grade 11 ela exemplar lesson teacher copy...

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GRADE 11 ELA EXEMPLAR LESSON – Teacher Copy Quarter 3, Week 21: 01/21/13 – 01/25/13

Learning Objectives This exemplar lesson examines the central idea of heroism. Through repeated readings of targeted sections and the effective use of collaborative discussions (one-on-one, in groups, and teacher-led), students recognize common themes that contribute to America’s reverence for the gallantry of common citizens. Varying the length and purpose for writing (paraphrasing, objective summarization, analysis of evolving themes, use of graphic organizers to deconstruct arguments) provides time for evidentiary writing tasks that support deeper understanding of text. Teachers may need to further scaffold activities to address individual students’ needs depending on the intent of the lesson and specific learners’ needs.

Rationale: This lesson explores Lincoln’s famous speech in which he honors those who died fighting for democracy and Lincoln’s proclamation that declares that slaves residing in secessionist states are free. By looking at two significant works of Lincoln’s legacy, students will analyze the way he uses language to convey multiple meanings and the common theme of freedom.

Text Title(s): The Gettysburg Address (Abraham Lincoln) and The Emancipation Proclamation (Abraham Lincoln) McDougal Littell Literature, p. 564; p. 566 Genre/Text Structure: Public documents – Primary Source Informational Nonfiction / Literary Nonfiction (Speech) and (Legal Document)

Targeted Text Selections p. 564 p. 566

Common Core State Standards (CCSS) RI.11-12; RH.11-12; W.11-12; WHST.11-12

http://www.corestandards.org

Lesson Sequence

PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:

Write a 1-2 page objective summation analyzing Abraham Lincoln’s Gettysburg Address and Emancipation Proclamation. Identify the purpose and point of view while evaluating the rhetorical features of each.

Activity 1: GUIDING QUESTION(S):

What is Lincoln’s message in the speech?

What values and beliefs are evident in the speech?

1. The students will read “The Gettysburg Address” its entirety. Avoid giving any background context or instructional guidance at the outset. Use a close reading approach to force students to rely exclusively on the text.

2. After reading the passage independently, listen as the piece is read aloud by the teacher /or skillful students/ or an audio rereading at www.classzone.com. The order of the student silent read and the read aloud may be reversed depending on the intent of the lesson and specific learners’ needs.

3. Rereading is embedded in the text-dependent questions and discussion activities. The sequence of questions is not random, but rather carefully crafted to build toward more coherent understanding.

4. Model paraphrasing and summation using the first sentence (lines 1-3) of the speech. Assign students different sentences and paragraphs (lines 4-20) of Lincoln’s speech to paraphrase and summarize. As students move through the close reading, check for understanding of academic and domain specific vocabulary.

5. Students write a 1-page objective summary on their understanding of Lincoln’s Gettysburg Address. Use the graphic or response journals to

build and extend understanding of the passage. By referring to the evidence from the text, the students repeatedly encounter the topic to stimulate a deeper, well-reasoned exchange of ideas.


What is Lincoln’s purpose in writing this declaration?

What values and beliefs are evident in the document?

1. The students will read “The Emancipation Proclamation” its entirety. Avoid giving any background context or instructional guidance at the outset. Use a close reading approach to force students to rely exclusively on the text.

2. After reading the passage independently, listen as the piece is read aloud by the teacher /or skillful students/ or an audio rereading at www.classzone.com. The order of the student silent read and the read aloud may be reversed depending on the intent of the lesson and specific learners’ needs.

3. Rereading is embedded in the text-dependent questions and discussion activities. The sequence of questions is not random, but rather carefully crafted to build toward more coherent understanding.

4. Use the same format from Activity 2 to paraphrase and summarize lines 12 – 20. Assign students different sentences of the document for close

MIAMI-DADE COUNTY PUBLIC SCHOOLS Office of Academics and Transformation Department of Language Arts/Reading

English Language Arts (ELA) Exemplar Lesson

http://www.corestandards.org/

http://www.classzone.com/


GRADE 11 ELA EXEMPLAR LESSON Quarter 3, Week 21: 01/21/13 – 01/25/13

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analysis. As students move through the close reading, check for understanding of academic and domain specific vocabulary.



1. Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources (www.libraryofcongress or http://www.myloc.gov/Multimedia/Gettysburg.aspx ) to explore the impact of the Battle at Gettysburg and how Lincoln’s famous speech provided hope and promise for Americans by perpetuating the ideals of freedom.

Selected segments from Gettysburg Address: The Speech That Saved America [43:33] at www.discoveryeducation.com Union Victory at Gettysburg [06:05]

Gardner's Civil War Photographs [02:04]

Lincoln's Grief [04:08]

Gettysburg: First National Cemetery [04:59]

Crafting the Gettysburg Address [03:24]

2. Discussions lead to additional avenues of inquiry. By referring to evidence from the text, students repeatedly encounter the issue to stimulate a deeper, well-reasoned exchange of ideas as they build and extend their understanding of the text.

3. Continue to use the Graphic Organizers or Reader Response Journals as a means for students to organize thoughts for prewriting activities.


How are the beliefs, values and principles expressed in Lincoln’s writing symbolized through Annie Leibovitz’s photography?

What is revealed in Leibovitz’s images? What stories are created in the images?

How did the photographer use symbols to convey important ideas about the Civil War?

1. Display or provide copies of Leibovitz’s images.

2. Students collaboratively (one-on-one, in groups, and teacher-led) identify and analyze the symbols used in Leibovitz’s images.

3. Explain how the symbols, colors, and visual images represent an idea or express a theme found in Lincoln’s writings. 4. Write a summation of the visual clues the artist uses to suggest state of mind and convey the theme.


What is Lincoln’s message in the speech and proclamation?

What values and beliefs are evident in the documents?

1. Conduct a final discussion of text-dependent questions and allow time for students to complete notes on the purpose and themes evident in Lincoln’s pieces.

2. Students prepare to write an objective summation analyzing Abraham Lincoln’s Gettysburg Address and Emancipation Proclamation. Identify the purpose and point of view while evaluating the rhetorical features of each. Use the graphic organizers, summation statements, and personal response notes to write a well-supported response.

3. Allow an extended amount of time for students to write a 1-2 page documented response. Use the 30-point mode-specific rubric to score the summative assessment.

Targeted Text Selection “The Gettysburg Address”

page 564, lines 1 - 3

Vocabulary

Teacher Activities and Techniques Text-Dependent Questions

1 Four score and seven years ago our fathers brought forth on this continent a new

2 nation, conceived in liberty, and dedicated to the proposition that all men are

3 created equal. Model paraphrasing and summation using the first sentence of the speech.

Answers will vary. Possible answer.

Four score and seven years ago

4 x 20 + 7 = 87 years ago (In 1776)

our fathers

our ancestors or founding fathers (political leaders and statesmen - Washington, Jefferson, Franklin Hancock)

underlined words: with insufficient contextual clues BOLD words: Tier Two

words

line 1-score: twenty years line 1 – father: ancestor; forefather; predecessor line 2 – proposition: proposal, plan,

GUIDING QUESTION(S):


Return to the text, and ask students a small set of guiding questions about the document. (Q1) What does Lincoln mean by “four score and seven years ago”? Who are “our fathers”? Possible answer. Lincoln tells his listeners when and by whom the country was founded. (Students have the clues they need to calculate the year. They have been told that score means twenty years, and they have been given the date of Lincoln’s speech as 1863. 1863 – 87 = 1776.) For now, keep it simple –all we know about “our fathers” from this sentence is that they started something new. Some students may recall the phrase “founding fathers” which is a nice inference here, since Lincoln identifies these people as


http://www.discoveryeducation.com/

http://www.libraryofcongress/

http://www.myloc.gov/Multimedia/Gettysburg.aspx



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brought forth on this continent

started here in North America a new nation,

a new country (United States of America)

conceived in liberty,

formed in freedom,

and dedicated to the proposition

and committed to the idea

that all men

that all people (men, women, children of all races and ethnicities)

are created equal.

should be treated the same.

