TASK ANALYSIS – ENGLISH I 2009
GOAL 1 - THE LEARNER WILL EXPRESS REFLECTIONS AND REACTIONS TO PRINT AND NON-PRINT TEXT AND PERSONAL EXPERIENCES.
OBJECTIVE
1.01 Narrate personal
experiences that offer an
audience:
scenes and incidents
located effectively in
time and place.
vivid impressions of
being in a setting and a
sense of engagement in
the events occurring.
appreciation for the
significance of the
account.
a sense of the
narrator's personal
voice.
TASK ANALYSIS
Identify different
descriptive writing
strategies
(adjectives,
figurative
language, writing
to the senses)
Use descriptive
writing strategies
to effectively
describe a location
Recognize spatial
organization
pattern
Use spatial
organization to
organize
description of said
location
Recognize
chronological
organization
Organize events
chronologically
Summarize the
ways a writer
creates his/her
voice (fig. lang,
humor, etc)
Analyze the voice
of descriptive
writing samples
Create a personal
VOCABULARY
Description
Dialect
Sensory Language
Metaphor
Simile
First-Person Point of View
Narrative
Narrator
Personal Essay
Anecdote
Personal Voice
Setting
Vivid
Style
Critique
Dialogue
Quotation
Adjectives
Chronological Order
Spatial Order
Voice
Memoir
Autobiography
Rhetorical Question
RESOURCES
Descriptive
Writing
Exercises:
http://writingfi
ction.suite101.c
om/article.cfm/
descriptive_wri
ting_exercises
(focus on using
adjectives)
Descriptive
Writing:
Analysis of a
descriptive
writing piece –
focuses on
using imagery
and figurative
language to
write more
descriptively
http://www.nyt
imes.com/learn
ing/teachers/le
ssons/2005050
ASSESSMENTS
http://www.learnnc.org/lp/pag
es/3709
Students will write a
paragraph that uses
an anecdote or
scenario that meets
the “In the Zone”
category on the
rubric.
Students will analyze
paragraphs written by
their peers to
determine that they
are “In the Zone” as
compared to those
that need additional
work.
http://www.learnnc.org/lp/pag
es/3465
“Oral History Through
Personal Narratives”
http://www.learnnc.org/topics
/writing/exemplars/09/express
ive/index.html
Expressive Writing
TASK ANALYSIS – ENGLISH I 2009
memoir that
includes a spatial
description of
setting, a
chronological plot
sequence, voice
Critique student
examples for
above
requirements
6friday.html
TASK ANALYSIS – ENGLISH I 2009
TASK ANALYSIS – ENGLISH I 2009
GOAL 1 - THE LEARNER WILL EXPRESS REFLECTIONS AND REACTIONS TO PRINT AND NON-PRINT TEXT AND PERSONAL EXPERIENCES.
OBJECTIVE
TASK ANALYSIS
VOCABULARY
RESOURCES
ASSESSMENTS
1.02 Respond
reflectively (individually
and in groups) to a
variety of expressive
texts (e.g., memoirs,
vignettes, narratives,
diaries, monologues,
personal responses) in
a way that offers an
audience:
an understanding of
the student’s
personal reaction to
the text.
a sense of how the
reaction results
from a careful
consideration of the
text.
an awareness of
how personal and
cultural influences
affect the response.
Critique a variety of reflective texts
for effective or ineffective writing
techniques that influence the
reader’s reaction to the text.
Attribute bias and stereotype to
historical and cultural background of
the author and work
Compare and contrast a variety of
reflective texts by recognizing and
evaluating narrative techniques used
by the author
Attribute personal bias to the
learner’s own personal background
and cultural influence
Differentiate between reactions to
writing style and reaction to cultural
influences
Generate a personal essay that
examines the learner’s cultural bias,
the influence of the media on the
learner, and potential stereotype
images the learner may have
Personal reaction
Cultural Influences
Expressive
Stereotypes
Bias
Preference
Reflection
Prejudice
Vignette
Memoir
Media
Historical Context
Attribute (V)
Critique
Expressive Text
that generates
strong student
response:
http://web.missou
ri.edu/~bondeson
w/Debbie.HTM
Lesson plan that
gets students to
analyze the
cultural relevance
of a text
http://www.readw
ritethink.org/lesso
ns/lesson_view.asp
?id=1003
SAMPLE PROMPTS TO USE
WITH RAFT (ROLE, AUDIENCE,
FORMAT, TOPIC)
http://www.learnnc.org/lp/page
s/4047
1. As a student council
representative for the
ninth grade, you have
been asked to write a
letter to a group of
eighth graders who
have recently
registered for their first
high school schedules.
