MYPNA_TE_G12_U3_web.pdf

© Pearson Education, Inc., or its affiliates. All rights reserved.

ESSENTIAL QUESTION: How do our attitudes toward the past and future shape our actions?

^ evidence log

Review your Evidence Log

and identify key details you

may want to cite in your

argument.

Gather Evidence For a response to literature, your evidence will come

from the text itself. One way to gather evidence is to skim and scan.

1. Reread the question in the prompt and keep the question in front of you
   as you look for evidence.


2. Skim each act of the play to remind yourself of the content and plot.


3. Then, scan each scene to look for specific details that relate directly to
   the prompt. Key words to look for might include time, past, history, and
   future.


4. Take notes on your findings. Circle notes that best support your claim.
   Does any evidence contradict your claim? Save it for a discussion of
   counterclaims.

Consider Audience and Purpose Before drafting your response to

literature, consider who will be reading it.

•   How much does your audience know about the play? Will you need to

provide details about the plot or can you focus solely on your argument?

•   Are your readers likely to agree with your claim? If not, what kind of

evidence is most apt to convince them?

•   What vocabulary will readers already know, and what words might you

need to define? Choose words that are appropriate for your readers’ level

of knowledge. Refer to the prompt to remind you of your purpose, and

keep your audience in mind as you write.

Write a Claim Reread the question in the prompt, and think about the drama and the

scene you heard presented. Write a sentence in which you state your claim, or position on

the question posed in this assignment. You will have an opportunity to revise your claim, if

needed, as you draft and revise your essay.

Claim:

.

Consider Possible Counterclaims A strong argument anticipates counterclaims,

or opposing positions. No matter which side of the argument you choose, you should

consider what opposing readers or writers might say. For example, someone might claim

that Macbeth was not trying to control the future at all as much as he was reacting to

fast-moving events and his wife’s ambitious urgings. Complete these sentences to address a

counterclaim.

Another reader might claim that.

He or she might offer these reasons:.

However, my position is stronger, because.

Prewriting / Planning

 STANdArdS

Writing

•   Introduce precise, knowledgeable

claim(s), establish the significance

of the claim(s), distinguish the

claim(s) from alternate or opposing

claims, and create an organization

that logically sequences claim(s),

counterclaims, reasons, and evidence.

•   Develop claim(s) and counterclaims

fairly and thoroughly, supplying the

most relevant evidence for each

while pointing out the strengths and

limitations of both in a manner that

anticipates the audience’s knowledge

level, concerns, values, and possible

biases.

Performance Task: Write an Argument 361

LIT17_SE12_U03_A_WC_PT.indd 361PERSONALIZE FOR LEARNING 3/15/16 5:27 AM

English Language Support

Idioms Help English learners understand the idiom “bury the past”

by explaining that the literal meaning of the word bury is to dig a

hole and cover something up—for example, digging up soil and

hiding a treasure. Tell students that bury is being used figuratively

in the prompt because it means that Macbeth was trying to hide or

deny events that occurred in the past. Ask students to rephrase the

prompt without the idiom. Then, ask how the idiom helps readers

picture Macbeth’s actions. Expanding/Bridging

Prewriting/Planning

Write a Claim Tell students that their claims may

include some text details as they explain their

opinions about the meanings of specific actions

that Macbeth took. Advise students to review the

text details as they write their claims.

Consider Possible Counterclaims Remind

students that in their claims they are interpreting

Macbeth’s actions and connecting those actions

to attempts he made to bury the past and/or

control the future. Explain that counterclaims may

include different interpretations of the particular

actions the student is discussing in his or her

argument. To prove that their own interpretation

is stronger, remind students to provide evidence

to refute possible counterclaims.

Consider Audience and Purpose Guide

students to consider whether they will be writing

for an audience that has read Macbeth, such as

their classmates, or an audience that is unfamiliar

with the story. Point out that in either case,

students should provide a succinct summary

of plot points that are needed to support their

argument.

Whole-Class Learning 361

LIT17_TE12_U03_A_WC_PT.indd 361 16-03-29 2:26 PM