EMBEDDED ASSESSMENT 2: Synthesizing the American Dream

Assignment (THIS IS DUE TO YOUR BLOG NO LATER THAN FRIDAY 9/29 BY 8AM)
Your assignment is to synthesize at least three to five sources and your own observations to defend, challenge, or qualify the statement that America still provides access to the American Dream. This question requires you to integrate a variety of sources (three to five) into a coherent, well-written argumentative essay. Your argument should be central; the sources and your observations should support this argument.

Planning and Prewriting

■ What are the elements of a strong synthesis paper, and how can you use these elements as a sort of “To Do list” for your planning?

■ What texts from this unit provide relevant evidence for your own answer to the essay prompt?

Drafting

■ How will you clearly voice your position on the topic without overlooking the nuances and complexities of the topic?

■ What assumptions or beliefs are either spoken or unspoken in your sources?

■ How do the ideas in your selected sources relate to your position? Do they agree, disagree, or offer a sort of qualification to your ideas?

Evaluating and Revising

■ Do you consistently show how each selected quote from your sources relates to your central position?

■ How can you make sure that your syntax is sophisticated and varied, especially the openings of your sentences?

■ Are your ideas sequenced in the best way to guide your reader through your ideas and present a convincing argument? How could re-ordering some of your ideas improve this?

Editing and Publishing

■ How will you check for grammatical and technical accuracy?

■ What sort of outside resources can help you to check your draft (e.g., a style guide such as MLA, a dictionary)?

■ How will you prepare yourself to present this essay to an audience?

Scoring Guide

 

Scoring Criteria

Exemplary

Proficient

Emerging

Incomplete

Ideas

The essay

  • effectively synthesizes sources to defend, challenge, or qualify the central claim of the prompt

  • provides a strong thesis that anticipates audience needs

  • uses convincing, thorough, and relevant evidence

  • acknowledges and refutes counterclaims fairly and thoroughly.

The essay

  • adequately synthesizes sources to defend, challenge, or qualify the central claim of the prompt

  • provides a straightforward thesis that briefly contextualizes the issue

  • uses support that clearly connects the various source materials to the writer’s position.

The essay

  • attempts to synthesize sources but inadequately defends, challenges, or qualifies the central claim of the prompt

  • provides a thesis that attempts to contextualize the issue

  • uses support that connects the source material but with lapses in accuracy or completeness.

The essay

  • tries to synthesize sources but does not defend, challenge, or qualify the claim of the prompt

  • includes a weak thesis or one that is lost in a summary of sources

  • includes support that paraphrases source material with no commentary or analysis.

Structure

The essay

  • is organized to effectively reinforce the ideas of the argument

  • moves smoothly with successful use of transitions that enhance coherence

  • concludes by going beyond a summary of the thesis by illuminating how the writers’ positions will continue to influence the reader.

The essay

  • is organized to support the ideas of the argument

  • arranges ideas so they are easy to follow, using transitions to move between ideas

  • includes a conclusion that is logical yet may be somewhat repetitive to the thesis.

The essay

  • follows a simplistic organization with lapses in structure or coherence

  • arranges ideas in a confusing way and with an inconsistent use of transitions

  • includes a conclusion that may be logical yet is too close to the original thesis.

The essay

  • shows a lack of organization that detracts from argument, making the ideas difficult to follow

  • may jump too rapidly between ideas and lack transitions

  • includes a conclusion that returns directly to the attempted thesis.

Use of Language

The essay

  • demonstrates a mature style that advances the writer’s ideas

  • employs precise diction and skillful use of syntax, with keen attention to varied sentence openings, which helps to create a convincing voice

  • follows standard writing conventions (including accurate citation of sources).

The essay

  • demonstrates a style that adequately supports the writer’s ideas

  • uses logical diction and syntax, with some attention to varied sentence openings, creating a suitable voice

  • largely follows standard writing conventions (including accurate citation of sources); errors do not seriously impede readability.

