€¦ · Web viewWho’s right? Based on the information about Antigone, Ismene, and King Creon,...

2017-2018 ELA 10th Grade Performance Task I

2017-2018

English Language Arts

Grade 10

Performance Task I

Student Booklet

1


Grade 10 ELA Mini Task 1 Task: After viewing the PPT, students will practice identifying claims and justifying their answer choices with textual evidence. Then, the students will read and analyze two focus passages from Antigone. Students will complete the guided questions for each passage, and then complete the Character Analysis chart. Finally, students will write a claim based on the prompt listed below and support their claim with evidence from either the passages or the character chart.

Student Directions: 1. After viewing the Argumentative Writing PPT, you will practice identifying claims. For each claim you

identify, you must support your answer with textual evidence. 2. Then you will read Focus Passages 1 and 2 and answer the guided questions and complete the Character

Analysis chart based on the information provided in the passages and from the answers from your guided questions.

3. Finally, you must determine which character has the best argument and plan of action. Review all of the information you have collected through this exercise. Once you have made a decision, complete the outline to plan your essay.

4. Follow the directions to write a claim that explains which character you have sided with and provide explicit textual evidence that supports your claim.

Text/Source/Visual:

Focus Passage #1, which is a conversation between Antigone and Ismene: Pearson Common Core Literature Textbook, page 689-690,

Focus Passage #2, which is a conversation between Choragos and Creon: Pearson Common Core Literature Textbook, page 691-692.

Graphic Organizer: Character Analysis Chart

Writing Prompt/Citing Textual Evidence: Who’s right? Based on the information about Antigone, Ismene, and King Creon, decide which character has the best argument and best plan of action. Be sure to consider the character’s beliefs, motivations, actions, and justifications for their actions. Use evidence from the text and character chart to support your decision.

Rubric: See Georgia Milestones Writing Rubric for Argumentative WritingScoring Information: 7-point holistic scoring

2

2017-2018 ELA 10th Grade Performance Task IName ______________________________________________Date _____________________ Period _______________

Identifying Claims Practice Worksheet

Directions: For each sentence underline the portion of the sentence that is the CLAIM.

1. Twinkies taste better than other snack cakes because of their texture, their creamy filling, and their golden appearance.

2. Dance music has become popular for reasons that have nothing to do with the quality of the music; rather, the clear, fast beats respond to the need of people on amphetamines to move, and to move quickly.

3. Virginia Woolf is a more effective writer than James Joyce because she does not rely on elaborate language devices that ultimately confuse and alienate the reader.

4. The governor has continually done the community a disservice by mishandling money, focusing on frivolous causes, and failing to listen to his constituents.

5. Capital punishment is unjust because capital punishment strips humans’ right to life.

6. The government should strive for equality because the Declaration of Independence says all humans should be equal.

7. I can’t go home because I don’t have a car.

8. The sky is blue because of refracted light from the atmosphere.

9. Keeping the door closed will keep the out the sound from the train because of the wood’s ability to absorb sound waves.

10. People going to debate camp will compete better than people who didn’t go to debate camp.

11. People should donate money to the poor in order to decrease the poverty level.

12. In order to prevent the spread of deadly diseases, people should be tested for sexually transmitted diseases annually

13. Santa Clause is real because I have seen him.

14. To show unity, all houses in a neighborhood should be painted a uniform color.

15. Al Gore invented the Internet, because he said so during a debate.

16. I can get away with doing less work because I have talent.

17. I have to study because I have the ACT test coming.

18. Close the window, outside smells.

19. I didn’t get my homework done because my dog ate my homework.

20. The United States increasing aid to Sub-Saharan African countries will increase credibility to the United States by foreign governments.

3

2017-2018 ELA 10th Grade Performance Task IName: ____________________________________ Date: _________________ Period: _________

Focus Passage- Guided Questions

Passage 1: page 688-690

1. What decision does Antigone insist she will act upon?

2. Summarize how Antigone justifies her decision.

3. Analyze the argument(s) that Ismene uses to defend her position.

4. Both sisters refer to having “strength.” Do they use the word to mean the same thing? Explain, citing textual evidence.

5. How would you describe the values that define each sister’s conscience? Support answers with details from the play.

Passage 2: page 691-692

1. Who are the Choragos, and why would the King be speaking to them?

2. Explain the principles of governance, or rule, does Creon outline and discuss how he will act on these principles in regard to his nephews?

