LDC Curriculum Library

Distinguish the characteristics of a specific audience, and then understand how a writer connects to this audience through examples and audience-appropriate diction, in order to apply these attributes to one's own writing.

Read the selected articles, being sure to look for causes, effects, and solutions. Highlight the causes in one color and the effects in another. Finally, search for the proposed or actual solution to the problem. These should be highlighted in a third color.

Review a set of thesis sentences and identify the elements of an effective thesis sentence. Write a thesis sentence for your essay.

Using the handout provided, analyze the requirements of a controlling idea and introductory paragraph. Then, compose your own.

You will use CUPS editing strategy to edit writing and help give systematic feedback to others to improve their writing.

1. Re-read the writing task. Review the texts we read and determine what details you can use to effectively answer the task. List specific evidence from your class notes. (Example task) How did the style and the content of the writing about Holocaust experiences communicate a compelling message about the realities of that period in history?  2. Organize your evidence into a chart so it can be displayed and shared with the class. Be prepared to explain your thinking and how your team would answer the task question.  

Create an outline to answer the central question based on your notes and class readings.  Please state your controlling idea, sequence your points, and note your supporting evidence.  Be sure to include at least three supporting details and evidence for each detail.

Discuss the text-based questions in small groups using accountable talk.

Use the text dependent sentence stems to craft questions for Socratic Seminar.

Analyze a painting by identifying the topic, describing it using figurative language, identifying the tone, and proposing a possible meaning.