The essay

  • demonstrates an inconsistent style that minimally supports the writer’s idea

  • unevenly uses diction and syntax to convey a suitable voice, with few varied sentence openings

  • contains errors in standard writing conventions that may impede readability; some sources are inaccurately cited.

The essay

  • demonstrates a limited style that ineffectively supports the writer’s ideas

  • contains lapses in diction or syntax that may not allow a suitable voice to sustain throughout the essay; sentence openings may be repetitive

  • contains errors that impede readability; sources may be inaccurately cited.

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Preview Week 8: 9/18 – 8/22

This is our last week before Fall Break.  As you will be completing Unit 1: Embedded Assessment #2 over break, our readings and exercises this week are to provide the resources you will need to complete this major assignment.

MONDAY: (I am absent today, but all work should be turned in to Mr. Ford)

-Today you will be completing Reading 7 in our continued efforts to practice multiple choice questions for the AP exam.

-You will be reading two selections for today’s work: “Money” (poem) and an excerpt from “A Raisin in the Sun” (dramatic fiction).

-You’ll complete text-dependent questions in your Springboard text in response to these selections.

TUESDAY:

-Today we will have out Socratic Seminar, entitled “The American Dream and Citizen Kane.”  We will be using the Fishbowl format for this seminar.  I will be explaining and modeling the various roles in this type of seminar in order for you to conduct these independently in the coming unit.

WEDNESDAY:

-We will be taking the CTLS #4 assessment today.  We’ll take advantage of the use of in-class technology to complete the Illustrated Quotation assessment.  In this assessment you will choose five quotations about money (found in Springboard) and research iconic images that represent the meaning in these quotes.  Images will be displayed in your blogs with explanation.

-You will also be sending me five iconic images that define your understanding of the American Dream.  These images will be retained for tomorrow’s opening discussion.

THURSDAY:

-Since a majority of the class will be on the field trip tomorrow, I’d like to dedicate the majority of today’s class discussing the AP portion of this course.  We’ll be having a digital scavenger hunt to discuss the various digital tutoring resources for the exam, as well as exploring the benefits of taking AP courses and, finally, how to register for the exam.

-We’ll be discussing the AP contract, as well as final exam exemptions.  I will be providing you a list of print resources and local tutoring services to best prepare for the exam.

-Finally, we’ll discuss some field trip rules and expectations.  As I have done this specific trip once before, I have some important tips you should follow as we hopefully enjoy a beautiful day in the Marietta Square.

FRIDAY:

-We will end our week exploring the John Root Home and Garden Museum on the Marietta Square.  I hope the weather cooperates as we explore this fascinating look at 19th century American life.  We’ll start the day in the park and move through our guided tours in the morning.  You will have time to explore lunch on your own, but are expected to reconvene promptly at 1:15 PM at the bus so that we may return by our scheduled time.  I hope you enjoy this trip, cited as the most popular activity  we did last year.

-You will be completing Embedded Assessment #2 over Fall Break.  You should have a ton of resources to draw from.

HAVE AN EXCELLENT FALL BREAK!!

 

Preview Week 6: 9/4 – 9/8

 

MONDAY:

NOTE- Labor Day- School Holiday

TUESDAY:

·       Warm Up:

-As a class we will review the results of the PollAnywhere.com survey students took last week.  This survey can be found on page 65 of Springboard.

·       Opening:

-As a class we will review the Learning Target and Setting a Purpose For Reading found on page 64 of Springboard.

-Students will use Metacognitive Markers to annotate today’s text during the first and second reading.

·       Work Session

(I Do…)

-The instructor will conduct the first reading of “Is the American Dream Still Possible” by David Wallechinsky

-As the instructor reads, students will annotate the text

-The instructor will additionally model the SOAPSTone graphic organizer that students will turn in with their text-dependent questions at the conclusion of class.

