12W-Production+&+Distribution+of+Writing

W-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. W-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * ===**Common Core Standard**===
 * AS:**
 * W-12.4.** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 * W-12.5**. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * W-12.6.** Use technology, including the Internet, to produce, publish writing and to interact and collaborate with others.

Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision.
 * MP.1**
 * MP.2**
 * MP.3**
 * MP.4**
 * MP.5**
 * MP.6**
 * MP.7** Look for and express regularity in repeated reasoning.
 * MP.8** Look for and make use of structure. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

**HS.SI.1.1 (W.12.4, W.12.5, W.12.6)**

Evaluate resources for reliability.

**HS.SI.1.2 (W.12.4, W.12.5, W.12.6)**

Evaluate resources for point of view, bias, values, or intent of information.

**HS.SI.1.3** **(W.12.4, W.12.5, W.12.6)**

Evaluate content for relevance to the assigned task.


 * HS.TT.1.2 ** **(W.12.4, W.12.5, W.12.6)**

Use appropriate technology tools and other resources to orga nize information (e.g. online note-taking tools, collaborative wikis).


 * HS.TT.1.3 ** **(W.12.4, W.12.5, W.12.6)**

Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia, presentations, Web 2.0 tools, graphics, podcasts, and audio files).


 * HS.SE.1.1 ** **(W.12.4, W.12.5, W.12.6)**

Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">HS.SE.1.2 **<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> **(W.12.4, W.12.5, W.12.6)**

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**===

Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * W.12.4**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Identify the task.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Clarify the purpose.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Determine the audience.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Produce writing that is clear, having a sense of task, purpose, and audience.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Analyze sentence structure (i.e. parallelism, repetition, other rhetorical devices).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Analyze for sentence variety (syntax).
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Edit and revise for coherence.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Generate a piece of writing with appropriate style for the given task.
 * <span style="font-family: 'Gotham-Book','sans-serif'; font-size: 13.3333px;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


 * W.12.5**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Recognize the importance of determining audience and purpose by selecting prewriting strategies to plan an essay.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Evaluate periodically to maintain focus within the text.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Edit work by possibly drafting multiple versions, considering new approaches in the format of the text (i.e. newspaper article, poem, essay, letter) to determine effectiveness as it relates to audience and purpose.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Revise and rewrite essay according to changes necessary for an effective final draft.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


 * W.12.6**
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Determine most effective multimedia format for creating, refining, and collaborating on writing task.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Produce writing that individual or shared.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Arrange materials in a grade-level appropriate format.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Publish writing in a digital format.
 * <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Critique the writing of others and receive critiques from others on one’s own writing by offering alternate views and new information.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Use technology, including the Internet, to produce, publish, and update individual or shared writing products, in response to ongoing feedback, including new arguments or information.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

**W.12.4**
<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Audience <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Purpose <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Rhetorical devices <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Style <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Syntax <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Task

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">**W.12.5**

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Audience <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Editing <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Focus <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Format <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Planning <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;"> Prewriting <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Purpose <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Revising <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Rewriting <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Style


 * W.12.6**

<span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Collaboration <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Critique <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Multimedia <span style="font-family: 'Arial','sans-serif'; font-size: 13.3333px;">Publishing