3. What practical purpose does this speech serve for readers and viewers? Explain.

4. How would you describe the values that guide Creon’s conscience? Explain.

4

2017-2018 ELA 10th Grade Performance Task ICharacter Analysis Chart

Character: Qualities Beliefs/Values Actions (Plans) Consequences of Actions

Justification for Actions

Textual Evidence

Antigone

Ismene

King Creon

5

2017-2018 ELA 10th Grade Performance Task IBefore You Write

Directions: Use the following outline to plan out your claim, the evidence, and your justification for your decision.

Preplanning:

A. Your claim (introduction of position): ________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

1. Textual evidence (remember to cite your source): _________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

B. Justification (why did you choose this side?):

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

6

2017-2018 ELA 10th Grade Performance Task IName: __________________________________________ Date: _________________ Period: ___________

Make Your Claim

Directions: After reading and analyzing Focus Passages 1 and 2 and completing the guiding reading questions and the Character Analysis chart, it is time for you to make your own claim (decision) about which character has the best argument and plan of action. Write your legible response on your own paper, and be sure to consider the beliefs, motivations, actions, and justification of each character. Use textual evidence from the passages and chart to support your claim.

Trait 1 for Argumentative Genre Description Points Criteria

Idea Development, Organization, and Coherence This trait contributes 4 of 7 points to the score for this genre and examines the writer’s ability to effectively establish a claim as well as to address counterclaims, to support the claim with evidence from the text(s) read, and to elaborate on the claim with examples, illustrations, facts, and other details. The writer must integrate the information from the text(s) into his/her own words and arrange the ideas and supporting evidence in order to create cohesion for an argument essay.

4

The student’s response is a well-developed argument that develops and supports claims with clear reasons and relevant evidence based on text as a stimulus.

Effectively introduces a claim or claims and engages the audience Uses an organizational strategy to establish clear relationships among

claim(s), counterclaims, reasons and relevant evidence Uses specific and well-chosen facts, details, definitions, examples, and/or

other information from sources to develop claim(s) and counterclaims fully and fairly and to point out strengths and limitations of both while anticipating the audience’s knowledge and concerns

Acknowledges and counters opposing claims, as appropriate Uses words, phrases, and clauses that effectively connect the major

sections of the text and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

Uses and maintains a formal style and objective tone that is appropriate for task, purpose, and audience

Provides a strong concluding statement or section that follows from and supports the argument presented

3

The student’s response is a complete argument that relates and supports claims with some evidence based on text as a stimulus.

Clearly introduces a claim or claims Uses an organizational strategy to present claims, reasons, and evidence Uses multiple pieces of relevant information from sources adequately to

develop claim(s) and counterclaims and to clarify relationships between claims, reasons, evidence, and counterclaims while attempting to attend to the audience’s knowledge or concerns

Attempts to acknowledge and counter opposing claims, as appropriate Uses words and/or phrases to connect ideas Uses an appropriate tone and style fairly consistently for task, purpose,

and audience Provides a concluding statement or section that follows from the

argument presented 2 The student’s response is an incomplete or oversimplified argument that partially

supports claims with loosely-related evidence. Attempts to introduce a claim, but the claim may be unclear

7

2017-2018 ELA 10th Grade Performance Task I Attempts to use an organizational structure, which may be formulaic Develops, sometimes unevenly, reasons and/or evidence to support a

claim and present opposing claims but shows little awareness of the audience’s knowledge or concerns

Makes reference to opposing claims Attempts to use words and/or phrases to connect claims, counterclaims,

reasons, evidence, but cohesion is inconsistent or weak Attempts to use an appropriate tone and style are not consistently

appropriate for task, purpose, and audience Provides a weak concluding statement or section

1

The student’s response is a weak attempt to write an argument and does not support claims with adequate evidence.

May not introduce a claim, or the claim must be inferred May be too brief to demonstrate an organizational structure, or no

structure is evident Provides minimal information to develop the claim(s), little or none of

which is from sources and fails to attend to the audience’s knowledge or concerns

Makes no attempt to reference, acknowledge, or counter opposing claims

Makes no attempt to use words and/or phrases to connect claims and reasons, reasons and evidence, and claims and counterclaims

Uses a style and tone that are inappropriate and/or ineffective Provides a minimal or no concluding statement or section

0

The response is completely irrelevant or incorrect, or there is no response.

The student merely copies the text in the prompt. The student copies so much text from the passages that there is not

sufficient original work to be scored.