(We Do…)

-The instructor will outline the grade conferences/annotation assignment that will be done during the Second Reading and Text-Dependent questions portion of the Work Session

(You Do…)

-Students will work independently to complete their Second Reading and text-dependent questions

-As students conduct their Second Reading they will complete the SOAPSTone graphic organizer

WEDNESDAY:

·       Warm Up:

-Students will receive a handout on transitions and will complete the Practice activity on page 68 of Springboard

·       Opening:

-On the reverse of this handout, students will complete the chart in which they will identify the claim, supporting evidence, stylistic choices, and transitions in yesterday’s text “Is the American Dream Still Possible” by David Wallechesky

·       Work Session

§  Instruction (I do):

-As a class we will review the Learning Targets and Setting a Purpose for Reading on page 69 of Springboard

-Students are encouraged to use Metacognitive Markers as they complete the Second Reading of the Text

-The instructor will conduct the First Reading of “The Declaration of Independence” on pages 69-72 in Springboard

§  Guided Practice (We do):

-Students will work with one collaborative learning partner to complete the chart on page 73 of Springboard

-Students will receive chart paper and supplies to complete the task

§  Independent Practice (You do):

-Students that finish early will begin the text-dependent questions on page 72.

·       Closing:

-Students will conduct a Gallery Walk of completed charts at the end of class, gathering resources for the Second Embedded Assessment

THURSDAY:

·       Warm Up:

-In order to introduce the material to be used in Film Studies today, students will freewrite about the movement they see in two separate paintings (Guernica by Pablo Picasso and No.5 by Jackson Pollack

·       Opening:

-Students will use the OPTIC graphic organizer to analyze two additional paintings

-Students will receive the handout on “Movement in Film” from chapter two of Understanding Movies by Louis Gianetti

-Students will be given time to highlight important vocabulary and explore the associated Quizlet study set for this week’s academic vocabulary

·       Work Session

(I Do…)

-As a class we will review and record the Learning Target and Setting a Purpose for Reading for today’s texts

-The instructor will model the use of the TP-CAST graphic organizer, which is located on the back of the OPTIC organizer

(We Do…)

-As a class we will conduct a First Reading of “Ellis Island” by Joseph Bruchac

-As a class we will fill out the first row of the TP-CAST organizer, in order to model independent work today

(You Do…)

-Independently, students will read and annotate the poems, “On Being Brought from Africa to America” by Phillis Wheatley and “Europe and America” by David Ignatow while working on the TP-CAST organizer

-Students that finish early will start their completion of the text-dependent questions on page 78

·       Closing:

-Students will meet with the instructor, concurrently, during the work session for a grade conference and to discuss the third Reader’s Response journal entry from last week

FRIDAY (Independent Reading and Film Studies Friday):

·       Warm Up:

-As a class we will view and discuss the framing choices different directors make to introduce their subject.

-We will also view selected clips from “Diabolique,” “Rear Window,” and “Shadows and Fog” to discuss visual tone.

 

·       Opening:

-Students will receive the packet for Mis En Scene.

-Students are given time to underline/highlight the Preview for this material (attached to the cover)

·       Work Session

§  Instruction (I do):

– Students will be given the journal entry (Reader’s Response #4) for this week’s independent reading

 

§  Guided Practice (We do):

-The class will be in the Media Center this day for independent reading

-Students that have individualized activities as a result of the CTLS assessment on USATestPrep to work on while the instructor completes the individual grade conferences.

 

§  Independent Practice (You do):

-Students will read independently and begin work on their fourth reading journal passage.

·       Closing:

–          Students will choose one scene from what we watched an analysis of the mis-en-scene.  This will serve as today’s Exit Ticket.

 

 

 

Preview- Week 5: 8/28 – 9/1

The following is a preview for the lessons we’ll be engaging in this week

MONDAY:

(The department laptop cart will be used for this lesson)

Warm Up:

-Students will be in the computer lab (907) for the first quarter of class to complete their second CTLS 15-day assessment

Opening:

-Students will also complete their second assessment of the American Lit EOC practice on USATestPrep (small version)

Work Session

Instruction (I do):

-The instructor will preview the first embedded assessment (writing a definition essay) by covering the information on pages 60-61 in the textbook.

