Hip Hop Doc 1 Ela Grade 7 Hip Hop 9 1 11-1

Teacher Manual: Lead-In Guidance
ELA Grade 7 Hip Hop
Lead-In Materials Overview

This guide provides you with the information you need to prepare students to
perform on the reading comprehension task that will be administered in
Session 2, and the writing task that will be administered in Session 4, and
Session 5. This lesson is necessary to ensure that all students have an equal
opportunity to perform their best on the tasks. Please read this carefully and
follow the instructions with fidelity.
Session 1:
Introduction
Session 2 :
Reading
Comprehension
Overall Assessment Structure

The materials and activities on this day are designed to
introduce the specific topic of the assessment, build
common background knowledge, introduce the topic of the
argument that students will be addressing, and share
expectations with the students.
This session is devoted to an assessment of reading
comprehension. Students read one or more non-fiction
texts, engage in activities that help them to analyze those
texts, then write a short (2 paragraphs) constructed
response to an open-ended reading prompt.
Session 3
This session presents a different view of the effects of hiphop music. Students read and analyze an article where the
author discusses some of the positive effects the music
has had in cultures around the world. This helps students
to prepare for the writing assessment during sessions 4
and 5.
Sessions 4 and
5:
These two days focus on students writing a short (500

word) argument-based essay on the topic introduced on
Session 1 and developed on Sessions 2 and 3.
Essay Writing
Session Timing
Please note that sessions are meant to last a class period;

approximately 45 minutes. If you have block scheduling or
a different class schedule, please use the timing
recommendations to adjust implementation accordingly.
Optional Follow- The tasks include grade-level appropriate rubrics and
Up
details for scoring student work. These tools allow
individual classroom teachers, grade-level clusters, or
Materials
departments to select samples of student work, score
them, and discuss the implications for teaching and
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Created by Dennie Wolf and NYC Teacher Design
SCALE, Inquiry By Design, New York City DOE,

ELA Grade 7 Hip Hop
learning. The purpose is to highlight what next steps are

key for promoting development.
Supports for Students with Disabilities and English Language
Learners
When implementing the performance tasks with English Language Learners
(ELLs) and Students with Disabilities (SWD), teachers should consider the
following instructional supports.
Vocabulary Building
ELLs:
Provide student-friendly definitions, examples, synonyms, antonyms,
multiple meanings, roots, affixes, pictures, diagrams, and realia prior to
reading.
Advise ELLs when words are cognates as cognate recognition is not
always automatic when students are not proficient in both languages.
Teach academic language and create purposeful opportunities for
students to practice using the words and phrases.
SWDs:
Provide student-friendly definitions, examples, synonyms, antonyms,
multiple meanings, roots, affixes, pictures, diagrams, and realia prior to
reading.
Provide visual representations prior to teaching and reading of content
area material.
Explicitly teach word origins, roots, prefixes, and suffixes.
Teach academic language and create purposeful opportunities for
students to practice using the words and phrases.
Reading Comprehension
ELLs:
Elicit prior knowledge and build background knowledge to access
content in reading.
Have students complete graphic organizers constructed with prompts
that guide them to paraphrase what they are reading and cite
supporting evidence.
Construct prompts so that students are able to make the connection
between what they are reading and how the content can be used in
developing their writing response(s).
SWDs:
Utilize various ways of students being able to hear text as they read it
including software and other technology-based options that are
available for text-to-speech purposes.
Elicit prior knowledge and build background knowledge to access
content in reading.
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ELA Grade 7 Hip Hop
Have students complete graphic organizers constructed with prompts

that guide them to paraphrase what they are reading and cite
supporting evidence.
Construct prompts so that students are able to make the connection
between what they are reading and how the content can be used in
developing their writing response(s).
Writing
ELLs:
Provide writing frames and sentence starters.
Explicitly teach the academic language associated with the writing
genre being taught.
Note that cultural differences in writing discourse may influence ELLs
approaches to writing in English. For example, the order of ideas and
arguments within an argument essay in English may be significantly
different than that which is in the ELLs native languages. This can be
taken into account when scaffolding writing instruction and providing
feedback to student writing.
SWDs:
Present alternate ways of communicating ideas other than traditional
writing which can include dictating, using speech-to-text software, and
allowing a student with grapho-motor, fine motor, and/or visual
perception challenges to use a computer instead of writing the essay
by hand.
Explicitly teach how to use information from a graphic organizer to
create an essay.
Provide writing frames and sentence starters.
Explicitly teach the academic language associated with the writing
genre being taught.
Native Language Support for ELLs: The strategic use of the native
language can be incorporated into English instruction as a support structure
to clarify, build prior knowledge, extend comprehension, and bridge prior
learning and experiences. This can be integrated into a teachers
instructional practice through the following: technology, human resources
(e.g., paraprofessionals, peers, and parents), native language materials, and
flexible grouping.
Teacher Manual: Guidance for Session 1 Lead-In Materials

