10/26/15Do Now:- Take a worksheet from the

front and read over the rubric.- Take out your Bi-Polar article

and graphic organizer.

Homework:- Read chapter 16 in

“Catcher”

Content Objective: Students will analyze the rubric to gain an understanding of effective claims.

Language Objective: Students will identify the similarities and differences between levels on the rubric in order to revise/create an effective claim, as a group, for the Bi-Polar Disorder article.

Analyze the rubric:- Underline key words- Identify differences between the levels- Evaluate your claim from the Bi-Polar

article.

Do Now:

Claim: state or assert that something is the case.

Claim:

Description5

Exemplary4

Skilled3

Proficient(Meeting CCS Standard)

2Approaching

1Emergent

Argument

• Is there a clear claim and counter claim supported by reasons?

CSS.ELA-Literacy.W.9-10.1A

• The writing introduces a precise claim that is arguable and takes a purposeful position, is supported with sophisticated & insightful reasons.

• The writing skillfully addresses the most relevant counterclaim(s) and persuasively refutes it (them).

• The writing introduces a precise claim that is arguable, takes an identifiable position supported with valid reasons.

• The writing skillfully addresses a counterclaim(s) and thoughtfully refutes it(them).

• The writing introduces a precise claim that is arguable and takes an identifiable position that is supported by reason(s).

• The writing reasonably addresses a counterclaim(s) and refutes it (them).

• The writing introduces a claim that lacks an arguable position and may or may not be supported by reason(s).

• The writing attempts to address a counterclaim(s), but lacks clarity of purpose.

• The writing attempts to introduce a claim that lacks an arguable position and is not supported by reason(s).

• The writing does not address a counterclaim(s).

Claim and Counterclaim:

Sample Claims:

The Catcher in the Rye Argumentative Essay

Directions: You have closely read each of the texts listed at the bottom of the page and you will now write a source-based argument on the topic below.

Topic: Determine whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager.

Your Task: Using evidence from at least three of the texts, and the novel, write a well-developed argument regarding whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager. Clearly establish your claim, distinguish your claim from alternate or opposing claims, and use specific, relevant, and sufficient evidence from at least three of the texts listed below, and the novel, to develop your argument. Do not simply summarize each text.

Guidelines:

Be sure to

Establish your claim regarding whether Holden Caulfield is suffering from a serious mental health disorder(s) or if he is just a typical teenager.

Distinguish your claim from alternate or opposing claims.

Use specific, relevant, and sufficient evidence from at least three of the texts and the novel to develop your argument.

Identify each source that you reference according to MLA guidelines.

Organize your ideas in a cohesive and coherent manner.

Maintain a formal style of writing.

Follow the conventions of standard written English.

Texts:

Text 1 – The Catcher in the Rye by J.D. Salinger Text 2 – “Why Teenagers Act Crazy” by Richard Friedman Text 3 – “Anxiety Disorders” reviewed by D'Arcy Lyness PhD Text 4 – “The Teenage Brain” by PBS Text 5 – “Bipolar Disorder” from New York Department of Mental Health Text 6 – “The Adolescent Brain: Beyond Raging Hormones” from the Harvard Mental Health Letter Text 7 – “What is Post Traumatic Stress Disorder?” from AnxietyBC.com

NEXT WEEK

Monday: Claim and Counterclaim

Tuesday: Review Quest

Wednesday: Symbol and Motif

Thursday: Socratic?

Friday:

Looking Ahead:

Post It NotesLevel 1 Options:

o A quote or moment you like.o A question you have about the facts of the

novel (plot, characters, etc.)o Vocabularyo New facts or details that you have learned

about a character.

Level 2 Options:o A connection to selfo A literary element you notice (what it

is and how it is used) Characterization (Adjective) Imagery (How is word choice used) Setting (What is significance of place) Metaphor/Simile Theme (What is the big idea) Conflict (What is the big problem) Symbol (Concrete and abstract)o An inference or prediction that you can

make about the text.o A question you have that would require

thought to answer (beyond the facts)

Level 3 Options:

o A connection to the world or another text.

o A universal theme or ideao Thought provoking questions for

Socratic Seminar.o Awareness of authors craft (Salinger is

using this technique because…)