9+Writing

**DRIVING QUESTION: //Why do our choices matter?//**

2013-2014
 * Common Assessment #1: ** //Of Mice and Men// OR - How do the descriptive elements that Steinbeck uses in his portrayal of Crook's room reflect Crook's situation? NOTE: Have students read the description before we cover the chapter.

2012-2013 see below

**POWER STANDARDS**

 * WRITING**

**Text Types:** a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented Common Assessment: Persuasive speech quarter 4 or list of choices. Something to change about SHS - 3-4 rhetoric techniques Quiz grade - Library Day Scheduled: Persuasive Speech - April
 * ARGUMENT:**
 * 1. ** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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. a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. 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). Common Assessments: Of Mice and Men Essay, Odyssey Essay, Animal Farm Essay
 * INFORMATIVE/EXPLANATORY:**

a. Apply //grades 9–10 Reading standards// to literature (e.g., “ Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare] ”). b. Apply //grades 9–10 Reading standards// to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasonin : Common Assessment: In persuasive - should students do more research? ||
 * RESEARCH:**
 * ** 9. ** Draw evidence from literary or informational texts to support analysis, reflection, and research.