Summary: In 1776, our political leaders started here in North America a new country called the United States of America, formed in freedom and committed to the idea that all people should be treated the same.

suggestion

“those who brought forth a new nation” some time ago. (Q2) What is he saying is significant about America? Is he saying that no one has been free or equal before? So what is new? Possible answer. Lincoln says – that this nation is “conceived in Liberty” (that is, the people who founded it freely chose to dedicate themselves to a claim – it was not forced upon them) and “dedicated to the proposition that all men are created equal.” (Q3) Sum up and gather what students have learned so far: have students summarize the three ways in which the nation is new. Possible answer. The nation (1) did not exist before, (2) was made through free choice, and (3) is dedicated to a specific idea – “all men are created equal.”

page 564, lines 4 – 20 Now we are engaged in a great civil war, testing whether that nation, or any

5 nation so conceived and so dedicated, can long endure. We are met on a great

battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. a But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot

10 hallow—this ground. The brave men, living and dead, who struggled here have

consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did b here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to

15 be here dedicated to the great task remaining before us—that from these honored

dead we take increased devotion to that cause for which they gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from

20 the earth.

(Q4) Reread the entire document. Paraphrase each sentence of the speech by rewriting in your own words. Write a summary of the entire speech.

Answers will vary. Possible answer.

Now we are engaged in a great civil war, testing whether that nation, or any

Now we are involved in a great domestic (state against state) war, finding out if the United States, or any

nation so conceived and so dedicated, can long endure.

country based on free choice, can continue a long time.

We are met on a great battlefield of that war.

We are meeting a great battlefield of the Civil War.

We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live.

We have come to offer a piece of that battlefield as a cemetery for the people who died so that this country can continue.

It is altogether fitting and proper that we should do this.

It is very good and acceptable that we should do this.

But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground.

But, in the bigger picture, we cannot honor—we cannot make special—we cannot make holy—this cemetery.

The brave men, living and dead, who struggled here have consecrated it far above our poor power to add or detract.

The brave men, living and dead, who fought and died here have made it special far beyond our ability to do more.

The world will little note nor long remember what we say here, but it can never forget what they did here.

The world will not remember what is said here, but it can never forget what the Civil War soldiers did here…

Summary: Answers will vary. Accept reasonable summations.

Targeted Text Selection “The Emancipation Proclamation”

page 566, lines 12 – 20

Vocabulary



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12 “That the Executive will, on the first day of January aforesaid, by

proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and

15 the fact that any State, or the people thereof, shall on that day be, in good faith,

represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in

20 rebellion against the United States.”

line 12 – aforesaid: mentioned earlier line 18 – countervailing: contradicting




(Q4) What is Lincoln’s purpose in writing this declaration? Write objective summary of lines 12 – 20 of the Emancipation Proclamation.

Possible answer. On January 1, 1863, the president will determine which states of part of states are rebelling against the government. Those that participate in Congress will usually be seen as not rebelling. Lincoln’s purpose is to establish clear, legal grounds for his actions.

(Q5) What values and beliefs are evident in the document? Possible answer. Lincoln believes that emancipation is just, supported by the Constitution, and a military necessity.

Cross Genre Connections OR Across Text or Non-Text Sources:

Vocabulary


While fulfilling his 1914 commission to create the statue for the Lincoln Memorial in Washington, D.C., the sculptor Daniel Chester French made plaster casts of his own hands. He sculpted several models for the Lincoln statue, which was ultimately hewed from 28 marble blocks.

The gloves that Abraham Lincoln wore the night he was assassinated, Abraham Lincoln Presidential Library and Museum, Springfield, Illinois



(Q6) What is revealed in Leibovitz’s images? What stories are created in the images?

Possible answer. The stark images of heavily veined hands molded out of pale, translucent marble and the blood-stained dress gloves Lincoln wore the night he was assassinated, send a clear image of a strong individual who has endured many hardships.