This particular group of
students has high rates
of absenteeism, poor
grades, and low selfesteem. In your letter,
give them advice on
how to succeed in high
school.
2. Write an article on the
meaning of friendship
for the February issue
of your school
newspaper. Be sure to
include some ideas
from your own
experiences and ideas
from something you
have read recently.
TASK ANALYSIS – ENGLISH I 2009
3.
4.
Think back to a time
when you conformed
to a group, rather than
standing up for
something you believed
in. Tell about that
experience in an essay,
remembering to reflect
on what you learned
from that situation.
You will share this
essay with your fivemember writing group.
Prepare the body of a
speech that you will
deliver to your
homeroom,
encouraging all
students to attend the
home soccer game on
Friday afternoon. In
your speech, define
school spirit, and give
your classmates clear
examples of how to
display their school
spirit.
PHOTOGRAPHIC IMPRESSIONS
http://www.learnnc.org/lp/editi
ons/survivor-docsouth
In this lesson plan, students will
look at photographs of women
and discuss their first
impressions.
After listening to an
TASK ANALYSIS – ENGLISH I 2009
excerpt from an oral
history, students will
gain empathy for a
flood survivor of 1999’s
Hurricane Floyd. They
will contrast their first
impressions of the
photographs with what
they learned in the oral
history. Students will
write a personal
reflection that
demonstrates their
understanding of how
emotional experiences
might contradict
outward appearances.
The lesson plan is
accompanied by
teacher’s guides to the
oral histories, complete
with talking points and
questions for
discussion, as well as
the oral history
recordings and
transcripts for the
students.“
TASK ANALYSIS – ENGLISH I 2009
GOAL 1 - THE LEARNER WILL EXPRESS REFLECTIONS AND REACTIONS TO PRINT AND NON-PRINT TEXT AND PERSONAL EXPERIENCES.
OBJECTIVE
TASK ANALYSIS
VOCABULARY
RESOURCES
ASSESSMENTS
1.03, Demonstrate the ability to read, listen to and
view a variety of increasingly complex print and
non-print expressive texts appropriate to grade
level and course literary focus, by:
selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose.
identifying and analyzing text components
(such as organizational structures, story
elements, organizational features) and
evaluating their impact on the text.
providing textual evidence to support
understanding of and reader's response to
text.
demonstrating comprehension of main idea
and supporting details.
summarizing key events and/or points from
text.
making inferences, predicting, and drawing
conclusions based on text.
identifying and analyzing personal, social,
historical or cultural influences, contexts, or
biases.
making connections between works, self and
related topics.
analyzing and evaluating the effects of author's
craft and style.
analyzing and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
Identify and analyze
personal bias
and/or influence in
expressive writing
Analyze the effect
of the author’s style
on expressive
writing
Explain the main
idea in expressive
writing through the
use of textual
evidence
Create a reader
response journal
focusing on the
social, historical,
and cultural context
of various examples
of expressive
writing
Differential
between the main
idea and supporting
details in expressive
writing
Evaluate the impact
of the author’s style
on the reader
Purpose
Genre
Textual Evidence
Main Idea
Supporting Details
Summarize
Inferences
Predictions
Social Context
Historical Context
Cultural Context
Bias
Contemporary
Issues
Analyze
Evaluate
Author’s Style
Recognize
Purpose
Context
Audience
Examine
Interactive Quiz identifying types of
persuasive appeals (emotional,
logical, or personal)
http://www.io.com/~hcexres/power
_tools/cgibin/exerxx.cgi?frameset=on&exertitl
e=Persuasive%20Appeals&exertext=
/home/h/hcexres/publicweb/power_tools/persuasion/identif
y_appeals.txt
ANALYZING THE
PURPOSE AND
MEANING OF
POLITICAL
CARTOONS
http://www.readw
ritethink.org/lesso
ns/lesson_view.asp
?id=794
Students will
Develop
critical
question
to explore
the
artistic
technique
s used in
political
cartoons
and how
these
technique
s impact a
cartoon's
message
Evaluate
an author
or artist's
meaning
by
TASK ANALYSIS – ENGLISH I 2009
identifying and analyzing elements of
expressive environment found in text in light of
purpose, audience, and context.