-Students will be highlighting important words, phrases, and directions in the “proficient” category on page 61.

Guided Practice (We do):

-Students will work in small collaborative pairs to review unit readings, develop and focus definitions for America and freedom, and complete prewriting questions,.

Independent Practice (You do):

-Students will use the chart paper to reconstruct the graphic organizer from page 58 of the textbook.

-Together, collaborative learning pairs will focus definitions, and answer the prewriting questions on page 60.

Closing:

-Students will conduct a focused Gallery Walk and take pictures of each response in preparation for tomorrow’s timed writing.

TUESDAY:

Warm Up:

-Students will begin preliminary reading of the definition for mis-en-scene by highlighting important words and concepts from chapter 2 of Understanding Movies for the first fifteen minutes of class.

Opening:

-The class will do choral readings of all the information found on page 62 in order to preview the second embedded assessment in the unit.

Work Session

NOTE: Students will be engaged in timed writing for the Work Session of this class.  As this writing activity is based on the timing they will face during the free-response section of the EOC, the “I Do-We Do-You Do” instructional framework is not cogent to this lesson.

-Students will use the scheduled laptops to draft, revise, and publish, their response to the first embedded assessment for this unit.

Closing:

-Students that finish early should either continue work on their individualized homework for USATestPrep or the assigned modules in NoRedInk.

 

WEDNESDAY:

Warm Up:

-Students will prioritize responses to the survey on page 63 of the textbook.

-As a class we will discuss the results and particularly interesting ideas and responses will be listed on the front white board.

Opening:

-Students will read, highlight, and paraphrase the Learning Targets and Setting a Purpose For Reading on page 64 of the textbook.

·       Work Session

Instruction (I do):

-The instructor will do a first reading of “Is the American Dream Still Possible” by David Wallechinsky on pages 64-66 in the textbook.

-While the instructor conducts this first reading students should be marking the text according to the directions outlined in Setting a Purpose For Reading.

Guided Practice (We do):

-Students will work individually to complete the text-dependent questions on page 67 of the textbook.

Independent Practice (You do):

-Students that finish early should review study sets for their Film Studies articles this week.

Closing:

-Students will turn in completed work as today’s Exit Ticket

THURSDAY:

Warm Up:

-Students will be given time to review study sets for their Film Studies articles.

-Students will take review quizzes, as well as an assessment on mis-en-scene.

Opening:

-Students will review the study guide for “In America” before today’s screening.

Work Session

NOTE: Today, students will engage in a critical interruption-free screening of Jim Sheridan’s 2002 film, “In America.”  As this is a Film Studies screening, today’s lesson will not follow the “I Do-We Do-You Do” instructional framework, as it is not cogent to this lesson.

Students will view “In America” in the Earl J. Reece Theater for the remainder of class.

Closing:

-Students are instructed to complete their viewing guide questions and to bring responses for tomorrow’s Film Studies Seminar.

FRIDAY (Independent Reading and Film Studies Friday):

·       Warm Up:

-The instructor will assess students on their weekly parallel reading.  The text this week was the third rhetorical set from Quizlet and “Identifying the Speaker’s Tone” handout given in class.

Opening:

-Students will complete the last fifteen minutes of “In America” before moving on to the seminar

Work Session

§  Instruction (I do):

– The instructor will be discussing the structure for today’s mini-Film Studies seminars.

-Each role in the seminar will be discussed and modeled by the instructor

 

§  Guided Practice (We do):

-In small, pre-assigned groups, students will engage in a seminar based on their viewing of “In America”

-Completed viewing guides and seminar notes will be collected for a formative assessment

 

§  Independent Practice (You do):

-Students will read independently and begin work on their fourth reading journal passage.

·       Closing:

–          Students will choose one scene from what we watched an analysis of the mis-en-scene.  This will serve as today’s Exit Ticket.

