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Twelfth Grade: ELA Core Standards OverviewUnderstanding more from and making fuller use of written materials, including using a wider range of evidence to support an analysisMaking more connections about how complex ideas interact and develop within a book, essay, or article Evaluating arguments and specific claims; assessing whether the reasoning is valid and the evidence is sufficient; and as appropriate detecting inconsistencies and ambiguities Making an argument that is logical, well-reasoned, and supported by evidenceWriting a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details Conducting several research projects that address different aspects of the same topic, using more complex books, articles, and other sources Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving contradictions when possible Sharing research, findings, and evidence clearly and conciselyMaking strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interestDetermining or clarifying the meaning of words and phrases, choosing flexibly from multiple strategies, such as using context, Greek and Latin roots (e.g., bene as in benefactor or benevolent), patterns of words (conceive, conception, conceivable), and consulting specialized reference materials (e.g., dictionaries, glossaries, thesauruses)Interpreting figures of speech (e.g., hyperbole, paradox) in context and analyzing their role in the written materialsNational PTA, 1250 N Pitt Street, Alexandria, VA 22314, ? info@ ? 2011 PTA All rights reserved.Canyons School District Twelfth Grade English Language Arts Table of ContentsSection I:CTESS/SLO Power StandardsSLO Tasks and ScheduleSection II:Master GlossaryLiterary TermsRhetorical TermsResearch TermsAcademic VocabularySection III:Curriculum OverviewMap-at-a-glanceUnit 1-6Section IV: Senior Capstone ProjectSection V:Additional Teaching ResourcesCollege Application EssayCover LetterClarence DarrowSLO At a Glance (formerly CFA)The state-mandated Student Learning Objectives (SLO) are the new “CFAs” (kinda like Orange is the New Black). In an effort to streamline the SLO process, we have created the user-friendly SLO outline below. To measure student growth in argument writing, the following three (3) power standards will be assessed and reported for each SLO benchmark. These standards were chosen because of their cohesion and function as essential elements of the Senior Capstone final project.*For a complete list of the standards that will be assessed in the Senior Capstone research paper, see Section IV: Senior Capstone Project.(R) Standard 1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain.(W) Standard 1aIntroduce 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 claim(s), counterclaims, reasons, and evidence.(W) Standard 1cUse words, phrases, and clauses as well as varied syntax 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.SLODue DateDescriptionSuggested Resources#1: Pre-assessment(Diagnostic - no scaffolding) Sept. 4Teacher chooses two or more texts (Lexile 900+).Instruct students to take and defend a position using supporting textual evidence.Students write an introduction and one body paragraph of an argument essay. (or full essay based on teacher preference)Teachers assess and report student growth on the 3 power standards.*Task should take no longer than (1-2) 90 minute class period(s). NYTimes Room for SIRSGale Researcher (Opposing Viewpoints)#2:CRAAP Short Research EssayOct. 24Students find two or more online sources / texts (Lexile 900+) about a topic*. Instruct students to take and defend a position using supporting textual evidence.Students write an argument essay (teachers decide on length)Teachers assess and report student growth on the 3 power standards.* Topics assigned by teacher and can be related to thematic unit of studyCRAAP test (source evaluation tool)#3: Database Short Research EssayJan. 8Students use database research to choose two or more texts ( Lexile 900+). Instruct students to take and defend a position using supporting textual evidence.Students write an argument essay (teachers decide on length)Teachers assess and report student growth on the 3 power standards.SIRSGale Researcher EBSCOPioneer Library K-12#4: Capstone Rough Draftor other argument essayMar. 18Students conduct research on an arguable, significant and relevant topic of choice.Students write a rough draft of their Capstone argument paper or other argument essay (based on teacher preference).Teachers assess and report student growth on the 3 power standards.#5: Capstone Research EssayMay 27Teachers assess and report student growth on the 3 power standards.Format: 4-7 pages, MLA et al, minimum (6) cited sources. Twelfth Grade Master Glossary(These terms should be pre-assessed, introduced, taught and learned throughout the year, and post-assessed at the end of the year)Literary TermsAllegoryA symbolic story. Any writing that has a double meaning; an extended metaphor in which persons, abstract ideas, or events represent themselves on a literal level, but also stand for something else on a symbolic level. AntagonistA character or force that fights against the protagonist or the main characterAntiheroA main character or protagonist who embodies negative characteristics more typical of a villain or antagonist.ArchetypeAn original model or pattern from which other later copies are made, especially a character, an action, or situation that seems to represent common patterns of human life. Often, archetypes include a symbol, a theme, a setting, or a character that some critics think have a common meaning in an entire culture, or even the entire human race. These images have particular emotional resonance and power.ClimaxThat particular point in a narrative at which the conflict or tension hits the highest point. It is usually a turning point in the narrative.Direct CharacterizationWhen the author or the characters directly comment on the appearance and characteristics of a character in a story.DystopiaA society characterized by human misery (i.e. squalor, disease, oppression and overcrowding)EpicA long, serious, poetic narrative about a significant event, often featuring a heroExternal ConflictA struggle between a literary or dramatic character and an outside force such as nature or another character, which drives the dramatic action of the plot: man vs. man, man vs. nature, man vs. technology, man vs. society, man vs. supernatural / fate, etc.Falling ActionThe events in the plot after the climax that lead to the final resolution of the conflictFlashbackFlashbacks are interruptions that writers do to insert past events in order to provide background or context to the current events of a narrative. By using flashbacks, writers allow their readers to gain insight into a character’s motivation and provide a background to a current conflict. Dream sequences and memories are methods used to present flashbacks.FoilIn literature, a foil is a character that shows qualities that are in contrast with the qualities of another character with the objective to highlight the traits of the other character.ForeshadowingWhen a writer gives an advance hint of what is to come later in the story.GenreGenre means the type of art, literature or music characterized by a specific form, content and style. For example, literature has four main genres; poetry, drama, fiction and nonfiction. All of these genres have particular features and functions that distinguish them from one another. HubrisArrogance, excessive self-pride and self-confidence. The word was used to refer to the emotions in Greek tragic heroes that led them to ignore warnings from the gods and thus invite catastrophe. It is considered a form of hamartia or tragic flaw that stems from overbearing pride and lack of piety.ImageryDescriptive language that appeals to our physical senses. Usually it is thought that imagery makes use of particular words that create visual representation of ideas in our minds.Inciting IncidentThe Inciting Incident (or “exciting incident” as someone once referred to it) is the event or decision that begins a story's problem.Indirect CharacterizationThis is a more subtle way of introducing the character to the audience. The audience has to deduce for themselves the characteristics of the character by observing his/her thought process, behavior, speech, way of talking, appearance, and way of communication with other characters and also by discerning the response of other characters.IronyA technique of indicating, as through character or plot development, an intention or attitude opposite to that which is actually or ostensibly stated.MetaphorMetaphor is a figure of speech which makes an implicit, implied or hidden comparison between two things or objects that are poles apart from each other but have some characteristics common between them.MoodMood is the atmosphere of a piece of writing; it’s the emotions a selection arouses in a reader.MotifMotif is an object or idea that repeats itself throughout a literary work.PersonificationGiving human qualities to inanimate objects: “The ground thirsts for rain; the wind whispered secrets to us.” Prosopopeia (also spelled prosopopoeia) is a form of powerful personification in which an inanimate object gains the ability to speak.ProtagonistA protagonist is the central character or leading figure in poetry, narrative, novel or any other story. A protagonist is sometimes called a “hero” by the audience or readers.ResolutionThe part of the plot (usually at the end of the story) when the conflict is resolvedSimileA simile is a figure of speech that makes a comparison, showing similarities between two different things. Unlike a metaphor, a simile draws resemblance with the help of the words “like” or “as”. Therefore, it is a direct comparison.SoliloquyWhen a character in a play reveals his inner thoughts by delivering a speech alone on stageSymbolObjects used to signify larger ideas and qualitiesThemeThe general idea or meaning of a literary workToneThe author’s attitude toward a subject. While journalistic writing theoretically has a tone of distance and objectivity, all other writing can have various tones.TragedyA dramatic composition, often in verse, dealing with a serious or somber theme, typically that of a great person destined through a flaw of character or conflict with some overpowering force, as fate or society, to downfall, death or destruction.Tragic Flaw (Hamartia)Hamartia, also called tragic flaw, inherent defect or shortcoming in the hero of a tragedy, who is in other respects a superior being favored by fortune. Aristotle introduced the term in the Poetics in describing the tragic hero as a man of noble rank and nature whose misfortune is not brought about by villainy but by some “error of judgment” (hamartia). This imperfection later came to be interpreted as a moral flaw, such as Othello’s jealousy or Hamlet’s irresolution. Importantly, the hero’s suffering and its far-reaching reverberations are far out of proportion to his flaw.Tragic HeroA tragic hero is a person of noble birth with heroic or potentially heroic qualities. This person is fated by the Gods or by some supernatural force to doom and destruction or at least to great suffering. But the hero struggles mightly against this fate and this cosmic conflict wins our admiration.UtopiaAn ideal place or state; any visionary system of political or social perfectionRhetorical TermsAlliterationrepetition of the same sound beginning several words in sequence.*Let us go forth to lead the land we love. J. F. Kennedy, InauguralAllusionAn indirect or passing reference to some event, person, place, or artistic work, the nature and relevance of which is not explained by the writer but relies on the reader's familiarityAnalogyA comparison in which an idea or a thing is compared to another thing that is quite different from it. It aims at explaining that idea or thing by comparing it to something that is familiar. Metaphors and similes are tools used to draw an analogy. Therefore, analogy is more extensive and elaborate than either a simile or a metaphor.AnaphoraRepetition of beginning clauses. For instance, Churchill declared, “We shall not flag or fail. We shall go on the end. We shall fight in France, we shall fight on the seas and oceans. We shall fight with growing confidence and growing strength in the air. We shall defend our island, whatever the cost shall be.”AnecdoteA short and amusing or interesting story about a real incident or person, often used to support a point in argument writingAntithesis(plural = antitheses)Contrary ideas expressed in a balanced sentence. It can be a contrast of opposites: “Evil men fear authority; good men cherish it.” Or it can be a contrast of degree: "One small step for a man, one giant leap for all mankind."ArgumentA reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong.ArgumentationThe action or process of reasoning systematically in support of an idea, action, or theoryAsyndetonthe omission or absence of a conjunction between parts of a sentence.AudienceAn audience is a group of people who receive a message. Writers / speakers / creators think about their intended audience when they create their works. Often, though, a larger, unintended audience will also receive and react to the message of the text or media.ClaimA claim is the main argument of an essay. It is probably the single most important part of an academic paper. The complexity, effectiveness, and quality of the entire paper hinges on the claim. If your claim is boring or obvious, the rest of the paper probably will be too.ConcessionA concession is an admission that the opposing side has a good point. Concessions are especially effective when a writer can agree partially with the opposing position, but also point out a flaw. You can recognize the validity of another author's argument without fully rejecting it.ConnotationAn idea or feeling that a word invokes in addition to its literal or primary meaning.Context / OccasionThe political, moral, social, popular, etc. circumstances that prompted a speaker's message.Counter-argumentA counterargument is a viewpoint that opposes your main argument. Counterarguments are part of a good persuasive writing and speaking strategy, because they show that you've considered other points of view. They also set up the chance to refute the opposition, and show why your position is the right one to have. Placing a counterargument in your persuasive essay increases your ethos (credibility) because it shows fairness.DenotationThe literal or primary meaning of a word, in contrast to the feelings or ideas that the word suggests.DictionDiction can be defined as style of speaking or writing determined by the choice of words by a speaker or a writer.EthosCredibility or ethical appeal, means convincing by the character of the author. We tend to believe people whom we respect. One of the central problems of argumentation is to project an impression to the reader that you are someone worth listening to, in other words making yourself as author into an authority on the subject of the paper, as well as someone who is likable and worthy of respect.EvidenceProof in the form of data, research, expert opinion, text evidence, and personal experienceHyperboleObvious and intentional exaggeration.ImageryDescriptive language that appeals to our physical senses. Usually it is thought that imagery makes use of particular words that create visual representation of ideas in our minds.IronyA technique of indicating, as through character or plot development, an intention or attitude opposite to that which is actually or ostensibly stated.Logical FallacyIllogical reasoning used to support a claimLogosPersuading by the use of reasoning.MetaphorMetaphor is a figure of speech which makes an implicit, implied or hidden comparison between two things or objects that are poles apart from each other but have some characteristics common between them.OxymoronA figure of speech by which a locution produces an incongruous, seemingly self-contradictory effect, as in “cruel kindness” or “to make haste slowly.”.ParadoxA statement or proposition that seems self-contradictory or absurd but in reality expresses a possible truth.ParallelismWhen the writer establishes similar patterns of grammatical structure and length. For instance, "King Alfred tried to make the law clear, precise, and equitable.” The previous sentence has parallel structure in use of adjectives. However, the following sentence does not use parallelism: "King Alfred tried to make clear laws that had precision and were equitable.”ParodyParody is an imitation of a particular writer, artist or a genre, exaggerating it deliberately to produce a comic effect.PathosPersuading by appealing to the reader's emotions. We can look at texts ranging from classic essays to contemporary advertisements to see how pathos, emotional appeals, are used to persuade. Language choice affects the audience's emotional response, and emotional appeal can effectively be used to enhance an argument.PersonificationGiving human qualities to inanimate objects: “The ground thirsts for rain; the wind whispered secrets to us.” Prosopopeia (also spelled prosopopoeia) is a form of powerful personification in which an inanimate object gains the ability to speak.PolysyndetonPolysyndeton is a literary technique in which conjunctions (e.g. and, but, or) are used repeatedly in quick succession, often with no commas, even when the conjunctions could be removed.PropagandaBiased or misleading information used to promote a particular political cause or point of viewPurposeThe speaker's intention behind a stylistic choice or the intention behind an entire textRefutationTo refute an argument, you must argue against it. Asking questions is not enough. You must present good reasons why its conclusions or reasons are wrong.RhetoricThe art of effective or persuasive speaking or writing, especially the use of figures of speech and other compositional techniques.Rhetorical QuestionA question asked solely to produce an effect or to make an assertion and not to elicit a reply, as “What is so rare as a day in June?”