Honors DoaS essay/ Core 1 Assessment/DoaS essay Name ______Block ______
TASK: In a claim-based essay, students will discuss common themes using 2 different pieces of literature—drama, short fiction, long fiction or poetry—to explain how that common theme develops and affects the plot in each work.
This is a more demanding claim statement than you would write for a 1- work analysis, requiring more crafting to keep it concise and clear but still complex enough to provide enough focus for the meaningful analysis of 2 pieces.
RESOURCES: You will select 2 pieces of literature, 1 must be Death of a Salesman, from our core selections but the 2nd may be from our ancillary readings or a student-selected piece of literary merit. Choose WISELY.
· CORE: (1 required) (Oedipus Rex as second piece), Death of a Salesman (essay focus= REQUIRED)
· ANCILLARY: “Two Words”, “80-yard Run”, “My Son, My Executioner”, “The Gift”, myth poems
PROCESS:
** NOTE : we will be doing peer feedback and revision. While you may ask someone to read your introduction for clarity or help you judge if a piece of evidence supports your point, you should NOT be sharing the responsibility for this process with others. Use your best judgment.**
**Students may bring their own laptop to work on any part of the process. Please see the BYOD policy**
**IF YOU’RE ABSENT, it is expected that you know what you’re missing in class and you will use the online calendar resources to stay on track for your return to school.**
GRADING : The process pieces (HW and W) will be graded and counted in the 3rd 2nd MP. Be aware of late work and the impact on your grade.
The Cores (1&2) are counted separately (10% each) and are individually incorporated into your final course grade.
o Monday 11/33/29
CLASS WORK / HOMEWORKÿ Review Revised DoaS Lab Claims
ÿ Assignment—Core 1
ÿ Select 2 pieces of lit that share a common thematic relationship
ÿ REVIEW: difference between Claim, Theme and Topic statements
ÿ Compose claim statementàinclude each of the pieces chosen as well as a common theme statement (WHAT) and an attempt at common device (HOW).
**This is a more demanding claim statement than you would write for a 1- work analysis, requiring more crafting to keep it concise and clear but still complex enough to provide enough focus for the meaningful analysis of 2 piecesREVIEW: essay structure and topic statements.
Compose topic statements
ÿ Turn in claim on index card before you leave / ÿ Late lab claims for partial credit
ÿ HW finish topic statements
ÿ Tuesday 11/43/30
CLASS WORK / HOMEWORKÿ Receive claim with teacher feedback
ÿ REVIEW: essay structure and topic statements
ÿ Compose & Peer-edit topic statements
ÿ REVIEW: Evidence selection
ÿ Select evidence from sources 1 (see reqs in HW à) / ÿ HW Add final claim statement, topic statements, source 1 evidence to cadaver (framework on calendar) and PRINT for class check MondayTHURSDAY-- ¶1 especially not Monday
-4 FULL TEXT examples from each source (4/each =8 total)
-include page/line #
-include evidence purpose—how this will help you prove point in topic statement?
o Wednesday 11/53/31
CLASS WORK / HOMEWORKÿ Evidence check for source 1
ÿ Select evidence from source 2 (see reqs in HW 11/4 à)REVIEW: paragraph structure (transitions, analysis vs. summary, clinchers)
ÿ Compose 1st body ¶
ÿ Topic statement, introduce work 1, embed examples and analysis from work 1, transition, introduce work 2, embed examples and analysis from work 2, and clincher. / ÿ HW Finish evidence selection for Source 2, Add to cadaver and PRINT for class check ThursdayFRIDAY
ÿ HW Finish 1st body ¶ and PRINT
ÿ
o Thursday 11/64/1
CLASS WORK / HOMEWORKÿ Check Evidence framework with Source 2 evidence
ÿ REVIEW: paragraph structure (transitions, analysis vs. summary, clinchers)
ÿ Compose 1st body ¶
ÿ Topic statement, introduce work 1, embed examples and analysis from work 1, transition, introduce work 2, embed examples and analysis from work 2, and clincher. / ÿ HW Finish 1st body ¶ and PRINT
ÿ Friday 11/7
CLASS WORK / HOMEWORKCheck complete Evidence framework
ÿ Peer Review 1st body ¶
ÿ TUTORIAL: Sentence combining/punctuation & issues of craft/grammar reminders
ÿ Embedding and citing for drama and poetry
ÿ Compose 2nd body ¶ / ÿ Combine sentences, revise embedding, and make peer revisions to 1st body ¶
ÿ HW Finish 2nd body ¶ & PRINT full body
o Monday 11/104/4
CLASS WORK / HOMEWORKÿ Peer review FULL body
ÿ REVIEW: Introductions & Conclusions: Why do they matter? / ÿ Make peer revisions body
ÿ HW Complete and Type Introduction and PRINT Essay
ÿ 4/Tuesday 11/511
CLASS WORK / HOMEWORKÿ Peer Review FULL Essay Draft
ÿ Tutorial: MLA paper formatting / ÿ Make FINAL revisions and PRINT for submission at start of class Friday. 11/144/6
(Absent= by e-mail due at start of class)
ÿ 4/6FRIDAY 11/14
CLASS WORK / HOMEWORKo Students will submit their completed analysis with their reviewed draft by the start of the block today **
o Return textss
**Absentees should be sure to send their final analysis to via e-mail by the start of the block to receive credit AND check for a response e-mail confirming that the e-mail was received with the file attached and it will open. / o Absentees: send final analysis to via e-mail by the start of the block to receive credit AND check for a confirmation e-mail. Bring your text to and draft to turn in when you return.