Language Usage and Conventions This trait contributes 3 of 7 points for this genre and examines the writer’s ability to demonstrate control of sentence formation, usage and mechanics as embodied in the grade- level expectations of the

3

The student’s response demonstrates full command of language usage and conventions

Uses clear and complete sentence structure, with appropriate range and variety

Makes an attempt to attribute paraphrases and direct quotations to their sources via in text or parenthetical citations

Has no errors in usage and/or conventions that interfere with meaning* 2 The student’s response demonstrates partial command of language usage and

conventions. Uses complete sentences, with some variety Attributes paraphrases and direct quotations inconsistently to their

sources via in text or parenthetical citations

Has minor errors in usage and/or conventions with no significant effect

8


language standards.

on meaning*

1

The student’s response demonstrates weak command of language usage and conventions.

Has fragments, run-ons, and/or other sentence structure errors Makes little if any attempt to attribute paraphrases and direct quotations

to their sources Has frequent errors in usage and conventions that interfere with

meaning*

0

The student’s response has many errors that affect the overall meaning, or the response is too brief to determine a score.

The student copies so much text from the passages that there is not sufficient original work to be scored.

*Students are responsible for language conventions learned in their current grade as well as in prior grades. Refer to the language skills for each grade to determine the grade-level expectations for grammar, syntax, capitalization, punctuation, and spelling. Also refer to the Progressive Skills chart for those standards that need continued attention beyond the grade in which they were introduced.

Grade 10 ELA Mini Task 2

Task: After viewing the PowerPoint presentation over Dystopia vs Utopia (attached to Rubicon), students will identify the key characteristics for each type of society. Then the students will look for any similarities between the two types and justify why a society needs laws. Finally, write a counterclaim based on the prompt below.

Student Directions: 1. Pay careful attention as your teacher presents the PowerPoint about two types of societies: Dystopian

and Utopian. 2. Carefully read “Choose Your Dystopia” by Alexander Nazaryan and “Utopias and Dystopias: Definition

and Characteristics” as presented by ReadWriteThink.org, and use the Venn diagram to list the information found in each article. Focus on compiling a list of list of differences and similarities between the two types of societies.

3. On your own paper, write a justification (example attached on page 15) for why laws are an important aspect of every society. This justification should include textual evidence from the articles to support the justification.

4. Each student will present their justification to the class. As other students are presenting, add any additional points that may be used to strengthen your argument. Add these additional arguments to the bottom of the sheet with your justification.

5. Finally, write a counter claim to show why King Creon’s loyalty is to the state more so than to his family.

Prompt/Citing Textual Evidence: After reading the articles on Dystopia and Utopia, write a justification on why it is important to have laws. Discuss some of the problems that could occur when there are no laws and the importance of following the established laws of a society.

Rubric: See Georgia Milestones Writing Rubric for Argumentative WritingScoring Information: 7-point holistic scoring

9

2017-2018 ELA 10th Grade Performance Task ICHOOSE YOUR DYSTOPIA

A SPATE OF RECENT NOVELS BY PROMINENT WRITERS PAINT A BLEAK VISION OF TOMORROW -- AND TODAY

Utopia is imagined, but dystopia is all too real, a future more frightening even than the dreary present. A distinctly modern genre, dystopian fiction has a corrective purpose that recalls medieval paintings of damnation (hellfire, devils, etc.), which were supposed to shock your average sinner into God-fearing morality.

Today's dystopian novels focuses more on technology—the glow of iPhone screens protecting us against reality. There will be an estimated 10.9 billion people on Earth by 2100. Some will live in glass towers where retina-tracking sensors will adjust the room temperature for them, and many more will live in crowded slums, much as they do today in Bombay and Lagos and Los Angeles. They will drink the same dirty water the poor have always drunk. The Great Pacific Garbage Patch will grow, as will the hole in the ozone layer. Some of us will exercise by swallowing a pill. Armies will clash, maybe with guns, maybe with sonic cannons. And so we will hurtle into the future.