identifyin
g his or
her point
of view
Identify
and
explain
the
artistic
technique
s used in
political
cartoons
Analyze
political
cartoons
by using
the
artistic
technique
s and
evidence
from the
cartoon to
support
their
interpreta
tions
TASK ANALYSIS – ENGLISH I 2009
GOAL 2
THE LEARNER
WILL EXPLAIN
MEANING,
DESCRIBE
PROCESSES, AND
ANSWER
RESEARCH
QUESTIONS TO
INFORM AN
AUDIENCE.
OBJECTIVE
2.01 Demonstrate the ability to read, listen to and
view a variety of increasingly complex print and nonprint informational texts appropriate to grade level
and course literary focus, by:
selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose.
identifying and analyzing text components
(such as organizational structures, story
elements, organizational features) and
evaluating their impact on the text.
providing textual evidence to support
understanding of and reader's response to
text.
demonstrating comprehension of main
idea and supporting details.
summarizing key events and/or points from
text.
making inferences, predicting, and drawing
conclusions based on text.
identifying and analyzing personal, social,
historical or cultural influences, contexts,
or biases.
making connections between works, self
and related topics.
analyzing and evaluating the effects of
author's craft and style.
analyzing and evaluating the connections
or relationships between and among ideas,
concepts, characters and/or experiences.
identifying and analyzing elements of
informational environment found in text in
light of purpose, audience, and context.
TASK ANALYSIS
Identify and analyze
personal bias
and/or influence in
informational
writing
Analyze the effect
of the author’s style
on informational
writing
Explain the main
idea in expressive
writing through the
use of textual
evidence
Differentiate
between the main
idea and supporting
details in
informational
writing
Analyze the
similarities and
differences between
an article and an
editorial
Evaluate the impact
of the author’s style
on the reader
VOCABULARY
Purpose
Genre
Textual Evidence
Main Idea
Supporting Details
Summarize
Inferences
Predictions
Social Context
Historical Context
Cultural Context
Bias
Contemporary
Issues
Analyze
Evaluate
Author’s Style
Recognize
Purpose
Context
Audience
Examine
Essay
Article
Editorial
Expository
ASSESSMENTS
QUESTION STEMS
Which of the
following
statements is the
best summary of
this passage?
What is
paragraph ____
mostly about?
Which statement
best supports the
main idea of
paragraph ____?
The ___
paragraph is best
summarized in
which of the
following
statements?
What is the main
idea of this
passage?
TASK ANALYSIS – ENGLISH I 2009
GOAL 2
THE LEARNER
WILL EXPLAIN
MEANING,
DESCRIBE
PROCESSES, AND
ANSWER
RESEARCH
QUESTIONS TO
INFORM AN
AUDIENCE.
OBJECTIVE
2.02 Explain commonly used
terms and concepts by:
clearly stating the
subject to be defined.
classifying the terms
and identifying
distinguishing
characteristics.
organizing ideas and
details effectively.
using description,
comparison, figurative
language, and other
appropriate strategies
purposefully to
elaborate ideas.
demonstrating a clear
sense of audience and
purpose.
TASK ANALYSIS
Critique written works
that define or classify a
subject for effective
writing strategies
Generate a thesis
statement that clearly
states the subject of the
work
Critique the effectiveness
of writing strategies in
the learner’s own work
Attribute the
effectiveness of the
author’s style to his
purpose and audience
Write a paper of
definition that classifies a
term or idea and
distinguishes its
characteristics from
similar items
Classify a term or an idea
by explaining what it is
not
Classify a term or an idea
by comparing it to other
items
Write a definition paper
designed for a specific
audience and critique the
style for effectiveness
VOCABULARY
Informational
texts
Definition
Paper
Descriptions
Comparison
Figurative
language
Elaborate
Supporting
details
Main ideas
Thesis
Statement
Clarity
Classify
Audience
Rhetorical
Device
Contrast
Differentiate
Jargon
Perspective
Purpose
ASSESSMENTS
QUESTION STEMS
Which of the following
sentences gives the most
vivid description of the
photo above?
