W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
- Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Use words, phrases, and clauses 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.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from and supports the argument presented.
Learning Target: Students will brainstorm and draft for their essay on The Metamorphosis.
Welcome to FRIDAY, y’all!!! I am SO looking forward to sleeping in tomorrow. Anyone else? Maybe you all have more exciting plans than me, hahaha.
Anyway, today you’re brainstorming and drafting for your essay for this unit!! We are in the lab on Monday to type your paper. Here’s the prompt:
Is Gregor a Monster?
Throughout this unit, we have talked over and over again about what it means to be a monster. For your close-reading argumentative essay, I would like you to take a closer look at Gregor from The Metamorphosis and determine whether or not he is a monster.
Consider the following:
- What makes a monster? We have defined “monster” several times and in several ways throughout the unit. Which of these is most accurate and why?
- Does Gregor fit the qualifications to be a monster? Why or why not?
- What is the counterargument – the other side? What is the opposite of what you believe, and why is that incorrect?
You’ll have the entire class to brainstorm and draft your essay. The early writing we did yesterday is worth 10% of your grade. The drafting today is worth 30% of your grade. The final draft of your essay, due on Monday, is worth the remaining 60%.
Good luck everyone, let’s get right to it!
Differentiation: Process – students will be provided a structured outline or sentence stems as needed; Product: Students for whom the final essay product would be unrealistic will complete a detailed outline.
Assessment: Essay will be graded as above.