Modern dystopian novels warn against techno-luxury and vast expanses of old-fashioned, sheer misery and suggest that we are blind to what we have been doing to ourselves, to each other, and to the Earth. Unfortunately, we will keep doing it. However, there is a somewhat bright spot, too, for even if the future seems foreboding, mankind pushes forward into the unknown, which we can only pray will not be as bad as our darkest dystopian imaginings. These bleak novels serve as a sort of cleansing. You close the book and say to yourself, “It won't really be that bad- I hope.”

~~~~~~~~By Alexander Nazaryan*Article edited for Lexile

Utopias and Dystopias: Definition and CharacteristicsFrom ReadWriteThink.org

Utopia: A place, state, or condition that is ideally perfect in respect of politics, laws, customs, and conditions.

Characteristics of a Utopian Society

• Information, independent thought, and freedom are promoted.• A figurehead or concept brings the citizens of the society together, but not treated as singular.• Citizens are truly free to think independently.• Citizens have no fear of the outside world.• Citizens live in a harmonious state.• The natural world is embraced and revered.• Citizens embrace social and moral ideals. Individuality and innovation are welcomed.• The society evolves with change to make a perfect utopian world.

Types of Utopian Ideas

10

2017-2018 ELA 10th Grade Performance Task IMost utopian works present a world in which societal ideals and the common good of society are maintained through one or more of the following types of beliefs:

• Economic ideas: Money is abolished. Citizens only do work that they enjoy.• Governing ideas: Society is controlled by citizenry in a largely individualist, communal, social, and sometimes libertarian “government”. The term government is used loosely, as power is seen to corrupt, so constructed government systems are warned against.• Technological ideas: In some cases, technology may be embraced to enhance the human living experience and make human life easier and more convenient. Other ideas propose that technology drives a wedge between humanity and nature, therefore becoming an evil to society.

- Ecological ideas: Back to the nature, humans live harmoniously with nature and reverse the effects of industrialization.

• Philosophical/religious ideas: Society believes in a common religious philosophy, some fashion their surroundings around the biblical Garden of Eden. In inter-religious utopias, all ideas of God are welcomed. In intra-religious utopias, a singular idea of God is accepted and practiced by all citizens.

The Utopian Protagonist• works to promote the ideals of society• Questions the existing social and political systems with the aim to bring positive change• believes or feels that the society in which he or she lives is always getting better• helps the audience recognize the positive aspects of the utopian world through his or her perspective

Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.

Characteristics of a Dystopian Society• Propaganda is used to control the citizens of society.• Information, independent thought, and freedom are restricted.• A figurehead or concept is worshipped by the citizens of the society.• Citizens are perceived to be under constant surveillance.• Citizens have a fear of the outside world.• Citizens live in a dehumanized state.• The natural world is banished and distrusted.• Citizens conform to uniform expectations. Individuality and dissent are bad.• The society is an illusion of a perfect utopian world.

Types of Dystopian Controls

Most dystopian works present a world in which oppressive societal control and the illusion of a perfect society are maintained through one or more of the following types of controls:

• Corporate control: One or more large corporations control society through products, advertising, and/or the media. Examples include Minority Report and Running Man.• Bureaucratic control: Society is controlled by a mindless bureaucracy through a tangle of red tape, relentless regulations, and incompetent government officials. Examples in film include Brazil.

11

2017-2018 ELA 10th Grade Performance Task I• Technological control: Society is controlled by technology—through computers, robots, and/or scientific means. Examples include The Matrix, The Terminator, and I, Robot.• Philosophical/religious control: Society is controlled by philosophical or religious ideology often enforced through a dictatorship or theocratic government.

The Dystopian Protagonist

• Often feels trapped and is struggling to escape• Questions the existing social and political systems• believes or feels that something is terribly wrong with the society in which he or she lives• helps the audience recognizes the negative aspects of the dystopian world through his or her perspective

12

2017-2018 ELA 10th Grade Performance Task IName: ________________________________ Dystopia versus Utopia Venn Diagram

Date: __________________

Period: ________________

Differences Differences

Similarities

13

Dyst

opi

aU

topia

2017-2018 ELA 10th Grade Performance Task IDystopia versus Utopia

Directions: After reading the articles on Dystopia and Utopia, write a justification on why it is important to have laws? Discuss some of the problems that could occur when there are no laws and the importance of following the established laws of a society.

Write any additional information collected from student presentations that can strengthen your counterclaim.

14

2017-2018 ELA 10th Grade Performance Task IMake Your CounterclaimDirections: After reading and analyzing “Choose Your Dystopia” by Alexander Nazaryan and “Utopias and Dystopias: Definition and Characteristics” as presented by ReadWriteThink.org and completing the Venn diagram, it is time for you to make your own counterclaim. Review your claim from Mini Task 1 and then, on your own paper, write your counterclaim based on what argument you think the opposition would have about following laws. Be sure to consider the beliefs, motivations, actions, and justification of the opposition as well as the details from the articles. Offer explicit textual evidence from the passages and chart to support your claim.

