Unit Learning goal: At the end of this Unit students will be able to
analysis a motif found in Macbeth, create a thesis, and connect the
motif to the meaning of the play as a whole by writing a short 2-3 page essay.
Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1st thing that you need to do today is come up with a thesis statement and an order of development. Then you need to outline your speech according to the information below.
I) Thesis statement and order of development (this is paragraph 1. You could also include a hook here if you've thought of one)
A) Point 1 or the first thing that you've listed in your order of development.
1) List the specific example from the text with the page number
a) now explain the example in relation to your thesis
2) Specific example from text with page number
b) explain example
3) Specific example
c) explain example
B) Point 2 or the 2nd thing that you listed in your order of development
1) List the specific example from the text with the page number
a) now explain the example in relation to your thesis
2) Specific example from text with page number
b) explain example
3) Specific example
c) explain example
C) Point 3 (if you have one).
II) Conclusion - return to your thesis statement (and hook) but restate in a different way. Also leave something new for the reader to think about.
Scale/Rubric relating to learning goal:
4 – The student is able to combine more than one motif into a thesis statement, and answer it by evaluating the text and using specifics to back up his/her position.
3 – The student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
2 – With some direction/help from the teacher the student can choose a motif, develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1 – Even with help from the teacher the student is unable to choose a motif, or develop it into a thesis statement, and analyze the text using specific evidence to back up their position.
1st thing that you need to do today is come up with a thesis statement and an order of development. Then you need to outline your speech according to the information below.
I) Thesis statement and order of development (this is paragraph 1. You could also include a hook here if you've thought of one)
A) Point 1 or the first thing that you've listed in your order of development.
1) List the specific example from the text with the page number
a) now explain the example in relation to your thesis
2) Specific example from text with page number
b) explain example
3) Specific example
c) explain example
B) Point 2 or the 2nd thing that you listed in your order of development
1) List the specific example from the text with the page number
a) now explain the example in relation to your thesis
2) Specific example from text with page number
b) explain example
3) Specific example
c) explain example
C) Point 3 (if you have one).
II) Conclusion - return to your thesis statement (and hook) but restate in a different way. Also leave something new for the reader to think about.
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10
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7
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3
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No Evidence
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FOCUS
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Topic sentence or thesis
statement introduces the main idea, sets the order of development, and hooks
the reader. It is interesting, well
written and complex. It invites the reader
to participate.
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Topic sentence or thesis statement
adequately introduces the main idea and sets up the order of development.
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Topic sentence or thesis
statement is not clear or the order of development is missing or unfocused.
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No topic sentence or thesis
statement
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Coherence and Examples
(PROOF)
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The examples from the
source (text) not only back up the main ideas of the essay but are
introduced, and explained. They are
adequately used and spaced (meaning there are more than one but the citation
doesn’t take up too much room). They are concrete, exact and cited.
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The examples used back up
the main ideas of the essay. They may
not be introduced or explained adequately or well but they are cited and they
are concrete and exact.
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The examples used don’t
necessarily back up the main idea.
They are summative in nature and not exact. They are not well explained or
introduced.
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No Examples
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Organization
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Organization enhances the
ideas and reading of the essay.
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Introduction, body and
conclusion exist in the essay. The
paper flows fairly smoothly.
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Something is missing either
the introduction, body or conclusion, or the paper does not read smoothly due
to problems with ideas, information or paragraphs that don’t fit the essay
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No organization present
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Mechanics
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No mistakes
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One to five small mistakes
that do not affect the reading of the essay
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Five to ten mistakes
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Numerous mistakes that
impair reading
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LENGTH 2+ pages
More than a page
Less than a page A paragraph or more
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