.Sarcasmthe use of irony to mock or convey contempt.SatireAn artistic form in which human or individual vices, follies, abuses, or shortcomings are held up to censure by means of ridicule, derision, irony, parody, caricature, or other methods, sometimes with an intent to inspire social reform.SimileA simile is a figure of speech that makes a comparison, showing similarities between two different things. Unlike a metaphor, a simile draws resemblance with the help of the words “like” or “as”. Therefore, it is a direct comparison.SpeakerThe person "speaking" in a text. In literature, the speaker is not necessarily the author. In non-fiction, the speaker is usually the writer.StructureText structure refers to how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details (sequential, chronological, cause-effect, problem-solution, argument-counterargument, description, etc.)StyleStyle in literature is the literary element that describes the ways that the author uses words — the author's word choice, sentence structure, figurative language, and sentence arrangement all work together to establish mood, images, and meaning in the text.SymbolObjects used to signify larger ideas and qualitiesSyntaxThe way sentences are structured / organized in a piece of writingToneTone is the author’s attitude toward a subject. While journalistic writing theoretically has a tone of distance and objectivity, all other writing can have various tones.Research TermsAnnotated BibliographyAn annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.AudienceA person or group of people to whom a message is directedBiasPrejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.BibliographyA list of the books referred to in a scholarly work, usually printed as an appendixCase StudyA research method involving an up-close, in-depth, and detailed examination of a subject of study (the case), as well as its related contextual conditions.Citationa reference that allows you to acknowledge the sources* you use in a formal academic paper, and enables a reader to locate those sources through the key information it provides.ClaimA claim is the main argument of an essay. It is probably the single most important partof an academic paper. The complexity, effectiveness, and quality of the entire paperhinges on the claim. If your claim is boring or obvious, the rest of the paper probablywill be too.CounterclaimA claim made to rebut another's argumentCRAAP TestA list of questions to help you evaluate the information you find. C: Credibility R: Relevance A: Authority A: Accuracy P: PurposeCredibilityTrustworthy or believable. DatabaseA collection of information that is organized so that it can easily be accessed, managed, and updated.Direct QuoteUsing an author's language word for word (verbatim)EmbedA quote that flows naturally into your own writing. When reading a well-embedded quote, it should sound like part of your own sentence.Paraphrasea restatement of a text or passage giving the meaning in another form, as for clearness; rewording.PeriodicalA magazine or newspaper published at regular intervals.Primary SourceAn original documents, texts, or artifacts that provide information about a topicRebut (v.) / Rebuttal (n.)To claim or prove that (evidence or an accusation) is false.Refute (v.) / Refutation (n.)To prove (a statement or theory) to be wrong or false; disprove.Scholarly JournalA peer-reviewed periodical in which scholarship relating to a particular academic discipline is published. Academic journals serve as forums for the introduction and presentation for scrutiny of new research, and the critique of existing research. Content typically takes the form of articles presenting original research, review articles, and book reviews.Secondary SourceFor the purposes of a historical research project, secondary sources are generally scholarly books and articles. Also included would be reference sources like encyclopedias.SummaryA brief overview of the main points of a textVetted (peer-reviewed)Reviewed thoroughly, especially in order to ensure credibility and trustworthinessWorks CitedA list of sources that you have incorporated within your paper by using the ideas, information, and quotes of others. It is not a list of all the works that you found that addressed your topic.Academic VocabularyAnalyzeBreak the subject (an object, event, or concept) down into parts, and explain the various parts.ArgueState a claim on an issue and support it with reasons and evidence from sources while also countering possible statements or arguments from individuals who have different pareShow how two things are similar and different; include details or examples.ContemplateLook at or think about with careful attention; to observe or study thoughtfully.ContrastShow how two things are different; include details or examples.ContributeGive or supply in common with others to a common fund or for a common purpose.CritiquePoint out both the good and bad points of something.DefineGive an accurate meaning of a term with enough detail to show that you really understand it.DescribeWrite about the subject so the reader can easily visualize it; tell how it looks or happened, including how, who, where, why.DevelopGrow or cause to grow and become more mature, advanced, or elaborate.ElaborateGive more details about something; to discuss something more fully.EvaluateGive your opinion of the value of the subject; discuss its good and bad points, strengths and weaknesses.ExplainGive the meaning of something; give facts and details that make the idea easy to understand.IllustrateGive the meaning of something; give facts and details that make the idea easy to understand.InterpretExplain the meaning of a text, statement, photo, graphic aid; discuss the results or the effects of something.JustifyGive convincing reasons and evidence from sources to support a claim, decision, action, or event.PersuadeGive convincing reasons in order to get someone to do or believe something; appeal to the reader’s feelings and mind.RespondState your overall reaction to the content, then support your individual opinions or claims with specific reasons and relevant examples, making sure to refer back to supporting texts.RestateState again or in a new way.ReviewView, look at, or look over again.SummarizeProvide an objective overview of the topic and important details from a text; use paragraph form, key topic words, and no personal opinions about the content.SynthesizeCombine ideas from different sources in a single response.Twelfth Grade Curriculum Overview 2014-15 Year at a Glance 5 weeks5 weeks7 weeks5 weeks5 weeks6 weeksUnit ThemeUNIT 1: The Power of WordsUNIT 2: Archetypes in Life & LiteratureUNIT 3: The Quest for UtopiaUNIT 4: Equity & Disparity UNIT 5: Change and TraditionUNIT 6: Transition to AdulthoodEssential QuestionWhat power do words have over individuals and societies?Where do archetypes originate, what explains their longevity, and what societal values do they reflect?What are the elements of an ideal society---and who decides?How does literature depict and inform the reader’s perceptions of equity and disparity?How does the dissonance between tradition and change shape individuals and societies?What qualities, characteristics, and events contribute to shaping your identity?SLO:Argument Writing Focus (See SLO At-A-Glance document)Additional Writing AssignmentsNarrative(college application or letter of intent) Informative/ Explanatory(Your choice) No additional Writing TasksFocus on the Argument Writing Tasks for the SLO / CapstoneNarrative(Letter of advice for incoming Freshmen, This I Believe Essay, or Similar)Social Studies ConnectionsHow does geography affect language?How does language evolve over time?What historical events shaped our definition of an archetype?How do we negotiate the demands of development, the responsible allocation of resources, and environmental conservation?How can individuals and societies protect human rights and dignity?Who or what determines whether a tradition is changed or sustained?How do we grow up by adapting to our environment?Science ConnectionsHow do we use language to clearly communicate and represent scientific ideas to different audiences?What limitations or advancements does a society place on scientific research?How has science improved society?Is technological advancement always an improvement?How does science influence the politics and economics of a society?How has science affect superstition and shift perspectives and paradigms?What is the role of environment versus DNA in shaping identity?Twelfth Grade Unit 1 Theme: The Power of Words In this unit students will have an overview of the power of words through reading and writing. Students will learn terms and skills for argument, informative/explanatory, and narrative writing and produce short samples of all three areas of writing focus.Essential QuestionSupporting QuestionsScience ConnectionsSocial Studies ConnectionsAdditional Writing FocusWhat power do words have over individuals and societies?What are the purposes of communication?How does the ability to communicate affect our social, economic, and academic opportunities?What are the components of effective rhetoric and literary expression?What is the role of social media in shaping perception?How does social media affect communication styles and relationships? What ethical considerations should guide our use of media and technology?In what ways does academic language foster and convey clear, analytical, critical thinking in all subject areas?How does language evolve over time?How do we use language to clearly communicate and represent scientific ideas to different audiences? How does geography affect language?How does language evolve over time?How does language shape identity?NarrativeCollege Application Essay(BOLD = priority standard building towards Senior Capstone Project)ELA Core StandardsStudent Learning TargetsREADINGRI.11-12.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.I can determine two or more central ideas of a text.I can examine the central ideas of the text and how they interact together to provide meaning.I can summarize the text.RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.I can analyze and evaluate the effectiveness of the author's structure.I can analyze and evaluate use of structure in creating a clear, convincing, and engaging text.RL.11-12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.I can examine how the author chooses to structure the text. I can determine how the structure contributes to the meaning of the text. I can evaluate the style of the text and how it adds to the meaning of the text.RI.11-12.6.?Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.I can determine an author's point of view or purpose in a text.I can analyze how a text's style and content contribute to the power, persuasiveness, or beauty of a text.ELA Core StandardsStudent Learning TargetsWRITINGW.11-12.2: 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.I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.I can effectively select, organize, and analyze content in my informative/explanatory writing.W.11-12.2 (a): 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.I can introduce a topic, and build complex ideas and concepts to create an organized and unified whole.I can use formatting, graphics and multi-media to aid comprehension when useful.W.11-12.2 (b): 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.I can identify my audience and use relevant concrete details (facts, extended definitions, quotations, or other information) to develop the topic thoroughly.W.11-12.2 (c) 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.I can use appropriate and varied transitions and syntax (sentence fluency) to link major sections of the text.I can create cohesion and clarify relationships, complex ideas, and concepts through the use of transitions.W.11-12.2 (d): Use precise language, domain-specific vocabulary, and techniques such asmetaphor, simile, and analogy to manage the complexity of the topic.I can use precise word choice and relevant vocabulary to direct the reader through the topic.I can use metaphor, simile, and analogy to direct the reader through the topic.W.11-12.2 (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.I can use correct and appropriate conventions in my writing.W.11-12.2 (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).I can provide a concluding statement that supports the information or explanation presented.I can use my conclusion to articulate the implication or significance of the topic.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.I can write narratives that develop real or imagined experiences or events.I can use effective technique, well-chosen details, and well-structured event sequences to write my narrative.W.11-12.3 (a): Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.I can create a problem, situation, or observation that is engaging and communicate its importance to the reader.I can establish one or more points of view and introduce a narrator and/or characters.I can create a smooth progression of experiences or events.W.11-12.3 (b): Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.I can use narrative techniques (such as dialogue, packing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters.W.11-12.3 (c): Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).I can use a variety of techniques to sequence events that build on one another to create a meaningful whole and build toward a particular tone and outcome.W.11-12.3 (d): Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the events, setting, and/or characters.W.11-12.3 (e): Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.I can write a conclusion that reflects on what is experienced and resolved over the course of the narrative.ELA Core StandardsStudent Learning TargetsSPEAKING &LISTENINGSL.11-12.3.?Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.I can evaluate how a speaker uses evidence, reasoning, point of view, and rhetoric.I can evaluate the speaker's stance, premises, word choice, connects among ideas, points of emphasis, and tone used.SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.I can present the information and supporting evidence to convey a clear point of view.I can present information so that listeners can follow my line of reasoning.I can use appropriate organization, development, substance, and style to establish a purpose and audience.SL.11-12.6.?Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.I can change my speech depending on my audience, situation and task.I can demonstrate that I know how to use English properly.ELA Core StandardsStudent Learning TargetsLANGUAGEL.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.I can understand how language functions in different contexts.I can make choices in language to understand reading or listening.L.11-12.3 (a). Vary syntax for effect, consulting references (e.g.,Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.I can use a variety of references to understand syntax (sentence fluency) when reading complex texts.Examples of Text Sets for Unit 1 **Feel free to create and use your own text sets. Text sets should include a literary work as well as other, more obvious rhetorical texts. Please consider sharing your successful text sets with other 12th grade ELA teachers across the district.The Power of Words“Why I Believe in Black and White” by Roger EbertPatton’s speechLetter from Gandhi to Hitler (Example of weak, ineffective speech)Jenny Horne: How one speech altered the course of the Confederate Flag2015 AP Language and Composition Synthesis Prompt: The Place for Polite SpeechText Possibilities: The Affluenza EpidemicShort Story: “Ordeal by Cheque” by Wuther Crue (So fun for the students!)Classic Literature: any excerpt from The Great Gatsby that showcases the ennui and carelessness of the super-richClassic Literature: excerpt from the beginning of chapter 2 in Bless The Beasts and the Children that introduces the reader to Stephen Lally (Lally 1) and Billy Lally (Lally 2)CNN Video: Texas Teen kills four while driving drunk and gets off with a plea of “affluenza” (2-ish minutes) (great for introducing the concept and discussing the tone / bias of the reporter)Magazine Article: “Perfection Anxiety” by A. E. Hoffner from Vanity Fair (great for rhetorical analysis)TED Talk: Paul Piff: Does Money Make You Mean? (With Ted Talk Video Organizer)Research Article: Entitlement Research (Good rhetorical language and solid charts and graphs)Article: How Wealth Breeds Narcissism: The GuardianArticle: “Rich People Are the F--ing Worst: Rancho Santa Fe’s Response to California’s drought. (Current Event)Closing Arguments: Leopold and Loeb / Clarence Darrow closing argumentsInstagram Feed: RichkidsofTehranrichkidsofmalaysiarichkidsofinstagram (Twitter feed too)Text Possibilities: Who are the Homeless?Literary Non-Fiction: The Glass Castle excerpt, chapter 1YouTube Video: Miley Cyrus 2014 VMA acceptanceInfographics: Homelessness InfographicsPersonal Essay: “On Dumpster Diving” by Lars EighnerMagazine Article: Homeless Teens speak out Upfront: September 2014Article: “Homelessness” by Andy KesslerText Possibilities: What does it mean to be a female in America?To focus on the objectification of females, try these texts:Poem: “Barbie Doll” by Marge PiercyExcerpt from the House on Mango Street: "The Monkey Garden" by Sandra CisnerosNYTimes Room for Debate: Is Hillary Clinton’s Brand of Feminism Dead?Magazine Article (Time, June 29th 2015): “Nip, Tuck, or Else: Why You’ll Be Getting Cosmetic Procedures, Even If You May Not Want To” Poem: “Siren Song” by Margaret AtwoodPoem: “Snow White and the Seven Dwarfs” by Anne SextonEssay: from the Beauty Myth by Naomi WolfEssay: “There is no Unmarked Woman” by Deborah TannenThe Language of Composition, Second Edition, page 552Satire / Video: Brave New Girl by John Stewart (Current Event)Note: This video uses some lewd language to make an important point about the objectification of women in America. Edited summaries of this video can be found through a Google Search online.News Article:: Nobel scientist Tim Hunt: female scientists cause trouble for men in labs (Current Event)Twitter Feed: #DistractinglySexy #1 and #2 (response to Hunt’s comments about female scientists) (Current Event)Opinion Pieces: Objectification of Women Huffington Post ArticlesLetter: Ashley Judd Slaps Media in the Face for Speculation Over Her Puffy Appearance by Ashley JuddVisual Text: Caitlyn Jenner Vanity Fair Cover (Current Event)Music:“Try” by Colbie Caillat and “All About That Bass” by Meghan TrainorInfographic: How Women are Portrayed in HollywoodTo focus on issues of gender equality, try these texts:Short Story: “Sweat” by Zora Neale HurstonShort Story: “The Catbird Seat” by James ThurberSpeech: “A Declaration of Sentiments” by Elizabeth Cady StantonSpeech: “Ain’t I a Woman?” by Sojourner TruthEssay: from “On the Equality of the Sexes” by Judith Sargent MurrayEssay: “In Defense of Women” by H.L. MenckenSpeech: “The Speech of Miss Polly Baker” by Benjamin FranklinThe Language of Composition, Second Edition, page 533Interview: Interview with Kaley Cuoco: Are You a Feminist? (Redbook Magazine) (Current Event)Letter: An Open Letter to Kaley Cuoco from feminist Lucy Bellerby (Strong Rhetoric!) (Current Event)Research Article: “Women in Combat” by June Eden (EBSCO)Opinion Article: “Why Women Apologize and Why They Should Stop” (NYT) (Current Event)Text possibilities: Costco’s Egg-cellent Eggs? (Current Event)Short Story: “The Ones Who Walk Away from Omelas” by Ursula K. LeGuinEssay: “Why Don’t We Complain?” by William F. Buckley, Jr.Letter: Ryan Gosling’s Letter to Costco Re: EggsImages: Costco Egg CartonsVideo: Human Society’s Video about Costco’s Egg Source (warning: grisly images)Documentary: Food Inc. Available on NetflixText Possibilities: What the nugget? That’s so illogical! (A Text Set about illogical arguments / logical fallacies)Short Story: “Love is a Fallacy” by Max SchulmanArticle: “Reasons Why Rick Dyer is Telling the Truth about Bigfoot”Article: Disasters You Can Expect Now That Marriage Equality is Here (good for fallacies, satire, tone) (Current Event)Comments Sections: Examine the comments sections of these articles for logical fallaciesUtah Drivers Get a Bad Rap Essential Oil Company Gets Slapped by FDAPoll Shows Utahns Question the Common Core but Don’t Understand ItVisual Texts For Teaching Logical Fallacies (Choose your favorites)InfomercialsHawaii ChairSlap ChopSham WowYouTube Instructional Videos (Choose your favorites)Advertisements (for example: Japanese Ice cream