WICOR Lesson Plan – Performance Task: Research Essay- Cite evidence
Grade 12
Course: English
Date:
Instructor: Xu
Aim/Instructional Outcome: (The student will be able to):
How do we cite textual evidence to support our claims?
SWABT: Cite sufficient details using both direct and indirect speech
Support the controlling idea fully
As evidenced by well-structured essay with relevant details
Common Core Learning Standards: w.11-12. 1wa,1b,1c,1d
Vocabulary (for active Word Wall): Common Core Standards
Instructional Materials/Resources:
Performance Task, computer in the library, Chart sheet, informational texts
Time
Do Now: 1 Differentiate direct speech and indirect speech
2. Why is it important to cite evidence and document
sources?
5 mins
Instructional Grouping:
Differentiation Strategies:
1.Group arrangements:
1. Team work
Mini-Lesson with Modeling: (“I do)
1.
2.
Cite evidence
Direct and indirect speech or combination of both
Importance of citing evidence and document sources
To avoid plagiarism
Time
2.Rational:
Heterogeneous/
Based on interest and
abilities
2.One-on-one teacher
assistance
3. computer
10 mins
3. Groups will be readjusted when
necessary.
4. Rubrics
Body paragraph components
Body 1: Rosa Parks’ life
Body 2: How RP’s life is manifested in Fences? (parallel between
the life of Parks and that of Troy)
Student Work Period/Learning Activity: Guided Practice (“We do)
and Independent Practice (“You do”)
Time
Higher Order Questions: (Bloom/Webb)
See “Aim”.
20 mins
IW: Write a well-organized essay with sufficient evidence.
Exit Slip: Answer the “Aim”.
- Class share: Voluntary and involuntary students will be called
to share insights and answers.
5 mins
Summary: Textual evidence
Assessment
Students will be assessed based on participation and
information obtained online
Homework
Performance Task
Time
5 mins
Reflection on Lesson
How will you change this lesson in the future?
How will your evaluation of today’s assessment inform
future instruction?
THE FELISA RINCON DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
English Department
Teacher: M. Xu
English 12 Performance Task: Research Paper
Your Task:
Choose ONE topic from the following. Write a well-structured research paper
of about 300 words in which you discuss one of the topics on Fences by A.
Wilson.
1. Virginia Wolf once said, “Every secret of a writer's soul, every
experience of his life, every quality of his mind is written large in his
works”. How true is the statement? How does it apply to Fences?
Research August Wilson’s life experiences online. After reading at least
one full-length biography of August Wilson, discuss the ways in which
events of his own life and his viewpoints are interwoven into his play
Fences.
2. Research the following events of the 1950’s and 60’s. Discuss how
each event might have contributed to Wilson’s political philosophy, to
the plot of Fences, and to the central ideas revealed in the play.
-
The Milwaukee Braves’ winning of World Series
-
The arrest of Rosa Parks
-
The murder of Emmett Till
-
Brown v. Board of Education of Topeka
Guidelines:
1. Establish, in the introduction, a strong and analytical thesis statement,
a sentence that explains what your essay is about. You may use key
phrases from the writing topic if necessary.
2. Cite sufficient and relevant evidence from your research articles and
Fences to support your statements in your body paragraphs
3. Document the source of the citations
4. Draw a forceful and logical conclusions
5. Follow conventions of standard English
Common Core Learning Standards:
LI. 11-12. 1-6
W. 11-12. 2a,2b,2c,2d,2f
Sample Essay
The Role of Love in Romeo and Juliet
The modern literature community recognizes Shakespeare as one of the most brilliant minds in the history of
dramatic theatre. His unmatched ability to represent human behavior and emotion makes the love in Romeo and
Juliet the driving force behind the play's success. Shakespeare incorporated many different types of love in
order to capture the hearts of the Elizabeth Era.
Juliet's nurse shows amazing concern for the young girl's well being. She, in some ways, takes the place of her
natural mother ("Examples of Love in Romeo and Juliet"). Lady Capulet treated Juliet as a naive young girl
with no knowledge and feelings of her own. Nurse recognized the maturity of Juliet and helped to make her
truly content. During the entire traumatic experience of arranging a marriage between Romeo Montague and
Juliet Capulet, the nurse aided the two young lovers in their quest to be together. She acts as a messenger from
Romeo, Juliet, and the friar ("Examples of Love in Romeo and Juliet"). Despite the nurse's efforts the plans go
array because of the arranged marriage between Juliet and Paris. At this time, the nurse shows her love for Juliet
once again. She goes to Juliet's defense and stands up to Lord Capulet by saying: "God in heaven bless her!/
You are to blame, my lord, to rate her so."(Act III, Scene 5, Line169-170). One is easily able to see the
motherly care the nurse shows for Juliet in Romeo and Juliet.
The counterpart to the love nurse displays for Juliet as a "mother" is the fatherly love the Friar gives to Romeo.
The prince exiles Romeo because of his murder of Tybalt. This leaves the young man alone and scared of his
future. The only person available to aid Romeo in his sufferings is the Friar. He tells the fugitive "Arise, one
knocks/ Good Romeo, hide thyself" (Act III, Scene 3, Line 71). This shows that Friar puts himself at risk in
order to make certain no harm comes to Romeo.
Essay Structure
Introduction
Both Rosa Parks and the characters in Fences experienced daily struggle against racial discrimination and
inequality. There is a clear parallel between the life experience of Rosa Parks and that of the characters in
Fences.
Body 1: Rosa Parks
Body 2: Just as Rosa Parks refused to give up her seat to a white person, so Troy in fences challenged job
inequality.
Conclusion:
SLB Research Paper Rubric
Score
4
Description
 Establishes a precise and convincing controlling idea
 Provides abundant, and thorough textual details to support the
controlling idea
 Effectively and insightfully connects the text obtained online to
other texts to advance relevant themes
 Uses precise and sophisticated language
3.5
3


Establishes a precise controlling idea
Effectively connects the text obtained online to other texts



Establishes a precise and credible controlling idea
Provides relevant textual details to support the controlling idea
Effectively connects the text obtained online to other texts to
illustrate the themes
Uses appropriate language

2.5







Establish a credible controlling idea
Provides some textual details
Connects the text obtained online to other texts
Establish a general controlling idea
Provides some textual details to support the controlling idea
Connects the text obtained online to other texts to illuminate the
theme
Use language generally appropriate


Establish a controlling idea
Provides minimal textual details
1



Establish a controlling idea
Provides little textual details
Connects the text obtained online to other texts
0




States the controlling ideas irrelevant to the performance task
Provides irrelevant details
No attempt to connect the text obtained online to other texts
Uses basic language with errors that hinder comprehension
2
1.5
Additional Notes