenhttp://socialmediaimpact.com/app-addicted-teen-social-media/

sthash.7b3YR3yu.qjtu#

7

Infographic #3: Smartphones and Society

https://www.behance.net/gallery/Smartphones-Society/9473467

Infographic #4: Is Social Media Ruining Students?

http://edte.ch/blog/2011/07/27/is-social-media-ruining-students-infographic/


Finding Support: Directions: Select two color highlighters. Go back through the social media videos and infographics and highlight all the reasons that support social networking in one color and highlight all the reasons that go against social networking in the other color.

Creating an Argument:

8

Directions: After reading various texts on the topic, use the space below to summarize FIVE major reasons for and FIVE major reasons against each side of the social networking issue. Use bullet points to organize your notes.

REASONS FOR: REASONS AGAINST:

The Argument: Directions: Based on what you’ve learned from your reading, which side of the issue are you going to support? Create a thesis that demonstrates your argument. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Animal TestingArgument: Should Animals Be Used for Scientific or Commercial

Testing? Finding Support: Directions: Select two color highlighters. Read “Use of Animals in Biomedical Research” and highlight all the reasons that support animal testing in one color and highlight all the reasons that go against animal testing in the other color.

9

The Argument: Directions: Based on what you’ve learned from “Use of Animals in Biomedical Research”, which side of the issue does this article support? Create a thesis that demonstrates the article’s argument. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Claims and Counterclaims:Directions: “Use of Animals in Biomedical Research” uses claims, counterclaims, and rebuttals in their article to support their argument. Use the space below to summarize FIVE major counterclaims for their argument and their FIVE rebuttals to the counterclaims. Use bullet points to organize your notes.

Counterclaims: Rebuttals:

Nelson Mandela: Hero or Villain?Socratic Discussion Preparations

Packet Preparations:

10

Directions: Read the “Nelson Mandela: Hero or Villain” articles and answer the discussion questions after each of the three articles provided.

Questions: Directions: Create SIX critical thinking questions for the Socratic Discussion that relate to the topic. You may two that we discuss in class, but at least four must be original (meaning you come up with them yourself).

Question #1: Question #2:



Forming an Argument: Directions: Based on what you’ve learned from your reading, which side of the issue are you going to support? Is Nelson Mandela a hero or a villain? Create a thesis that demonstrates your argument. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11


Support: Directions: Find at least THREE quotes that support your argument.

Quote #1: Quote #2: Quote #3:

Article Title: Article Title: Article Title:

Page or Paragraph #: _________



Against: Directions: Find at least THREE quotes that argue against your argument.

Quote #1: Quote #2: Quote #3:

Article Title: Article Title: Article Title:

12





Responses to Questions: Directions: Record your response to the six questions that you created and use evidence as support. Question #1: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question #2: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question #3: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question #4: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question #5:

13

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Question #6: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Nelson Mandela: Hero or Villain?Socratic Discussion

Coaching Guide:Directions: As your discusser participates in their Socratic discussion, complete this evaluation on their skills and use your observations as a guide for your halftime pep talk.

I am coaching: ________________________________________________________

Two speaking goals my discusser and I have set for him/her are:

1. ___________________________________________________________________________________________

2. ___________________________________________________________________________________________

Use this table to keep track of your discusser’s participation.

Round One:Running Tally of

Participation:Questions Posed: Examples Given: Responses to

Others:

14

Round Two:(After halftime discussion)

Running Tally of Participation:

Questions Posed: Examples Given: Responses to Others:

Nelson Mandela: Hero or Villain?Socratic Discussion

Halftime Pep Talk:Directions: Use these prompts to help guide your halftime pep talk.

1. Open with sharing your discusser best comment and explain why it was good. 2. Identify strengths and growth areas. 3. Share how many times your discusser spoke. Give feedback on the type of

participation that the discusser is using (questions, examples, responses). 4. Share quotes that have been used and find one quote to have them use for the

second round. 5. Brainstorm strategies to help your discusser offer stronger commentary. 6. Give your discusser a compliment to give them confidence!

Post Coaching Questions:Directions: Answer the following questions after the Socratic discussion, and use complete sentences in your answers.

1. What specific coaching did you give your discusser at the halftime?

15

2. Compare and contrast your discusser’s discussion skills from the first round to the second round. What improved? What stayed the same?