commercial)Documentaries5 Documentaries that are full of crapWho Killed the Electric Car?Wal-Mart: The High Cost of Low PriceSupersize MeAncient Aliens Series from The History ChannelText Possibilities: America’s Obesity ProblemNarrative / Movie: Disney’s Wall-E (has a strong rhetorical purpose)Short Story: “Lose Now, Pay Later” by Carol FarleyEssays: Are You Responsible for Your Own Weight (Pro and Con Essays)Current Issues, Ninth Edition, page 522)Mini-series documentary: HBO Series The Weight of the NationPolitical Cartoons: Obesity Political Cartoons and cartoons about the Let’s Move InitiativeFine Art: Modern Art Gallery focused on Obesity in AmericaSatire: “Preventing Childhood Obesity” (The Onion)Personal Essay: “Too Fat to Be a Scientist”Infographic: Obesity InfographicsCharts and Graphs: Graphs and Charts Explaining Why People Gain WeightText Possibilities: Global Waste ProblemNarrative / Movie: Disney’s Wall-E (has a strong rhetorical purpose)Poem: “Inversnaid” or “Pied Beauty” or “God’s Grandeur” by Gerard Manley HopkinsEssay: “Hiding in Plain Sight” by Heather Rogers (Excerpt from The Hidden Life of Garbage)Found in Current Issues 9th ed. p. 133Non-Fiction: from “Silent Spring” by Rachel Carson (Found in Current Issues 9th ed)Garbage InfographicsImages of Garbage Landfills and Images of landfill’s effect on animalsArticle on Trash Island: Great Pacific Garbage Patch- National GeographicText Possibilities: Defining MasculinityShort Story: “In a Far Country” by Jack London or “The Catbird Seat” by James ThurberPhoto: Leonard McCombe’s Malboro ManArticle: “The End of Men” from The AtlanticNPR: “The End of Gender”?Opinion Articles: Several NYTimes Opinion Pieces about modern manlinessBuzzfeed Video: Male beauty standards around the worldWebsite: The Art of ManlinessAdvertisements: Old Spice AdsEssay: “Putting Down the Gun” by Rebecca Walker (The Language of Composition, Second Edition, page 573)Essay: “Mind Over Muscle” by David Brooks (The Language of Composition, Second Edition, page 577)Text Possibilities: Technology’s Influence within society Short Story: “ There Will Come Soft Rains” by Ray Bradbury Image: Pyramid Chart detailing how the average person spends their day with technology Originally from Wired Magazine Essays:"Is Google Making Us Stupid""Your Social Life: Are you a Fox or a Hedgehog?"Taking my son to college, where technology has replaced serendipity: OpinionWebsite: : Is Google Making Us StupidNews Articles: “An Ugly Toll of Technology: Impatience and Forgetfulness” “ Social Media Research Raises Privacy and Ethics Issues” “Growing Up Digital, Wired for Distraction” Challenges loom as tech takeover grows“Never Offline” by Lev GrossmanInfographics:How Digital Natives Spend Their TimeHow Technology Affects Our SleepThe Effects of Media and Technology on Young Children in the United States Videos:Erik Qualman: Social Media Revolution #socialnomics Business Insider: How Social Media is Rewiring Our Brains Does Social Media Have the Power to Change the World? Is Facebook Changing Our Identity?Unit 1 Planning Notes:Twelfth Grade Unit 2: Archetypes in Life & LiteratureIn this unit students will analyze literature with archetypal characters and draw conclusions about society’s values. Informational/Explanatory writing will be emphasized.Essential QuestionSupporting QuestionsScience ConnectionsSocial Studies ConnectionsWhere do archetypes originate, what explains their longevity, and what societal values do they reflect?How have our definitions of archetypal characters remained constant or shifted according to our evolving cultural values? ?Why?How are archetypes manifested in modern media, literature and current events?How do archetypal characters, themes and settings embody specific values? ?How do these characters or themes inform us today in the context of current events, technologies, cultures, and values?What are the characteristics?and values of an archetypal character? (e.g. Odysseus v. real or literary heroes of today)How do societal values define the limitations and advancements of scientific research?What historical events shaped our definition of an archetype?ELA Core StandardsStudent Learning TargetsREADINGRL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)I can use text to determine the meaning of words and phrases. I can determine an author's tone through analysis of word choice. I can determine the figurative and connotative meaning of words and phrases.RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).I can analyze a text's point of view that specifically requires using satire, sarcasm, irony, or understatement.RL.11-12.7:?Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)I can analyze multiple versions of a story, drama, or poem.I can evaluate how multiple versions of a story, drama, or poem interpret the source text.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.I can cite strong and thorough textual evidence to support analysis.I can cite specific material from the text, draw inferences from the text, and determine where the text leaves matters uncertain.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.I can determine two or more central ideas of a text.I can examine the central ideas of the text and how they interact together to provide meaning.I can summarize the text.RI.11-12.3:?Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11-12.7:?Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.I can evaluate multiple sources of information presented in different media or formats to solve a problem.I can integrate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) to address a question or solve a problem.ELA Core StandardsStudent Learning TargetsWRITINGW.11-12.2: 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.I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.I can effectively select, organize, and analyze content in my informative/explanatory writing.W.11-12.2 (a): 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.I can introduce a topic, and build complex ideas and concepts to create an organized and unified whole.I can use formatting, graphics and multi-media to aid comprehension when useful.W.11-12.2 (b): 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.I can identify my audience and use relevant concrete details (facts, extended definitions, quotations, or other information) to develop the topic thoroughly.W.11-12.2 (c) 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.I can use appropriate and varied transitions and syntax (sentence fluency) to link major sections of the text.I can create cohesion and clarify relationships, complex ideas, and concepts through the use of transitions.W.11-12.2 (d): Use precise language, domain-specific vocabulary, and techniques such asmetaphor, simile, and analogy to manage the complexity of the topic.I can use precise word choice and relevant vocabulary to direct the reader through the topic.I can use metaphor, simile, and analogy to direct the reader through the topic.W.11-12.2 (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.I can use correct and appropriate conventions in my writing.W.11-12.2 (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).I can provide a concluding statement that supports the information or explanation presented.I can use my conclusion to articulate the implication or significance of the topic.W.11-12.9:?Draw evidence from literary or informational texts to support analysis, reflection, and research.I can draw evidence form literary or informational texts to support analysis, reflections and research. W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.I can write over extended and shorter time frames for a range of purposes and tasks. ELA Core StandardsStudent Learning TargetsSPEAKING & LISTENINGSL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.I can present the information and supporting evidence to convey a clear point of view.I can present information so that listeners can follow my line of reasoning.I can use appropriate organization, development, substance, and style to establish a purpose and audience.ELA Core StandardsStudent Learning TargetsLANGUAGEL 11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.I can determine the meaning of unknown and multiple-meaning words.L 11-12.4 (a): Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.I can use the strategy of context clues to determine the meaning of words.L 11-12.4 (b): Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).I can use understanding of the parts of speech to indicate different meanings of words. L 11-12.4 (c): Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.I can use print and digital references to determine the pronunciation, precise meaning, part of speech, etymology, and standard use of words.L 11-12.4 (d): Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).I can check context or reference materials to verify the meaning of a word.Examples of Text Sets for Unit 2 **Feel free to create and use your own text sets. Text sets should center around your literary work for this unit and add complementary rhetorical non-fiction texts. Please consider sharing your successful text sets with other 12th grade ELA teachers across the district.Text possibilities: The Tragic Hero and is Fatal FlawArgument (NY Times): Tragedy and the Common ManOpinion Article (Washington Post): Spitzer’s Tragic FlawOpinion Article (NPR): Lance Armstrong Tragic Hero? Not Exactly.Opinion Article (NY TImes): My Favorite TeacherOpinion Article (Bleacher Report): Hubris, Not Doping, Caused Armstrong’s Downfall (good for tone)Opinion (ESPN): Kobe (A powerfully dark portrayal of Kobe Bryant as the tragic or anti-hero)Search other articles for possible modern-day tragic heroes: Michael Jackson, Paul Walker, John Edwards, Bill Clinton, Britney Spears, Paula Deen, Brian Williams, Tiger Woods, Oscar Pistorius, etc.Note: This text set could lead into one of the SLO argument writing assessments, a sort of Tragic Hero Hall of Shame mini-research assignment. Possible prompt: Defend, Challenge, or Qualify: (Insert name of modern-day celebrity, athlete, politician, etc.) is a modern-day tragic hero. Here’s a similar idea from Teachers-Pay-Teachers.Novel OptionsBeowulfHamletMacbethThe OdysseyDeath of a SalesmanOedipus RexAntigoneA Streetcar Named DesireA Thousand Splendid SunsUnit 2 Planning Notes:Twelfth Grade Unit 3 Theme: The Quest for UtopiaIn this unit students will analyze the societal structures and man’s place within those structures which contribute to the quest for an ideal society.Essential QuestionSupporting QuestionsScience ConnectionsSocial Studies ConnectionsWhat is an ideal society—and who decides? What drives us to seek a utopian society?Is utopia attainable? At what cost?What is the “good life”? Has the concept of “utopia” changed over time or across cultures and societies?Why do dystopian societies emerge?How has science improved society?Who benefits from technologies? / What are the societal concerns?Why do our attempts at building utopias fail? How do we negotiate the demands of development and responsible allocation of resources and environmental conservation?How does Science Fiction reflect our innate desire for utopia?How has science improved society?Who benefits from technologies?/ What are the societal concerns of technology?What are some legitimate and illegitimate uses of genetic engineering?How do we negotiate the demands of development and responsible allocation of resources and environmental conservation?How do different government systems (democracy, theocracy, republic, aristocracy, monarchy, anarchy) influence society and the individual’s quality of life?How do socio-economic systems (Capitalism, Socialism, Communism, Feudalism) influence society and the individual’s quality of life? ELA Core StandardsStudent Learning TargetsREADINGRL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.I can cite strong and thorough textual evidence to support analysis.I can cite specific material from the text, draw inferences from the text, and determine where the text leaves matters uncertain.RL.11-12.6:?Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).I can analyze a text’s point of view that specifically requires using satire, sarcasm, irony, or understatement.RI.11-12.2:?Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.I can examine how the author chooses to structure the text. I can determine how the structure contributes to the meaning of the text. RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.I can understand the sequence and development of individuals, ideas, and events.I can understand that individuals, ideas, and events can interact and develop over the course of a text.RI.11-12.7:?Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.I can evaluate multiple sources of information presented in different media or formats to solve a problem.I can integrate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) to address a question or solve a problem.ELA Core StandardsStudent Learning TargetsWRITINGW.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.I can write an argument using valid reasoning with relevant and sufficient evidence. W.11-12.1 (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 claim(s), counterclaims, reasons, and evidence.I can identify significant and opposing arguments.I can logically sequence claims, counterclaims, reasons, and evidence.W.11-12.1 (b). Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.I can develop claims and counterclaims with relevant evidence.I can identify the strengths and limitations of claims and counterclaims while anticipating the audience's knowledge level, concerns, values, and possible biases.W.11-12.1 (c). Use words, phrases, and clauses as well as varied syntax 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.I can use syntax (sentence fluency) to clarify the relationships among my claims, reasons, and counterclaims. W.11-12.1 (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.I can use appropriate style and tone to create a written product.I can use correct and appropriate conventions in my writing.W.11-12.1 (e). Provide a concluding statement or section that follows from and supports the argument presented.I can provide a concluding statement that supports my argument.W 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)I can develop, organize, and create clear and coherent writing in multiple genres.I can write pieces that are appropriate to task, purpose, and audience.W 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, re-writing, or trying a new approach, focusing on addressing on what is most significant for a specific purpose and audienceI can use multiple techniques of editing and revision to develop writing pieces with purposeW.11-12.6.?Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.I can use technology to produce, publish and update individual writing products in response to ongoing feedback, including new arguments or information.I can use technology to produce, publish and update shared writing products in response to ongoing feedback, including new arguments or information.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.I can answer a question (including self-generated) or solve a problem through short as well as sustained research.I can narrow or broaden the inquiry when appropriate and combine multiple sources to demonstrate my understanding of the topic.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.I can determine authoritative and accurate sources from inferior sources and identify the strengths and weaknesses of each source.I can use a variety of print and digital sources and use advanced searches effectively.I can identify the task, purpose, and audience of my research.I can include balanced research information smoothly into my piece.I can understand the difference between plagiarism and my own work and cite my sources in a standard citation format.W.11-12.9.?Draw evidence from literary or informational texts to support analysis, reflection, and research.I can draw evidence from literary or informational texts to support analysis, reflection, and research.W 11-12.10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.I can write over extended and shorter time frames for a range of purposes and tasks.ELA Core StandardsStudent Learning TargetsSPEAKING & LISTENINGSL.11-12.1:?Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led).I can initiate and participate with diverse partners on grade 11 topics, texts, and issues.I can initiate and participate in discussions and build on others’ ideas.I can initiate and participate in discussions and express my own ideas clearly and persuasively.SL.11-12.1 (a): Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.I can come to class prepared, having read and researched the material.I can use my reading and research as evidence for a thought, well-reasoned class discussion.SL.11-12.1 (b): Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.I can work with peers to help create a civil and democratic discussion and promote decision-making.I can work with peers to set clear goals, deadlines, and establish individual roles.SL.11-12.1 (c): Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.I can pose and respond to questions that examine reasoning and evidence.I can listen to a variety of positions on a topic or issue.I can clarify, verify, or challenge ideas and conclusions.I can promote differing and creative perspectives.SL.11-12.1 (d): Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.I can respond thoughtfully to diverse perspectives.I can blend comments, claims, and evidence made on all sides of an issue.I can use research to provide additional information to investigate, resolve contradictions, and complete the task.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.I can present the information and supporting evidence to convey a clear point of view.I can present information so listeners can follow my line of reasoning.I can address alternative or opposing perspectives.I can use appropriate organization, development, substance, and style to establish a purpose and audience.SL.11-12.5:?Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.I can use digital media in presentations to increase understanding of evidence and reasoning.I can effectively use digital media to add interest.ELA Core StandardsStudent Learning TargetsLANGUAGEL 11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.I can determine the meaning of unknown and multiple-meaning wordsL 11-12.4 (a): Use contexts (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.I can use the strategy of context clues to determine the meaning of words.Examples of Text Sets for Unit 3 **Feel free to create and use your own text sets. Text sets should center around your literary work for this unit and add complementary rhetorical non-fiction texts. Please consider sharing your successful text sets with other 12th grade ELA teachers across the district.Text Possibilities: Is Equality the Answer to All Our Problems?Short Story: “Harrison Bergeron”Short Story: Earth’s Holocaust, by Nathaniel Hawthorne Opinion Article: “When Everyone Gets a Trophy, No One Wins” Huffington PostEssay: “Wake Me Up When Men Get Pregnant” by Tim Cavanaugh, Reason (L 1200)Debate: “At Issue: Genetic Engineering” by ProQuest Staff, ProQuest LLC (L 1180)Essay: The Communist Manifesto, by Karl Marx and Friedrich EngelsArticle: “Choosing Babies” by Emily Singer, Technology Review (L 1340)Image: Kristen Stewart Emotional ChartFine Art: The Garden of Earthly DelightsText possibilities using The Road by Cormac McArthy as the anchor text (Suggested for Unit 6 as well): Review: “Apocalypse Now” by Ron CharlesImage: The One Who Suffers by Damien WormExcerpt: Excerpt from The Road (read all the way until “Are we going to die?)Article: Biography Cormac McCarthyInterview: Cormac Oprah Interview Readers Guide: Discussion Questions by OprahComic: The Road If You’re a Parent by Sheldon Article: Themes in The Road: Where Fiction and Science Meet Article: Why We Love the Apocalypse in Fiction by WriteRightNow Article: Cormac McCarthy’s The Road May Have the Scariest Passage in All of Literature by Benjamin PercyImage: Portrait of Crime by Santiago CarusoText possibilites using Lord of the Flies by William Golding as the anchor text (Suggested for Unit 6 as well):Cartoon: “Lord of the Flies” in 3 PanelsArticle: “The Moral Instinct” by Steven PinkerArticle: “What Makes Us Moral” by Jeffrey KlugerArticle: “Tragedy As Child Play” by Lance MorrowArticle: “The Second Coming of Sigmund Freud” by Kat McGowanPoem: “Boy With Frogs” by Sy KahnPoem: “I heard a Fly buzz - when I died (591)” by Emily DickinsonSong: “Little Man Big Man” Toad the Wet Sprocket - Lyrics here Poem: “On Turning 10” by Billy CollinsPowerPoint: “Lead-ins to Literature: Lord of the flies” by Prestwick HouseFine Art: The Garden of Earthly DelightsNovel Options:Utopia, by Thomas More (L 1390) Gulliver’s Travels, by Jonathan Swift (L 460)*The Fountainhead, by Ayn RandBrave New World, by Aldus Huxley (L 1060)Lord of the FliesThe RoadSee Unit 6 for Their Eyes Were Watching God by Zora Neale Hurston Text Set that also works for Unit 3. Unit 3 Planning Notes:Twelfth Grade Unit 4 Theme: Equity & Disparity In this unit students will explore the causes of inequality citing textual evidence, author’s point of view while evaluating and analyzing text.Essential QuestionSupporting QuestionsScience ConnectionsSocial Studies ConnectionsHow does literature depict and inform the reader’s perceptions of equity and disparity? What is the role of equity in society?What is the difference between equity and equality?What are the positives and negatives of the quest for equality? Is equity attainable? How does education and learning affect equity and disparity?To what degree am I responsible for equity in my community? How can individuals and societies protect human rights and dignity? What are the causes of inequity in a community? What are the consequences of inequity in a community?What systems of segregation are institutionalized in our society?How does accessibility affect equity and disparity? How does science influence the politics and economics of a society?How does scientific knowledge and technology influence equity or disparity between people?How can individuals and societies protect human rights and dignity? To what degree am I responsible for equity in my community? What systems of segregation are institutionalized in our society? ELA Core StandardsStudent Learning TargetsREADINGRL.11-12.1:?Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.I can cite strong and thorough textual evidence to support analysis.I can cite specific material from the text, draw inferences from the text, and determine where the text leaves matters uncertain.RL.11-12.7:?Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)I can analyze multiple versions of a story, drama, or poem.I can evaluate how multiple versions of a story, drama, or poem interpret the source text.RI.11-12.3:?Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11-12.4:?Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).I can determine the meaning of words and phrases as they are used in text.RI.11-12.7:?Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.I can evaluate multiple sources of information presented in different media or formats to solve a problem.I can integrate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) to address a question or solve a problem.ELA Core StandardsStudent Learning TargetsWRITINGW.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.I can write an argument using valid reasoning with relevant and sufficient evidence. W.11-12.1 (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 claim(s), counterclaims, reasons, and evidence.I can identify significant and opposing arguments.I can logically sequence claims, counterclaims, reasons, and evidence.W.11-12.1 (b). Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.I can develop claims and counterclaims with relevant evidence.I can identify the strengths and limitations of claims and counterclaims while anticipating the audience’s knowledge level, concerns, values, and possible biases.W.11-12.1 I. Use words, phrases, and clauses as well as varied syntax 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.I can use syntax (sentence fluency) to clarify the relationships among my claims, reasons, and counterclaims. W.11-12.1 (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.I can use appropriate style and tone to create a written product.I can use correct and appropriate conventions in my writing.W.11-12.1 (e). Provide a concluding statement or section that follows from and supports the argument presented.I can provide a concluding statement that supports my argument.W 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)I can develop, organize, and create clear and coherent writing in multiple genres.I can write pieces that are appropriate to task, purpose, and audience.W 11-12.5 Develop and strengthen writing as needed by planning, revising, editing, re-writing, or trying a new approach, focusing on addressing on what is most significant for a specific purpose and audience.I can use multiple techniques of editing and revision to develop writing pieces with purposeW.11-12.6.?Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.I can use technology to produce, publish and update individual writing products in response to ongoing feedback, including new arguments or information.I can use technology to produce, publish and update shared writing products in response to ongoing feedback, including new arguments or information.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.I can answer a question (including self-generated) or solve a problem through short as well as sustained research.I can narrow or broaden the inquiry when appropriate and combine multiple sources to demonstrate my understanding of the topic.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.I can determine authoritative and accurate sources from inferior sources and identify the strengths and weaknesses of each source.I can use a variety of print and digital sources and use advanced searches effectively.I can identify the task, purpose, and audience of my research.I can include balanced research information smoothly into my piece.I can understand the difference between plagiarism and my own work and cite my sources in a standard citation format.W.11-12.9.?Draw evidence from literary or informational texts to support analysis, reflection, and research.I can draw evidence from literary or informational texts to support analysis, reflection, and research.W 11-12.10 Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.I can write over extended and shorter time frames for a range of purposes and tasks.ELA Core StandardsStudent Learning TargetsSPEAKING & LISTENINGSL.11-12.2:?Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.I can include multiple sources of information, in a variety of formats and media, to make decisions and solve problems.I can evaluate the credibility of sources and note the differences among the sources.ELA Core StandardsStudent Learning TargetsLANGUAGEL.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.I can demonstrate an understanding of standard English conventions including capitalization, punctuation, and spelling.L.11-12.2 (a): Observe hyphenation conventionsI can use hyphens correctly.L.11-12.2 (b): Spell correctly.I can use correct spelling.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.I can demonstrate an understanding of figurative language, word relationships, and the distinction in words meanings.L.11-12.5 (a): Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.I can identify figures of speech in the text.I can analyze the impact of figures of speech in the text.L.11-12.5 (b): Analyze nuances in the meaning of words with similar denotations.I can analyze the nuances (tone) in the meaning of words with similar meanings.Examples of Text Sets for Unit 4 **Feel free to create and use your own text sets. Text sets should center around your literary work for this unit and add complementary rhetorical non-fiction texts. Please consider sharing your successful text sets with other 12th grade ELA teachers across the district.Text Possibilities: Social Responsibility and Ethics Memoir: Night/Excerpts by Elie Wiesel NPR: Social Media Changing The Nature Of Activism?Essays: Thirty-Eight Who Saw Murder Didn't Call the PolicePutting Action Back in ActivismChanging the Face(book) of Social ActivismIn Defense of Dangerous IdeasSpeech: "The Perils of Indifference”Website: Global Infographics: Water Rich vs. Water PoorVideos: The Miniature Earth ProjectWhat is Health Equity?Global Wealth InequalityText Possibilities: Equity and DisparityTo focus on race Issues, Try these texts:Speech / Eulogy: President Obama’s Eulogy for the SC Nine That Brought Down the HouseEssay: “Graduation” by Maya Angelou (Bedford St. Martin)Graphs and Charts: Graduation Rates by RaceEssay: "Notes of a Native Son" by James Baldwin (Bedford St. Martin)Essay: “How it Feels to be Colored Me” by Zora Neale Hurston (Bedford St. Martin)Essay: “The Myth of the Latin Woman: I Just Met a Girl Named Maria” by Judith Ortiz Cofer (Bedford St. Martin)Memoir: “Notes of a Native Speaker” from The Accidental Asian by Eric LiuArticle: “Choosing to Be Black is the Epitome of White Privilege” (Current Event: Rachael Doleazal) Politico MagazineInfographics, Charts, and Graphs: Racial Disparity in the Criminal Justice SystemTo include discussions of equity and disparity with regard to disability, sexual / gender orientation, and wealth, try these texts:Essay: “On Being a Cripple” by Nancy Mairs (Bedford St. Martin)Memoir: “A Clash of Tiny Sparks: Remembrances of a Gay Boyhood” by Bernard Cooper (Bedford St. Martin)Speech: President Obama Declares National LGBT Month (Current Event)Closing Statement: Justice Kennedy’s Closing Paragraph in the marriage equality ruling (Current Event)Article (Opinion): All Men Are Created Equal? Really? by Nicholas Clairmont (Big Think)Article: “Rich People Are the F--ing Worst: Rancho Santa Fe’s Response to California’s drought. (Current Event)Essay: “Serving in Florida” by Barbara Eihrenreich(Bedford St. Martin)Magazine Article: “Nip, Tuck, or Else: Why You’ll Be Getting Cosmetic Procedures, Even If You May Not Want To” (Time, June 29th 2015) (Current Event)Additional Non-Fiction Texts:Essay: Meditation XVII by John DonneEconomic inequality is the wrong issue, The Washington Post“Buffet Tax” and truth in numbers, The Washington PostDown with rent, up with fairness, The Washington PostWhy Social Security is welfare, The Washington PostWhy Social Security is NOT welfare, Economist’s ViewWhat is fair about 47 percent in U.S. paying no federal taxes?, The Deseret NewsI’m counting every penny, The Daily BeastStudent loans require homework, The Washington PostCruel and unusual—a test case, The Washington PostTexas man wrongly put away for 18 years denied compensation, Yahoo NewsShould the U.S. legalize hard drugs?, The Washington PostGetting back in the game, The Salt Lake TribuneAn end to AIDS is within our reach, The Washington PostSolitary torture, The Washington PostSame-sex marriage: empathy or right?, The Washington PostUnit Anchor Text OptionsPlay: Pygmalion by George Bernard Shaw (1340L)Novel: Tess of the D’Urbervilles by Thomas Hardy (1160L) *Novel: Pride and Prejudice by Jane Austen (1070L) *Novel: Bean Trees by Barbara Kingsolver (900L)*Literary nonfiction: Mao’s Last Dancer by Mao (810L)*Children’s literature: If the World Were a Village (1350L)Novel: A Fine Balance by Rohinton MistryNovel: Inheritance of Loss by Kiran DesaiNovel: Snow Flower and the Secret Fan by Lisa SeeNovel: Cutting for Stone by Abraham VergheseUnit 4 Planning Notes:Twelfth Grade Unit 5 Theme: Change and TraditionIn this unit students will explore the processes of constructing their own world views. They will pose and answer a question or solve a problem through sustained, multi-media research.Essential QuestionSupporting QuestionsScience ConnectionsSocial Studies ConnectionsHow does the dissonance between tradition and change shape individuals and societies?How does my current knowledge and experience fit with or conflict with new knowledge and experience?What are the variables that discourage or encourage change in society? How has science shaped career paths over history? What is my mental schema? How do individuals react to change and cognitive dissonance?How has science affect superstition and shift perspectives and paradigms? How does science affect the quality of life, how have technology advances influence the progress of science?How are theories and scientific evidence validated?How does the quantity and quality of evidence influence decision-making and change?Who or what determines whether a tradition is changed or sustained? What factors and social movements elicited social change, and what factors have discouraged change?ELA Core StandardsStudent Learning TargetsREADINGRL.11-12.1:?Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.I can cite strong and thorough textual evidence to support analysis.I can cite specific material from the text, draw inferences from the text, and determine where the text leaves matters uncertain.RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).I can analyze how the author's choices impact the development of a story or drama.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)I can use text to determine the meaning of words and phrases. I can determine an author's tone through analysis of word choice. I can determine the figurative and connotative meaning of words and phrases.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.I can determine two or more central ideas of a text.I can examine the central ideas of the text and how they interact together to provide meaning.I can summarize the text.RI.11-12.7.?Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.I can evaluate multiple sources of information presented in different media or formats to solve a problem.I can integrate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) to address a question or solve a problem.ELA Core StandardsStudent Learning TargetsWRITINGW.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.I can write an argument using valid reasoning with relevant and sufficient evidence. W.11-12.1 (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 claim(s), counterclaims, reasons, and evidence.I can identify significant and opposing arguments.I can logically sequence claims, counterclaims, reasons, and evidence.W.11-12.1 (b). Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.I can develop claims and counterclaims with relevant evidence.I can identify the strengths and limitations of claims and counterclaims while anticipating the audience's knowledge level, concerns, values, and possible biases.W.11-12.1 (c). Use words, phrases, and clauses as well as varied syntax 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.I can use syntax (sentence fluency) to clarify the relationships among my claims, reasons, and counterclaims. W.11-12.1 (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.I can use appropriate style and tone to create a written product.I can use correct and appropriate conventions in my writing.W.11-12.1 (e). Provide a concluding statement or section that follows from and supports the argument presented.I can provide a concluding statement that supports my argument.W 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)I can develop, organize, and create clear and coherent writing in multiple genres.I can write pieces that are appropriate to task, purpose, and audience.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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)I can use multiple techniques of editing and revision to develop writing pieces with purpose.W.11-12.6.?Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.I can use technology to produce, publish and update individual writing products in response to ongoing feedback, including new arguments or information.I can use technology to produce, publish and update shared writing products in response to ongoing feedback, including new arguments or information.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.I can answer a question (including self-generated) or solve a problem through short as well as sustained research.I can narrow or broaden inquiry when appropriate and combine multiple sources to demonstrate my understanding of the topic.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.I can determine authoritative and accurate sources from inferior sources and identify the strengths and weaknesses of each source.I can use a variety of print and digital sources and use advanced searches effectively.I can identify the task, purpose, and audience of my research.I can include balanced research information smoothly into my piece.I can understand the difference between plagiarism and my own work and cite my sources in a standard citation format.W.11-12.9:?Draw evidence from literary or informational texts to support analysis, reflection, and research.I can draw evidence from literary or informational texts to support analysis, reflection, and research.W.11-12.10:?Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes.I can write over extended and shorter time frames for a range of purposes and tasks.ELA Core StandardsStudent Learning TargetsSPEAKING & LISTENINGSL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.I can include multiple sources of information, in a variety of formats and media, to make decisions and solve problems.I can evaluate the credibility of sources and note the differences among the sources.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.I can present the information and supporting evidence to convey a clear point of view.I can present information so listeners can follow my line of reasoning.I can address alternative or opposing perspectives.I can use appropriate organization, development, substance, and style to establish a purpose and audience.ELA Core StandardsStudent Learning TargetsLANGUAGEL.11-12.1:?Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.I can correctly use Standard English conventions, grammar, and usage in writing and speaking.L.11-12.1 (a): Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.I can understand that usage?changes throughout time and apply it appropriately.L.11-12.1 (b): Resolve issues of complex or contested usage, consulting references (e.g.,?Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.I can use references to resolve issues of complex and contested usage.Examples of Text Sets for Unit 5 **Feel free to create and use your own text sets. Text sets should center around your literary work for this unit and add complementary rhetorical non-fiction texts. Please consider sharing your successful text sets with other 12th grade ELA teachers across the district.Text Possibilities: Tradition vs. ChangeShort Story: “Marriage is a Private Affair” by Chinua AchebeEssay: How to Tame a Wild TongueShort Story: HYPERLINK "" \h The Lottery by Shirley JacksonArgument: “Why I Love Black and White” by Roger EbertPoem: “Mending Wall” by Robert FrostSpeech: South Carolina’s Governor, Nikki Haley, demands a removal of the Confederate Flag (Current Event)Article: Welcome Robot Overlords, Please Don’t Fire Us (Current Event)OP-ED Argument: “The Case for Old Ideas” (NY Times)Memoir: “Notes of a Native Speaker” from The Accidental Asian by Eric LiuAdditional Non-Fiction Texts:The Myth of Assimilation (L 1300)One Nation, Indivisible? (L 1530)Sweat of their brows reshapes economy (L 1320)Ethnic Shifts GraphForeigners Adapt Quickly (L 1350)Powerpoint Immigration SurveyA Muslim American reflects on Osama bin Laden’s Death, The Washington PostShowing My Color: Impolite Essays on Race and Identity, by Clarence PageTransgender at 5, The Washington PostThe Afghan Girls Who Live as Boys, BBC News MagazineText Set for “A Rose for Emily” by William Faulkner (as anchor text):Article: “Psychological Character Analysis of Miss Emily in ‘A Rose for Emily’ by Faulkner” by Nicole Smith Article: “Faulkners A Rose for Emily: Fallen Monuments and Distorted Relics” by Nicole SmithArticle: “Comparison of Themes in ‘A Rose for Emily’ ‘The Yellow Wallpaper’ and ‘Sweat’” by Nicole SmithVideo: Slide show with music-fun for introducing the storyand setting the “scene” and “mood” Click hereVideo: “A Rose for Emily” starring Angelica Houston (26:31) Unit 5 Anchor Texts Options Novel: Joy Luck Club by Amy Tan (L 940)*Novel: A Light In August, by William FaulknerNovel: A Thousand Splendid Suns by Khaled Hosseini (L 830)Novel: Kite Runner by Khaled Hosseini (L 840)*Novel: The Help by Kathryn StockettNovel: Snow Flower and the Secret Fan (Footbinding chapter) by Lisa SeeNovel: The Chosen by Chaim Potok (L 970)*Novel: Bless Me Ultima by Rudolfo Anaya (L 840)*Literary nonfiction: The Color of Water by James McBrideUnit 5 Planning Notes:Twelfth Grade Unit 6 Theme: Transition to AdulthoodIn this unit students will examine the internal and external forces that shape their identity and maturity.Essential QuestionSupporting QuestionsSocial Studies ConnectionsScience ConnectionsAdditional Writing FocusWhat qualities, characteristics, and events contribute to shaping your identity? What is maturity?What external forces shape your identity? What personal choices shape your identity?How do we grow up by adapting to our environment?How do you navigate the journey from adolescence to adulthood? How do we grow up by adapting to our environment?What is the role of environment versus DNA in shaping identity?NarrativeLetter to Incoming Freshmen ORThis I Believe Personal EssayELA Core StandardsStudent Learning TargetsREADING RL.11-12.2.?Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.I can determine two or more themes of a text and analyze their development over the course of a text.I can determine how texts interact and build on one another to produce a complex account.I can provide an unbiased summary of the text.RL.11-12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).I can analyze how the author's choices impact the development of a story or drama.RL.11-12.6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).I can analyze a text's point of view that specifically requires using satire, sarcasm, irony, or understatement.RL.11-12.7:?Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)I can analyze multiple versions of a story, drama, or poem.I can evaluate how multiple versions of a story, drama, or poem interpret the source text.RL.11-12.10. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.I can read and comprehend difficult texts independently and proficiently.RI.11-12.3:?Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.I can analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI.11-12.4:?Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).I can determine the meaning of words and phrases as they are used in text.RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.I can examine how the author chooses to structure the text. I can determine how the structure contributes to the meaning of the text. I can evaluate whether the structure is clear, convincing, and engaging. RI.11-12.10. By the end of grade 12, read and comprehend literary nonfiction in at the high end of the grades 11-CCR text complexity band independently and proficiently. I can read and comprehend difficult texts independently and proficiently.ELA Core StandardsStudent Learning TargetsWRITINGW.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.I can write narratives that develop real or imagined experiences or events.I can use effective technique, well-chosen details, and well-structured event sequences to write my narrative.W.11-12.3 (a): Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.I can create a problem, situation, or observation that is engaging and communicate its importance to the reader.I can establish one or more points of view and introduce a narrator and/or characters.I can create a smooth progression of experiences or events.W.11-12.3 (b): Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.I can use narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters.W.11-12.3 (c): Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).I can use a variety of techniques to sequence events that build on one another to create a meaningful whole and build toward a particular tone and outcome.W.11-12.3 (d): Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the events, setting, and/or characters.W.11-12.3 (e): Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.I can write a conclusion that reflects on what is experienced and resolved over the course of the narrative.ELA Core StandardsStudent Learning Targets-761991536700SPEAKING & LISTENINGSL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.I can initiate and participate in discussions.I can discuss with diverse partners about texts, and issues, while building on others ideas.I can express my ideas clearly and persuasively.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.I can come to class prepared, having read and researched the material.I can use my reading and research as evidence for a thoughtful, well-reasoned class discussion.b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.I can work with peers to help create a civil and democratic discussion and promote decision-making.I can work with peers to set clear goals, deadlines, and establish individual roles.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.I can pose and respond to questions that examine reasoning and evidence. I can listen to a variety of positions on a topic or issue.I can clarify, verify, or challenge ideas and conclusions.I can promote differing and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.I can respond thoughtfully to diverse perspectives.I can blend comments, claims, and evidence made on all sides of an issue.I can use research to provide additional information to investigate, resolve contradictions, and complete the task.Examples of Text Sets for Unit 6 **Feel free to create and use your own text sets. Text sets should center around your literary work for this unit and add complementary rhetorical non-fiction texts. Please consider sharing your successful text sets with other 12th grade ELA teachers across the district.Text possibilities using The Road by Cormac McArthy as the anchor text Poem: “On Turning Ten” by Billy CollinsReview: “Apocalypse Now” by Ron CharlesImage: The One Who Suffers by Damien WormExcerpt: Excerpt from The Road (read all the way until “Are we going to die?)Article: Biography Cormac McCarthyInterview: Cormac Oprah Interview Readers Guide: Discussion Questions by OprahComic: The Road If You’re a Parent by Sheldon Article: Themes in The Road: Where Fiction and Science Meet Article: Why We Love the Apocalypse in Fiction by WriteRightNow Article: Cormac McCarthy’s The Road May Have the Scariest Passage in All of Literature by Benjamin PercyImage: Portrait of Crime by Santiago CarusoSee Unit 3 for Lord of the Flies Text Set (Text possibility for Unit 6)Text possibilities using Their Eyes Were Watching God by Zora Neale Hurston as anchor text:Article: “A Headstone for an Aunt: How Alice Walker Found Zora Neale Hurston” by Geo OngArticle: “Looking for Zora” by Ann DuCille, NYTimesShort Story: Sweat by Zora Neale HurstonTeacher’s Guide: Their Eyes Were Watching God by The Big ReadLetter: Letter to Countee Cullen by Zora Neale HurstonTeacher’s Guide: Excerpt from Teachers Guide by NCTEWebsite: Brief Guide to the Harlem Renaissance by Website: Documentary: The Rise of African Literature, Art and MusicVideo: Harlem Renaissance “Crash Course” - focus on Langson HughesVideo: Harlem Renaissance by PBSVideo: Harlem Renaissance Music (montage of artists) Video: Alice Walker talks about ZoraLibrary of Congress: The Library of Congress American Memory Collection - In the “search all collections” box, type in Zora Neale Hurston. It will open a treasure chest of primary documents including photos and lots of songs. Check out Zora introducing and singing “Mama Don’t Want No Peas, No Rice,” the “Jook” song called “Halimuhfack,” and the most widely distributed “work song” in the US called “mule on the Mount.” Also cool is the document called “Proposed Recording Expedition into the Flordas” written by Zora and submitted to the Works Progress Administration in Jacksonville, Florida. Video: Zora sings Crow Dance with pictures Essay: Alice Walker’s 1975 essay, “Looking for Zora,” which reignited interest in the author.Website: Langston Hughes, contemporary & friendWebsite: Countee Cullen, contemporary & friendUnit 6 Planning Notes:“You must be the change you want to see in the world.”-Mahatma GhandiTable of ContentsTitleSenior Capstone Overview Reference Guide for Research Annotated Bibliography or AACC: Annotation, Abstract, Contextual Connection Essay Outline C.R.A.P. Test Multi-Genre project- Possible Genres Live Your Topic Endnotes Reflection Paper SENIOR CAPSTONE PROJECT"You must be the change you want to see in the world." –Mahatma Ghandi. This assignment asks how you plan to do just that. ?You are entering a world with lots of problems; how will you contribute to the solutions?Overview: The Senior Capstone Project is a personalized and culminating project focused on a relevant and significant social/societal issue. As a citizen of this world, we inherit a variety of social issues and debates. Your ability to evaluate and understand relevant social issues and to engage purposefully in debate and discussion is necessary for your success as a 21st century learner. This project can also be a great experience for you to research something you are passionate about and share with us what you and all of us can do about it!Project Description:The Senior Capstone Project is a compilation of student work that includes a variety of student writing as well as multi media products. You will move from choosing a relevant topic that explores a significant social issue, to compiling and organizing research information, to writing a formal argumentative paper, and finally to presenting research findings via a minimum of six different genres, such as poetry, editorial writing, interviews, web sites, photographic essays, music, timelines, letters, Prezi/digital presentations, newscasts, charts, graphs, etc. One of your genres must show us how you “Live Your Topic,” meaning that it reflects what you have personally done to effect change or work toward a solution. Your final portfolio will include a table of contents, topic proposal, annotated research, research paper, four genres, endnotes, and reflection.Student Learning Objectives: I can choose a topic, analyze the rhetoric of opposing views, and apply those views to support my own claim. I can determine if a source is useful and accurate for answering my research question; I can utilize information to from these sources without plagiarizing other’s words and ideas.I can identify and apply the elements of writing rhetoric in order to:answer a self-generated questionsolve a problemnarrow or broaden my inquiry when appropriatesynthesize multiple sources on my subject of inquirydemonstrate understanding of the subject of investigation. I can write arguments to support claims using valid reasoning and relevant and sufficient evidence; alternate or opposing perspectives are explored and addresses.I can identify strengths and limitations of claims and counterclaims while anticipating the audience’s knowledge level, concerns, values and possible biases. I can present information, findings, and supporting evidence, conveying a clear and distinct perspective.I can make strategic use of digital media in a presentation to enhance understanding of findings, reasoning, and evidence and to add interest.I can adapt speech to the context of a formal Capstone Project presentation, demonstrating a command of formal English. Power Common Core Standards:Use the following standards to assess the Senior Capstone Project. The three highlighted standards were chosen for the SLO component to the map to show how we are tracking argument writing for CTESS reporting purposes on student growth. Simplified Capstone rubrics will be created (hopefully) this fall after senior teachers meet to calibrate papers for norming. CFA #24HighlyProficient3Proficient2Minimally Proficient1Below Proficient(L) Standard 1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.Resolve issues of complex or contested usage, consulting references (e.g. Merriam-Webster’s Dictionary) as needed.(L) Standard 6Acquire and use accurately general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.(SL) Standard 2Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (SL) Standard 4Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.(SL) Standard 5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (R) Standard 1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text, including determining where the text leaves matters uncertain.(R) Standard 7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.(W) Standard 1aIntroduce 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 claim(s), counterclaims, reasons, and evidence.(W) Standard 1bDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.(W) Standard 1cUse words, phrases, and clauses as well as varied syntax 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.(W) Standard 1dEstablish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (W) Standard 1eProvide a concluding statement or section that follows from and supports the argument presented. (W) Standard 6Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.(W) Standard 7Conduct 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) Standard 8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.REFERENCE GUIDE TO SEARCHING FOR RESEARCHNote: When you are at school, you will have access to these databases without using the login and password, but at home, you will need to use them as listed below:TO BEGIN, GO TO:DESTINY WEBSITE- HYPERLINK "" \h Use the same login as you do for school- 1st letter first name, 1st 3 last name, last 4 student id, then full student id number for password. The login is in the upper right-hand corner. You can also get to these databases by going to cchs. and choosing Our School, then Media Center, then Online Resources.Click on Pioneer Library LOGIN: pioneerPASSWORD: discoverGale Reference CollectionGo to the left side and choose Global Issues in Context- look up magazines, news articles, etc. related to your topic.Go to the right side and choose Opposing Viewpoints for more articlesCitations for Works Cited page are at the bottom of the articles. Just copy/paste into your googledoc.EBSCO (Magazine/Newspaper Periodical Search)Click EBSCOChoose All Databases (first one listed)Go down to MAS Complete or Student Research Center (gives high school magazines and articles)Where it says “Limit Your Results,” click on FULL TEXT. Then search topic.Citations for Works Cited page- click on “Cite” on the right side. Then scroll down for MLA and copy/paste into your googledoc. 2. Go back to the Destiny website- Click on SIRS ResearcherLOGIN: CORNERCANYONPASSWORD: chargersClick on your topic and you will see pro vs. con articles at the top, as well as other articles below.Citations for Works Cited page are at the top right- click on Citation and copy/past into your googledoc. 3. Go back to the Destiny website- Click on WebPath ExpressChoose Corner Canyon High SchoolOn the left hand side of the page, click on WebPath Express (3rd one down)Type your topic in the Find bar—this site will give you safe, academic Internet websites for any topic.Citations for the Works Cited page must be done on Easybib or citation machine. Then you can copy/paste the citation into your googledoc.330200241300*If you choose to use a source that is not from one of these vetted databases, you must do a C.R.A.A.P test (see instructions) and attach it to the article. *If you choose to use a source that is not from one of these vetted databases, you must do a C.R.A.A.P test (see instructions) and attach it to the article. 