Read the following passage carefully. Prepare yourself for a round of EOC type questions.

1. Read the following passage carefully. Prepare yourself for a round of EOC type questions. In the past, southern literature meant any writing about historical southern themes or life in the South. Most southern literature was written by authors who lived in the South. There were writers like Mark Twain who actually considered themselves southern writers even though they were not from southern states or had long departed the southern states where they were born. What many of the southern author’s stories had in common were themes like family, religion, and community. Some stories are also revolving around unsettling topics like slavery, the Civil War, and Reconstruction. However, as the country grew and revolved so to did southern literature.

2. Writing Across the Common Core Curriculum

3. Handout 1 – What Does the Common Core Want from Us?

4. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

5. Writing in the Common Core Classroom • CMAPP Instructional Guide • Lesson 1 – Understanding Arguments • Lesson 2 – Paragraph Madness • Lesson 3 – The Assignment • Lesson 4 – Interacting with Sources • Lesson 5 – Data Sets and The Power of Language • Lesson 6 – Technology, Revising, and Editing • Lesson 7 – Audience Matters

6. Lesson 1 – Understanding Argument

10. Extended Learning Opportunities

11. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, • and well-structured event sequences. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

12. Lesson 2 – Paragraph Madness

13. Directions Students choose a topic of interest and develop a claim related to that topic. Students write a paragraph using Toulmin’s Model to back up that claim. Students submit their paragraph for teacher feedback and for student review. Students critique each paragraph and vote on the best one for a tournament style review.

14. Chris Brown vs. Joe Flacco Guiding Questions

15. Sample Paragraph 1 I think Chris brown is a multi talented artist. Chris Brown has made nine albums. He has also been in four movies and three television shows. Chris brown has sold four-million albums worldwide. This proves that he is a very talented singer and a lot of people enjoy listening to his music. In addition to the album sale, Chris Brown has also appeared in many television shows. This proves he is multi talented because, if he was not a good actor, he wouldn’t have numerous chances to be in movies and on T.V. shows. In conclusion, I think Chris brown is a multi talented artist. This can be proven because he has nine albums. This can also be proven because he has been in many movies and T.V. shows.

16. Sample Paragraph 2 Joe Flacco is the best Quarter back who ever lived in the NFL. As matter of fact Joe Flacco just signed a $120.6 million dollar contract. When someone signs the biggest contract in NFL history, the person has to be better than all the others at what he does. Nobody has signed a 120.6 million dollar contract like Joe Flacco. Not to mention Joe Flacco is the second quarter back to throw 11 touchdowns and zero interceptions in one playoff run. The only other quarter back to do what Joe Flacco did is Joe Montana. That means Aaron Rogers, Drew Brees, Tom Brady, and Payton Manning that are called elite quarter backs did not do what Joe Flacco did. As was previously stated that Joe Flacco having the biggest salary in NFL and only being the second in NFL history to do what Joe Montana did tells us that he is the best at what he does in the NFL.

17. Vote Now!

18. Sample Paragraph 2 Revised Joe Flacco is a better quarterback than Tom Brady. According to ESPN Joe Flacco outplayed Tom Brady almost every time they played. Joe Flacco’s passing rating is nearly 100% against the Patriots while Tom Brady only has 72% against the Baltimore Ravens. Passer rating is the most accurate way to determine a quarterbacks skill. Not to mention Joe Flacco is the second quarterback to throw 11 touchdowns and zero interceptions in one playoff run. The only other quarterback to do what Joe Flacco did is Joe Montana, one of the greatest quarterbacks of all time. That means Tom Brady did not even do what Joe Flacco did, and he has been in the National Football League (NFL) for 13 years while Joe Flacco has only been in the NFL for 5 years. As was previously stated, Joe Flacco’s passer rating and playoff performance is better than Tom Brady’s making him the better quarterback.

19. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

20. Lesson 3: The Assignment

21. Which of the following areas is the most important issue facing the world today? education energy food water healthcare infrastructure sanitation employment

22. Zweledinga is a small village located in the southeastern corner of South Africa. Use Google Earth to take a quick aerial visit. Like many communities in the developing world, Zweledinga’s needs are many. Recently, Village Corps, “a community development and investment company,” identified these areas of need: education, energy, food, water, healthcare, infrastructure, sanitation, employment. The Problem: Despite Village Corps grand plans for investment, a lack of funds has forced the company to prioritize its aid. As of today, with a $20,000 budget, it will only be able invest in one of the areas of need listed on its web site. The question, then, is which one? It is up to you and your classmates to convince the company and the community which area of need to focus on. Each student (or pair of students) should focus on a particular claim and should find data and develop warrants to back up that claim. Students should consider such things as financial outcomes, humanitarian outcomes (health, public wellbeing, etc…), short and long term outlooks, and counterarguments among other things. They do not, at this point, necessarily focus on creating a plan. All they have to do is argue why one of the areas is most important to a community. Handout 3A

23. The Writing Situation The Subject The Audience The Author How do you want to present yourself? Should you be more argumentative or persuasive? How will you impress the audience? What is your purpose? • What do you know the most about? • Which one seems interesting? • Which one will be the easiest to research? • Which one will your audience be most interested in? • Who is your audience? • What is their background? • What do they care about? • How can you impress them?

24. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

25. Lesson 4: Interacting with Sources

26. Use the Web Site Evaluation Checklist to analyze Water.org and then cast your vote!

27. Which web site should we use?

28. VOTE! VOTE! VOTE!

29. Reading to Write Guiding Question: Why is water the most important issue facing Zweledinga? Valuable Links:

30. To Quote or Not the Quote • There are four reasons why you might choose to quote a source directly: • Quote if you can’t say it any better and the author’s words. • Quote if you are using a particularly authoritative source. • Quote if you are analyzing diction, tone, or a writer’s use of a specific word or phrase. • Quote if you are taking a position that relies on the reader understanding exactly what another writer says about the topic.

31. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

32. Lesson 5: Data Sets and the Power of Language

33. Vote Now!

35. Is there anything wrong with this data?

36. The Power of Language Tennis more exciting thansoccer, or less? Tennis more (first) 35% Soccer more (second) 65% Undecided 0% Soccer more exciting than tennis, or less? Tennis more (second) 77% Soccer more (first) 15% Undecided 8% All surveys are real. All questions are from: Kellerman, Dr. Kathy (2008). “Persuasive Question Asking: How Question Asking Influences Answers.” Retrieved from http://www.kkcomcon.com/doc/KPQA.pdf.

37. The Power of Language Do you think most people can be trusted? Yes (can be trusted) 58% No 42% Generally speaking, would you saythat most people can be trusted orthat you can’t be too careful indealing with people? Can be trusted 43% Can’t be too careful 57%

38. Is there anything wrong with this graph?

39. Getting the Results We Want Each group will receive a different “area of need.” Be sure to keep it a secret. As a group, come up with your best survey question. This question should avoid obvious biasness, but it should also try to give you the best results possible. Remember to consider your audience – what type of information are they interested in? Submit your question to the teacher for your live survey results.

40. Survey # 2…

41. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

42. Lesson 6: Technology, Revising, and Editing

43. TECHNOLOGY TIPS: Flesch-Kincaid Writing Level

46. Flesch-Kincaid Writing Activity Each group gets the same paragraph. Read it carefully and, as a group, discuss ways to improve its reading level. Each group gets 5 minutes to try and improve the paragraph. The group that improves it the most, wins.

47. SAS Sample Activity • Log into SAS: http://www.sascurriculumpathways.com/portal/ • Open QL #1519 – Strip all those useless prepositional phrases from the sentences in your paragraphs • Show clip! – Needless Phrases • Copy and Paste “Zweledinga Argument Draft” into Writing Reviser • Locate troublesome sentences. Fix it! • Look at statistics to see changes. • Print “changes.” • Identify growth!

48. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.

49. Lesson 7: Audience Matters OK, you’ve convinced Village Corps that they should invest in your area. Now, you need to convince the elders of Zweledinga. Click on the image to start learning about South African culture and customs. Then discuss how you will change your method of delivery.

50. Common Core High School Writing Standards • Text Types and Purposes • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant • and sufficient evidence. • 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. • Production and Distribution of Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, • purpose, and audience. • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge • 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating • understanding of the subject under investigation. • 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each • source, and integrate the information while avoiding plagiarism. • 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing • 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frame(asingle sitting or a day or two) for a range of tasks, purposes, and audiences.