Session 1
Lead-In Materials Guidance Booklet

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ELA Grade 7 Hip Hop
Purpose
Materials
Total Time
The purpose of this first session is to:

Create a level playing field with respect to
understanding the concept of argument
Begin sharing the ingredients of an effective argument
through a close examination of the claims and
evidence different authors offer
Provided texts (student lead-in packet: Session 1)
Provided graphic organizer (student lead-in packet: Session
1)
Smart Board or chart paper, or LCD projector if photos are
being shown to the whole class
45 minutes
(15 min.) Activity 1: Introduce Students to Academic Argument

1) 5 minutes: Students may need help building an understanding of the
concept of an argument as it is used here: a position on an important
issue, backed up by evidence and reasoning. Some students may need
help making the distinction between this meaning of argument and the
everyday term for a noisy disagreement with two sides stubbornly
holding on to their original positions. To build up this understanding ask
students work to work in pairs to discuss the following:
a. There are two kinds of argument:
i. A noisy disagreement with two (or more) sides stubbornly
holding on to their original positions.
ii.
A exchange on an important issue, where each
speaker/writer uses evidence and reasoning to convince
the other to consider a different point of view, choice, or
action.
b. What happens in these two different kinds of exchanges?
i.
ii.
What strategies do people use in the first case?

What strategies do people use in the second case?
c. If you can get your way in the first kind of argument, why does
the second kind of argument matter (e.g., in court cases, in
making significant choices for government, etc.)?
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ELA Grade 7 Hip Hop
Use a smart board or chart paper and note students ideas and the key
differences between these two definitions of the term.
2) 5 minutes: Help students develop an understanding of some key terms
often used in writing arguments. For example:
Argument-based essay: In this kind of essay, writers not only give
information but they also present an argument with the PROS (supporting
claims and evidence) and CONS (opposing claims and evidence) for an
issue. Writers need to take a clear stand and use clear language and wellchosen evidence that will convince people who are uncertain or who have a
different point of view on the issue.
3) 5 minutes: Review Key Vocabulary for Argument Writing:
Vocabulary for Argument Writing
Supporters
Opponents
Those in favor of
Those opposed to
Defenders of
Critics of
Advocates
Objectors
Pro- (e.g. Pro-
Anti- (e.g. Anti-abortionists)
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ELA Grade 7 Hip Hop
abortionists)
Claim
Counterclaim
Evidence
Counter-evidence
Teachers may want to add additional terms taken from the

argument rubric or checklist (provided at the end of the day 1
texts that follow). It can be useful for students to develop
definitions in their own words and to keep these studentfriendly definitions posted in the classroom
(30 minutes) Activity 2:

1. 20 minutes: Distribute student lead-in material booklet to students
which includes:
Text 1: Background of Hip Hop
Text 2: Has Hip Hop Had an Adverse Effect on Our

Youth?
Text 3: Historic photos of the origins of hip hop culture

in New York City
a. Ask students to read/review texts 2-3 provided in their lead-in

booklet silently to themselves, and have them fill in the included
graphic organizer.
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ELA Grade 7 Hip Hop
(Graphic Organizer will help them organize their interpretations and