Trait 1 for Argumentative Genre Description Points Criteria Idea Development, Organization, and Coherence This trait contributes 4 of 7 points to the score for this genre and examines the writer’s ability to effectively establish a claim as well as to address counterclaims, to support the claim with evidence from the text(s) read, and to elaborate on the claim with examples, illustrations, facts, and other details. The writer must integrate the information from the text(s) into his/her own words and arrange the ideas and supporting evidence in order to create cohesion for an argument essay.

4

The student’s response is a well-developed argument that develops and supports claims with clear reasons and relevant evidence based on text as a stimulus.

Effectively introduces a claim or claims and engages the audience Uses an organizational strategy to establish clear relationships among claim(s),

counterclaims, reasons and relevant evidence Uses specific and well-chosen facts, details, definitions, examples, and/or other

information from sources to develop claim(s) and counterclaims fully and fairly and to point out strengths and limitations of both while anticipating the audience’s knowledge and concerns

Acknowledges and counters opposing claims, as appropriate Uses words, phrases, and clauses that effectively connect the major sections of the

text and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims



3


Clearly introduces a claim or claims Uses an organizational strategy to present claims, reasons, and evidence Uses multiple pieces of relevant information from sources adequately to develop

claim(s) and counterclaims and to clarify relationships between claims, reasons, evidence, and counterclaims while attempting to attend to the audience’s knowledge or concerns

Attempts to acknowledge and counter opposing claims, as appropriate Uses words and/or phrases to connect ideas Uses an appropriate tone and style fairly consistently for task, purpose, and

audience Provides a concluding statement or section that follows from the argument

presented 2 The student’s response is an incomplete or oversimplified argument that partially supports

claims with loosely-related evidence. Attempts to introduce a claim, but the claim may be unclear Attempts to use an organizational structure, which may be formulaic Develops, sometimes unevenly, reasons and/or evidence to support a claim and

present opposing claims but shows little awareness of the audience’s knowledge or concerns

Makes reference to opposing claims Attempts to use words and/or phrases to connect claims, counterclaims, reasons,

evidence, but cohesion is inconsistent or weak Attempts to use an appropriate tone and style are not consistently appropriate for

15

2017-2018 ELA 10th Grade Performance Task Itask, purpose, and audience

Provides a weak concluding statement or section

1


May not introduce a claim, or the claim must be inferred May be too brief to demonstrate an organizational structure, or no structure is

evident Provides minimal information to develop the claim(s), little or none of which is from

sources and fails to attend to the audience’s knowledge or concerns Makes no attempt to reference, acknowledge, or counter opposing claims Makes no attempt to use words and/or phrases to connect claims and reasons,

reasons and evidence, and claims and counterclaims Uses a style and tone that are inappropriate and/or ineffective Provides a minimal or no concluding statement or section

0

The response is completely irrelevant or incorrect, or there is no response. The student merely copies the text in the prompt. The student copies so much text from the passages that there is not sufficient

original work to be scored.


Language Usage and Conventions This trait contributes 3 of 7 points for this genre and examines the writer’s ability to demonstrate control of sentence formation, usage and mechanics as embodied in the grade- level expectations of the language standards.

3

The student’s response demonstrates full command of language usage and conventions Uses clear and complete sentence structure, with appropriate range and variety Makes an attempt to attribute paraphrases and direct quotations to their sources

via in text or parenthetical citations

Has no errors in usage and/or conventions that interfere with meaning*

2

The student’s response demonstrates partial command of language usage and conventions. Uses complete sentences, with some variety Attributes paraphrases and direct quotations inconsistently to their sources via in

text or parenthetical citations

Has minor errors in usage and/or conventions with no significant effect on meaning*

1

The student’s response demonstrates weak command of language usage and conventions. Has fragments, run-ons, and/or other sentence structure errors Makes little if any attempt to attribute paraphrases and direct quotations to their

sources Has frequent errors in usage and conventions that interfere with meaning*

0

The student’s response has many errors that affect the overall meaning, or the response is too brief to determine a score.

The student copies so much text from the passages that there is not sufficient original work to be scored.

*Students are responsible for language conventions learned in their current grade as well as in prior grades. Refer to the language skills for each grade to determine the grade-level expectations for grammar, syntax, capitalization, punctuation, and spelling. Also refer to the Progressive Skills chart for those standards that need continued attention beyond the grade in which they were introduced.

