Angels in America Act One In-Class Mini-Project

Today, we will be working on a mini-project to conclude Act One. You will need a Chromebook. You may use headphones if you have them. We will review the instructions and the rubric, and the rest of the class is yours. It is due at the end of class unless you receive extended time, in which case it is due at midnight. My email is nwhite5@u.rochester.edu

Below is a list of three songs, a link to YouTube videos of them, and a link to their lyrics. Choose one of these songs and, weaving in textual evidence from both the song's lyrics and the text of the play, connect it to one of the four main characters: Prior, Louis, Joe, or Harper. If you do not have headphones, you may read the lyrics. If you have headphones, you may listen to the song as you read along with the lyrics. You may not share headphones. This is an individual assignment.

A complete response will be 100-200 words and include an MLA heading and a conclusion. The full rubric is posted below.

For tomorrow, read Act Two, Scenes Two and Three.

Song list:
"Let You Down" -- NF
Song link
Lyrics link

"Before You Start Your Day" -- twenty | one | pilots
Song link
Lyrics link

"Losing to You" -- Stars
Song link (Note: lyrics end at 4:14)
Lyrics link

Description	5	4	3	2	1
Claim: The response makes a clear, arguable claim that can be supported by evidence.	The text introduces a compelling claim that is clearly arguable and presents a purposeful position on the prompt, and the response is structured to support the claim.	The text introduces a precise claim that is clearly arguable and takes an identifiable position on the prompt, using an effective structure aligned with the claim.	The text introduces a claim that is arguable and takes a position, using a structure aligned with the claim.	The text contains an unclear or emerging claim that suggests a vague position, and attempts a structure and organization to support the position.	The text contains an unidentifiable claim or vague position, and has limited structure and organization.
Development: The response provides sufficient evidence to back up the claim and a conclusion supporting the argument.	The text provides convincing and relevant textual evidence to back up the claim. The conclusion strengthens the claim and evidence.	The text provides sufficient and relevant textual evidence to back up the claim. The conclusion effectively reinforces the claim and evidence.	The text provides sufficient textual evidence to back up the claim. The conclusion ties to the claim and evidence.	The text provides textual evidence that attempts to back up the claim. The conclusion merely restates the position.	The text contains limited textual evidence related to the claim. The text may fail to conclude the argument or position.
Cohesion: The response uses words, phrases, and clauses to link major sections of the text, creates cohesion, and links the claim to the evidence.	The text strategically uses words, phrases, and clauses to link major sections of the text. The text identifies the relationship between the claim and the textual evidence.	The text skillfully uses words, phrases, and clauses to link major sections of the text. The text identifies the relationship between the claim and the textual evidence.	The text uses words, phrases, and clauses to link major sections of the text. The text connects the claim and the reasons.	The text contains limited words, phrases, and clauses to link the major sections of the text. The text attempts to connect the claim and reasons.	The text contains few, if any, phrases and clauses to link the major sections of the text. The text does not connect the claims and reasons.
Style and Conventions: The response uses academic English, including proper grammar, spelling, and word usage, and has a properly formatted MLA heading.	The text presents an engaging, formal, and objective tone, intentionally using academic English conventions of usage and mechanics along with an MLA heading.	The text presents an appropriate, formal, and objective tone, demonstrating academic English conventions of usage and mechanics along with an MLA heading.	The text presents a formal, objective tone, demonstrating academic English conventions of usage and mechanics along with an MLA heading.	The text illustrates a limited awareness of formal tone, and demonstrates some accuracy in academic English conventions of usage and mechanics.	The text illustrates a limited awareness or inconsistent tone, and demonstrates inaccuracy in academic English conventions of usage and mechanics.

Total Points: ___ / 20