evaluations into notes that will help them to write a response on the
writing task days)
2. 10 minutes: Facilitate a discussion/mini-debate with students using
information from the graphic organizer around the discussion of
whether hip hop culture has had an adverse effect on youth.
Texts for Session 1:
Text 1: Background
Hip hop is a form of musical expression and artistic culture that originated in
African-American communities during the late 1970s in New York. City,
especially the South Bronx. Hip hop culture has become famous for five
inventions: MC-ing, DJ-ing, break dancing, beat boxing, and graffiti writing.
Hip hop music first emerged with disc jockeys sampling, or creating rhythmic
beats by looping breaks (small portions of songs emphasizing a percussive
pattern) on two turntables. This was later accompanied by "rap", a rhythmic
style of chanting or poetry presented in 16 bar measures or time frames, and
beat boxing, a vocal technique mainly used to imitate percussive elements of
the music and various technical effects of hip hop DJ's. An original form of
dancing, break dancing, graffiti writing, and particular styles of dress also
arose among fans of this new music. Hip-hop has since become a huge force
that has shaped art, politics and the even the economy.
As hip hop culture has spread, it has sparked both concern and admiration.
Text 2: Has Hip Hop Had an Adverse Effect on Our Youth?
The other day while I was updating my account on Twitter, I noticed a retweet from an associate of mine. For those new to Twitter lingo, a re-tweet is
when you re-post something someone already posted, including the original
author to give them credit for their post. For the sake of non-name dropping I
will leave their account names out.
The re-tweet was this:
i HATE to say it but truly think hip hop had an adverse effect on a lotta
brothas character development [folks gon b mad i said it]
2:07 PM Sep 15th
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ELA Grade 7 Hip Hop
After reading this I was positive that a debate would spawn, as yes, many
folks would have an opinion on this I being one of them. My associate noted
that he didnt agree with the users statement when he posted the retweet. After reading it myself, I replied to both my associate and the other
user with this:
not the culture, some of the people maybe
My associate responded that he agreed with my sentiments. The user who
wrote the tweet saw my response and here is where the discussion went at
this point:
User @ScholarMan the people are a part of the culture.
ScholarMan @User Indeed, so if anything, blame the people, not the
culture.
User @ScholarMan the culture is the people!
ScholarMan @User a couple bad apples doesnt mean the tree is bad. but I
hear you
Nothing more was said. Can you really say hip-hop is the cause of the lack of
growth of the young men who listen to it? I dont agree. My argument was
that yes people are the culture, in the culture but you can only blame the
leaders within the movement for the negative effects the movement might
have had on those within it. My analogy was a couple bad apples doesnt
mean the tree is bad.
Hip-hop is huge with many layers and areas and a statement like hip hop
had an adverse effect on a lotta brothas character development is too
broad. If the user had said gangster rap has had an adverse effect on a lot
of brothers character development then I would agree. I know plenty of
people who have been listening to hip-hop since their days of wearing
diapers (including myself) and the certain type of hip-hop they listen to has
helped them much or not at all with their character development.
This is no different than a company who has had bad management causing
the quality of work from its employees to go down. The company is great,
been around for years, but because of bad management the employees are
disgruntled, tired, etc. What happens then? Complaints are made about the
management and then eventually (hopefully) those ineffectively managing
the company are removed and new personnel is brought in. So who is truly
to blame, the company or the management?
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ELA Grade 7 Hip Hop
In hip-hop there are many sub-genres and styles of music, and perceptions of
them. Just because a dude who listens to gangster rap 90% of the time cant
separate the music from his reality doesnt mean hip-hop as a whole is to
blame. Looking at it deeper, I blame lack of parenting and sound guidance as
the REAL issue.
Some folks were stabbed or shot after both a Jay Z and Fabolous concert
recently did hip-hop do this? No, the people did. You cant blame hip-hop.
www.hiphoplinguistics.com/.../article-has-hip-hop-had-an-adverseeffects...
Text 3 (Sample): Historic photos of the origins of hip hop culture in

New York City
Sample photo by Henry Chalfant/Google images

BACK IN THE DAY: Graf writer DEZ on the far right, with crew in Spanish
Harlem, 1982.
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ELA Grade 7 Hip Hop
Graphic Organizer: Different Viewpoints about the Effects of Hip Hop

on Youth Culture
Author/Position
Claim(s): Summarize the 1- Your evaluation of the claims
2 major points
How accurate are they?
How well reasoned are they?
What evidence is offered?
1)
2)
3)
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ELA Grade 7 Hip Hop
Argument Check List

Dimension
Comments: For Reflection/Peer

Editing/Teacher Feedback
Reading for Meaning

I read the selections carefully
I cited evidence from the text
I thought about the authors point of view
and how that might affect what s/he has
to say
I evaluated the authors argument for
reasoning and evidence
Using Evidence and Reasoning
I stated my position clearly
I reasoned carefully and used evidence to
support my position
I thought about and addressed what
people who disagree with my position
might argue
I wrote a conclusion that summarizes my
argument and makes my readers think
Being Clear and Organized
I use words and phrases that help a reader
follow my argument
My writing is clear and my ideas develop
from the introduction to the conclusion
I use paragraphs to organize information
and ideas that belong together
Using Standard English
I write in a formal style
I have checked my grammar and spelling
I use the words and terms that belong with
this topic and these ideas.
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ELA Grade 7 Hip Hop
Session 2
Purpose
Materials
Total Time
Task Guidance Booklet