Core 1 RUBRIC Honors: NAME ______Block ______
ADVANCEDA / PROFICIENTBC / NOT YET PROFICIENTD Re-write
Re-Write
FocusFocus / Distinct focusDistinct focus / Clear focusClear focus / Adequate focusAdequate focus / Vague focusVague focus / Confused focusConfused focus
· Focused, purposeful; sticks tightly to the topic
· Sophisticated/insightful claim
· All ideas and evidence relate tightly to claim
· Excellent choice of selection to support claimFocused, purposeful; sticks tightly to the topic
· Sophisticated/insightful claim
· All ideas and evidence relate tightly to claim
· Excellent choice of selection to support claim / · Well-focused on topic
· Clear and correct claim
· All/most evidence supports claim
· Good choice of selection to support claimWell-focused on topic
· Clear and correct claim
· All/most evidence supports claim
· Good choice of selection to support claim / · Adequate focus on topic
· Clear claim stated, but may be too broad
· Evidence mostly supports claim
· Logical choice of selections to support claimAdequate focus on topic
· Clear claim stated, but may be too broad
· Evidence mostly supports claim
· Logical choice of selections to support claim / · Focus may wander
· Claim may be very simple
· Evidence at times supports claim
· Selections may not adequately support claim / · Addressed topic, but loses focus
· Claim not stated or is incorrect
· Much evidence not related to topic
· Selections are weakAddressed topic, but loses focus
· Claim not stated or is incorrect
· Much evidence not related to topic
· Selections are weak
Content Dev. (X2)Content Dev. (X2) / Well-developed, sophisticated contentWell-developed, sophisticated content / Specific, adequately developed contentSpecific, adequately developed content / Sufficient contentSufficient content / Vague contentVague content / Superficial contentSuperficial content
· Superior understanding; contains accurate information
· Sophisticated ideas, fully developed
· Substantial specific, and illustrative examples, reasons, or details (4 min/each source)
· Strong analysis with little to no plot summarySuperior understanding; contains accurate information
· Sophisticated ideas, fully developed
· Substantial specific, and illustrative examples, reasons, or details (3 min/each source)
· Strong analysis with little to no plot summary / · Good understanding, contains accurate information
· Well-developed ideas
· Specific, relevant, and illustrative examples (4 min/each source)
· Good analysis; some plot summary, which supports analysisGood understanding, contains accurate information
· Well-developed ideas
· Specific, relevant, and illustration example(3 min/each source)
· Good analysis; some plot summary, which supports analysis / · Adequate understanding; information generally accurate
· Good development, with sufficient details
· Examples used, but may lack insight or impact (4 or less/each source)
· Adequate analysis but may contain too much emphasis on plot Adequate understanding; information generally accurate
· Good development, with sufficient details
· Examples used, but may lack insight or impact (3 or less/each source)
· Adequate analysis but may contain too much emphasis on plot / · Partial or limited understanding; may contain some errors in information
· Development uneven; few details contributing to explanations
· May lack important supporting examples (3 or less than 4 /each)
· Minimal analysis; may be marred by long plot summaries / · Possible misunderstanding; inaccurate information
· Development is nonspecific; few to no details
· Lacks examples (less than 4 each)
· Poor analysis; almost all plot summaryPossible misunderstanding; inaccurate information
· Development is nonspecific; few to no details
· Lacks examples ( less than 3/each source)
· Poor analysis; almost all plot summary
OrganizationOrganization / Controlled, compelling organizationControlled, compelling organization / Effective organizationEffective organization / Appropriate organizationAppropriate organization / Inconsistent organizationInconsistent organization / Confused organizationConfused organization
· Controlled, compelling organization of components (introduction, claim, support paragraphs with topic sentences, transitions, conclusion)
· Logical and fluent progression of ideas
· Strong/thoughtful transitions
· Coherent and unifiedControlled, compelling organization of components (introduction, claim, support paragraphs with topic sentences, transitions, conclusion)
· Logical and fluent progression of ideas