16


Grade 10 ELA Performance Task

Task: Students will write a one page argumentative essay answering the prompt (listed below) and providing explicit textual evidence to support their claim.

Student Directions: 1. Read the article “Rioting in Baltimore” and the essay “Mind over Matter” by Michelle Nijhuis. 2. Considering evidence from both literary pieces, brainstorm whether it is better to be loyal to the law or

better to be loyal to one’s family.3. Using the blank outline graphic organizer, outline your papers using details from the article and the

essay.4. On your own paper, write an argumentative essay that effectively addresses the prompt: Which is more

important: loyalty to the law or loyalty to one’s family? Use the information collected in the two articles read in this section to support your claim.

5. Remember to provide a counterclaim to your argument and use explicit textual evidence to strengthen the claim.

Text/Source/Visual:

“Rioting in Baltimore” provided by newsela.com“Mind over Matter” by Michelle Nijhuis

Graphic Organizer: Outline for Argumentative Research Paper

Prompt/Citing Textual Evidence: After reading the two articles, students will answer the following prompt by writing a one-page argumentative essay: Which is more important: loyalty to the law or loyalty to one’s family?

Students should use information collected from the two articles read in this section to support their claim. Students should remember to provide a counterclaim to their argument and use explicit textual evidence to strengthen the claim.

Mind over MatterBy Michelle Nijhuis

What happens when our allegiances conflict? Last spring, my young daughter and I went to the opening day of Little League season in our small town of White Salmon, Wash. As always, it was a day for classic Americana: The Boy Scouts raised the Stars and Stripes over the ballfield, we sang "The Star-Spangled Banner" and a local celebrity threw the first pitch. This year, the ceremonial pitcher was Vic Wild, a White Salmon native who won two gold medals in snowboarding at the 2014 Winter Olympics in Sochi, Russia. When the announcer called his name, Wild, wearing dark sunglasses and a flannel shirt, jogged to the pitcher's mound. He grinned and shrugged at the audience, then wound up and let loose a pretty good pitch. The crowd went crazy.

17

2017-2018 ELA 10th Grade Performance Task IWhat nobody mentioned -- not the announcer, not the players, not the smiling parents -- was that Wild, who graduated from the local high school and trained on nearby Mount Hood, didn't win his double gold for Team USA. He won it for Russia. Our town's celebration of a Russian champion got me thinking about loyalty -- which, as it turns out, is a highly complicated emotion. While we generally think of loyalty as a virtue, loyalty to Nazism or terrorism is, of course, anything but virtuous.Loyalty, almost by definition, also sets us against one another; loyalty to my family means I'm less concerned about yours. Perhaps most troubling, our loyalties can easily put us at odds with ourselves. "Loyalty may be a single virtue," philosopher Troy Jollimore writes in his book On Loyalty, "but because we have multiple loyalties, it tends to attach us to a plurality of values, some of which may conflict with others."COHESIVE RESPONSE Of course, the residents of White Salmon didn't work out these difficulties by themselves. Conflict resolution scholar Daniel Druckman, who studies how groups react to extremes or rebellion, says that groups often decide together how to deal with those who break the rules. "People don't just think through their reactions individually -- they talk about them with one another," he says. "The extent to which they support each other will be what you hear on the street." When Wild won his medals in February, our local paper declared his victories but buried his Russian citizenship deep in the story. A few days later, though, the paper applauded both Wild and his choice to ride for Russia, writing in an editorial that the U.S. team got exactly what it deserved. (Had the U.S. been able to claim Wild's two golds, Russia, Norway and the U.S. would have tied for first place in the gold-medal count. As it was, the countries placed first, second and fourth, respectively.) On the street in White Salmon, support for Wild was at first somewhat muted. But over time, everyone seemed to work out their internal conflicts. Wild's personal story helped. He's an alpine snowboard racer, a sport that gets very little money and attention. When he started dating a Russian snowboarder, a Russian coach suggested he join Team Russia, where he would get more funding and support. So many people in our town appreciated the fact that he switched teams only because he simply wanted to reach the top of his sport. Gradually, we found our way toward supporting the local guy: Banners celebrating his success went up all over town, and a brewery announced a party in honor of him. For the members of White Salmon Little League, though, the choices were far simpler. Here was a guy who once played on their field and had grown up to travel the world and bring home two Olympic gold medals. What could be cooler than that? When Wild returned to the sidelines after his ceremonial first pitch, he was mobbed by players, all waving ball caps and visors for him to autograph. Smiling, he pulled out a pen. *Article edited for Lexile

Rioting in Baltimore

BALTIMORE, Md. — Riots broke out in Baltimore Monday after a black man died in police custody.The violence first broke out on the city’s west side Monday afternoon after the funeral of Freddie Gray. His spine was injured after he was arrested by police on April 12, and he died a week later.