Students are assessed on their reading comprehension of
specific texts
Students read and analyze one of three excerpts which
will serve as the basis for their response to the writing
prompt during Sessions 4 and 5.
Student Lead-In Booklet and Student Task Administration
booklet
45 minutes
*** STOP. SWITCH TO ADMINISTRATION GUIDANCE MATERIALS FOR

SESSIONS 2, 4 AND 5 INSTRUCTION. ***
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ELA Grade 7 Hip Hop
Session 3
Purpose
Materials
Lead-In Guidance Booklet

The purpose of Session 3 is to:
Provide students with support for the writing activity
during Sessions 4 and 5
Lead in Guidance booklet for Teachers
Lead-In Guidance booklet for Students
Total Time
45 minutes
(45 minutes) Reading Comprehension Task Administration:

1) Distribute graphic organizers from Sessions 1 and 2 to students.
2) Ask students to read The following excerpt from James McBride
3) Ask students to record their notes and thoughts using the provided
Graphic Organizer for Session 3 (they can also add their thoughts on
the McBride Text to the Graphic Organizer from Session 1).
4) At the end of the day, collect all student work.
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ELA Grade 7 Hip Hop
TEXT FOR SESSION 3:

Excerpt 4: from James McBride: Hip Hop Planet, National Geographic
(In the earlier portions of this article, James McBride describes the roots of
hip-hop in Africa and then the South Bronx. He also explains how he tried to
high-step past it as a young man who preferred jazz and thought hip-hop
was rough and unmusical. In the excerpt below McBride reflects on what hiphop has come to mean for young people all over the globe.)
Assane N'Diaye, 19, loves hip-hop music. Before he left his Senegalese
village to work as a DJ in Dakar, he was a fisherman, just like his father,
like his father's father before him. Tall, lean, with a muscular build and a
handsome chocolate face, Assane became a popular DJ, but the equipment
he used was borrowed, and when his friend took it back, success eluded
him. He has returned home to Toubab Dialaw, about 25 miles (40
kilometers) south of Dakar, a village marked by a huge boulder, perhaps
40 feet (12 meters) high, facing the Atlantic Ocean.
About a century and a half ago, a local ruler led a group of people fleeing
slave traders to this place. He was told by a white trader to come here, to
Toubab Dialaw. When he arrived, the slavers followed. A battle ensued. The
ruler fought bravely but was killed. The villagers buried him by the sea and
marked his grave with a small stone, and over the years it is said to have
sprouted like a tree planted by God. It became a huge, arching boulder
that stares out to sea, protecting the village behind it. When the fishermen
went deep out to sea, the boulder was like a lighthouse that marked the
way home. The Great Rock of Toubab Dialaw is said to hold a magic spirit,
a spirit that Assane N'Diaye believes in.
In the shadow of the Great Rock, Assane has built a small restaurant, Chez
Las, decorated with hundreds of seashells. It is where he lives his hip-hop
dream. At night, he and his brother and cousin stand by the Great Rock
and face the sea. They meditate. They pray. Then they write rap lyrics that
are worlds away from the bling-bling culture of today's commercial hiphoppers. They write about their lives as village fishermen, the scarcity of
catch forcing them to fish in deeper and deeper waters, the hardship of
fishing for 8, 10, 14 days at a time in an open pirogue in rainy season, the
high fee they pay to rent the boat, and the paltry price their catches fetch
on the market. They write about the humiliation of poverty, watching their
town sprout up around them with rich Dakarians and richer French. And
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ELA Grade 7 Hip Hop
they write about the relatives who leave in the morning and never return,
surrendered to the sea, sharks, and God.
The dream, of course, is to make a record. They have their own demo,
their own logo, and their own name, Salam T. D. (for Toubab Dialaw). But
rap music represents a deeper dream: a better life. "We want money to
help our parents," Assane says over dinner. "We watch our mothers boil
water to cook and have nothing to put in the pot."
He fingers his food lightly. "Rap doesn't belong to American culture," he
says. "It belongs here. It has always existed here, because of our pain and
our hardships and our suffering."
The City of Gods
Some call the Bronx River Houses the City of Gods, though if God has been
by lately, he must've slipped out for a chicken sandwich. The 10 drab, redbrick buildings spread out across 14 acres (5.7 hectares), coming into view
as you drive east across the East 174th Street Bridge. The Bronx is the
hallowed holy ground of hip-hop, the place where it all began. Visitors take
tours through this neighborhood now, care of a handful of fortyish "oldtimers," who point out the high and low spots of hip-hop's birthplace.
It is a telling metaphor for the state of America's racial landscape that you
need a permit to hold a party in the same parks and playgrounds that
produced the music that changed the world. The rap artists come and go,
but the conditions that produced them linger. Forty percent of New York
City's black males are jobless. One in three black males born in 2001 will
end up in prison. The life expectancy of black men in the U.S. ranks below
that of men in Sri Lanka and Colombia. It took a massive hurricane in New
Orleans for the United States to wake up to its racial realities.
That is why, after 26 years, I have come to embrace this music I tried so
hard to ignore. Hip-hop culture is not mine. Yet I own it. Much of it I hate.
Yet I love it, the good of it. To confess a love for a music that, at least in
part, embraces violence is no easy matter, but then again our national
anthem talks about bombs bursting in air, and I love that song, too. At its
best, hip-hop lays bare the empty moral cupboard that is our generation's
legacy. This music that once made visible the inner culture of America's
greatest social problem, its legacy of slavery, has taken the dream
deferred to a global scale. Today, 2 percent of the Earth's adult population
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ELA Grade 7 Hip Hop
owns more than 50 percent of its household wealth, and indigenous

