Suggested Timeline and Protocol for Teachers Argumentative Essay – Day 1-2 Day 3-6 Day 7-8 Preview the benchmark with Exercise 3: Brainstorm/ Exercise 6: Peer-review students Students utilize the peer-review Distribute test materials (may Students review the prompt guide to provide feedback to a also display on projector) and their notes classmate Explain procedures Students write a thesis Students mark on partner’s Share prerequisites: clearly state their rough draft with colored and legible writing opinion pencils/highlighters cite references use use the formula as a Students should be checking that – the prompt requirements are met and cite attached support and for high writing quality. documents to support FORMULA: Attitude + writing Subject + Main Point(s) Exercise 7: Self-review and Edit use blue/black ink Teacher should check that Students use the Argumentative complete on time, in each student has an Revision Checklist and Editing acceptable thesis statement class Checklist. Students brainstorm/list Review expectations on the Students use the holistic rubric to vocabulary to be used in Holistic rubric. improve their paper to an writing (word choice) Focus ONLY on the score. “exceeds” Exceeds column. Exercise 4: Choose and Read and discuss for “Strategies Exercise 8: Final Draft complete a graphic organizer Success.” Students will write on the included Students should use specific Exercise 1: Read and analyze the final draft paper using evidence from the source topic, prompt, and about.” “think BLUE/BLACK ink ONLY documents at least 3 times All students should be able to Student writing should be clear per body paragraph. explain what the prompt asks. and legible Students should document Students may discuss what type sources (see documentation of and evidence would be *All work must be done in class. guide in iPlan under Writing helpful in writing to the Resources). GRADES 9-12* prompt. Student should demonstrate Set a purpose for reading. organization that would are you looking for in the “What translate to a rough draft sources?” (order of importance, After the reading, teachers classification, cause/effect, should lead the think about etc.). questions as a class discussion. Exercise 2: Analyze mentor text
Suggested Timeline and Protocol for Teachers – Argumentative Essay Day 1-2 Day 3-6 Day 7-8 Preview the benchmark with students Distribute test materials (may also display on projector) Explain procedures Share prerequisites: and legible writing cite references – use and cite attached documents to support writing use blue/black ink complete on time, in class Review expectations on the Holistic rubric. Focus ONLY on the Exceeds column. Read and discuss “Strategies for Success.” Exercise 1: Read and analyze the topic, prompt, and “think about.” All students should be able to explain what the prompt asks. Students may discuss what type of and evidence would be helpful in writing to the prompt. Set a purpose for reading. “What are you looking for in the sources?” After the reading, teachers should lead the think about questions as a class discussion. Exercise 2: Analyze mentor text Exercise 3: Brainstorm/ Students review the prompt and their notes Students write a thesis clearly state their opinion use the formula as a support FORMULA: Attitude + Subject + Main Point(s) Teacher should check that each student has an acceptable thesis statement Students brainstorm/list vocabulary to be used in writing (word choice) Exercise 4: Choose and complete a graphic organizer Students should use specific evidence from the source documents at least 3 times per body paragraph. Students should document sources (see documentation guide in iPlan under Writing Resources). Student should demonstrate organization that would translate to a rough draft (order of importance, classification, cause/effect, etc.). Exercise 6: Peer-review Students utilize the peer-review guide to provide feedback to a classmate Students mark on partner’s rough draft with colored pencils/highlighters Students should be checking that the prompt requirements are met and for high writing quality. Exercise 7: Self-review and Edit Students use the Argumentative Revision Checklist and Editing Checklist. Students use the holistic rubric to improve their paper to an “exceeds” score. Exercise 8: Final Draft Students will write on the included final draft paper using BLUE/BLACK ink ONLY Student writing should be clear and legible *All work must be done in class. GRADES 9-12*
07671_201402210844_Updated1-28-2013-14%20HS%20Teacher%20Guide%20-%20Argumentative%20Writing%20Benchmark.docx