Artists Old and New                           

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Step 3:  Write Your Essay

Task:

1. Use the summaries of the artists you wrote as a starting point for your compare/contrast essay about the two  

     artists.

2. Word-process the essay, editing and revising with the teacher’s help.

3. Continue to create the Power Point or Prezi for the artists incorporating audio, images, as well as text.

4. Import the Power Point or Prezi into your web page on this site.



Rubric for the Writing Prompt


  Advanced

Meets all of the Proficient criteria plus three or more of the following:
-Focus is clearly stated and strongly maintained
-Excellent introduction and strong conclusion
-Organizational structure is clear and effective, creating unity and completeness.
-Use of varied transitions is smoothly integrated
-Includes sensory details and use of literary devices
-Contains no errors in usage, grammar, punctuation, spelling, capitalization.
-Word-processed, fully edited and revised

Proficient

-Focus is clear and maintained
-Adequate introduction and conclusion
-Adequate use of transition words/phrases  
-Includes some details and use of at least one literary device
-Contains some errors in usage, grammar, punctuation, spelling, capitalization.
-Word-processed, edited and revised.

Basic

-Meets 3 criteria in the Proficient category.
-Word processed, not completely edited/revised.

Below Basic

-Meets less than 3 of the criteria for Proficient
-Incomplete
-Not word-processed



Standards for Lesson Two: California Common Core Standards:


RF 2.3: Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text. CA

  1. Distinguish long and short vowels when reading regularly spelled one-syllable words.
  2. Know spelling-sound correspondences for additional common vowel teams.
  3. Decode regularly spelled two-syllable words with long vowels.
  4. Decode words with common prefixes and suffixes.
  5. Identify words with inconsistent but com- mon spelling-sound correspondences.
  6. Recognize and read grade-appropriate irregularly spelled words.

RF 2.4: Read with sufficient accuracy and fluency to support comprehension.

  1. Read on-level text with purpose and understanding.
  2. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

L 5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

  1. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas. CA

RI 9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL 9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).