3. Rate your discusser on a scale of 1 to 5 (1 being unwilling to participate and 5 being advanced discussion skills).

Category:

Poses a related questions that adds meaning to the dialogue

Paraphrases students’ comments and responds with evidence or insight

Poses an appropriate high-level, open-ended question to continue the discussion

Refers to the text for evidence and includes the page or paragraph numbers

The student follows the behavioral norms of the Socratic discussion

Score:

Nelson Mandela: Hero or Villain?Post Socratic Discussion Analysis

Reflection on Socratic Discussion:Directions: Answer the following questions after the Socratic discussion, and use complete sentences in your answers.

1. How many times do you think you participated in this discussion by asking a question?

2. How many times do you think you participated in this discussion by providing a comment or response?

3. Overall, how do you feel about this Socratic discussion?

16

4. What was the best part of the Socratic discussion?

5. What was the worst part of the Socratic discussion?

6. Did you feel like your opinion was heard? Was there anything that did not get discussed?

Nelson Mandela: Hero or Villain?Post Socratic Discussion Analysis

Reflection on Socratic Discussion (Cont.):7. What is one point someone else made with which you agreed? Who was it and

what did they say?

8. Did you say anything you wish you did not? If so, what?

17

9. How will you improve your participation?

10. As a participant, what area of the Socratic discussion on which you will work?

11. Write one goal you would like to set for the next Socratic discussion.

Prompt SelectionTask Reminder:Directions: Review the task below for this argumentative writing assignment. If you would like a more thorough reminder of the task, refer back to pages 2-3 of this writer’s notebook.

18


Prompt #1: Who is the greater tragic hero: Brutus or Othello?Prompt #2: Who gives the more persuasive speech: Mark Antony or Brutus? Prompt #3: Who is the greater villain: Iago or Cassius?

Prompt Decisions:Directions: Decide which prompt about which you would be able to write the best. Record your selection below.

Prompt Selection:____________________________

Prompt Brainstorm:Directions: Create a list of at least FIVE potential discussion topics you will need to cover in order to answer your prompt correctly. Consider the characteristics of the topic as well as examples where you see the characters demonstrate these characteristics.

Julius Caesar V.S. Othello

Prompt ReadingsArgument Prompts & Passage Examination

19

Directions: After selecting your prompt for your argumentative writing essay, refer to the list of relevant passages below to find examples that answer your specific prompt.

Prompt #1: Tragic Hero Qualities: Brutus and Othelloo Act II Scene 1 (Brutus)o Act V Scene 5 (Brutus)o Act III Scene 3 (Othello)o Act IV Scene 1 (Othello)o Act V Scene 2 (Othello)

Prompt #2: Dangerous Language & Power of Rhetoric: Mark Antony and Brutus

o Act III Scene 2

Prompt #3: Villains: Iago and Cassiuso Act I Scene 2 (Cassius)o Act I Scene 3 (Cassius)o Act I Scene 1 (Iago)o Act I Scene 3 (Iago) o Act II Scene 3 (Soliloquy only) (Iago)o Act III Scene 3 (Iago)

Preparation for Note-TakingSummarizing:Directions: After reading various scenes for your prompt, use the space below to summarize FIVE major reasons for the first character of your prompt and FIVE major reasons for the second character of your prompt. Remember: These reasons are examples of behavior that show they are the better of the two characters. Use bullet points to organize your notes.

Character #1: Character #2:

20

Preparing for Note-taking:Directions: Based on what you’ve learned from your reading, which side of the issue are you going to support? Record your answer below. Highlight the key reasons listed above that will support your view. Use a different color highlighter to highlight the counterarguments that you plan to address.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Note-taking:Directions: Reread each of the text(s) you’ve read with a new purpose in mind: to write down key evidence that will support your overall argument. You will need THREE REASONS to support your claim and TWO pieces of evidence to support each reason.