(Q7) How do these images of Lincoln’s gloves worn at his assassination and the plaster molds made by French sculptor Daniel Chester French capture the theme of both passages? Possible answer. Man alone has hands. Hands are symbols for support and strength. Hands can be used as weapons and cause destruction. Sculptor Daniel Chester French depicted President Lincoln as worn, but resolved and resilient by sculpting clenched hands gripping the edge of a chair. The firm grasp suggests the stress and tension of turbulent times. This image, however, suggests strength and determination to see the nation through the divisive Civil War. The gruesome image of blood-stained gloves turned palm-up in opposition to each other suggests the bloody division of North-South during 1860s. The gloves also suggest the destructive nature of man. Both images capture the theme of Lincoln’s writing by acknowledging the good and evil in man. The horror of slavery and the revulsion of death in battle are shown in the gloves. The commitment and determination to persevere through difficult times can be seen in the position of the marble hands. Both photos advance Lincoln’s ideals of liberty and equality.

Formative Assessment/ Rubrics, if applicable

Collaborative (one-on-one, in groups, and teacher-led) discussion(s) on text-dependent comprehension questions and written responses (paraphrasing, objective summarization, analysis of evolving themes, reader response journals) serve as prewriting assignments and formative assessments.


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Summative Assessment/ Culminating Independent Writing Task

Write a 1- 2 page objective summation analyzing Abraham Lincoln’s Gettysburg Address and Emancipation Proclamation. Identify the purpose and point of view while evaluating the rhetorical features of each.

Possible answer. A 30-point mode-specific rubric defines the writing expectations for the summative assessment. The Emancipation Proclamation took effect six months before the Battle of Gettysburg. Lincoln’s law training is evident; the document is formal and legalistic. The sentence structure is convoluted and complex, based on the diction of legal documents. The purpose the document is more symbolic than enforceable law. The proclamation did not free all slaves. Its purpose was more political than ethical, and it left uncertainty around the issue of slavery. In the Gettysburg Address Lincoln focuses on freedom and equality as the causes for which his soldiers are fighting. The tone is serious and elevated. Lincoln’s mention of historical events, high ideals, and national purpose convey the occasion’s importance. His references to these causes are an allusion to emancipation. Lincoln believes that the nation will survive and remain dedicated to the principles of freedom and liberty.

Extension Activities/Further Resources

Technology:

www.discoveryeducation.com – (see links embedded in pacing guide)

www.classzone.com www.libraryofcongress or http://www.myloc.gov/Multimedia/Gettysburg.aspx

English Language Learner (ELL) Resources and Strategies

Key Vocabulary

Background Information/Media Connections:

Writing Task

Have students complete the chart below by writing the suffix found in each word, the

suffix meaning, and a working definition for the word. Provide ONLY the information

listed in the Word-column. Distribute dictionaries for students to fill out the rest of the

columns. The chart contains the possible answers. New words could be added if

necessary.

Word Suffix Suffix Meaning Word Meaning

proposition ion, -tion, -ation tells the state or quality of

something; tells action or

process

the process of

proposing, suggesting,

claiming

dedication ion, -tion, -ation tells the state or quality of


process

a self-sacrificing

devotion

devotion ion, -tion, -ation tells the state or quality of


process

the act of devoting,

sacrificing, worshiping

consecrate -ate make, form, to become like make a place sacred

Watch the video clip from Discovery Education titled “Gettysburg Address: The Speech that Saved America,” where Abraham Lincoln redefined the purpose of the United States. Answer the following question in a paragraph form. Use the Cause-and-Effect Diagram, Transparency B38 (Easy Planner) to plan. How would life in America be changed if the Confederacy had won the Civil War?

http://app.discoveryeducation.com/core:player/view/assetGuid/842F6534-93AA-4748-A726-E866DBA2B171

Answer the following question in a paragraph form and find evidence in Lincoln’s speech to support your answer. When Lincoln says the nation was “so conceived and so dedicated” what is he referring to? Possible answer: This country was conceived in liberty and dedicated to the principle

that all men are created equal.



http://www.libraryofcongress/

http://www.myloc.gov/Multimedia/Gettysburg.aspx




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Student Copy

Targeted Text Selection “The Gettysburg Address”

page 564, lines 1 - 3

Vocabulary


1. Four score and seven years ago our fathers brought forth on this continent a new 2. nation, conceived in liberty, and dedicated to the

proposition that all men are 3. created equal.