cultures are swallowed with the rapidity of a teenager gobbling a bag of
potato chips. The music is calling. Over the years, the instruments change,
but the message is the same. The drums are pounding out a warning. They
are telling us something. Our children can hear it.
Graphic Organizer: Session 3

For writing an argument-based essay
What does ScholarMan claim?
What is the evidence?
What do the readers who disagree

with him claim?
What does James McBride claim?
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ELA Grade 7 Hip Hop
What additional claims would you

make?
Session 4
What is the evidence? (specific

examples of what you have observed
or experienced about the effects of
hip-hop music on young people)
Task Administration Guidance Booklet
Purpose
Provide planning and writing time for the writing assessment
Materials

Task Administration Student Response Booklet
Total Time
45 minutes
Session 5
Purpose
Provide writing time for the writing assessment
Materials

Task Administration Student Response Booklet
Total Time
45 minutes
Analytic Scoring Guide

The following is an explanation of the scoring procedures to be used to score
student responses to this task. The explanation includes a rationale for the
rubric, a description of the general scoring procedures which will be used to
score the assessment, and an explanation of how the scores will be used.
Rubric rationale
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ELA Grade 7 Hip Hop
A rubric is a scoring tool used to judge the quality of a piece of work or

performance on a task. The rubric for this task is an analytic rubric which
lists several aspects of performance on which the student responses will
scored. There are a total of x aspects of performance, each of will be scored
on a scale ranging from x_1 to x_n where x_1 is the lowest level and x_n is
the highest level of performance. The total score for the performance
assessment will be the sum of the scores across all aspects of performance.
In order for raters to determine what performance level or score a response

