hs writing scoring day 3 14-13
TRANSCRIPT
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College and
Career
Readiness in
Writing
High School Level
March 14, 2013
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Today’s Learning Targets
• Review Common Core Writing Standards
• Look at argument vs. persuasive writing
• Practice a few reading strategies
• Calibrate scoring for performance tasks
• Score building performance essays
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Chalk Talk
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What are we doing in writing?
Math: BlueELA: PurpleScience: RedSocial Studies: GreenForeign Language: OrangePerforming/Fine Arts: BlackTechnical Studies: Brown
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Writing
Anchor
Standards
Close Reading
• First Read: Get the gist of the standards
• Second Read: Annotate the text. Highlight/circle/underline important information or the main idea in each anchor standard.
• Same for all grade levels K-12
• For ELA, each grade has a set of standards that dig deeper into the writing skill for that level
• In SS/SCI/TECH, the writing grade level standards are grouped by grade bands 9-10 and 11-12
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Third
Read Specifically think about an assignment you already do or could do in your content area that incorporates each Anchor Standard
(listed at left).
CCR 1
CCR 6
CCR 7
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WHST Writing Standards
CC Writing Standards for History, Science and Technical Subjects 6-12
Cluster: Text Types and Purposes
Grade 6-8 Grade 9-10 Grade 11-12
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What is the difference?
Cluster: Text Types and Purpose
Grade 6-8 students
(WHST .6-8.1) Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claims, and organize the reasons and evidence logically.
Grade 9-10 students
• (WHST .9-10.1) Write arguments focused on discipline-specific content.
a. Introduce preciseclaim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
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What is the difference?
Cluster: Text Types and PurposeGrade 9-10 students
• (WHST .9-10.1) Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Grade 11-12 students
• (WHST .11-12.1) Write arguments focused on discipline-specific content.
a. 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 the claim(s), counterclaims, reasons, and evidence.
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DBQDocument
Based
Question
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What is a DBQ?• Designed to have students work like
historians, analyzing and synthesizing information from a variety of sources and media.
• Students are evaluated on their ability to interpret factors such as:
• Purpose, source, bias, date and place of origin, tone
• Student may include background or supporting information in writing their essay or use just the data provided.
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DBQ Question Example
Assess the effectiveness of government efforts to rally the US home front during World War II.
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Don't let that shadow touch them. Buy war bonds. Lawrence Beall Smith, artist. U.S. Department of Treasury, 1942. 20 x 14.
Document One
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Document Two
“On the contrary, if we go to war to preserve democracy abroad, we are likely to end by losing it at home. There are already signs of danger around us. We have been shouting against intolerance in Europe, but it has been rising in America. We deplore the fact that the German people cannot vote on the policies of their government – that Hitler led his nation into war without asking their consent. But, have we been given the op- opportunity to vote on the policy our government has followed? No, we have been led toward war against the opposition of four-fifths of our people. We had no more chance to vote on the issue of peace and war last November than if we had been in a totalitarian state ourselves. We in America were given just about as much chance to express our beliefs at the election last Fall, as the Germans would have been given if Hitler had run against Goering.”
“Election Promises Should Be Kept: We Lack Leadership That Places America First” by Charles A. Lindbergh. Delivered at Madison Square Garden, New York Rally under the auspices of the America First Committee on May 23, 1941.
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Document Three
“All Packed Up and Ready to Go” Editorial Cartoon, San Francisco News (March 6, 1942)
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Document Four
Roosevelt, Franklin D. “Fireside Chat on the Cost of Living and the Progress of the War.” Radio address delivered on September 7,
1942.
“If the vicious spiral of inflation ever gets under way, the whole economic system will stagger. Prices and wages will go up so rapidly that the entire production program will be endangered. The cost of the war, paid by taxpayers, will jump beyond all present calculations. It will mean an uncontrollable rise in prices and in wages, which can result in raising the over-all cost of living as high as another 20 percent soon. That would mean that the purchasing power of every dollar that you have in your pay envelope, or in the bank, or included in your insurance policy or your pension, would be reduced to about eighty cents’ worth. I need not tell you that this would have a demoralizing effect on our people, soldiers and civilians alike.”
Reprinted in The Public Papers and Addresses of Franklin D. Roosevelt, 1942 Humanity on the Defensive. New York: Harper & Brothers Publishers, 1950, 368–72, 374, 376–77.
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Types of
WritingPersuasive
vs.
Argumentative
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What is the difference?
Persuasive Text
• “In a persuasive essay, you can select the most favorable evidence, appeal to emotions, and use style to persuade your readers. Your single purpose is to be convincing.”Kinneavy and Warriner
Argumentative Text
• Argument is mainly about logical appeals and involves claims, evidence, backing, and counterclaim. Your purpose is to convince an audience of the rightness of the claim being made.
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Textual Evidence Box
Animal testing is necessary.
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The Writing
Assessment/
Performance Task
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Video: Daylight Saving Time
• VIDEO LINK
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SOURCES B, D, E, F:
TEXT SOURCES
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Annotating
The Text
• Note the citation
• Number the paragraphs
• Note key terms, names of people, places, and/or dates
• Note an author’s claims
• Note relevant information
What is it?
How do I use it?
When should I use it?
Why should I use it?
How should I annotate?
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Strategy Example:
Textual Evidence Box
Daylight Saving Time is useful in modern society and should continue to be used.
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SOURCE A: TIMELINE
SOURCE C: GRAPH
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Guiding
Questions for
Visual
Sources• Read the title of the
graph
• Identify key points of graph
• Look at axis titles, labels, etc.
• Look for asterisk points
What is it?
How do I use it?
When should I use it?
Why should I use it?
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Strategy Example:
Textual Evidence Box
Analyze the graph. Add to your Textual Evidence Box using the graph as evidence.
Daylight Saving Time is useful in modern society and should continue to be used.
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Collaboration
• Table talk around the texts and what evidence seems to support the idea of a Daylight Saving Time.
• Table talk around the texts and what evidence seems to refute the idea of a Daylight Saving Time.
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Looking At
The Rubric
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REVIEW SAMPLE ESSAYS
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The Scoring Process