· Strong/thoughtful transitions
· Coherent and unified / · Clear and complete organization of components
· Logical progression of ideas
· Transitions evident, often work well
· Generally coherent and unifiedClear and complete organization of components
· Logical progression of ideas
· Transitions evident, often work well
· Generally coherent and unified / · Good organization; has all components
· Some logical progression of ideas
· Some use of transitions
· Coherence and unity may slip at timesGood organization; has all components
· Some logical progression of ideas
· Some use of transitions
· Coherence and unity may slip at times / · Includes a beginning, middle and end but may be unclear
· May require rereading to follow progression of ideas
· Some use of transitions
· Coherence and unity may slip at times / · Attempt at organization; flawed/missing introduction/conclusion; paragraphing errors
· Connections between ideas are confusing or missing
· No transitions
· Coherence and unity lackingAttempt at organization; flawed/missing introduction/conclusion; paragraphing errors
· Connections between ideas are confusing or missing
· No transitions
· Coherence and unity lacking
Style ConventionsStyle Conventions / Nearly error freeNearly error free / Few errorsFew errors / Some errorsSome errors / Repeated weaknessesRepeated weaknesses / Errors interfere with purposeErrors interfere with purpose
· Control of writing conventions enhances readability
· Complex sentence structure
· Skillful word choice
· embedded evidence is correct and align with works cited pageControl of writing conventions enhances readability
· Complex sentence structure
· Skillful word choice
· Embedding is skillful and accurate/In-text citations are correct / · Generally has command of writing conventions; may contain a few errors on spelling, capitalization, punctuation, and usage
· Varied sentence structure and accurate word choice
· Most embedded evidence is correct and align with works cited pageGenerally has command of writing conventions; may contain a few errors on spelling, capitalization, punctuation, and usage
· Varied sentence structure and accurate word choice
· Most embedding is well done and accurate/In-text citations are correct / · Some errors in spelling, capitalization, punctuation and usage
· Correct sentence structure in most cases; adequate word choice—not vivid
· Some embedded evidence is correct and align with works cited pageSome errors in spelling, capitalization, punctuation and usage
· Correct sentence structure in most cases; adequate word choice—not vivid
· Some embedding is well done and accurate/In-text citations are correct / · Repeated errors in spelling, capitalization, punctuation and usage
· Simplistic and basic sentence structure in too many instances; some evidence of word choice
· Embedding is lacks skill and is inaccurate/In-text citations are incorrect / · Many errors in spelling, punctuation capitalization and usage
· Simplistic or incorrect sentence structure; unspecific or immature word choice
· Flawed or absent embedded evidence and works cited pageMany errors in spelling, punctuation capitalization and usage
· Simplistic or incorrect sentence structure; unspecific or immature word choice
· Flawed or absent embedding/in-text citations are incorrect
Core 1 RUBRIC Honors: NAME ______Block ______
ADVANCEDA / PROFICIENTBC / NOT YET PROFICIENTD Re-write
Re-Write
FocusFocus / Distinct focusDistinct focus / Clear focusClear focus / Adequate focusAdequate focus / Vague focusVague focus / Confused focusConfused focus
· Focused, purposeful; sticks tightly to the topic
· Sophisticated/insightful claim
· All ideas and evidence relate tightly to claim
· Excellent choice of selection to support claimFocused, purposeful; sticks tightly to the topic
· Sophisticated/insightful claim
· All ideas and evidence relate tightly to claim
· Excellent choice of selection to support claim / · Well-focused on topic
· Clear and correct claim
· All/most evidence supports claim
· Good choice of selection to support claimWell-focused on topic
· Clear and correct claim
· All/most evidence supports claim
· Good choice of selection to support claim / · Adequate focus on topic
· Clear claim stated, but may be too broad
· Evidence mostly supports claim
· Logical choice of selections to support claimAdequate focus on topic
· Clear claim stated, but may be too broad
· Evidence mostly supports claim
· Logical choice of selections to support claim / · Focus may wander
· Claim may be very simple