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Analyze “The Flea.” Why is it considered metaphysical poetry? How does it use irony to convey its message? Is it a poem of logic or of emotion? Use textual evidence to discuss and write or original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Pilgrim’s Progress //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. Consider the text as an allegory. What themes do the characters represent? How do these characters work together to create an allegory? What does the allegory reveal about Bunyun’s point of view on religious ideas of the seventeenth century? Use textual evidence from the novel to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Alchemist //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. How does the plotline reveal satire? What values of this time period are being mocked? How does the author use satire to reveal his point of view? Use textual evidence from the play to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">The Miser //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> by Molière. How does the plotline reveal satire? What values of this time period are being mocked? How does the satire reveal Molière’s point of view? Use textual evidence from the play to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Analyze Donne’s “Holy Sonnet 10 //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">” Is the speaker of the poem pious or irreverent of the church’s teachings? How does personification convey its message? Why is the poem considered metaphysical? Cite specific textual evidence from the poem to support an original, concise thesis. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Read Donne’s “Song: Goe, and catche a falling starre.” Is the point of view a cynical one? Or is its point of view realistic? Does it build upon religious views or does it depart from church teachings? How does emotion affect the logic of the speaker? Use textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Compare and contrast Donne’s “Song Goe, and catche a falling starre” to Marvell’s “To his Coy Mistress.” How do emotion and logic affect the speaker’s point of view in each poem? How does gender affect the author’s attitudes? Use textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Hamlet //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. With special consideration to his soliloquies, is Prince Hamlet influenced by his sense of logic or sense of emotion? Use specific textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">King Lear //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. In the beginning of the play, is King Lear motivated by his sense of reason or by emotion? By the end of the play, how has King Lear resolved his emotional needs with his rational thought? Consider the same question for Edmund, Edgar, Regan, Goneril and/or Cordelia. Use textual evidence to support an original, concise thesis statement. (W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read excerpts from //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Don Quixote //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and/or watch the film version of //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Man of La Mancha //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. Compare Don Quixote’s outlook on life with those of another character, such as the priest. Use textual evidence citing either the novel or the film to support an original, concise thesis statement. (RL.11-12.1, W.11-12.5, W.11-12.7)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">Analyze “To Daffodils,”“To the Virgins Make Much of Time,”and “To His Coy Mistress.” Compare the message and intention of each. Do these poems appeal to human emotion or human logic to convey their ideas? Use textual evidence from two or more poems to write a comparative essay. Be sure your thesis is specific, concise, and original. (W.11-12.5, W.11-12.7, SL.11-12.1, SL.11-12.2)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Read selected poems from Blake’s “ //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">Songs of Innocence //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">.” Consider biblical allusion to explain the relationship between Innocence and Paradise. Also, how is Experience a metaphor for the Fall of Man? Use textual evidence from the poems selected to create an original, concise thesis statement. (RL.11-12.1, RL.11-12.4, W.11-12.2, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How does Tennyson’s //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">In Memoriam A.H.H //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">. use nature to express metaphorically human feelings and emotions? What point of view is Tennyson revealing? Use textual evidence from the poem to support an original, concise thesis statement in an essay. (RL.11-12.1, RL.11-12.4, W.11-12.2, SL.11-12.1, SL.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px; vertical-align: top;">How did the war-era poetry of Sassoon contribute to the shaping of existentialism as a philosophy? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">Seminar and Essay ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">How do //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;">All Quiet on the Western Front //<span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11.3333px;"> and Sassoon’s war poems influence and contribute to the existential movement? Write an essay that uses specific textual evidence that supports an original, concise thesis statement. (RL.11-12.4, SL.11-12.4 W.11-12.5, W.11-12.7, W.11-12.8, L.11-12.6)

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== > This lesson from EDSITEment highlights one episode in the Divine Comedy to provide students with an introduction to Dante's great poem. Learning objectives include (1) To learn about the structure and artistry of Dante's Divine Comedy; (2) To examine the episode of Paolo and Francesca as a poetic interpretation of romantic love; (3) To gain experience in close reading and interpretation of literary allusions. **(RL.1, RL.2, RL.5, W.2, W.4)** > Ancient languages are the deepest root of the humanities, drawing life from that distant time when the study of history, philosophy, literature, and of language itself began. The goals of this lesson plan are to gain an appreciation for Greek drama through study of a play by Sophocles; to explore the cultural and historical context of Greek drama and its role in Greek society; to reconstruct the experience of seeing a Greek drama performed and share that experience in an imaginative report. **(RL.1, RL.2, RL.4, RL.7, RL.10, RI.4, W.2, W.4, W.6, W.7, W.8, LS.2, L.4)** > Anthologists and editors prepare the way for poetry readers, selecting works that reward close reading and assisting interpretation through annotation. But on the Internet we can return to poetry in its native state--one set of words among many others competing for appreciation--and read with fresh eyes. The goals of this lesson plan, from EDSITEment, are to analyze the verbal devices through which poems make meaning; to compare one's personal interpretation of a poem with the personal interpretations of others; and to develop standards of literary judgment. **(RL.1, RL.4, RL.5, RL.7, RL.9, RL.10, W.4, W.6, W.7, W.9, LS.1, L.1, L.2, L.5, L.6)** > The goals of this lesson plan are: (1) To learn about Shakespeare's use of poetic conventions as a principle of dramatic structure in Romeo and Juliet; (2) To examine the first meeting between Romeo and Juliet as an enactment of figurative language in a context of competing poetic styles; (3) To explore the use of poetic forms to impart perspective in later episodes of the play; (4) To gain experience in close reading and the interpretation of verse structure and imagery. **(RL.1, RL.2, RL.3, RL.4, RL.7, W.2, W.6, W.7, W.9, SL.1, L.5, L.6)**
 * A Storybook Romance
 * Live From Antiquity!
 * Practical Criticism
 * You Kiss by the Book: Romeo & Juliet
 * Bibiomania Text, Study Guides, and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Cliff Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Spark Notes Study Guides Study Guides and Research Information for Classic Fiction, Drama, Poetry, Short Stories and Contemporary Articles and Interviews
 * Discovery Education Literature Lesson Plans Discovery Education Literature Lesson Plans
 * Purdue University Online Writing Lab The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===