On Tuesday as the sun came up, city workers and citizens began slowly cleaning up the debris. They hauled away the burnt remains of vehicles, swept up shattered glass and put out a massive fire that burned through the night. The rioting following Gray's funeral was the city’s worst example of racial violence since 1968, when Dr. Martin Luther King Jr. was assassinated.

Much of the city was shut down, with schools and many offices closed and streets blocked off.The mayor’s office said there were 144 vehicle fires and 15 structure fires. Also, about 200 people were arrested during Monday's violence.

18


Police Officers Injured

Baltimore police said 15 officers were hurt. Several of them were being treated in the hospital early Tuesday after they were struck by bricks, stones and glass bottles.

Armed National Guard troops began gathering to keep the peace in Baltimore's neighborhoods, including West Baltimore, the scene of some of the worst violence. At the same time, as many as 5,000 police officers were pouring into the city from other areas. Some of them came from as far away as Washington and Philadelphia.

“What happened last night is not going to happen again,” said Maryland Governor Larry Hogan as he toured damaged areas.

Mayor Stephanie Rawlings-Blake said public transportation would be up and running. She also said she was working to ensure that most government services operated normally.

Rawlings-Blake spoke Tuesday at a West Baltimore drugstore that had been set on fire. “What happened last night means that more people are struggling.”

Baseball Game Delayed

As of Tuesday morning, no decision had been made about whether a baseball game between the Orioles and the Chicago White Sox would be put off for a second time. It was postponed Monday night because of the violence. The Camden Yards baseball stadium is about five miles away from one of the worst-hit areas. Major League Baseball officials were considering moving the game, possibly to Washington, D.C., if the problems continued.

The streets erupted with violence on Monday afternoon following Gray’s funeral service, which was attended by thousands of mourners. No officers have been charged in Gray's death, and police officials have released few details about his arrest. The lack of information has led to concerns among black Baltimore residents about what actually happened. Many black people in Baltimore already mistrust the police.

On Monday, people started throwing rocks in the midafternoon, and by 7:30 p.m. more than 100 people began looting, or stealing from, a local shopping mall. Many of them were teenage boys in hoodies.

Rioters shattered glass windows to get into the mall. Dozens of people flooded in and later left carrying PlayStations, piles of shoes and clothing.

Helicopters Try To Clear Crowds

Meanwhile, helicopters hovered overhead, with police shouting orders on loudspeakers for people to clear the area.“This is the first time you see black people getting together,” said Dejanaira Hall, 19, a protester who watched as looters raced away with goods. “We don’t feel like anyone is on our side.”

Police in protective clothing stormed the mall and cleared the area. As they left, violence spread throughout the city and continued on and off through the night.

Arsonists continued to set cars on fire early Tuesday morning, police said in a statement on Twitter.Also, at least one person was shot, a 51-year-old woman who was hit in the leg near Fulton Avenue.

Fires Spread Through City

By late Monday, looting and fires spread from one end of the city to the other. Police Commissioner Anthony Batts said that the city didn’t have enough officers to maintain control.

19

2017-2018 ELA 10th Grade Performance Task I“They just outnumbered us and outflanked us,” he said. “We needed to have more resources.”

The extra officers were expected to arrive late Monday and Tuesday, and Batts said they would help the police regain control of neighborhoods and enforce a weeklong curfew, which would prohibit people from being out at night.

Batts said he was upset by scenes of Baltimore’s teenagers looting and burning.

Batts praised one woman who was filmed smacking her teenage son on the head and pulling off his hood. “I wish we had more parents that took charge of their kids out there tonight,” he said.

New U.S. Official Condemns Violence

U.S. Attorney General Loretta Lynch condemned the violence. Lynch is the first African-American woman to serve as the nation’s top law enforcement officer.

She promised to work with community leaders to “protect the security and civil rights of all residents.” Justice Department officials were conducting an independent investigation into Gray’s death.

Lynch said that people who commit violence to protest Gray's death "do a disservice to his family, to his loved ones." They also hurt "peaceful protesters who are working to improve their community for all its residents," she said.

Source: newsela.com

Performance Task #1- Outline for Argumentative Research Paper

I. Which is more important loyalty to the law or loyalty to one’s family?

A. Your claim (introduction of position): ________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

20

2017-2018 ELA 10th Grade Performance Task I______________________________________________________________________________

B. Counter Claim (what does the other side say): __________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

C. Conclusion (call to action/summary of position): ________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Final Draft of Argumentative Essay

Writing Prompt:

After reading “Mind over Matter” and “Rioting in Baltimore” and write an argumentative essay on your own paper that effectively argues the following prompt: Which is more important: loyalty to the law or loyalty to one’s family? Remember to provide a counterclaim to your argument, and use explicit textual evidence from both articles to strengthen the claim. Follow the conventions of Standard Written English.

