10W-Text+Types+&+Purposes

W-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. W-10.2.Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.* Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W-10.3.Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.* Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. **AS:** **W. 10.1** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. HS.TT.1.2: Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis). HS.TT.1.3: 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.SI.3 Evaluate content for relevance to the assigned task. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * 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.
 * Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * 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 information or explanation presented (e.g., articulating implications or the significance of the topic).
 * Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
 * Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
 * Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
 * Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**===
 * W. 10.2** Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
 * W. 10.3** Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
 * MP: **
 * 1. ** Construct viable arguments and critique the reasoning of others. **2.** Look for and make use of structure. **3.** Use appropriate tools strategically. **4.** Look for and express regularity in repeated reasoning. **5.** Attend to precision. **6.** Look for and make use of structure. **7.** Look for and make use of structure. **8.** Look for and express regularity in repeated reasoning/Look for and make use of structure. **9.** Attend to precision. **10.** Make sense of problems and persevere in solving them/Use appropriate tools strategically/Construct viable arguments and critique the reasoning of others. ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===
 * W10.1 (a,b,c,d)** Evaluate
 * W 10.1e** Create
 * W 10.2a** Analyze
 * W 10.2b,e** Evaluate
 * W 10.2c,d** Apply
 * W 10.2f, 10.3a,b,c,d,e** Create ||

W. 10.1a
•Distinguish a precise claim from an alternate or opposing claim. •Create a thesis statement that establishes a precise claim. •Create an organizational structure that establishes clear relationships among claims, counterclaims, reasons, and 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.

•Distinguish between a valid and invalid source. •Define an audience’s knowledge and concerns. •Conduct research to support claims and counterclaims. •Supply evidence to support each claim and counterclaim. •Evaluate the strengths and limitations of each piece of evidence. •Create body paragraphs to present evidence and claims. •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.
 * W. 10.1b **

• Identify transitions. • Define the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. • Add transitions to student writing that clearly 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. • 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.
 * W. 10.1c **

• Determine an appropriate style and organization based on audience and topic. • Establish an objective tone in order to deal fairly with all claims. • Utilize appropriate conventions and mechanics of formal writing. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * W. 10.1d **

• Define the purpose of a concluding statement. • Apply paraphrasing and summarizing skills. • Createa concluding statement that correlates with theintroductory statement or section. • Provide a concluding statement or section that follows from and supports the argument presented.
 * W. 10.1e **

● Brainstorm ideas and make connections to the topic ● Write an assertive thesis statement ● Introduce the topic in the introduction ● Write clear claims that relate to the thesis ● Defend ideas with facts from secondary sources ● Organize graphics to support ideas. ● Elaborate on ideas to sufficiently develop body paragraphs ● Use in-text citations to give credit to sources ● Utilize transition words to maintain cohesion ● Provide a conclusion that summarizes the main ideas. ●Create a multimedia presentation to aid comprehension when useful ●Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; including formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 * W. 10.2a **

• Distinguish between relevant and irrelevant facts. • Determine an audience’s prior knowledge and concerns. • Conduct research to support the topic and thesis statement. • Provide extendeddefinitions, concretedetails, quotations, or other information andexamples to support thetopic and thesisstatement. • Arrange ideas, concepts, extended definitions and information to show interrelationships • Create body paragraphs to present the supporting information and examples. • Develop the topic with well-chosen, relevant, and sufficient facts,extended definitions, concrete details,quotations, or other information andexamples appropriate to the audience’sknowledge of the topic.
 * W. 10.2b **

• Identify several types of transitions. • Define the relationships among complex ideas and concepts. •Apply appropriate transitions to link sections of text • Add varied transitions to student writing that clearly links the major sections of the text, creates cohesion, and clarifies the relationships among complex ideas and concepts.
 * W. 10.2c **

• Identify domain-specific vocabulary (jargon, clichés, metaphor, simile, analogy) in the writing. • Identify sensory vocabulary in the writing. • Classify the domain specific vocabulary and literary devices as weak or strong. • Substitute weak vocabulary with precise and domain-specific vocabulary to manage the complexity of the topic. •Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * W. 10.2.d **