What is the most effective
way to improve the
organization of this
passage?
What is the overall purpose
of this ______ (piece of
writing)?
Which of the following words is an
adjective that can be used to make a
sentence more descriptive?
A. Plumage
B. Naturalize
C. Sanctuary
D. meager
TASK ANALYSIS – ENGLISH I 2009
Which of the following sentences
uses adjectives correctly?
According to the 2007 Legatum
Prosperity Index, the United States is
one of the most countries
prosperous in the world.
A. The gaudy room had red
and orange streamers
strewn about the ceiling
and tattered garments
hanging on the walls.
B. There has been a boom in
construction recently with
condominiums and houses
new popping up
everywhere in the area.
C. Henrietta's jovial brought
joy and cheerful to all of the
sad and lonely residents at
the retirement home.
http://www.learnnc.org/lp/pages
/2915
“Definition Through Graphic
Organizer”
http://www.readwritethink.org/l
essons/lesson_view.asp?id=785
TASK ANALYSIS – ENGLISH I 2009
“Defining Literacy in a Digital
World”
TASK ANALYSIS – ENGLISH I 2009
GOAL 2
THE LEARNER WILL
EXPLAIN MEANING,
DESCRIBE
PROCESSES, AND
ANSWER RESEARCH
QUESTIONS TO
INFORM AN
AUDIENCE.
OBJECTIVE
2.03 Instruct an audience in how to perform
specific operations or procedures by:
considering the audience's degree of
knowledge or understanding.
providing complete and accurate
information.
using visuals and media to make
presentations/products effective.
using layout and design elements to
enhance presentation/product.
TASK ANALYSIS
Generate a paper that
explains procedure or
order of operations for a
task
Critique various texts
that explain procedures
or order of operations
for a task (manuals,
directions, recipes,…)
Attribute the audience’s
background knowledge
to the style and level of
detail in the text
Critique visual elements
and design elements for
appropriateness and
effectiveness in
enhancing the text
Assess design elements
and select elements that
will enhance the
effectiveness of texts
Organize steps into an
order that clearly and
accurately explains steps
so that the audience can
complete tasks
VOCABULARY
Assess
Effective
Layout
Design Elements
Visual Effect
Presentation
Background
Knowledge
Organization
Procedure
Specific
Summarize
Implement
Enhance
Chronological
Order
Order of
Operation
ASSESSMENTS
TASK ANALYSIS – ENGLISH I 2009
GOAL 2
THE LEARNER WILL
EXPLAIN MEANING,
DESCRIBE PROCESSES,
AND ANSWER
RESEARCH QUESTIONS
TO INFORM AN
AUDIENCE.
OBJECTIVE
2.04 Form and refine a question for
investigation, using a topic of personal
choice, and answer that question by:
deciding upon and using
appropriate methods such as
interviews with experts,
observations, finding print and
non-print sources, and using
interactive technology or media.
prioritizing and organizing the
information.
incorporating effective media
and technology to inform or
explain.
reporting (in written and/or
presentational form) the research
in an appropriate form for a
specified audience.
TASK ANALYSIS
Recognize research-based test
based on style source material
by effectiveness and importance
Document research using
established procedures
Generate a thesis statement
that clearly states the subject of
the paper
Critique research-based texts for
effective writing strategies
Infer the audience of the text
based on the writer’s style and
the paper’s subject
Plan and organize an interview
with a first-person source using
effective interview techniques
Analyze the questions and
questioning style of interviews
for effectives in various forms of
media
Critique sources for effective
and accuracy
Incorporate research into text in
order to enhance clarity and
effectiveness
Produce a visual representation
based on research-based text
Attribute style, tone, and
sources to subject matter,
purpose, and audience
VOCABULARY
Interview
Investigation
Prioritize
Media sources
First-person
Account
Reliability
Format
Cover Page
Outline
Incorporate
Analyze
Inference
Thesis
Statement
Conclusion
Scholarly/Acade
mic Article
Documentation
Works Cited
Page
Logical
Structure
ASSESSMENTS
http://www.learnnc.org/lp/
pages/3465
“Making a Video Critique of
an Information Source”
http://www.learnnc.org/lp/
pages/3537
“That Was Then, This is
Now” (Research Careers)
TASK ANALYSIS – ENGLISH I 2009
GOAL 3 - THE LEARNER WILL EXAMINE ARGUMENTATION AND DEVELOP INFORMED OPINIONS.
