- Bell Ringer: Evaluating Paragraphs
- Get out our "Types of Love" paragraph (written Monday) and make sure your name is on it. EVALUATE your own work following the instructions below.
- Partner evaluation: Exchange paragraphs with a partner.
- PARTNER:
- Write your name on the bottom.
- Evaluate if the paragraph is Exemplary, Accomplished, Promising, Developing, or Beginning (Definitions are in the comments below if needed)
- Write one or more suggestions or corrections. If the paragraph is exemplary, and you cannot find any corrections, you may write "This is perfect because...." and explain how the analysis proves the topic sentence.
- Turn in the paragraph (both names should be on it)
- Read: Romeo and Juliet Act 3 Scene 1.
- Update Day Chart
- Reminder: AoW Discussion tomorrow (Wednesday)
TIQA Paragraph - Self Evaluation Instructions
1) Circle your Topic Sentence
2) Underline where you introduce a quote
3) "Put little circles around your quotation marks and citation information for any quotes" (II, iv, 92-94).
4) Highlight your analysis
which shows _______________________
- Example: My analysis says: My quote shows Juliet insisted on marriage before going any further Which shows: They were in a rush because her religious beliefs said she should be married.
TIQA Levels:
ReplyDeleteExemplary: paragraph has a strong topic sentence; two pieces of textual evidence with correct in-text citations; each piece of evidence has context before it (intro) of who says it/when/to who; the analysis COMPLETELY proves the topic sentence; there is a transition between the two pieces of evidence
Accomplished: paragraph has a strong topic sentence; two pieces of textual evidence with correct in-text citations; each piece of evidence has context before it (intro) of who says it/when/to who; the analysis mostly proves the topic sentence; there may or may not be a transition
Promising: paragraph has a topic sentence; one piece of textual evidence with correct in-text citation; the evidence has context before it (intro) of who says it/when/to who; the analysis mostly proves the topic sentence
Developing: paragraph has a topic sentence; one piece of textual evidence without an in-text citation; the evidence has context before it (intro) of who says it/when/to who; the analysis somewhat proves the topic sentence
Beginning: paragraph is missing one of the four main parts (topic sentence, intro to quote, quote [textual evidence], or analysis)