REASON SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts, Anecdotes) Play Act,

Scene,

Line(21

s)

Note-taking (cont.):

REASON SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts, Anecdotes) Play Act,

Scene,

Line(s)

22

Note-taking: Counterclaim(s)Directions: Review the texts you have read, and take notes on the opposing side’s argument. Becoming familiar with the opposing view can help you write a stronger, more convincing argument. Who opposes your view? What are their reasons? What evidence in the reading supports the opposing view? When presenting the opposing view in argumentative writing, it is also necessary to include a rebuttal. The rebuttal is an opportunity for you to refute the opposing side’s argument. After finding TWO

23

reasons in favor of the opposing view with ONE piece of evidence for each counterclaim, write down ONE additional evidence piece from your reading for each counterclaim that will help you to refute it in your rebuttal(s).

Counterclaim(s)(Opposing view’s

reasons)

SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts,

Anecdotes)Play Act,

Scene,

Line(s)

#1: Some people claim that…

EVIDENCE FOR REBUTTAL(Examples, Data, Statistics, Quotes from Experts,

Anecdotes)Play Act,

Scene,

Line(s)

Note-taking: Counterclaim(s) (cont.):

24

Counterclaim(s)(Opposing view’s

reasons)

SUPPORTING EVIDENCE(Examples, Data, Statistics, Quotes from Experts,

Anecdotes)Play Act,

Scene,

Line(s)

#1: Some people claim that…

EVIDENCE FOR REBUTTAL(Examples, Data, Statistics, Quotes from Experts,

Anecdotes)Play Act,

Scene,

Line(s)

25

Argumentative Writing:

Argumentative WritingPurpose for Writing: to argue, convince or persuade with a well-reasoned, well-supported argumentGeneral Organizational Structure:Introduction Grab the reader’s attention

Provide background information about the issue Establish that controversy exists Define important terms (can be included here or in the body of paper) State your claim (or argumentative thesis statement)

Body Define important terms (if needed) Provide reasons with supporting evidence Refute counterclaim(s)

Conclusion Make a connection to your attention grabber Point to broader implications Call for action

General Characteristics: Includes a claim (or thesis statement) that indicates the writer’s position on the

issue

Overwhelmingly supports one side of the argument over the other with evidence from reading/research

Puts counterclaims in the mouths of others, fairly develops the opposing view, and then refutes the opposing view with evidence from reading and research

Uses strong, convincing language to sway the audience

Controlling IdeaDirections: Now that you have read and talked about both your position and characteristics of argumentative writing, write a draft of your claim or thesis statement on the lines below. Remember that your claim should indicate your position on the issue.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

26

_____________________________________________________________________________________________________________________________________________________________________________________

Planning the Schedule: Directions: Use your list of steps from page 3, and indicate what you are going to do in class and outside of class each day. Some due dates and checkpoints may have already been filled in for you.

Date:

In-Class

Homework

In-Class

Homework

Development: Writing the Rough DraftDirections: Using your organizational plan as a guide, write your rough draft. Keep the LDC Scoring Rubric for Argumentation Template Tasks as well as the characteristics of

27

argumentative writing in mind as you write. Pay attention to deadlines for portions of your rough draft that will be submitted to your teacher for feedback or used for peer revision.

Topic Outline: Directions: Use the outline below to organize your evidence and thoughts. Note that not all evidence is required in this outline but there is an addition of elaboration for the claim evidence. Please ask your teacher if you have any questions.

I. Introduction

A. Creative hook and relevant background information

B. Establish controversy

C. Claim_______________________________________________________________________

_______________________________________________________________________________

________________________________________________________________________________

II. Reason #1 _____________________________________________________________________

A. Evidence____________________________________________________________________

1. Explanation (commentary):

B. Evidence___________________________________________________________________


C. Counterclaim_______________________________________________________________

28

D. Rebuttal:

III. Reason #2______________________________________________________________________

A. Evidence____________________________________________________________________


B. Evidence___________________________________________________________________


C. Counterclaim_______________________________________________________________

D. Rebuttal:

IV. Reason #3______________________________________________________________________

A. Evidence____________________________________________________________________


B. Evidence____________________________________________________________________


C. Counterclaim_______________________________________________________________

D. Rebuttal:

V. Conclusion

A. Restate your claim creatively:29

B. Final thought:

Body Paragraph Peer EditDirections: The following checklist and feedback should be provided by a peer editor after the body paragraph(s) has/have been completed.