0-571499-90170-3429000AACC Strategy for Close Reading and ReflectionA Annotate CloselyMark words, phrases or passages and reflect on their meanings in the marginsIdentify new vocabulary words and define them.Ask questions—and try to answer them--in the margins.Write connection you made in the margins.Identify main themes of the text.Notice how the text is organized, and think about the purpose for the organization.Respond to passages that are powerful or beautiful.Agree or disagree with an idea.Make note of literary and rhetorical strategies that are used, and identify their purpose in the text.Consider the speaker and the audience.Discuss the context/history in which the text was written.Identify and evaluate claims and supporting evidenceAnd so much more . . . AWrite an Abstract (Precis / Summary)Typed, ? page, 12-point font, double-spaced, MLA formatRequired: Use the topic sentence frame (below) and then follow it with a summary of all the main points from the article.Do not insert your opinion into the paragraph. The abstract is an objective summary of the ic Sentence Frame“Article” by (author’s name) + (pick a perfect verb) + give main idea of text.Example:“Snowplow Parents” by Tess Tosteroni discusses the negative affects of “over-parenting” on young people’s emotional and mental Write a Contextual Connection(Reflection)Typed, ? page, 12-point font, double-spaced, MLA format (please type on the same sheet as your abstract/summary.A contextual connection is a response to, analysis of, or evaluation of the piece. Sentence FramesI strongly agree with_________because_______________.I strongly disagree with_____________because____________I never knew that____________.I wish the writer had included more information about_______________.The reason(s) the author wrote this text include_________________I think this text is important and relevant to my topic because____________.CAPSTONE ARGUMENT ESSAY OUTLINEYour essay should include the following sections:Introduction (1 paragraph)This could be a startling fact, problem statement, short story, or quotePlease do NOT start your essay with your essential questionThesis (1 paragraph)This should be drawn from your research proposal thesisIt should outline the main arguments you are going to present to prove your thesisBackground (1 paragraphs)Should be very factualExplain the "big" problem?Explain the harms - bad things happening right now related to the problem.Explain the significance - how big a deal this is (make it measurable)Explain how we got to this pointArgument1st main claim/argument that proves your thesis- Oreo paragraphTopic sentenceConcrete detail (evidence/quote)Commentary (1-explain your evidence and 2-how it relates to your thesis)2nd Concrete detail CommentaryConcluding statement2nd claim/argumentFollow same format as 1st argument Oreo paragraph3rd claim/argument Same format as 1st and 2nd arguments4th claim/argument if you have oneCounter Argument (1 paragraph addressing counter, 1 paragraph refutation)Identify and explain another perspective on the issue— what would the other side say? Be detailed.Address and refute their claims with your own evidence- why are they wrong?One paragraphSolutions (at least 2 paragraphs)What should be done about this issue?Who should be involved?How would these solutions work toward solving the problem?At least two paragraphs- present multiple possible actions that can be takenConclusion (1 paragraph)Briefly restate your thesis and main points in a new way (not the exact language)Make me feel good about what steps are being taken toward your solutions ORMake a call to action - make me want to join you and do something to helpPOSSIBLE GENRESDirections: You will select four genres to tell the story of your research topic. Information about your subject should not be repeated in different genres. Choose the best genres for the research information. The multi-genre pieces should look professional and authentic and be in some logical order in your binder. You will be shown several samples of genre work by former students so you know what you are expected to do!InformationalTrivia gameBiographySpeechPoll/SurveyBrochurePublic Service AnnouncementCreative3187700114300Questions:Does your genre contain facts and new information related to your topic?Does it help to prove your thesis?Is this the best genre for the information?Does it look authentic?Does it look professional?Is it my original work?Are the information and purpose clear?“Live Your Topic”- Does one of your genres display how you have personally made a difference toward solving your issue?Questions:Does your genre contain facts and new information related to your topic?Does it help to prove your thesis?Is this the best genre for the information?Does it look authentic?Does it look professional?Is it my original work?Are the information and purpose clear?“Live Your Topic”- Does one of your genres display how you have personally made a difference toward solving your issue?One Act PlayShort StoryThe ABCs of. . .Two Voice PoemBlackout PoetryDiary EntriesMonologueBoard GameSongVisual/DigitalArtworkCollage (Glogster)Facebook pagePreziTrailer/VideoCommercialWebsite/blogspotPodcastPinterest Board5816600127000StatisticalGraphChartTimelineMapFlow ChartDiagramsCatalogJournalismNewspaper articleEditorialInterviewAdvertisementPhoto essayLIVE YOUR TOPICFor ONE of your FOUR genres, you will “live your topic,” meaning you will take action in some way to forward your thesis or solve the issue. The genre you create to represent this proactive “something” could take a variety of forms, but it must focus on making a difference. THREE COMPONENTS THIS GENRE MUST HAVE:This genre should demonstrate what action you have taken regarding your topic. In order words, it shows that you haven’t just talked about it, you’ve “done something about it.”While you don’t have to have solved the problem or resolved the issue, you need to show that you have worked in some way to make a difference. The genre should provide evidence of this.You need to provide an explanation below of what you propose to do, how you will do it and why it will make a difference. The actual genre will be included with the other six in the portfolio.SOME IDEAS FOR “LIVE YOUR TOPIC” GENRES-Volunteer for an organization that deals with your issue-Write a letter to your local, state, or national representative (Senator/Congress member) regarding the issue-Gather donations and send them to a reputable organization.-Create a Facebook page (or other social media format) to create awareness and start a conversation about your topic.-Create and distribute a petition that is delivered to an appropriate agency or representative.-Create and distribute a survey and report findings.-Write an editorial or article and actually submit it to a news organization.-Create a blog.-Interview an expert or authority and report your findings. (you can do this through Skype and record it if your expert isn’t local)*This is not a comprehensive list—just some suggestions to get you thinking. Choose something that fits your particular issue and clear it with me if you are unsure.This genre will require you to think ahead and do some planning. Describe here how you plan to live your topic. What do you propose to do? How will you carry it out? Why will it make a difference?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ENDNOTESYour endnotes analyze your research experience at the conclusion of the Capstone Project. How did you decide to use this genre? What difficulties did you have with finding/organizing information? What did you like best about it? Where is the source of information for the piece? This is the second to last page of your project, typed on a separate sheet. NOTE: This is not your works consulted or works cited page. Each endnote should be at least 100+ words in length.You will number your endnotes by genre number. This means that your first genre in your booklet will correspond to endnote #1 and so on.Two examples of endnotes:This has to be my favorite genre. I documented many facts from Rogers and John Swick’s Boondock’s information. These facts were scattered in various web sources, so I had to finally compile a complete impression I had of Uncle Sam. While writing the poem, I had trouble rhyming phrases with “Wilson” though. In the end, it was worth the hours of rhyming to produce such an impressive piece. In order to make Uncle Sam seem like a playful person, I used the ABAB rhyme scheme.The first part of my research had contained an overwhelming amount of information about the Gilded Age. Cartoons arrived in that period with the father of political cartoons, Thomas Nast. In The Ungentlemanly Art, the beginning chapters focused on Nast’s accomplishments. I further used the Thomas Nast biography for specifics. I used a newspaper article for this genre because Nast often drew for Harper’s Weekly. I also used the alternative writing style of double voice between Nast and Tweed, as if the two were indirectly arguing. The genre went smoothly because of the amount of information I had.HELPFUL HINTSChoose a point of view from which to convey the information (concerned citizen, activist, college student, small business owner, taxpayer, etc.)Use effective transitions between genres-put genres in a logical sequenceMake effective choices of genresMake sure the genres make sense with your topicAppearance matters- from the cover of your project to the fonts, colors pictures, etc. that you use affect your presentation in every way. SENIOR CAPSTONE PROJECT Reflection Paper Name: /Topic 1. Why did you choose your topic? Do you think that this was a good decision? Why or why not?2. What goals did you have for your research? Did you meet them?3. What about your topic interested you the most?4. How easy/hard was it to collect your information? Explain. 5. What did you learn about the research process from this project? Be specific.6. What criteria did you use in deciding on the genres to include in your paper?7. What genre was the hardest/most challenging to write? Why?8. What genre was the most interesting/fun? Why?9. How did you decide on the organization of the pieces into a cohesive whole?10. Did you enjoy this project? Why or why not? What changes would you make?Finally, please provide an overall assessment of your project based on content, organization, creativity, mechanics and effort. What grade would you give yourself? Explain why.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Self-Assessment GradeThe grade I believe I deserve for this project is: ______________These materials are still available for you to use at your discretion. College Application Essay Tips for choosing a prompt Have you selected a topic that describes something of personal importance in your life, with which you can use vivid personal experiences as supporting details? Is your topic a gimmick? That is, do you plan to write your essay in iambic pentameter or make it funny? You should be very, very careful if you are planning to do this. We recommend strongly that you do not do this. Almost always, this is done poorly and is not appreciated by the admissions committee. Nothing is worse than not laughing or not being amused at something that was written to be funny or amusing. Will your topic only repeat information listed elsewhere on your application? If so, pick a new topic. Don’t mention GPAs or standardized test scores in your essay unless you feel your "stats" will be impressive and relevant to the essay.Can you offer vivid supporting paragraphs to your essay topic? If you cannot easily think of supporting paragraphs with concrete examples, you should probably choose a different essay topic. Can you fully answer the question asked of you? Can you address and elaborate on all points within the specified word limit, or will you end up writing a poor summary of something that might be interesting as a report or research paper? If you plan on writing something technical for college admissions, make sure you truly can back up your interest in a topic and are not merely throwing around big scientific words. Unless you convince the reader that you actually have the life experiences to back up your interest in neurobiology, the reader will assume you are trying to impress him/her with shallow tactics. Also, be sure you can write to admissions officers and that you are not writing over their heads. Can you keep the reader's interest from the first word? The entire essay must be interesting, considering admissions officers will probably only spend a few minutes reading each essay. Is your topic overdone? To ascertain this, peruse through old essays. However, most topics are overdone, and this is not a bad thing. A unique or convincing answer to a classic topic can pay off big. Will your topic turnoff a large number of people? If you write on how everyone should worship your God, how wrong or right abortion is, or how you think the Republican or Democratic Party is evil, you will not get into the college of your choice. The only thing worse than not writing a memorable essay is writing an essay that will be remembered negatively. Stay away from specific religions, political doctrines, or controversial opinions. You can still write an essay about Nietzsche's influence on your life, but express understanding that not all intelligent people will agree with Nietzsche's claims. Emphasize instead Nietzsche's influence on your life, and not why you think he was wrong or right in his claims. In this vein, if you are presenting a topic that is controversial, you must acknowledge counter arguments without sounding arrogant.Will an admissions officer remember your topic after a day of reading hundreds of essays? What will the officer remember about your topic? What will the officer remember about you? What will your lasting impression be?College Application Essay Topics 1. What are your major accomplishments and why do you consider them accomplishments? Do not limit yourself to accomplishments that were of a formal nature, the most interesting accomplishments are those that just occur and then become crucial and important to you in that specific time of your life.2. What attribute quality or skill do you possess that makes you unique? How did you develop and perfect this skill.3. Consider your favorite book, movies, music, and art; how have they influenced your life in a positive and meaningful life?4. What was the most difficult time of your life and why? How did your perspective on life change as a result of this challenge?5. Have you ever struggled mightily and succeeded? What made you successful?6. Of everything in the world what would you most like to be doing right now? Where would you most like to be? Who of everyone living or dead would you most like to be with at this time in your life? These questions should help you to realize what you love most – what have you discovered?7. Have you experienced a moment of epiphany (an AH HA moment), as if your eyes were opened to something that you were previously “blind” to?8. What is your strongest, most unwavering personality trait? Do you maintain strong beliefs or adhere to a philosophy? How would your friends characterize you? What your friends write about you if they were writing your admissions essay for you?9. What have you done outside the classroom that demonstrates qualities sought after my universities? Of these which means most to you?10. What are your most important extracurricular or community activities? What made you join these activities? What made you continue to contribute and participate in these activities?11. What are your dreams of the future? When you look back on your life in thirty years, what would it take for you to consider your life successful? What people, things, and accomplishments do you need? How does the university you are applying for fit into your plans for the future.College Application Essay Writing Tips 1. If you are planning on writing an essay on how you survived poverty in Russia, your mother's suicide, your father's kidnapping, or your immigration to America, you should be careful that your main goal is to address your own personal qualities. Just because something sad or horrible has happened to you does not mean that you will be a good college or graduate school student. You don't want to be remembered as the pathetic applicant. You want to be remembered as the applicant who showed impressive qualities under difficult circumstances. It is for this reason that essays relating to this topic are considered among the best. Unless you only use the horrible experience as a lens with which to magnify your own personal characteristics, you will not write a good essay. Graduate and professional school applicants should generally steer clear of this topic altogether unless you can argue that your experience will make you a better business person, doctor, lawyer, or scholar. 2. Essays should fit in well with the rest of a candidate's application, explaining the unexplained and steering clear of that which is already obvious. For example, if you have a 4.0 GPA and a 1500 SAT, no one doubts your ability to do the academic work and addressing this topic would be ridiculous. However, if you have an 850 SAT and a 3.9 GPA or a 1450 SAT and a 2.5 GPA, you would be wise to incorporate in your essay an explanation for the apparent contradiction. For example, perhaps you were hospitalized or family concerns prevented your dedication to academics; you would want to mention this in your essay. However, do not make your essay one giant excuse. Simply give a quick, convincing explanation within the framework of your larger essay. 3. "Diversity" is the biggest buzzword of the 1990's. Every college, professional school, or graduate school wants to increase diversity. For this reason, so many applicants are tempted to declare what makes them diverse. However, simply saying you are an American Indian Buddhist female will not impress admissions officers in the least. While an essay incorporating this information would probably be your best topic idea, you must finesse the issue by addressing your own personal qualities and how you overcame stigma, dealt with social ostracism, etc. If you are a rich student from Beverly Hills whose father is an engineer and whose mother is a lawyer, but you happen to be a minority, an essay about how you dealt with adversity would be unwise. You must demonstrate vividly your personal qualities, interests, motivations, etc. Address specifically how your diversity will contribute to the realm of campus opinion, the academic environment, and social life. 4. Don't mention weaknesses unless you absolutely need to explain them away. You want to make a positive first impression, and telling an admissions officer anything about drinking, drugs, partying, etc. undermines your goal. College admissions read more essays on ADD (Attention Deficit Disorder) than could ever be imagined. Why admit to weakness when you can instead showcase your strengths? 