MYPNA_TE_G12_U3_web.pdf

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PERFORMANCE TASK: WRITING FOCUS

Tool Kit

Student Model of an

Argument

WRITING TO SOURCES

• THE TRAGEDY OF MACBETH


• THE TRAGEDY OF MACBETH,
  ACT V, SCENE i (audio)

ACADEMIC

VOCABULARY

As you craft your

argument, consider using

some of the academic

vocabulary you learned in

the beginning of the unit.

justify

diverse

proficient

catalyst

assertion

Write an Argument

In this section of the unit, you studied The Tragedy of Macbeth and analyzed

related video and audio. Now, take some time to revisit what you have

learned, and to share your learning by completing the following assignment.

Assignment

Write a brief response to literature in which you address this question:

In what ways does Macbeth attempt to control the

future and to bury the past?

In your essay, first state a position, or claim. Then, use specific evidence from

the text to support your claim. Identify a possible counterclaim and use evidence

to dispute it. Finish with a conclusion that follows logically from your argument.

Elements of an Argument

An argument is a logical way of presenting a viewpoint, belief, or stand on

an issue. One form of argument is a response to literature, a deep analysis

of some aspect of a text that leads to a conclusion or claim about the text,

the author’s intent, or the relation of the text to human behavior or world

events. A well-written argument may convince the reader or change the

reader’s mind.

An effective argument contains these elements:

• a precise claim


• consideration of counterclaims, or opposing positions, and a discussion
  of their strengths and weaknesses


• logical organization that makes clear connections among claim,
  counterclaim, reasons, and evidence


• valid reasoning and relevant and sufficient evidence


• a concluding statement or section that logically completes the argument


• formal and objective language and tone


• error-free grammar, including accurate use of transitions

Analyze the Writing Model

Model Argument For a model of a well-crafted

argument, see the Launch Text, “Better Never to

Have Met at All.”

Challenge yourself to find all of the elements of an

effective response to literature in the text. You will

have an opportunity to review those elements as you

prepare to write your own argument.

LAUNCH TEXT

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This selection is an example of an a response to literature. This is the type of writing you will argument in the form of

develop in the Performance-Based Assessment at the end of the unit.As you read, look for

evidence the writer uses to support an opening claim. Mark the evidence you find especially strong.

LAUNCH TEXT | ARGUMENT MODEL

Ifamilies, and through people on the sidelines. The romance between Romeo and Juliet hurts so many people that one wonders whether it would have been better if time unwound and the two leads had n William Shakespeare’s through everything: through the lovers of the title, through their Romeo and Juliet, love is fire. It burns

never met. If we examine the play from the beginning, the evidence for this is overwhelming.Romeo, heir of the noble House of Montague, feeling sorry for Winding back the clock, we begin in Verona, where we find

himself. His reason: rejection at the hands of Rosaline, niece to Lord Capulet, leader of the House of Capulet and rival to the Montagues. Romeo’s friend, Mercutio, wishing to improve his friend’s spirits, disguises Romeo and sneaks him into a Capulet party. Romeo has his

own motive for going—he wants to see Rosaline again—but at the party he meets Juliet, daughter of Lord Capulet, instead. From that moment in time, they are in love, and everyone’s life gets worse.The first one to suffer is Mercutio, a member of neither house,

but a relative of Prince Escalus, ruler of Verona. He fights a duel on Romeo’s behalf with Juliet’s cousin Tybalt. Romeo meddles in the fight, and his interference gets Mercutio killed. Romeo, furious at his

friend’s death, kills Tybalt.threatens him with execution should he ever return. The Prince has his own plans for Juliet—a hope to see his cousin Paris marry the For this action, Prince Escalus exiles Romeo from the city and

young woman. Juliet’s family is also in favor of the marriage, as it would raise the status of the House of Capulet and bring them closer to destroying the Montagues. Juliet ignores her family’s history, wishing to be with Romeo and no one else. Desperate, she plans a

way for them to escape their families and disappear together.

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NOTES

UNIT 3 INTRODUCTION

Better Have Met Never to at All

240 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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 STANDARDS

Writing

• Write arguments to support claims
  in an analysis of substantive topics
  or texts, using valid reasoning and
  relevant and sufficient evidence.


• Write routinely over extended
  time frames and shorter time frames
  for a range of tasks, purposes, and
  audiences.

360 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

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TEACHING

Jump Start

Can people control the future or erase the

past? Ask students to provide examples of

actions that people take in an attempt to

control the future and/or erase past errors. Ask

whether people are ever successful in these

efforts. As students share, ask them to provide

reasons that support their position.

Write an Argument

Make sure students understand that they are

being asked to take a position and support it

rather than simply to recount Macbeth’s actions

in the text. Explain that they will be selecting

specific actions taken by Macbeth and arguing

that Macbeth’s reasons for taking those actions

were either to “control the future” or “bury

the past.”

Students should complete the assignment

using word processing software to take

advantage of editing tools and features.

Elements of an Argument

Remind students that an effective response to

literature such as “Better Never to Have Met at

All” places the author’s main argument or claim

toward the beginning of the text. The author of

“Better Never to Have Met at All” also provides

a partial summary of Romeo and Juliet. Explain

that recounting at least some of the plot is often

necessary in a response to literature in order to

support claims with text evidence.

MAKE IT INTERACTIVE

Project the Launch Text and have students identify

the elements in the writing model.

Academic Vocabulary

Ask volunteers to suggest ways that the

academic vocabulary might relate to the writing

assignment.

AUTHOR'S PERSPECTIVE Kelly Gallagher, M.Ed.

Revision E.B. Write once said, “The best

writing is rewriting.” Unfortunately, many

students come to us with the “I wrote it

once; I’m done” philosophy. Demonstrate

the importance of revision—making writing

better by looking at it again—through

teacher modeling. First, write with the class

for eight minutes on a specific topic. Then,

complete the activity with the class.

1. Display your first draft on the screen.
   Use think alouds as you use RADaR
   strategies for revision: REPLACE; ADD;
   DELETE; REORDER. For each change you
   implement, mark the type of change
   you made.


2. Have students use the same process on
   their first drafts. Remind students that
   they will work on making their papers

correct later; for now, they are to revise

with the goal of being able to point out

places where their second draft is better

than their first.

3. Last, have students hold their two
   drafts side-by-side as you modeled, and
   indicate which RADaR strategies they
   used to revise their first drafts.

360 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST

LIT21_TE12_U03_A_WC_PT.indd 360 14/04/21 2:02 PM