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Lesson 10

We will revise and strengthen our draft response to the Section Diagnostic.

Lesson Goals

Reading and Knowledge

  • Attend to Details: How well do I recognize and interpret language and sentence structures to deepen my understanding of texts?
  • Determine Meaning and Purpose: How well do I use connections among details, elements, and effects to make logical deductions about meaning in texts?

Writing

  • Form Claims: How well do I develop and clearly communicate a meaningful and defensible claim that represents a valid, evidence-based analysis?
  • Develop Ideas: How well do I cite evidence from texts to develop and support my explanation of an evidence-based claim?
  • Use Conventions to Produce Clear Writing: How well do I apply correct and effective syntax, usage, mechanics, and spelling to communicate ideas and achieve intended purposes?

Texts

Core

  • Tradebook
    • Hamlet, William Shakespeare, Simon and Schuster, 2003

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read

We will revise our work to make sure we fully support and develop our ideas based on the needs of the task, purpose, and audience. This will help us develop work that is clear and coherent.

Revision is the process of re-seeing your work with fresh eyes. Revision is a challenge for all writers—the art of making writing better is hard work that can feel messy at times.

Share your draft response with your partner, then ask your partner the following questions:

  1. Is my central claim clearly stated?

  2. Do I sufficiently explain how each supporting claim is connected to the central claim?

  3. Is the evidence I use to support my claims relevant?

  4. Is my evidence integrated effectively?

  5. Does my claim represent a justifiable interpretation of the play?

Repeat the process with your partner’s response.

Use notes to indicate any necessary revisions to the development and support of your response.

Activity 2: Read

We will reread the section 1 diagnostic model claim to examine how the writer integrates quotations from the play.

Reread the model claim for the Section 1 Diagnostic.

As you read, respond to the following questions to focus on how well the writer use textual evidence to support ideas:

  1. What are the different ways the model integrates quotations?

  2. What effect does this variation have on the flow of ideas?

  3. What punctuation is used to integrate the quotations?

  4. How are the quotations cited?

Discuss your answers with a partner.

Return to your response. Make necessary revisions to use effective integration of quotations and proper citations.

Activity 3: Read

We will reread the section 1 diagnostic model to examine how the writer uses transitions to connect ideas.

Reread the model claim for the Section 1 Diagnostic, focusing on how the writer uses transitions to connect ideas.

Underline or highlight the transitional words and phrases the writer uses to connect ideas.

With a partner, discuss the following questions:

  1. How does the model use transitions to connect ideas?

  2. What different relationships are signaled by the transitions?

  3. How does the variety of transitions contribute to the flow of ideas?

Return to your draft response. Underline or highlight the transitional words and phrases you used to connect ideas. Make revisions to strengthen and vary the transitions used to connect ideas.

Activity 4: Read

We will reread the section 1 diagnostic model to examine how the writer maintains present tense throughout the paragraph.

When writing a literary analysis, the convention is to use the present tense. Even though Shakespeare wrote Hamlet in the past and you have also read it in the past, you will still use present tense verbs when writing about the text (e.g., Shakespeare uses figurative language, "Hamlet sees his father’s ghost…”).

Examine the model claim. Highlight present tense verbs in one color, past tense verbs in a second color, and future tense verbs in a third color. Discuss the following questions with a partner:

  1. What tense are the verbs in?

  2. Does the verb tense remain consistent?

Reread your draft response, highlighting present tense verbs in one color, past tense verbs in a second color, and future tense verbs in a third color. Respond to the following questions:

  1. Are my verb tenses consistent or do they shift?

  2. What is the impact of my verb tenses on the reader? Do I cause confusion or create clarity?

Revise your draft to ensure you have a consistent verb tense.

Activity 5: Read

We will reread the section 1 diagnostic model to examine how the writer uses a periodic sentence for stylistic effect.

The term syntax refers to the way that words, phrases, and clauses are arranged in a sentence. Writers vary syntax for stylist effects and reader interest.

One example of interesting syntax is the periodic sentence. In a periodic sentence, the main clause comes at the end of the sentence to emphasize an idea or to create suspense.

Reread the following periodic sentence from the Section 1 Diagnostic model.

While Hamlet may believe "It is an honest ghost" (1.5.154), Horatio observes in the previous scene that Hamlet "waxes desperate with imagination" (1.4.97).

Now examine a reversed version of this sentence.

In the previous scene, Horatio observes that Hamlet "waxes desperate with imagination" (1.4.97) when he sees his father’s ghost, but in Scene 5, Hamlet assures them that "it is an honest ghost" (154).

With a partner discuss the following questions:

  1. What idea is emphasized in the first sentence?

  2. What idea is emphasized in the second sentence?

  3. What idea does the writer of the model claim desire for the reader to understand?

  4. How does the writer’s use of a periodic sentence emphasize that idea?

Return to your draft response. Scan your response for a good place to use a periodic sentence and make the appropriate revision.

Activity 6: Write

For homework, we will reflect on our work on the Section Diagnostic and assess our progress on the Culminating Task.

For homework, choose at least three of the questions below and respond to them:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge.

Respond to the following questions:

  1. How prepared are you to succeed on the Culminating Task?

  2. What do you need to know and learn to succeed?