5. Be honest; your best, most passionate writing will be about events that actually occurred. Be Original. Even seemingly boring essay topics can sound interesting if creatively approached. If writing about a gymnastics competition you trained for, do not start your essay: "I worked long hours for many weeks to train for XXX competition." Consider an opening like, "Every morning I awoke at 5:00 to sweat, tears, and blood as I trained on the uneven bars hoping to bring the state gymnastics trophy to my hometown." Be Yourself. Admissions officers want to learn about you and your writing ability. Write about something meaningful and describe your feelings, not necessarily your actions. If you do this, your essay will be unique. Many people travel to foreign countries or win competitions, but your feelings during these events are unique to you. Unless a philosophy or societal problem has interested you intensely for years, stay away from grand themes that you have little personal experience with. Don't "Thesaurize" your Composition. For some reason, students continue to think big words make good essays. Big words are fine, but only if they are used in the appropriate contexts with complex styles. Think Hemingway. Use Imagery and Clear, Vivid Prose. If you are not adept with imagery, you can write an excellent essay without it, but it's not easy. The application essay lends itself to imagery since the entire essay requires your experiences as supporting details. Appeal to the five senses of the admissions officers. Spend the Most Time on your Introduction. Expect admissions officers to spend 1-2 minutes reading your essay. You must use your introduction to grab their interest from the beginning. You might even consider completely changing your introduction after writing your body paragraphs. Don't Summarize in your Introduction. Ask yourself why a reader would want to read your entire essay after reading your introduction. If you summarize, the admissions officer need not read the rest of your essay. Create Mystery or Intrigue in your Introduction. It is not necessary or recommended that your first sentence give away the subject matter. Raise questions in the minds of the admissions officers to force them to read on. Appeal to their emotions to make them relate to your subject matter. Body Paragraphs Must Relate to Introduction. Your introduction can be original, but cannot be silly. The paragraphs that follow must relate to your introduction. Use Transition. Applicants continue to ignore transition to their own detriment. You must use transition within paragraphs and especially between paragraphs to preserve the logical flow of your essay. Transition is not limited to phrases like "as a result, in addition, while . . . , since . . . , etc." but includes repeating key words and progressing the idea. Transition provides the intellectual architecture to argument building. Conclusions are Crucial. The conclusion is your last chance to persuade the reader or impress upon them your qualifications. In the conclusion, avoid summary since the essay is rather short to begin with; the reader should not need to be reminded of what you wrote 300 words before. Also do not use stock phrases like "in conclusion, in summary, to conclude, etc." You should consider the following conclusions: Expand upon the broader implications of your discussion. Consider linking your conclusion to your introduction to establish a sense of balance by reiterating introductory phrases. Redefine a term used previously in your body paragraphs. End with a famous quote that is relevant to your argument. Do not try to do this, as this approach is overdone. This should come naturally.Frame your discussion within a larger context or show that your topic has widespread appeal. Remember, your essay need not be so tidy that you can answer why your little sister died or why people starve in Africa; you are not writing a "sit-com," but should forge some attempt at closure. Do Something Else. Spend a week or so away from your draft to decide if you still consider your topic and approach worthwhile. Give your Draft to Others. Ask editors to read with these questions in mind: What is the essay about? Have I used active voice verbs wherever possible? Is my sentence structure varied or do I use all long or all short sentences? Do you detect any clichés? Do I use transition appropriately? Do I use imagery often and does this make the essay clearer and more vivid? What's the best part of the essay? What about the essay is memorable? What's the worst part of the essay? What parts of the essay need elaboration or are unclear? What parts of the essay do not support your main argument or are immaterial to your case? Is every single sentence crucial to the essay? This MUST be the case. What does the essay reveal about your personality? Could anyone else have written this essay? How would you fill in the following blank based on the essay: "I want to accept you to this college because our college needs more." Revise, Revise, Revise. You only are allowed so many words; use them wisely. If H.D. Thoreau couldn't write a good essay without revision, neither will you. Delete anything in the essay that does not relate to your main argument. Do you use transition? Are your introduction and conclusions more than summaries? Did you find every single grammatical error? Allow for the evolution of your main topic. Do not assume your subject must remain fixed and that you can only tweak sentences. Editing takes time. Consider reordering your supporting details, delete irrelevant sections, and make clear the broader implications of your experiences. Allow your more important arguments to come to the foreground. Take points that might only be implicit and make them explicit.College Application Essay Sample 1 Hello. I’m John Anonymous from a once rural, now sprawling suburbia named Draper, Utah, at the foot of the Wasatch Mountains. As you peruse these applications piled before you, you’ll encounter candidates who will claim athletic prowess along with impressive academic records; others will favor the arts: musicians, artists, writers; still others will shine through extensive community service and impressive leadership. You’ll no doubt scan application after application of dedicated, accomplished students vying for the envied laurels of national merit—but… How many applications offer a young person forged from the fires of all these elements? A 17-year-old who places in a national wrestling tournament and boasts over 100 wins, but who also can sit serenely at a Steinway and play a Chopin? A teenager, who conquered three AP tests so far with perfect scores, nailed the ACT with a 33 composite and maintains a humble 4.0 GPA, but who can also slice Utah powder and plow waves on a wakeboard with a zeal and respect for nature that only an Eagle Scout and Silver Palm recipient can have? A young man who knows himself to be a deeply religious soul, with an allegiance to his Heavenly Father and an appreciation for the beauty and life around him, but who also yearns to face the fearsome ravages of disease, pain, and death as a medical doctor someday. Over the next several years, I long to make the absolute most of myself through all channels: physical, mental, emotional, and spiritual—to be a modern “Renaissance Man.” Then it will be my privilege to give back…to my wife and children, my friends and neighbors, my community and my world.College Application Essay Sample 2 Sometimes, the most significant accomplishments stem from a seemingly minor life event. My parents bought my first bicycle (a pink Disney princess model) the summer of my 5th year. I rarely even tried it. The following two summers I tried, but failed. I remember teetering along the sidewalk leaning heavily on my left training wheel watching the other kids my age zoom past on their sleek two-wheelers. It was classic childhood humiliation. Then, miraculously, one June morning before my 8th birthday, I simply got on my bike (the same one I received three years back) and pedaled. Sure, I skidded into the holly bush and face-planted a time or two. But I was off! Zooming, speeding, with that wind-in-your-hair and nothing-can-stop-me sensation that happens far too little in life. My parents tell me that the same deal happened when I potty-trained. After months of parental cajoling, bribing, stickers on calendars, M&Ms, and Parent Choice Award DVDs and books, I just decided one day to do it. And I never looked back. So what does all this mean? What have I learned? What really are my accomplishments? Well, let’s gently put aside for now my good grades (Honor Roll and National Honor Society; GPA 3.86), my extra-curricular activities (Madrigals, School Musical, Key Club), and my job experience (two years at Chili’s-bussing, waiting tables, and now manager trainee), and look at what I have learned about myself. I’m a bit of a late bloomer…but, when I bloom, it’s 110%. I am social and outgoing, but I have to push myself to take risks and go out of my comfort zone. I study hard, but I know that I could study even harder by taking the most challenging classes and by improving my time management skills. So, yes, I have a shelf of “accomplishments,” but the most significant accomplishments occurred along the path to the goal, the insights I gained about myself, and the desires to make the most of my opportunities—and make the most opportunities I possibly could. To trust myself. Accomplishments are always awards, trophies, and certificates, but rather frames of mind, an understanding of one’s weaknesses and either compensating for them or completely overcoming them. Accomplishment is more of a journey of self-discovery, adaptation, and acquisition of knowledge through experiences both small and great.College Application Essay Sample 3 A mighty struggle, you say? Ah, where to begin. I suppose Dickens is a good place…”it was the best of times, it was the worst of times... it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair...” First, the best of times. I was a motivated and enthusiastic student taking challenging classes and participating on the school newspaper staff my junior year. I was vivacious, clever, optimistic, funny, and dare I say a bit impish and immature. A typical fun-loving boyish lad who absolutely enjoyed life and people and noise and movement. I recall one day wrapping myself in aluminum foil, jousting upon desks with an imaginary light sword. My passions were two-fold: writing and Photoshop special effects. I created the most bizarre and entertaining edited photographs for the paper, and my writing was light-hearted. I’m sure my teachers don’t remember me without a smile on my face. In the fall of my senior year, the worst of times arrived. Cancer. I was summarily withdrawn from school, which included my AP Literature class, and placed on Home and Hospital leave. I had no idea what to expect. In the following months, I was at my most vulnerable and my most victorious. The treatments were brutal, and I wasted away. My body was shrinking, my skin translucent. Certain colors and smells nauseated me, my strength left. My hair shed. I started out with stacks of makeup work and my English teacher, who volunteered to work with me on my Home and Hospital program…I was buried under silly chapters in a Health book about eating nutritious foods and exercising and dating do’s and don’ts, short essays on government, and endless explications of poetry. It was soon obvious that I did not have the strength to keep up with the incessant string of assignments typical in a high school curriculum. While my English teacher liaison agonized and debated and worked deals with teachers, I quietly wrote a letter to them explaining precisely my condition and asked that they provide meaningful and substantive assignments for me rather than piles of busy work. A new me was emerging. A young man, who with dignity and maturity, communicated his predicament and his needs, who wanted to learn but realized the limitations he shouldered. And so, a new journey began. We forgot about study guides and chapter outlines and started talking about life, and literature, and faith, and pain, and endurance, and fear, and survival. We drew connections between the real and the surreal, the past and the future, the child and the adult. I transformed from a carefree kid to an empathetic adult who walked “through the valley of the shadow of death” and discovered that elusive “meaning of life.” I come to you with an unquenchable thirst for knowledge, a deep reservoir of compassion, an acute understanding of life’s ironic humor and deep despair, and a bright, quick mind. Cover LetterCover Letter Workshop - Formatting and OrganizationMedia File:?Cover Letter Workshop - Formatting and OrganizationThis resource is enhanced by an Acrobat PDF file.?Download the free Acrobat ReaderThe cover letter is one of the most challenging documents you may ever write: you must write about yourself without sounding selfish and self-centered. The solution to this is to explain how your values and goals align with the prospective organization's and to discuss how your experience will fulfill the job requirements. Before we get to content, however, you need to know how to format your cover letter in a professional manner.Formatting your cover letterYour cover letter should convey a professional message. Of course, the particular expectations of a professional format depend on the organization you are looking to join. For example, an accounting position at a legal firm will require a more traditional document format. A position as an Imagineer at Disney might require a completely different approach. Again, a close audience analysis of the company and the position will yield important information about the document expectations. Let the organization's communications guide your work.For this example, we are using a traditional approach to cover letters:Single-space your cover letterLeave a space between each paragraphLeave three spaces between your closing (such as "Sincerely" or "Sincerely Yours") and typed nameLeave a space between your heading (contact information) and greeting (such as, "Dear Mr. Roberts")Either align all paragraphs to the left of the page, or indent the first line of each paragraph to the rightUse standard margins for your cover letter, such as one-inch margins on all sides of the documentCenter your letter in the middle of the page; in other words, make sure that the space at the top and bottom of the page is the sameSign your name in ink between your salutation and typed nameOrganizing your cover letterA cover letter has four essential parts: heading, introduction, argument, and closing.The headingIn your heading, include your contact information:nameaddressphone numberemail addressThe date and company contact information should directly follow your contact information. Use spacing effectively in order to keep this information more organized and readable. Use the link at the top of this resource to view a sample cover letter -?please note the letter is double-spaced for readability purposes only.Addressing your cover letterWhenever possible, you should address your letter to a specific individual, the person in charge of interviewing and hiring (the hiring authority). Larger companies often have standard procedures for dealing with solicited and unsolicited resumes and cover letters. Sending your employment documents to a specific person increases the chances that they will be seriously reviewed by the company.When a job advertisement does not provide you with the name of the hiring authority, call the company to ask for more information. Even if your contact cannot tell you the name of the hiring authority, you can use this time to find out more about the company.If you cannot find out the name of the hiring authority, you may address your letter to "hiring professionals" - e.g., "Dear Hiring Professionals."The introductionThe introduction should include a salutation, such as "Dear Mr. Roberts:" If you are uncertain of your contact's gender, avoid using Mr. or Mrs. by simply using the person's full name.The body of your introduction can be organized in many ways. However, it is important to include, who you are and why you are writing. It can also state how you learned about the position and why you are interested in it. (This might be the right opportunity to briefly relate your education and/or experience to the requirements of the position.)Many people hear of job openings from contacts associated with the company. If you wish to include a person's name in your cover letter, make certain that your reader has a positive relationship with the person.In some instances, you may have previously met the reader of your cover letter. In these instances it is acceptable to use your introduction to remind your reader of who you are and briefly discuss a specific topic of your previous conversation(s).Most important is to briefly overview why your values and goals align with the organization's and how you will help them. You should also touch on how you match the position requirements. By reviewing how you align with the organization and how your skills match what they're looking for, you can forecast the contents of your cover letter before you move into your argument.The argumentYour argument is an important part of your cover letter, because it allows you to persuade your reader why you are a good fit for the company and the job. Carefully choose what to include in your argument. You want your argument to be as powerful as possible, but it shouldn't cloud your main points by including excessive or irrelevant details about your past. In addition, use your resume (and refer to it) as the source of "data" you will use and expand on in your cover letter.In your argument, you should try to:Show your reader you possess the most important skills s/he seeks (you're a good match for the organization's mission/goals and job requirements).Convince your reader that the company will benefit from hiring you (how you will help them).Include in each paragraph a strong reason why your employer should hire you and how they will benefit from the relationship.Maintain an upbeat/personable tone.Avoid explaining your entire resume but use your resume as a source of data to support your argument (the two documents should work together).Reminder: When writing your argument, it is essential for you to learn as much as possible about the company and the job (see the Cover Letter Workshop - Introduction resource).The closingYour closing restates your main points and reveals what you plan to do after your readers have received your resume and cover letter. We recommend you do the following in your closing:Restate why you align with the organization's mission/goals.Restate why your skills match the position requirements and how your experience will help the rm your readers when you will contact them.Include your phone number and e-mail address.Thank your readers for their consideration.A sample closing:I believe my coursework and work experience in electrical engineering will help your Baltimore division attain its goals, and I look forward to meeting with you to discuss the job position further. I will contact you before June 5th to discuss my application. If you wish to contact me, I may be reached at 765-555-6473, or by e-mail at jwillis3@e-mail-. Thank you for your time and consideration.Although this closing may seem bold, potential employers will read your documents with more interest if they know you will be calling them in the future. Also, many employment authorities prefer candidates who are willing to take the initiative to follow-up. Additionally, by following up, you are able to inform prospective employers that you're still interested in the position and determine where the company is in the hiring process. When you tell readers you will contact them, it is imperative that you do so. It will not reflect well on you if you forget to call a potential employer when you said you would. It's best to demonstrate your punctuality and interest in the company by calling when you say you will.If you do not feel comfortable informing your readers when you will contact them, ask your readers to contact you, and thank them for their time. For example:Please contact me at 765-555-6473, or by e-mail at jwillis3@e-mail-. I look forward to speaking with you. Thank you for your time and consideration.Clarence Darrow and the Leopold & Loeb Trial Argument Writing: Focus on Developing the Counterargument (Concession and Refutation) For Students: Darrow R.A.F.T. OrganizerRYour RoleYou will play the part of a prosecuting attorney in the Leopold & Loeb Trial; that is, you will compose a powerful closing statement that rebuts (counters) defense attorney Clarence Darrow’s closing arguments.AYour AudienceYour audience is the judge assigned to this case. He will decide what sentence Leopold & Loeb deserve. In a larger sense, your audience is also any part of the public who was swayed by Clarence Darrow’s closing arguments.FFormatYou will construct a written closing argument with at least six paragraphs:An introductionA paragraph countering Darrow’s first argumentA paragraph countering Darrow’s second argumentA paragraph countering Darrow’s third argumentA paragraph countering Darrow’s fourth argumentA powerful conclusionTTopicIn your written closing argument, you will discuss why Clarence Darrow is wrong, how Darrow tried to sway the judge, and why Leopold & Loeb do, in fact, deserve to die for the crime they committed.Transcription by Stephanie Worley. Property of ?2010. All rights reserved. Page 1Clarence DarrowA Plea for MercyDelivered 24 September 1924 SECTION #1Annotate (mark and write in margins) forMain argumentMethods or strategies Darrow uses to make his argument powerful Ethos, Logos, PathosRhetorical Devices: figurative language, sound devices, sentence structures / syntax, etc.