Peer Editor:

Editing Checklist: To Do Feedback:

Reason(s) with Evidence

Connection to Claim

Counterclaim with Rebuttal

Grammar, Sentence Structure, Organization, Effective Transitions

Parenthetical Citations

30

Compliment: Provide at least ONE compliment to the writer on the lines below.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

____________________________________________________

Source SheetsSource #1Directions: Use the following citation sheets to create your Works Cited page citations. If you use more than two sources, create additional citation sheets from the information provided below.

Internet Source:

Author or Editor: ____________________________________________________________________________________

Article Title in Quotation Marks: _______________________________________________________________________

Title of Website in Italics:______________________________________________________________________________

Publisher: _________________________________________________________________________________________

Copyright Date: _____________________________________________________________________________________

Page Numbers: ___________________________________________________________________________

Medium of Publication: ______________________________________________________________________________

Date Accessed (Day, Month, Year): _____________________________________________________________________

Source #2Directions: Use the following citation sheets to create your Works Cited page citations.

Internet Source:

31

Author or Editor: ____________________________________________________________________________________

Article Title in Quotation Marks: _______________________________________________________________________

Title of Website in Italics:______________________________________________________________________________

Publisher: _________________________________________________________________________________________

Copyright Date: _____________________________________________________________________________________

Page Numbers: ___________________________________________________________________________

Medium of Publication: ______________________________________________________________________________

Date Accessed (Day, Month, Year): _____________________________________________________________________

Self or Peer Revision:Directions: Revision occurs throughout the writing process as you craft smaller sections of your paper (e.g., introduction), and it also occurs once you have written an entire rough draft. The two primary purposes of revision are to determine both whether you have presented your reasons, evidence, and explanations clearly and thoroughly and whether you have organized your ideas logically so that your argument builds over the course of your paper.

Review your writing, or ask a friend to do it. Work through each item on the checklist below. Summarize suggestions for revision in the right-hand column, which will serve as your to-do list prior to editing your work.

Section of Paper

Checklist(Check what you currently see in the paper.)

Suggestions for Revision

(What is missing? What is unclear or needs additional

supporting evidence or further explanation?

32

Introduction

Hook or attention-grabber Background information (w/ necessary

parenthetical citations) Establishes the controversy Definition of terms (if needed) Claim that indicates writer’s position on

the issueHighlight the claim in the paper, or write the claim here:

Body:(Counterclaim(s) w/ Rebuttal(s))

Opposing view is put in mouths of others (e.g., “The opposition argues…” or “Critics say…”).

Counterclaim(s) are fairly developed. Each counterclaim includes a thorough

rebuttal that incorporates evidence from reading/research.

Parenthetical citations are present and placed correctly.

The writer includes effective transitions that help the reader shift between the counterargument and the rebuttal.

Self or Peer Revision (cont.):

Section of Paper

Checklist(Check what you currently see in the paper.)

Suggestions for Revision

(What is missing? What is unclear or needs additional

supporting evidence or further explanation?

33

Body:(Supporting Reasons & Evidence)

Reasons are organized logically (e.g., weakest to strongest).

Each individual body paragraph focuses on one supporting reason.

Each reason is clearly explained and includes a variety of supporting evidence from reading/ research.

Parenthetical citations are present and placed correctly.

Effective transitions are used at the beginning of each paragraph to introduce new reasons.

Conclusion

Reinforces argument without simply restating the claim

Makes a connection back to the hook or the attention grabber in the introduction

Points to broader implications if issue is addressed or left unaddressed

Calls the audience to action to support the writer’s view or to act in a certain way upon the reasons and evidence presented

Additional Feedback:_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Editing:Directions: After you have revised your writing based on feedback from others or your own self-revision, check your draft for conventional errors (spelling, grammar, capitalization, and punctuation). It is helpful to have someone with a fresh set of eyes (friend, parent, etc.) review your work. Make the necessary corrections prior to completion.

Completion:Directions: Submit a final draft of your assignment to your teacher. Reflect on the assignment, the process, and your learning by providing written responses to the questions posed below. Use complete sentences.

34

1. What did you learn about the content?

2. What did you learn about yourself as a writer?

3. What aspects of this assignment and process supported you the most?

4. If you could change anything about this assignment or the process in order to achieve a stronger final draft, what would you change? Why?

35

greencastle antrim high schoolmissfarsonenglish.weebly.com/uploads/3/7/2/7/37275711… · web...

Documents