 

 

 

William Root House Field Trip- 9/22

Below is the link for the museum we will be attending the Friday before Fall Break:

http://www.roothousemuseum.com/

Please remember to bring $20, starting this Monday, and I will distribute the permission forms at that time.

Also, be sure you have read Candace Millard’s Destiny of the Republic by 8/21, as there will be an assessment on this novel that day.  You will also have a project connected to our field trip due the Monday we return from break.

Definition By Negation and Charlottesville, VA.

In order to best use our time in the computer lab, please work quickly, but thoughtfully, through the following tasks:

  1. Log into USA TestPrep using the account you created in class yesterday.  Do the practice test that will show under your class block.  This is merely a diagnostic, but do your best.  We will be using this increasingly as the EOC (which is 20% of your final grade) approaches at the end of the semester.
  2. Record in your notes, and consider the following definition before completing the next task:

DEFINITION BY NEGATION- Negation is a definition strategy in which a writer defines what something is by showing what it is not.  Negation helps to contrast a writer’s definition with others’ definitions.  It also refines a definition by setting limits.

3. Explore the following links.  Be sure to look read through both articles before choosing ONE image from the image link.  Cut and paste (right click) this image into a new blog post and answer the following questions in ONE paragraph.  Be sure to hit publish.  I will grade this over the weekend and will choose a few responses as the basis for a mini-Socratic seminar we will have Monday.

Links:

New York Times- “The Statue at the Center of Charlottesville’s Storm”

Los Angeles Times- Complete Transcript of President Trump’s Comments on the Riots (8/15/17)

Images from the Charlottesville riots

Questions to answer on your blog (One paragraph total, following the image in your blog post):

-How does your image use definition by negation to define what America is not, and in the process, define what it is?  Basically, how does your image illustrate values and beliefs that are antithetical to the idea of America as explored in the unit readings so far?

-Incorporate and comment on at least one direct quote from EITHER article.  Discuss how the quote supports or challenges your own definition of what it means to be an American.

-Finally, make a connection between this incident to other historical incidents in which definition by negation can be used to illustrate ideas and beliefs that negate the idea of what it means to be an American.  Stumped on this one?  Check out some of the ancillary links below:

The Watts Riots of 1965

Scottsboro Boys

Operation COINTELPRO

The assassination of Fred Hampton

The LA Riots of 1992

Research your own?

Class Blog, Remind, Quizlet, and No Red Ink Sign Up Info

The following tasks must be completed this week.  Not only is participation in the following communication/study resources MANDATORY, but extremely beneficial in your continued success in this class.

Multiple steps are given, so read carefully.  Also, please note that as you sign up for each thing it is imperative that you use your FIRST AND LAST NAME AS IT APPEARS ON MY ROSTER. NO NICKNAMES PLEASE!!!!

Every website listed below appears as a free app as well.  I have found that my most successful students download and use the app in order to study anywhere.

REMIND: This is the main communication tool I will be using to remind you of important information, deadlines, and  materials to bring to class.  There are multiple steps you can take to complete registration for this.

-Simply follow this link and follow the onscreen directions:  https://www.remind.com/join/e8b74

-OR-

-Text @e8b74 to the number 81010

QUIZLET: Academic vocabulary specific to this course, as well as SAT and AP Lang study sets are available for constant review on this site.

-Just click on the following “join link”:

https://quizlet.com/join/2rPQ3zeY9

NO RED INK:  This is the independent grammar practice site you will be working through this year.  More on this later this week.

-Go to the website and register. Use the following code for our class: sweet seal 98

YOUR CLASS BLOG: If you have not already done so, please be sure to send me an email with your summer reading blog.  Even if you did not complete summer reading, you will need a blog for this class.

-Please consult these directions (How to change your blog theme and create a summer reading page) to standardize your blog and then email me the URL at Mark.Sager@cobbk12.org.  Please include your first and last name, as well as AP Lang in the subject line.