OBJECTIVE
3.01 Study argument by:
examining relevant
reasons and evidence.
noting the progression of
ideas that substantiate the
proposal.
analyzing style, tone, and
use of language for a
particular effect.
identifying and analyzing
personal, social, historical,
or cultural influences
contexts, or biases.
identifying and analyzing
rhetorical strategies that
support proposals.
TASK ANALYSIS
Identify types of appeals
(ethos, logos, pathos)
and rhetorical strategies
Recall organizational
structure: order of
importance
Summarize author’s
proposal and support
Analyze author’s
organizational structure
Classify author’s support
according to appeals
used
Analyze author’s use of
rhetorical strategies
Recall style and tone
Analyze author’s style
and tone
Critique author’s use of
organizational structures,
appeals, rhetorical
strategies, and style
according to how they
enrich the author’s
proposal
VOCABULARY
Logic
Cause and
Effect
Persuasive
Style
Tone
Rhetorical
Strategies
Organizational
Structures
Persuasive
Appeals
RESOURCES
Interactive Quiz
identifying types of
persuasive appeals
(emotional, logical,
or personal)
http://www.io.com
/~hcexres/power_t
ools/cgibin/exerxx.cgi?fra
meset=on&exertitl
e=Persuasive%20A
ppeals&exertext=/
home/h/hcexres/p
ublicweb/power_tools/
persuasion/identif
y_appeals.txt
ASSESSMENTS
QUESTION STEMS
The mood of this
passage is best
described as_____
Based on the mood
of this excerpt,
what type of story
should the reader
expect?
TASK ANALYSIS – ENGLISH I 2009
GOAL 3 - THE LEARNER WILL EXAMINE ARGUMENTATION AND DEVELOP INFORMED OPINIONS.
OBJECTIVE
TASK ANALYSIS
VOCABULARY
RESOURCES
3.02 Express an
informed opinion
that:
states clearly a
personal view.
is logical and
coherent.
engages the reader's
interest or curiosity.
Explain what makes an
informed opinion
Distinguish between
personal opinion and fact
Differentiate between an
informed and uninformed
opinion
State personal view on
chosen topic
Identify the audience
Explain how the audience
will affect the content of
proposal
Conduct preliminary
research
Revise/recreate personal
opinion
Apply standards for an
informed opinion in order
to explain how personal
opinion is informed
Compare /
Contrast
Clear
Opinion
Fact
Coherence
Audience
Informed
Lesson plan on making
informed opinions
http://www.pbs.org/now
/classroom/lessonplan07.html
Various presentations on
distinguishing fact from
opinion at various levels
of difficulty
http://languagearts.pppst
.com/fact-opinion.html
ASSESSMENTS
QUESTION STEMS
Which of these phrases
from the selection is an
example of the author’s
bias?
What could the author of
this review add in order
to strengthen it?
http:///readwritethink.org/lessons
/lesson_view.asp?id=312
“Persuasive Writing to Promote
Summer Reading”
http://www.readwritethink.org/le
ssons/lesson_view.asp?id=945
“Communicating on Local Issues”
http://www.readwritethink.org/le
ssons/lesson_view.asp?id=213
“Critical Reading: Two Stories, Two
Authors, Same Plot”
http://www.readwritethink.org/le
ssons/lesson_view.asp?id=785
“Identifying and Understanding
the Fallacies Used in Advertising”
TASK ANALYSIS – ENGLISH I 2009
http://www.edsitement.neh.gov/v
iew_lesson_plan.asp?id=263
TASK ANALYSIS – ENGLISH I 2009
GOAL 3 THE LEARNER WILL EXAMINE ARGUMENTATION AND DEVELOP INFORMED OPINIONS.
OBJECTIVE
TASK ANALYSIS
VOCABULARY
RESOURCES
3.03 Support that informed
opinion by:
providing relevant and
convincing reasons.
using various types of
evidence, such as
experience or facts.
using appropriate and
effective language,
reasons, and
organizational structure
for the audience and
purpose.
demonstrating awareness
of the possible questions,
concerns, or
counterarguments of the
audience.