Rubric: Seven Point Two-Trait RubricTrait 1 for Argumentative Genre Description Points Criteria

Idea Development, Organization, and Coherence This trait contributes 4 of 7 points to the score

4 The student’s response is a well-developed argument that develops and supports claims with clear reasons and relevant evidence based on text as a stimulus.

Effectively introduces a claim or claims and engages the audience Uses an organizational strategy to establish clear relationships among claim(s),

counterclaims, reasons and relevant evidence Uses specific and well-chosen facts, details, definitions, examples, and/or other

21


for this genre and examines the writer’s ability to effectively establish a claim as well as to address counterclaims, to support the claim with evidence from the text(s) read, and to elaborate on the claim with examples, illustrations, facts, and other details. The writer must integrate the information from the text(s) into his/her own words and arrange the ideas and supporting evidence in order to create cohesion for an argument essay.

information from sources to develop claim(s) and counterclaims fully and fairly and to point out strengths and limitations of both while anticipating the audience’s knowledge and concerns

Acknowledges and counters opposing claims, as appropriate Uses words, phrases, and clauses that effectively connect the major sections of the

text and clarify relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims



3


Clearly introduces a claim or claims Uses an organizational strategy to present claims, reasons, and evidence Uses multiple pieces of relevant information from sources adequately to develop

claim(s) and counterclaims and to clarify relationships between claims, reasons, evidence, and counterclaims while attempting to attend to the audience’s knowledge or concerns

Attempts to acknowledge and counter opposing claims, as appropriate Uses words and/or phrases to connect ideas Uses an appropriate tone and style fairly consistently for task, purpose, and audience Provides a concluding statement or section that follows from the argument

presented

2

The student’s response is an incomplete or oversimplified argument that partially supports claims with loosely-related evidence.

Attempts to introduce a claim, but the claim may be unclear Attempts to use an organizational structure, which may be formulaic Develops, sometimes unevenly, reasons and/or evidence to support a claim and

present opposing claims but shows little awareness of the audience’s knowledge or concerns

Makes reference to opposing claims Attempts to use words and/or phrases to connect claims, counterclaims, reasons,

evidence, but cohesion is inconsistent or weak Attempts to use an appropriate tone and style are not consistently appropriate for

task, purpose, and audience Provides a weak concluding statement or section

1


May not introduce a claim, or the claim must be inferred May be too brief to demonstrate an organizational structure, or no structure is

evident Provides minimal information to develop the claim(s), little or none of which is from

sources and fails to attend to the audience’s knowledge or concerns Makes no attempt to reference, acknowledge, or counter opposing claims Makes no attempt to use words and/or phrases to connect claims and reasons,

reasons and evidence, and claims and counterclaims Uses a style and tone that are inappropriate and/or ineffective Provides a minimal or no concluding statement or section

0

The response is completely irrelevant or incorrect, or there is no response. The student merely copies the text in the prompt. The student copies so much text from the passages that there is not sufficient original

work to be scored.

22



Language Usage and Conventions This trait contributes 3 of 7 points for this genre and examines the writer’s ability to demonstrate control of sentence formation, usage and mechanics as embodied in the grade- level expectations of the language standards.

3

The student’s response demonstrates full command of language usage and conventions Uses clear and complete sentence structure, with appropriate range and variety Makes an attempt to attribute paraphrases and direct quotations to their sources via in text

or parenthetical citations Has no errors in usage and/or conventions that interfere with meaning*

2

The student’s response demonstrates partial command of language usage and conventions. Uses complete sentences, with some variety Attributes paraphrases and direct quotations inconsistently to their sources via in text or

parenthetical citations Has minor errors in usage and/or conventions with no significant effect on meaning*

1The student’s response demonstrates weak command of language usage and conventions.

Has fragments, run-ons, and/or other sentence structure errors Makes little if any attempt to attribute paraphrases and direct quotations to their sources Has frequent errors in usage and conventions that interfere with meaning*

0 The student’s response has many errors that affect the overall meaning, or the response is too

brief to determine a score. The student copies so much text from the passages that there is not sufficient original work to

be scored. *Students are responsible for language conventions learned in their current grade as well as in prior grades. Refer to the language skills for each grade to determine the grade-level expectations for grammar, syntax, capitalization, punctuation, and spelling. Also refer to the Progressive Skills chart for those standards that need continued attention beyond the grade in which they were introduced.

23

Date post:	04-Nov-2019
Category:	Documents
Upload:	others
View:	7 times
Download:	0 times

€¦ · Web viewWho’s right? Based on the information about Antigone, Ismene, and King Creon,...

Documents