February 26 - March 2

This week students will be working on visually displaying the research in preparation for the research presentation and debate. Students will peer edit and they will revise the body paragraphs of the essay for a final copy. New vocabulary words are introduced. There is a test on evidence on Friday. Students will work through stations to complete tasks. 
 
Below are the directions for the stations. 

Conventions: Work on your story board. Once you have an outline completed, then work on designing an infographic to visually display your research.


NoRedInk:  Writing. Do the practice and pick one BODY paragraph to run through the writing portion of NoRedInk.


Language and Vocabulary: SAT Vocabulary List 3 (1-5)

  • Take cornell notes
  • Write a narrative, song, or poem. (PLEASE write on a DOC first).
  • Paste the narrative, song, or poem on schoology.
  • Reply in a substantive manner to two peers.

Writing and Research: Copy and paste the rubric below the rough draft template.  Once you are done, share with TWO people at your table. You must give your peers scores for  evidence, counterclaim, and rebuttal (three scores total with explanations)  and give your peers a substantial response as to why they received that grade.

Once you have finished peer editing with two peers, please REVISE and EDIT your essay for a final copy.  

 

4

3

2

1

Evidence
  • Evidence is cited in MLA format (author’s last name).
  • Uses strong reporting verb to smoothly integrate evidence/explanation.
  • Strong source information is used to signal that the source is  credible for the topic.   
  • Extraordinary factual evidence  is specific and relevant.
  • Most Evidence is cited
  • Uses general reporting verb such as “said” to explain evidence.
  • Author’s/source’s background information is general.
  • Author uses adequate facts.
  • Evidence is not correctly cited using MLA format.
  • Vague reporting verb is weakly integrated with quote/paraphrase
  • Vague  sources information
  • Author uses general facts

The response provides minimal support/evidence from the writer's claim that includes little or no use of sources, facts, and details. Use of evidence from sources is minimal, absent, in error, or irrelevant.

Counterclaim

  • Uses transitions or signal phrases
  • Author provides a reason/ evidence for the opposing side.
  • Counterclaim is relevant to the topic
  • Is before the rebuttal
  • Evidence to support opposing idea
  • MLA citing for evidence
  • Moderate Uses transitions or signal phrases
  • Author provides weak reason/evidence for  opposing side.
  • Location is before rebuttal.
  • Uses incorrect transition or signal phrase
  • Author doesn’t give a relevant counterclaim
  • Misplaced in counterclaim
  • Evidence is not relevant to the opposing idea
  • Claim is unclear

The response provides minimal support/evidence from the writer's claim that includes little or no use of sources, facts, and details. Use of evidence from sources is minimal, absent, in error, or irrelevant.

Rebuttal

  • Uses strong transitions or signal phrases
  • SEE EVIDENCE Rubric
  • Explains Evidence effectively with substantial depths that is specific and relevant. Sources are cited.
  • Uses transition or signal phrases
  • SEE EVIDENCE RUBRIC
  • Explains Evidence effectively with adequate depths that is general and relevant. Sources are cited.
  • Uses incorrect transition or signal phrases
  • SEE EVIDENCE RUBRIC
  • Explains Evidence vaguely . Sources somewhat cited

The response provides minimal support/evidence from the writer's claim that includes little or no use of sources, facts, and details. Use of evidence from sources is minimal, absent, in error, or irrelevant.