should be assigned to for a given aspect of performance detailed and
objective scoring criteria are listed in the rubric under each aspect for each
score level. The criteria describe the evidence that raters are to look for in a
response so that the scoring is as objective as possible which increases the
reliability of the scores.
Scoring procedures
Student responses to this task will be scored by highly qualified and trained
scorers. In general, the training of scorers begins with a discussion of the
task, the knowledge, skills, and understandings being assessed, the scoring
rubric, the criteria at each score level, and finally the features of a sample of
pre-scored and annotated responses which represent the full range of
performance. Scorers then practice scoring with additional prescored papers,
followed by a discussion of the scores assigned to each paper to help clarify
distinctions between score levels. Finally, there are a number of quality
control procedures that help maintain the integrity of the scores. These
include requiring scorers to meet a passing standard of reliable scoring
during training before scoring papers operationally as well as monitoring
scoring accuracy during the operational scoring session.
Score Use
Student performance on this assessment will serve as one component in
establishing a baseline for measuring student learning over the school year.
The scores on this assessment will be combined with other information to aid
in interpreting the scores for the assessment which students will take in the
spring. The measures of student learning that will be developed on the basis
of the data we gather from these assessments will contribute in part to your
overall teacher effectiveness rating.
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ELA Grade 7 Hip Hop
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Common Core State Standards Rubric: Reading Information/Writing Argument: Analytic Version/7th Grade
I. READING INFORMATIONAL TEXTS (NOTE: THIS APPLIES WHERE THERE ARE SPECIFIC READING TASKS)
CCS STANDARDS
Needs Major
Emerging (1):
Developing (2)
Proficient (3)
Exemplary (4)
Support/
The student has
The student is
The student has
The student has
Provides No
basic reading,
developing the
developed the
developed the level
Evidence (0):
writing, and
higher-order
higher-order
of reading, writing,
The student has
thinking skills for
reading, writing,
reading, writing,
and thinking skills
not yet acquired
participating and
and thinking skills and thinking skills needed for rigorous
the basic reading, producing gradenecessary for
to transition to
high school courses.
writing, and
level work but
becoming
upper-level high
thinking skills
needs explicit
proficient but
school work. Still
required by
support for
needs support,
needs support,
standards-based
building skills,
demanding
demanding
junior-high school
practice, and clear assignments, and
assignments, and
instruction. Needs feedback to
clear feedback to
clear feedback to
major support in
become and stay
work
become highand out of class to an active member independently.
school-ready
make progress.
of the class.
RIT 7.10: Read
Does not identify
Identifies the
Identifies the
Identifies the
Identifies the central
and comprehend
or misidentifies
central idea, topic, central idea and
central idea and
idea and analyzes
literary nonfiction
some supporting
analyzes key
key supporting
the central idea of or issue of the
in the grades 6-8
texts,
but
not
details
from
the
supporting
details
details from the
one or more of the
text complexity
supporting details. texts, draws
from the texts,
texts thoroughly,
informational
band proficiently,
Does not draw
simple
draws inferences
draws inferences
with scaffolding as texts used.
inferences or
inferences. Does
(such as authors (such as authors
needed at the high
make connections
not make
position and
position and
end of the range
across texts.
connections
purpose), implies purpose), makes
across texts.
connections
clear connections
across texts.
across texts.
Page 20 of 26
Created by Dennie
RIT 7.1: Cite

several pieces of
textual evidence
to support analysis
of what texts say
explicitly as well
as inferences
drawn from them
Relies only on
personal opinion
and experience to
analyze a text.
Cites only general

evidence to
support the
analysis of a text
(e.g., mentions
topics, event,
person, from text,
etc.).
Cites some
specific textual
evidence to
support the
analysis of a text,
typically limited
to single quote or
instance.
RI: 7.6 Determine

an authors point
of view or purpose
and analyze how
the author
distinguishes
his/her position
from that of others
Fails to identify or
misinterprets /
misidentifies the
authors point of
view or purpose
Identifies authors
point of view or
purpose but does
not analyze how
the author
distinguishes
his/her position
from that of
others
Identifies the
authors point of
view or purpose
and implies or
alludes to how it
differs from that of
others
Identifies the
authors point of
view or purpose
and clearly
distinguishes it
from at least one
other
Identifies the
authors point of
view or purpose and
clearly and
thoroughly
distinguishes it from
a range of others
RIT 7.8: Trace and

evaluate the
argument and
specific claims in a
text, assessing
whether the
reasoning is sound
and the evidence
is relevant and
sufficient to
support the claims
Does not trace or

evaluate the
argument.
Traces, but does

not evaluate the
argument
Traces the
argument;
evaluates the
argument
generally, without
addressing
reasoning and
evidence
Traces and
evaluates the
argument,
assessing
reasoning OR
evidence
Explicitly traces and

evaluates the
argument and
specific claims,
thoroughly
assessing the
reasoning and
evidence given
Cites a number of
examples of
specific textual
evidence,
supporting
relevant points in
the analysis;
implies some
inferences from
examples
Cites sufficient,
specific textual
evidence, from
throughout the
text, clearly
connecting to and
supporting relevant
points in the
analysis; explicitly
states inferences
from a number of
examples
II. EVIDENCE AND REASONING