Recall ways authors
support proposals
(appeals, rhetorical
strategies, etc)
Plan relevant reasons to
support own proposal
Organize relevant
reasons to support own
proposal
Infer and explain
potential objections
from audience
Implement response to
objections into proposal
Produce draft of
proposals
Critique student drafts
for appeals and
rhetorical strategies
Relevant
Word choice
Sentence
structure
Selection of
detail
Chronological
Counter
argument
rhetoric
Lesson plan on using
support to uphold an
argument about school
dress code
http://teachingtoday.glen
coe.com/lessonplans/arg
ument
ASSESSMENTS
QUESTION STEMS
Which of the following
rewrites provides
appropriate supportive
details for this
paragraph?
Which of the following
changes would improve
the organization of the
given selection?
Which sentence could be
added to the end of
paragraph 4 to best
support the information
in that paragraph?
TASK ANALYSIS – ENGLISH I 2009
GOAL 3 THE LEARNER WILL EXAMINE ARGUMENTATION AND DEVELOP INFORMED OPINIONS.
OBJECTIVE
TASK ANALYSIS
VOCABULARY
3.04 Demonstrate the ability to read, listen to
and view a variety of increasingly complex print
and non-print argumentative texts appropriate
to grade level and course literary focus, by:
selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose.
identifying and analyzing text components (such
as organizational structures, story elements,
organizational features) and evaluating their
impact on the text.
providing textual evidence to support
understanding of and reader's response to text.
demonstrating comprehension of main idea and
supporting details.
summarizing key events and/or points from
text.
making inferences, predicting, and drawing
conclusions based on text.
identifying and analyzing personal, social,
historical or cultural influences, contexts, or
biases.
making connections between works, self and
related topics.
analyzing and evaluating the effects of author's
craft and style.
analyzing and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
identifying and analyzing elements of
argumentative environment found in text in
Identify and analyze
personal bias and/or
influence in
argumentative writing
Analyze the effect of the
author’s style on
argumentative writing
Explain the main idea in
argumentative writing
through the use of
textual evidence
Create a reader
response journal
focusing on the social,
historical, and cultural
bias in various examples
of argumentative writing
Differential between the
main idea and
supporting details in
argumentative writing
Evaluate the impact of
the author’s use of
rhetorical devices on the
reader
Identify and analyze the
effect of various
rhetorical strategies on
the author’s purpose
Critique an author’s use
of supporting evidence
in argumentative writing
Purpose
Genre
Textual
Evidence
Main Idea
Supporting
Details
Summarize
Inferences
Predictions
Social Context
Historical
Context
Cultural
Context
Bias
Contemporary
Issues
Analyze
Evaluate
Author’s Style
Recognize
Purpose
Context
Audience
Examine
Essay
Article
Editorial
Expository
Persuasion
RESOURCES
Lesson plan on
evaluating WWII
posters for
propaganda and
persuasion
http://www.read
writethink.org/le
ssons/lesson_vie
w.asp?id=829
ASSESSMENTS
http://www.dpi.state.nc.
us/docs/accountability/te
sting/eoc/English1/20080
225eng1litg4.pdf
TASK ANALYSIS – ENGLISH I 2009
light of purpose, audience, and context.
Argumentation
TASK ANALYSIS – ENGLISH I 2009
GOAL 4
THE LEARNER WILL
CREATE AND USE
STANDARDS TO
CRITIQUE
COMMUNICATION.
OBJECTIVE
4.01 Evaluate the effectiveness of
communication by:
examining the use of strategies in a
presentation/product.
applying a set of predetermined
standards.
creating an additional set of standards
and applying them to the
presentation/product.
comparing effective strategies used in
different presentations/products.
TASK ANALYSIS
Identify standards to
evaluate communication
Apply standards to
evaluate and compare
presentations/writing,
etc.
Identify what makes a
good presentation,
writing, etc
Create own set of
standards to evaluate
presentation, writing,
etc.
Apply own set of
standards to evaluate
presentation, writing,
etc.
VOCABULARY
Rubric
Critique
Propaganda
ASSESSMENTS
TASK ANALYSIS – ENGLISH I 2009
GOAL 4 - THE LEARNER WILL CREATE AND USE STANDARDS TO CRITIQUE COMMUNICATION.