(1) Now, your Honor, I have spoken about the war. I believed in it. I don’t know whether I was crazy or not. Sometimes I think perhaps I was. I approved of it; I joined in the general cry of madness and despair. I urged men to fight. I was safe because I was too old to go. I was like the rest. What did they do? Right or wrong, justifiable or unjustifiable which I need not discuss today it changed the world. (2) For four long years the civilized world was engaged in killing men. Christian against Christian, barbarian uniting with Christians to kill Christians; anything to kill. It was taught in every school, aye in the Sunday schools. The little children played at war. The toddling children on the street. Do you suppose this world has ever been the same since? How long, your Honor, will it take for the world to get back the humane emotions that were slowly growing before the war? How long will it take the calloused hearts of men before the scars of hatred and cruelty shall be removed? (3) We read of killing one hundred thousand men in a day. We read about it and we rejoiced in it if it was the other fellows who were killed. We were fed on flesh and drank blood. Even down to the prattling babe. I need not tell you how many upright, honorable young boys have come into this court charged with murder, some saved and some sent to their death, boys who fought in this war and learned to place a cheap value on human life. You know it and I know it. These boys were brought up in it. The tales of death were in their homes, their playgrounds, their schools; they were in the newspapers that they read; it was a part of the common frenzy. What was a life? It was nothing. It was the least sacred thing in existence and these boys were trained to this cruelty. (4) It will take fifty years to wipe it out of the human heart, if ever. I know this, that after the Civil War in 1865, crimes of this sort increased, marvelously. No one needs to tell me that crime has no cause. It has as definite a cause as any other disease, and I know that out of the hatred and bitterness of the Civil War crime increased as America had never seen before. I know that Europe is going through the same experience today; I know it has followed every war; and I know it has influenced these boys so that life was not the same to them as it would have been if the world had not made red with blood. I protest against the crimes and mistakes of society being visited upon them. All of us have a share in it. I have mine. I cannot tell and I shall never know how many words of mine might have given birth to cruelty in place of love and kindness and charity. (5) Your Honor knows that in this very court crimes of violence have increased growing out of the war. Not necessarily by those who fought but by those that learned that blood was cheap, and human life was cheap, and if the State could take it lightly why not the boy? There are causes for this terrible crime. There are causes as I have said for everything that happens in the world. War is a part of it; education is a part of it; birth is a part of it; money is a part of it all these conspired to compass the destruction of these two poor boys. SECTION #2Annotate (mark and write in margins) forMain argumentMethods or strategies Darrow uses to make his argument powerful Ethos, Logos, PathosRhetorical Devices: figurative language, sound devices, sentence structures / syntax, etc.(6) Has the court any right to consider anything but these two boys? The State says that yourHonor has a right to consider the welfare of the community, as you have. If the welfare of the community would be benefited by taking these lives, well and good. I think it would work evil that no one could measure. Has your Honor a right to consider the families of these defendants? I have been sorry, and I am sorry for the bereavement of Mr. And Mrs. Frank, for those broken ties that cannot be healed. All I can hope and wish is that some good may come from it all. But as compared with the families of Leopold and Loeb, the Franks are to be envied and everyone knows it. (7) I do not know how much salvage there is in these two boys. I hate to say it in their presence, but what is there to look forward to? I do not know but what your Honor would be merciful to them, but not merciful to civilization, and not merciful if you tied a rope around their necks and let them die; merciful to them, but not merciful to civilization, and not merciful to those who would be left behind. To spend the balance of their days in prison is mighty little to look forward to, if anything. Is it anything? They may have the hope that as the years roll around they might be released. I do not know. I do not know. I will be honest with this court as I have tried to be from the beginning. I know that these boys are not fit to be at large. I believe they will not be until they pass through the next stage of life, at forty-five or fifty. Whether they will then, I cannot tell. I am sure of this; that I will not be here to help them. So far as I am concerned, it is over. (8) I would not tell this court that I do not hope that some time, when life and age have changed their bodies, as they do, and have changed their emotions, as they do that they may once more return to life. I would be the last person on earth to close the door of hope to any human being that lives, and least of all to my clients. But what have they to look forward to? Nothing. And I think here of the stanza of Housman:Now hollow fires burn out to black,And lights are fluttering low:Square your shoulders, lift your packAnd leave your friends and go.O never fear, lads, naught’s to dread,Look not left nor right:In all the endless road you treadThere’s nothing but the night. (9) I care not, your Honor, whether the march begins at the gallows or when the gates of Joilet close upon them, there is nothing but the night, and that is little for any human being to expect.SECTION #3Annotate (mark and write in margins) forMain argumentMethods or strategies Darrow uses to make his argument powerful Ethos, Logos, PathosRhetorical Devices: figurative language, sound devices, sentence structures / syntax, etc.(10) But there are others to consider. Here are these two families, who have led honest lives, who will bear the name that they bear, and future generations must carry it on. (11) Here is Leopold’s father and this boy was the pride of his life. He watched him, he cared for him, he worked for him; the boy was brilliant and accomplished, he educated him, and he thought that fame and position awaited him, as it should have awaited. It is a hard thing for a father to see his life’s hopes crumble into dust. (12) Should he be considered? Should his brothers be considered? Will it do society any good or make your life safer, or any human being’s life safer, if it should be handed down from generation to generation, that this boy, their kin, died upon the scaffold? (13) And Loeb’s the same. Here are the faithful uncle and brother, who have watched here day by day, while Dickie’s father and his mother are too ill to stand this terrific strain, and shall be waiting for a message which means more to them than it can mean to you or me. Shall these be taken into account in this general bereavement?(14) Have they any rights? Is there any reason, your Honor, why their proud names and all the future generations that bear them shall have this bar sinister written across them? How many boys and girls, how many unborn children will feel it? It is bad enough as it is, God knows. (15) It is bad enough, however it is. But it’s not yet death on the scaffold. It’s not that. And I ask your Honor, in addition to all that I have said to save two honorable families from a disgrace that never ends, and which could be of no avail to help any human being that lives. SECTION #4Annotate (mark and write in margins) forMain argumentMethods or strategies Darrow uses to make his argument powerful Ethos, Logos, PathosRhetorical Devices: figurative language, sound devices, sentence structures / syntax, etc.(16) Now, I must say a word more and then I will leave this with you where I should have left it long ago. None of us are unmindful of the public; courts are not, and juries are not. We placed our fate in the hands of a trained court, thinking that he would be more mindful and considerate than a jury. I cannot say how people feel. I have stood here for three months as one might stand at the ocean trying to sweep back the tide. I hope the seas are subsiding and the wind is falling, and I believe they are, but I wish to make no false pretense to this court. (17) The easy thing and the popular thing to do is to hang my clients. I know it. Men and women who do not think will applaud. The cruel and thoughtless will approve. It will be easy today; but in Chicago, and reaching out over the length and breadth of the land, more and more fathers and mothers, the humane, the kind and the hopeful, who are gaining an understanding and asking questions not only about these poor boys, but about their own these will join in no acclaim at the death of my clients. (18) These would ask that the shedding of blood be stopped, and that the normal feelings of man resume their sway. And as the days and the months and the years go on, they will ask it more and more. But, your Honor, what they shall ask may not count. I know the easy way. I know the future is with me, and what I stand for here; not merely for the lives of these two unfortunate lads, but for all boys and all girls; for all of the young, and as far as possible, for all of the old. I am pleading for life, understanding, charity, kindness, and the infinite mercy that considers all. I am pleading that we overcome cruelty with kindness and hatred with love. (19) I know the future is on my side. Your Honor stands between the past and the future. You may hang these boys; you may hang them by the neck until they are dead. But in doing it you will turn your face toward the past. In doing it you are making it harder for every other boy who in ignorance and darkness must grope his way through the mazes which only childhood knows. In doing it you will make it harder for unborn children. You may save them and make it easier for every child that sometime may stand where these boys stand. You will make it easier for every human being with an aspiration and a vision and a hope and a fate. I am pleading for the future; I am pleading for a time when hatred and cruelty will not control the hearts of men. When we can learn by reason and judgment and understanding and faith that all life is worth saving, and that mercy is the highest attribute of man. (20) I feel that I should apologize for the length of time I have taken. This case may not be as important as I think it is, and I am sure I do not need to tell this court, or to tell my friends that I would fight just as hard for the poor as for the rich. If I should succeed, my greatest reward and my greatest hope will be that for the countless unfortunates who must tread the same road in blind childhood that these poor boys have trod, that I have done something to help human understanding, to temper justice with mercy, to overcome hate with love. (21) I was reading last night of the aspiration of the old Persian poet, Omar Khayyam. It appealed to me as the highest that I can vision. I wish it was in my heart, and I wish it was in the hearts of all: So I be written in the Book of Love,I do not care about that Book above.Erase my name or write it as you will,So I be written in the Book of Love. Darrow’s ArgumentSummarize the argumentInclude a quote that captures the main argumentAnalyze:Why is Darrow’s argument powerful? What rhetorical strategies did he use? (Mark these strategies as part of your annotation.)Think:If you were the prosecution (other side), how would you refute this argument?Think again:How could you make your argument powerful? What rhetorical strategies could you use in your writing?Section 1: (I Do)Section 2: (We Do)Darrow’s ArgumentSummarize the argumentInclude a quote that captures the main argumentAnalyze:Why is Darrow’s argument powerful? What rhetorical strategies did he use?Think:If you were the prosecution (other side), how would you refute this argument?Think again:How could you make your argument powerful? What rhetorical strategies could you use in your writing?Section 3: (Y’all Do)Section 4: (You Do)Wrap-up: Students write their own introduction and concluding paragraphs using effective Opening and Closing strategies reviewed in class ESSAY OPENING AND CLOSING STRATEGIES ARGUMENT WRITING Claim-a claim is your reasonable, defendable position or assertion; grab the reader’s attention with one of the following opening strategies that best “fits” your claim, purpose, and audience. OPENING PARAGRAPH STRATEGIES1. Quotation, smoothly integrated2. Acknowledgment of an opinion opposite to the one you will defend3. Short anecdote or narrative4. Analogy5. Specific example or description6. Personal experience7. Startling statement (could be a paradoxical or ironic)8. Interesting fact (NOT dictionary definition)9. Pose a question that relates to your claim CLOSING PARAGRAPH STRATEGIES 1. Confirm your main point-finish argument by drawing your best thoughts together into a logical conclusion; make a final appeal to your audience as a clear and compelling reiteration of your claim.2. Summarize/synthesize using different diction than what you used in the introduction, and add additional insight arrived at as a result of your close examination of your topic. SYNTHESIZE—don’t just summarize. Show how the points you made and the evidence you used fit together to add up to something more expansive than each individual item.3. Show the importance of the implications your argument and evidence reveals; i.e. why should we care?4. Make a proposal of the logical and next step given the current understanding of your topic; a “CALL TO ACTION”5. End with a powerful quotation that sums up and encapsulates the claim.6. Echo the beginning, tying your conclusion back to your introduction by repeating key words, phrases and ideas.7. Envision the future given acceptance of your argument or findings.8. Suggest how the conclusion might impact or apply to a larger audience or setting, a “universal” application of your findings.9. Don’t end with a question or introduce a new comment that does not further your main claim…it’s your job to ANSWER the questions and PROVE the assertions you present in your paper, not introduce new ones at the end. Closing strategies: SAMPLES for fiction and nonfiction essays 1. Confirm your claim: So, based on the nauseating evidence of how oil, money, and power were the true motives behind the Iraqi war, in spite of individuals’ honest patriotism, Americans cannot afford to not be more discriminating in the future when politicians, liberal or conservative, “cry havoc and let slip the dogs of war.” 2. Summarize: So, whereas politicians’ perceptions of spreading freedom in Iraq are tarred and feathered with oil and money, and while they starve for power, hopefully Americans begin to fear, rather than worship, war. 3. Emphasize importance of implications: Thus, Romantic idealism, manifested in Angel’s seemingly harmless idealization of Tess as “Artemis,” can ironically and monstrously smother the subtler, more down-to-earth, but nonetheless breathtaking beauties and wonders of the real life, or, in this case, the real girl. 4. A proposal: So, I gave some money to the beggar, realizing that my conscience is all I own; material possessions will dissolve in time and space. And I urge conscientious people everywhere to not, by withholding their money, compromise their sole possession. 5. End with quotation that encapsulates claim: So while, “amid the grey half-tones of the morning,” Angel mistakes Tess Durbeyfield for Artemis, flattering as that may be, his idealization of her blinds him to the complex, “gray,” layered depths of Tess’ womanhood. The beautifully tangible. 6. Different Scenario/same implications: Therefore, while inky, innate darkness, according to Golding, blackens humanity’s every cell—to acknowledge and confront it face to face may redeem both the human condition and the human soul. 7. Circle back to opening strategy: So, while I don’t actually hate puppies, sunshine, and symmetry—ugly, broken things/people have a shine and a symmetry that perhaps more strongly evokes our deeper emotional responses. 8. Envision the future: War is not inherently bad. But I envision a future where the reasons for waging war will be presented objectively, and with illuminating clarity, to the general populous—before, not after, the war. 9. Conclusion applied to larger audience: Oedipus is mauled by bear-like Fate—eyeless. Songless. But the fear of fate’s arbitrary will is relevant today and still affects peoples’ choices. Humanity, as a whole, broods on like one, big self-fulfilling prophecy. 10. Answer your question: Therefore, Angel did not truly love Tess, at least at the time of their marriage. Yet, with time and profound reflection, he felt his loss of Love in the end. Opening strategies: SAMPLES for fiction and nonfiction essays 1. Quote: “Fair is foul and foul is fair, hover through the fog and filthy air…” Indeed, into the air, Shakespeare’s Macbeth suspends the possibility that Macbeth’s vision of himself as king—while being a prophetic and juicy idea—may, in reality, be a self-destructive delusion. 2. Opposite opinion: Many Americans believe that going to war with Iraq in 2003 was a moral obligation to free the Iraqis from oppression; however, this essay will explore how oil, money, and power, more than altruistic duty, incentivized the declaration of war. 3. Analogy/Anecdotal: Like moonlight filtering through ocean waves— like brooding prisms, Golding’s Lord of the Flies gives transparency to the frightening, organic evil swimming in the human psyche. 4. Specific example: As sweet as it may seem when Angel Clare calls Tess his “Artemis,” these flatteries forecast what Hardy later reveals as the terrible consequences of Romantic Idealism. 5. Personal experience: Stumbling towards me in the darkness, the homeless man begged through twisted, toothless lips for money. Uncomfortably, I reached for my wallet, realizing that more unnerving than his artless, groveling petition, would be for me to think I am better than he and that I somehow deserve the possessions I own. 6. Startling statement: I hate puppies. I shrug off sunshine. I loathe symmetry. To me, beautiful things, while pleasing to the senses, do not emotionally move me the way broken, ugly, heart-breaking things do. 7. Interesting fact: In Latin, the word “Philosophy” actually denotes the Love of Wisdom, which leads one to believe that philosophers are more than just know-it-alls, but passionate learners. 8. Rhetorical Question: Did Angel truly Love Tess, or does Hardy’s novel reveal the tragic tendency of people to pursue an illusion of perfection rather than embrace the imperfect but sweet realities. ................
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