underlined words: with insufficient contextual clues BOLD words: Tier Two

words

line 1-score: line 1 – father: line 2 – proposition:



Return to the text, and ask students a small set of guiding questions about the document. (Q1) What does Lincoln mean by “four score and seven years ago”? Who are “our fathers”? Possible answer. (Q2) What is he saying is significant about America? Is he saying that no one has been free or equal before? So what is new? Possible answer. (Q3) Sum up and gather what students have learned so far: have students summarize the three ways in which the nation is new. Possible answer.

page 564, lines 4 – 20 Now we are engaged in a great civil war, testing whether that nation, or any

6 nation so conceived and so dedicated, can long endure. We are met on a great

battlefield of that war. We have come to dedicate a portion of that field as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. a But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot

10 hallow—this ground. The brave men, living and dead, who struggled here have

consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did b here. It is for us, the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to

15 be here dedicated to the great task remaining before us—that from these honored

dead we take increased devotion to that cause for which they gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom; and that government of the people, by the people, for the people, shall not perish from

20 the earth.

(Q4) Reread the entire document. Paraphrase each sentence of the speech by rewriting in your own words. Write a summary of the entire speech.

Possible answer.


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Targeted Text Selection “The Emancipation Proclamation”

(page 566, lines 12 - 20)

Vocabulary


12 “That the Executive will, on the first day of January aforesaid, by

proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and

15 the fact that any State, or the people thereof, shall on that day be, in good faith,

represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in

20 rebellion against the United States.”

line 12 – aforesaid: line 18 – countervailing:




(Q4) What is Lincoln’s purpose in writing this declaration? Write objective summary of lines 12 – 20 of the Emancipation Proclamation.

Possible answer.

(Q5) What values and beliefs are evident in the document? Possible answer.

Cross Genre Connections OR Across Text or Non-Text Sources:

Vocabulary




(Q6) What is revealed in Leibovitz’s images? What stories are created in the images?

Possible answer. (Q7) How do these images of Lincoln’s gloves worn at his assassination and the plaster molds made by French sculptor Daniel Chester French capture the theme of both passages?

Possible answer.

Summative Assessment/ Culminating Independent Writing Task

Write an objective summation analyzing Abraham Lincoln’s Gettysburg Address and Emancipation Proclamation. Identify the purpose and point of view while evaluating the rhetorical features of each.

Possible answer. A 30-point mode-specific rubric defines the writing expectations for the summative assessment.

For further information regarding this document contact the Division of Language Arts/Reading, Secondary District Instructional Supervisors,

Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and World

Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.

Informational/Explanatory Writing – Independent Writing Assignment Comparison Gettysburg Address and Emancipation Proclamation

Grading Criteria – STUDENT SELF-ASSESSMENT - 11 - 12 ELA Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. (Appendix A, 23 http://www.corestandards.org/assets/Appendix_A.pdf)

Student Name: _____________________________________________ Period: ___________________ Final Score: ____________/30

Criterion With practice, students become better able to

develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.

They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point.

Level 5

Superior

Level 4

Solid

Level 3

Partial

Level 2

Limited

Level 1

Very Limited

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet

expectations

Response to Prompt/Thesis

W.11-12.2a Did you introduce a topic?

W.11-12.2e Did you establish and maintain a formal style and objective tone while writing?

W.11-12.4 Is your writing clear and coherent? Is the development, organization, and style appropriate to task, purpose, and audience?

5

4

3

2

1

Organization

W.11-12.2a Did you organize complex ideas, concepts, and information so that each new element builds on the previous idea? Did you use parallel construction to organize the information?

W.11-12.2c Did you u se appropriate and varied transitions? Did you vary the sentence structure and syntax? Did you clarify the relationships among complex ideas and concepts?

5

4

3

2

1

Evidence/Support

W.11-12.2b Did you develop the topic thoroughly by selecting the most significant and relevant facts?

5

4

3

2

1

Analysis

W.11-12.2b Did you use extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic?