• Determine an appropriate style and organization based on audience and topic. • Establish an objective tone in order to deal fairly with all claims. • Utilize appropriate conventions and mechanics of formal writing. •Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * W. 10.2.e **

• Define the purpose of a concluding statement. •Develop a concise restatement of the information presented. •Evaluate the information’s validity based on supporting evidence. • Create a concluding statement that correlates with the introductorystatement or section and unifies the paper •Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * W. 10.2.f **


 * W. 10.3a **
 * Define a conflict for the narrative.
 * Establish a believable. setting/environment for an imagined or real life event.
 * Introduce believable narrator and/or characters for an imagined or real life event.
 * Develop characterization.
 * Determine a point-of-view for the narrative.
 * Organize an initial progression of narrative events.
 * Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.


 * W. 10.3b **
 * Understand various narrative techniques.
 * Evaluate the most effective narrative techniques to satisfy content and audience for development of experiences, events, and/or characters.
 * Implement the most effective narrative techniques to satisfy content and audiencefor development of experiences, events, and/or characters.
 * Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.


 * W. 10.3c **
 * Create a definite narrative (plot) structure for the audience.
 * Employ the necessary literary techniques to ensure proper progression of events for audience engagement.
 * Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.


 * W. 10.3d **
 * Generate specific details and imagery to fully develop experiences, events, setting, and/or characters.
 * Evaluate effectiveness of specific details and imagery to fully develop experiences, events, setting, and/or characters for audience engagement and author’s purpose.
 * Refine narrative to implement most effective details and imagery for audience engagement and author’s purpose.
 * Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.


 * W. 10.3e **
 * Determine a conclusion that adheres to the author’s purpose.
 * Use literary and narrative devices to enhance audience engagement with the conclusion.
 * Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

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

W. 10.1a
Claims Reasons Relevant Irrelevant Thesis Counter claims Diction

W. 10.1b
Claim Relevant Thesis Counterclaim Strengths and limitations of evidence Validity

Transitions Claim Counterclaim Cohesion Refutations
 * W. 10.1c **

Formal style Bias Norms Conventions Objective tone
 * W. 10.1d **

Conclusions “Clincher”/”Red Bow” sentence
 * W. 10.1e **

Graphic organizer Multimedia Distinctions Formatting Graphics Topic sentence Thesis statement Supporting details Organization Unit Cohesion Connection Analyze Secondary resources Quotation Paraphrasing Summarizing Transition In-text citation Signal phrase Cite
 * W. 10.2a **

Concrete details Quotations Extendeddefinitions
 * W. 10.2b **

Variety Transitions Cohesion Clarity Precise Domain specific Complexity
 * W. 10.2c **
 * W. 10.2d **

Formal style Bias Norms Conventions Objective tone Subjective Objective
 * W. 10.2e **

concluding statement Explicit Implications Significance of the topic
 * W. 10.2f **

Point of view (types) Characterization Conflict Setting Narrator Main character Supporting characters Plot Real Imagined Believable Environments Narrative
 * W. 10.3a **

Protagonist/antagonist Round/flat characters Dynamic/static characters Narrative techniques Archetypes Foil Dialogue Pacing Sub-plots Description Reflection
 * W. 10.3b **

Flashback Linear progression Non-linear progression Stream of consciousness Plot Time line Chapter/section breaks
 * W. 10.3c **

Imagery Specific details Sensory language Background of character Author’s purpose Dialect Theme Mood Tone Atmosphere
 * W. 10.3d **

Resolution Plot twist Cliffhanger Moral Irony
 * W. 10.3e **

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== [] ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
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[|www.easybib.com]

Students examine a variety of shoes and envision what the owner would look like, such as their appearance, actions, etc. They then write a narrative, telling the story of a day in the shoe owner’s life: []

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
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This film is a lovely way of introducing a linear narrative: []

Students watch a video segment that shows an interview with one of the survivors of the U.S.S. Indianapolis who recalls the sinking of the ship and his survival. Students then create an original narrative that utilizes flashback to tell the survivor’s story.[] ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===

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[|www.owl.english.purdue.edu/owl/resource/685/05/]

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[|www.fas.harvard.edu/~wricntr/documents/conclusions.html]

[|www.mla.org]

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How to conclude a narrative: []

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