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Created by Dennie
Needs Major
Support/
Provides No
Evidence (0):
Emerging (1):
Developing (2):
Proficient (3):
Exemplary (4):
W.7.1 Take a
clear position;
Introduce claims
Takes no clear
position, makes no
identifiable claim;
only writes
generally on the
topic.
Takes a position;
Implies, but does
not state, a claim.
Takes a clear
position that is
clear and present
for much of the
text, which may
contain
contradictions or
irrelevant points
that distract from
the argument. At
least one claim is
clearly stated.
Takes a clear
position that
remains constant
throughout the
text and is
supported by
more than two
claims.
Takes a clear
position that
remains constant
throughout and is
supported by
several detailed
claims
W.7.1 Support
claims with
logical reasoning
and relevant
evidence
States or insists on
purely personal
claim with no
logical reasoning
or evidence
Develops own
claims with some
logical reasoning
or evidence from
the texts
Develops own
claims
consistently, using
some logical
reasoning and at
least one piece of
evidence from the
texts;
Develops own
claims
consistently;
presents clear
logical reasoning,
examining a
sufficient range of
evidence from the
texts
Develops own
claim thoroughly,
employing a
detailed, wellreasoned logical
argument,
thoroughly
examining a wide
range of evidence
from the texts
Page 22 of 26
Created by Dennie
W.7.1
Acknowledge and
evaluate counterclaims examining
and responding to
them objectively
Develops no
evidence of a
balanced look at
the issue; ignores
or dismisses
counterclaims.
Other opposing
claims are
mentioned but not
examined.
Other opposing
claims are
acknowledged
and examined,
Other opposing
claims are
acknowledged,
examined and
evaluated against
the writers claim.
Other opposing
claims are
acknowledged,
examined and
evaluated against
the writers r
claims in a way
that is fair and
balanced.
W.7.1 Provide a
conclusion that
follows from and
supports the
argument
presented.
Provides no
conclusion or
provides
conclusions that
are disconnected
from the body of
the essay.
Provides an
implicit conclusion
that may restate
the opening
position but
develops it no
further.
Provides an
explicit conclusion
that summarizes
several of the
major claims.
Provides an
explicit conclusion
that summarizes
all of the major
claims that have
been developed
OR offers insights
and implications.
Provides an explicit
conclusion that
summarizes all
major claims that
have been
developed and
includes closing
insight or
implications.
Notes: Essays that do not address the topic are unscorable.

Essays that are mostly or entirely copied from the source documents should receive a score of 0.
Add note about essays that are unfinished what is the policy on an essay with no conclusion, for example?
W.7.1 Use
Needs Major
Support/
Provides No
Evidence (0):
Does not write
III. Organization and Clarity

Emerging (1):
Developing
Proficient (3):
(2):
Presents
Presents
Presents
Exemplary (4):
Presents argument as a
Page 23 of 26
Created by Dennie
words, phrases
and clauses to
create cohesion,
and clarify the
relationships
among claims,
reasons, and
evidence.
coherent prose
using the
structure of an
argument.
argument as a
collection of
ideas or points
linked using few
or simple
transitional
words (and, also,
then, etc.).
argument as a
sequence of
points and
evidence, linked
using more
explicit
transitional
words and
phrases
(because, finally,
further, etc.).
argument as a
coherent and
logically
sequenced series
of points and
evidence using a
range of explicit
transitional
words and
phrases.
coherent, clear, and

logical sequence of points
relating the major claims
and counterclaims, linked
with a wide range of
explicit transitional words
and phrases.
W.7.4. Produce
clear and
coherent writing
in which the
development,
organization,
and style are
appropriate to
task, purpose,
and audience.
Produces writing
in which there is
little
development or
organization.
Produces writing
that is on the
topic but where
there is only a
loose collection
of information
and claims with
no overarching
organization.
Produces writing
in which there is
a simple
statement of
position, some
relevant
information, and
a brief
conclusion.
Produces writing
in which there is
a clear claim,
followed by the
examination of
several claims
and
counterclaims,
and a conclusion
that reflects how
the argument
has developed.
Produces writing in which

there is a clear claim,
followed by the balanced
examination of several
claims and counterclaims,
and a conclusion that
reflects how the argument
has developed and its
implications.
Not explicitly
in W.7.4
Produce focused
paragraphs
which feature
clear topic
sentences,
Writing is not
divided into
paragraphs.
Produces body
paragraphs
which are not
organized by
clear topic
divisions, or in
which topic
Produces one or
two body
paragraphs;
topic sentences
may be implicit,
but overall,
paragraphs
Produces three
to four organized
body
paragraphs, each
of which features
topic sentences
and two to three
Produces five or more

distinctly organized body
paragraphs, each of which
features clear topic
sentences supported by
at least four appropriate
and relevant examples of
Page 24 of 26
Created by Dennie
supported with
sufficient claims,
reasons, and
evidence.
sentences are
not supported by
claims, reasons
or evidence.
follow a
consistent
pattern of
organization,
with one or two
examples of
claims, reasons,
or evidence,
some of which
may be off-topic.
appropriate
examples or
claims, reasons,
or evidence.
claims, reasons, or
evidence.
IV. Language and Conventions

