Barriers exist within society that impact individual's access to equality and justice.
1. What does access to equality and justice mean?
2. What are the barriers that exist within society that impact an individual’s access to equality and justice?
3. How does an individual’s response to these barriers reveal his/her true character?
4. How can the language of a text affect the author’s purpose?
5. How should authors use evidence to support their claims?
Unit Focus Standards
RL10.2:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL10.3:Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.
RL10.6:Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Reading:Non-fiction - Standards:
RI10.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI10.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI10.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
W10.1: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Speaking & Listening-Standards:
SL10.1: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL10.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
L10.1: Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.
L10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
District Writing Assessment Prompt
During this quarter we have read several selections that look at the themes of equality and justice and discuss the barriers that impact access to these ideals. Using at least three selections from this unit to make your case, write an argumentative essay that explains how responses to these barriers reveal character. In addition to using textual evidence, your essay should contain a clear thesis statement and multiple paragraphs that pair your evidence with thoughtful analysis.
Instructions: This prompt is the student outcome/common assessment for the first quarter that address the EUs, EQs, Skill Focus, and CCSS Focus Standards. While the draft submitted and rubric-scored should be a second draft that may be peer-edited, it should not reflect explicit editing done by the teacher.