Barry Gilmore Hutchison School @barry_gilmore

Barry GilmoreHutchison Schoolwww.barrygilmore.net@barry_gilmore

Is that for me?

Are we doing anything today?

Are they graded yet?

Are you reading that?

SAT

Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

ACT

Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position.

PARCC

Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Georgia Milestones Sample 11th Grade Writing Task (2014) Full-Write Performance Task: Students are asked to write a report in which they analyze how the sources work together to create a complete representation of the American Turtle’s first combat voyage. Students develop the essay by providing textual support from sources and following the conventions of Standard English.

ACT

Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position.

Argue• What do students think

when they see this verb?• How do you teach this

skill?

DevelopOrganizeInterpret

• Interpret words and phrases as they are used in a text (R4)

• Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (SL2.6)

• Read closely to determine what the text says explicitly and to make logical inferences from it (R1)

• Analyze and interpret data to provide evidence for phenomena. (NGSS, MS-LS2-1)

Talk the List

Georgia Milestones Sample 11th Grade Writing Task (2014) Full-Write Performance Task: Students are asked to write a report in which they analyze how the sources work together to create a complete representation of the American Turtle’s first combat voyage. Students develop the essay by providing textual support from sources and following the conventions of Standard English.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (ELAGSE9-10W1 )

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (ELAGSE9-10W4 )

Note: “Develop” also appears in each of the first three writing standards.

Draw evidence from literary or informational texts to support analysis, reflection, and research. (ELAGSE9-10W9)

Narrative Non-Narrative

Write narratives to develop real or imagined experiences (W3)

Scientific

Develop a topic for an informational or analytical essay or presentation (W2)

Develop a model to predict and/or describe phenomena such as the earth-sun-moon relationship (NGSS)

Before

After

Develop

Introducing: discussion and writing (before)

Mental moves for “develop” (before)

From initial writing to assignment building (during)

The writing process leading to summative writing (after)

Turn and Talk:Make a list of

lovers in literature

The Line

Survey: R&J

www.barrygilmore.net/romeo

Surveys

• What do the extremes represent?• What views are we missing?• Discussion of specific items• Immediate follow-up• Variations/simplifications

What Are We Doing?

• Drawing on prior knowledge• Introducing major themes and

questions• Scaffolding textual exploration• Developing comprehension as

preparation to write richer pieces

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (R2)

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (R1)

Friar Lawrence:Hast thou slain Tybalt? wilt thou slay thyself? And stay thy lady too that lives in thee, By doing damned hate upon thyself? Why rail'st thou on thy birth, the heaven, and earth? Since birth, and heaven, and earth, all three do meet In thee at once; which thou at once wouldst lose.

Friar Lawrence’s religion is Christianity; Romeo’s religion is love.

“I didn’t realize that characters in the play looked at love so differently. Romeo is naïve about it, Juliet is worried, the nurse is all about lust, Juliet’s mom is all about who you marry being important. I think I could write a comparison of Juliet’s mom’s view of love to Juliet’s and Romeo’s views. I would use the idea Jane said in class about how Juliet’s mom doesn’t only say this out loud but shows it through her decisions. Another idea is that I could talk about how Juliet’s view of love changes while Romeo’s doesn’t.”

Side Note:Discussion and Writing (Sarah)

Gather Information

Ask Questions

Qualify

Mental Moves

Make Connections

Organize and Discuss

During

Poison Flowers and herbsChurches and tombs Eyes and ears (sight, etc.)Sun, moon, and stars Weather: rain, storms, sunshine Disguises and masks Animals (especially birds)Blood WeaponsNames Light and DarkGestures (thumb-biting) Mythological allusionsNatural and civil laws Religious symbolism

During

• Choose a symbol• Return to the text (search online)• Find quotations• Include citations

Gather Information

Ask Questions

Qualify

Make Connections

• Discuss or fast-write: what do the quotations tell you?

Sarah: Romeo vows to Juliet “by the moon” in act two scene two.Jasmine: Is that the balcony scene:Sarah: end of itCarter: But Juliet he shouldn’t swear that way cause the moon is inconstantJasmine: why is the moon inconstantCarter: I guess cause it changes not like the sun.Sarah: So this is about whether or not love lasts.

During

Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

After

In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.

Level One: Recall

Develop a list of references to the stars.

Level Two: Skills

Develop an explanation for each quotation.

Level Three: Strategic Thinking

Develop your essay with evidence from the text.

Level Four: Extended Thinking

Develop a lesson that compares star images in this play to those in Hamlet.

Before

During

After

Argue

Does an individual have the right to violate an unjust law? If so, under what circumstances? Write an essay in which you argue that individuals do or do not have this right. Use examples from history or from your reading to support your argument.

Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws.

Before

Example lead sentence:While some might argue that students should be expelled for the complaints they make about their teachers online, the law supports their freedom of speech in the digital arena as well as the real word.

Example lead sentences:Should schools allow students to post negative comments about their teachers online? Absolutely not; recognizing the potential damage of posts to real human beings is a vital component of any student’s education.

Argue Persuade

During (part 1)

Make a Claim

Mental Moves

“There are points at which individuals should break a law.”

Agree Disagree

During

Make a Claim

Support the Claim

Anticipate Opposition

Mental Moves

Evidence: Textual, observation, experience

Make a Claim

Support the Claim


Mental Moves

Agree Disagree

Dring

Consider Your Audience

Integrate (Structure)

Mental Moves

• Claim, then counterclaim

• Point by point

Make a Claim

Support the Claim


Mental Moves



During (part 2)

What makes a law just or unjust?

Can one person determine that a law is

unjust?

Should there be consequences for

breaking unjust laws?

During (part 2)

Citizens should obey: “I will obey those in control. That’s what I’m forced to do.” (Ismene)

Citizens should resist: “I’ll lie down there forever. As for you, well, if you wish, you can show contempt for those laws the gods all hold in honour.” (Antigone)

Partners: Find lines from texts

Sticky notes on board

Reading and note-taking

Class claim and counterclaim

Claim: Because laws represent the collective wisdom of a society, no one individual has the right to violate those laws.

Counterclaim: Because the majority group in a society can overlook the rights of minorities or can be misled by a powerful view, individuals have the right to violate laws that are clearly unjust.

After


Make a Claim


Support the Claim







Make a Claim

Support the Claim


After



Before

During

After

Support

Step One: PlanningLandon’s teacher asks students in the class to list elements of a poem that might be useful in supporting an analysis of the poem’s meaning. She writes the ideas on the board for reference:

tone words imagery interesting rhymes similes personification symbols word choices (diction) settingmetaphor allusions characterization repeated

words punctuation meter juxtaposition dialogue

The Task

Read the poem “The Chimney Sweeper,” by William Blake, closely. Then, write an essay in which you analyze how the speaker’s experience is conveyed through such elements as tone, structure, and imagery. Support your answer with evidence from the poem.

Body para. one: first two stanzas—little boy is abandoned and his world is dark

“my father sold me . . .”His tongue “cannot speak,” so he is helpless

“weep, weep,” etc.Repetition shows how helpless he is

“chimneys I sweep and soot I sleep”internal rhyme give emphasis to this line and makes it

stand outsoot = dark and depressing world

“Hush, Tom . . .”Very casual like someone is speaking, narrative style

“soot/white hair”Black vs. white connects to the salvation later in the poem

In the first two stanzas, the reader meets a little boy, the speaker, as an abandoned infant and soon realizes how dark the world is for this little boy. In the first stanza, the speaker shows that the world is dark by telling readers that “my father sold me while yet my tongue / could scarcely cry weep weep weep” (2–3). Because the speaker cannot speak or scarcely even cry, he is helpless against being sold away from his parents. His world is dark from the beginning. Blake uses repetition of the word “weep” to show how helpless the speaker as an infant is. When said aloud, “weep” isn’t a word that commands much attention; therefore, the speaker has no power to do anything but be sold away. Blake also uses internal rhyme when he writes, “So your chimneys I sweep and in soot I sleep” (4). The true rhyme of sweep and sleep brings attention to the line. This boy’s life is sweeping and sleeping and waking up to sweep again then drifting off to sleep afterwards. This quote also shows how dark and gloomy the speaker’s world has become. In the second stanza, readers meet Tom Dacre, a timid little chimney sweep. This stanza is very narrative; it tells of how Tom cried when having to get his head shaved and how the speaker comforted him saying, “Hush Tom never mind it, for when your head’s bare / you know that the soot cannot spoil your white hair” (7–8). Blake juxtaposes the word soot with the white hair knowing that soot is dark black and the white hair is pure white. The juxtaposition symbolizes how darkness and suffering can fill one’s life, but a perfect, white salvation can follow it. Overall, the first two stanzas display how gloomy, dark, and melancholy the chimney sweep’s world is from the very beginning.

AudiencePurpose

1. Be explicit, not prescriptive.

2. Model. Scaffold. Engage.

3. Authenticity matters.

4. We’re not in this alone.

5. There’s more to cognition than the verb alone.

Barry Gilmorewww.barrygilmore.net@barry_gilmore

Documents

Barry Gilmore Hutchison School @barry_gilmore