5

4

3

2

1

Structure

W.11-12.2f Did you provide a concluding statement or section that follows from and supports the information presented?

5

4

3

2

1

http://www.corestandards.org/assets/Appendix_A.pdf

Command of Language W.11-12.2d Did you use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic?

W.11-12.5

Did you strengthen your writing by planning, revising, editing, and rewriting? Did you consider trying a new approach, focusing on addressing what is most significant for a specific purpose and audience?

L.11-12.1 Did you observe the conventions of standard English grammar and usage when writing?

L.1-12.2 Did you observe the conventions of standard English capitalization, punctuation, and spelling when writing?

L.11-12.3 Did you apply knowledge of language, make effective choices for meaning or style, and vary syntax for effect?

5

4

3

2

1

NOTE: The following writing standards are not specifically addressed in this lesson.

W.11-12.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.11-12.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

Informational/Explanatory Writing – Independent Writing Assignment Comparison Gettysburg Address and Emancipation Proclamation

Grading Criteria – TEACHER SCORING RUBRIC - 11 - 12 ELA Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. (Appendix A, 23 http://www.corestandards.org/assets/Appendix_A.pdf)

Student Name: ___________________________________________________________________________ Period: ___________________ Final Score: ____________/30

Criterion With practice, students become better able to develop a controlling idea and a

coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.

They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point.

Level 5

Superior

Level 4

Solid

Level 3

Partial

Level 2

Limited

Level 1

Very Limited

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Response to Prompt/Thesis

W.11-12.2a - Introduce a topic; organize complex ideas, concepts, and information

so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2e - Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.11-12.4 - Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

5 skillful

purposeful style

4 competent

appropriate style

3 adequate

sufficient style

2 limited

inconsistent style

1 inadequate

attempts, but fails at style

Organization

W.11-12.2a - Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2c- Use appropriate and varied transitions and syntax to link the major

sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

5 logical order

skillful use of transitions/syntax

sequences purposefully

masterful parallel construction

4 appropriate order

proficient use of transitions/ syntax

sequences logically

obvious parallel construction

3 some order

some use of transitions/syntax

sequences minimally

some elements of parallelism

2 limited order

inappropriate use of transitions/syntax

sequences illogically

little parallel construction

1 lacks order

inadequate use of transitions/syntax

fails to sequence

no evidence of parallel construction

Evidence/Support

W.11-12.2b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

5 insightful

cohesive

skillful control with evidence, citations and/or quotes

4 thorough

cohesive

strong control with evidence, citations and/or quotes

3 sufficient

some cohesion

control with some evidence, citations and/or quotes

2 inappropriate

superficial

lacks cohesion

little specific information with few citations and/or quotes

1 insufficient

irrelevant

no evidence of specific information, citations and/or quotes

http://www.corestandards.org/assets/Appendix_A.pdf

Analysis

W.11-12.2b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

5 complex thinking

thorough

seamless

4 some complex

thinking

relevant

3 simplistic thinking

appropriate

2 flawed thinking

minimal

1 inaccurate thinking

irrelevant

illogical

Structure

W.11-12.2f- 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).

5 effective closure

meaningful, reflective conclusion

4 closure

conclusion follows implications

3 sense of closure

conclusion partially supports explanation

2 weak closure

inadequate conclusion

1 no evident closure

lacks conclusion

Command of Language W.11-12.2d - Use precise language, domain-specific vocabulary, and techniques such

as metaphor, simile, and analogy to manage the complexity of the topic.

W.11-12.5 - Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

L.11-12.1 - Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.1-12.2 - Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

L.11-12.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5 mature language

skillful use of domain specific terms

exemplary command of conventions

4 appropriate

language

domain specific terms

command of conventions

3 inconsistent

language

some domain specific terms

inconsistent command of conventions

2 limited language

few domain specific terms

limited command of conventions

1 inappropriate

language

insufficient use of domain specific terms

weak command of conventions

NOTE: The following writing standards are not specifically addressed in this lesson.

W.11-12.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to

other information and to display information flexibly and dynamically.

W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in

answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

grade 11 ela exemplar lesson teacher copy...

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