Needs Major
Support/
Provides No
Evidence (0):
W. 7.1 Establish
and maintain a
formal style.
Writes as s/he
might speak;
language is
informal and/or
choppy, using
incomplete
sentences; the
tone and framing
are highly
personal.
Emerging (1):
Writes in a style
appropriate for
written
communication;
frames the
argument largely
from a personal
point of view,
without objective
treatment of
claims from texts.
Developing (2):
Writes in a style
appropriate for
written
communication;
personal views
dominate, but
claims from texts
may be included
as background.
Proficient (3):
Writes in a formal
style, treats claims
and counterclaims
from texts fairly.
Exemplary (4):
Writes in a formal
style and treats
claims and
counterclaims
from texts
objectively and
fairly;
acknowledges
limits or raises
questions related
to own position.
Page 25 of 26
Created by Dennie
Language
Standards: Use
the conventions of
English spelling
and grammar to
make meaning
clear.
Lack of basic
English
conventions
makes positions,
claims, or
conclusions
unclear.
Employs basic
English
conventions so
that overall
meaning is clear,
with a pattern of
errors that detract
significantly from
clarity.
L 7.6: Accurately
use gradeappropriate
academic and
domain-specific
words and
phrases.
Uses vocabulary
Uses some words
and structures of
and phrases that
daily conversation. may be academic
and / or domainspecific, but which
may be below
grade level or
used inaccurately.
Employs a range
of English
conventions so
that broad
meaning and finer
points are clear,
with a pattern of
errors, some of
which may detract
from clarity.
Employs a wide
range of English
conventions so
that broad
meaning and finer
points are clear,
with only
occasional errors
that do not detract
from clarity.
Employs a full
range of English
conventions so
that broad
meaning and finer
points are clear.
Essentially errorfree.
Uses a number of
academic and
domain-specific
words and
phrases, some of
which are gradeappropriate and
used accurately.
Uses a range of
academic and
domain-specific
words and
phrases, most of
which are gradeappropriate and
used accurately.
Accurately uses a
wide range of
grade-appropriate
academic and
domain-specific
words and
phrases.
Page 26 of 26
Created by Dennie

Hip Hop Doc 1 Ela Grade 7 Hip Hop 9 1 11-1

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Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Hip Hop Doc 1 Ela Grade 7 Hip Hop 9 1 11-1

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Hak Cipta:

Format Tersedia

Teacher Manual: Lead-In Guidance

ELA Grade 7 Hip Hop

Lead-In Materials Overview

Overall Assessment Structure

These two days focus on students writing a short (500

Please note that sessions are meant to last a class period;

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

learning. The purpose is to highlight what next steps are

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Have students complete graphic organizers constructed with prompts

Teacher Manual: Guidance for Session 1 Lead-In Materials

Lead-In Materials Guidance Booklet

Created by Dennie Wolf and NYC Teacher Design

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

The purpose of this first session is to:

(15 min.) Activity 1: Introduce Students to Academic Argument

What strategies do people use in the first case?

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Vocabulary for Argument Writing

Pro- (e.g. Pro-

Anti- (e.g. Anti-abortionists)

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Teachers may want to add additional terms taken from the

(30 minutes) Activity 2:

Text 1: Background of Hip Hop

Text 2: Has Hip Hop Had an Adverse Effect on Our

Text 3: Historic photos of the origins of hip hop culture

a. Ask students to read/review texts 2-3 provided in their lead-in

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

(Graphic Organizer will help them organize their interpretations and

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Text 3 (Sample): Historic photos of the origins of hip hop culture in

Sample photo by Henry Chalfant/Google images

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Graphic Organizer: Different Viewpoints about the Effects of Hip Hop

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Argument Check List

Comments: For Reflection/Peer

Reading for Meaning

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Task Guidance Booklet

*** STOP. SWITCH TO ADMINISTRATION GUIDANCE MATERIALS FOR

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

Lead-In Guidance Booklet

(45 minutes) Reading Comprehension Task Administration:

SCALE, Inquiry By Design, New York City DOE,

Teacher Manual: Lead-In Guidance

TEXT FOR SESSION 3:

SCALE, Inquiry By Design, New York City DOE,