OBJECTIVE
TASK ANALYSIS
VOCABULARY
RESOURCES
4.02 Read and critique various
genres by:
using preparation,
engagement, and
reflection strategies
appropriate for the
text.
identifying and using
standards to evaluate
aspects of the work or
the work as a whole.
judging the impact of
different stylistic and
literary devices on the
work.
Evaluate a text’s relevance to
its genre (consider historical
background, current events,
comparable works,…)
Create an evaluation tool that
is appropriate for various
genre and style types
Critique the effectiveness of
the presentation style of the
work
Generate a reflective piece
that evaluates the
effectiveness of two different
types of text and compares
effective stylistic devices
within them
Attribute a work’s popularity,
or timeless quality, to the
stylistic devices used, the
historical/cultural relevance,
and clarity of the author’s
voice and purpose
Compare critiques by peers
with the learner’s own
critique to assess common
themes and observations and
noting differences
Thesis
Summary
Cognitive
Text
References
Revise
Figurative
Point of View
Sentence style
Word-Choice
Lesson plan on getting
students to critique
directorial choices in a
film
http://www.readwritet
hink.org/lessons/lesson
_view.asp?id=863
Lesson plans on writing
a review
http://www.readwritet
hink.org/lessons/lesson
_view.asp?id=876
ASSESSMENTS
http://www.dpi.state.nc.us/
docs/accountability/testing/
eoc/English1/20080125eng1l
itg3.pdf
TASK ANALYSIS – ENGLISH I 2009
GOAL 4
THE LEARNER WILL
CREATE AND USE
STANDARDS TO
CRITIQUE
COMMUNICATION.
OBJECTIVE
4.03 Demonstrate the ability to read, listen to and view a
variety of increasingly complex print and non-print
critical texts appropriate to grade level and course
literary focus, by:
selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose.
identifying and analyzing text components (such
as organizational structures, story elements,
organizational features) and evaluating their
impact on the text.
providing textual evidence to support
understanding of and reader's response to text.
demonstrating comprehension of main idea and
supporting details.
summarizing key events and/or points from
text.
making inferences, predicting, and drawing
conclusions based on text.
identifying and analyzing personal, social,
historical or cultural influences, contexts, or
biases.
making connections between works, self and
related topics.
analyzing and evaluating the effects of author's
craft and style.
analyzing and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
identifying and analyzing elements of critical
environment found in text in light of purpose,
audience, and context.
TASK ANALYSIS
Identify and
analyze personal
bias and/or
influence in
critical writing
Analyze the effect
of the author’s
style on critical
writing
Explain the main
idea in
argumentative
writing through
the use of textual
evidence
Differential
between the main
idea and
supporting details
in argumentative
writing
Critique an
author’s use of
supporting
evidence in
critical writing
Evaluate the
impact of the
author’s style on
the reader
VOCABULARY
Purpose
Genre
Textual
Evidence
Main Idea
Supporting
Details
Summarize
Inferences
Predictions
Social Context
Historical
Context
Cultural
Context
Bias
Contemporary
Issues
Analyze
Evaluate
Author’s Style
Recognize
Purpose
Context
Audience
Examine
Essay
Article
Editorial
Expository
Persuasion
Argumentation
ASSESSMENTS
http://www.dpi.state.nc.us/
docs/accountability/testing
/eoc/sampleitems/Eng%20I
/20080312eng1lit5.pdf
TASK ANALYSIS – ENGLISH I 2009
GOAL 5
THE LEARNER
WILL
DEMONSTRA
TE
UNDERSTAN
DING OF
VARIOUS
LITERARY
GENRES,
CONCEPTS,
ELEMENTS,
AND TERMS.
OBJECTIVE
5.01 Read and analyze various literary works by:
using effective reading strategies for
preparation, engagement, and reflection.
recognizing and analyzing the
characteristics of literary genres, including
fiction (e.g., myths, legends, short stories,
and novels), nonfiction (e.g., essays,
biographies, autobiographies, and
historical documents), poetry (e.g., epics,
sonnets, lyric poetry, ballads) and drama
(e.g., tragedy, comedy).
interpreting literary devices such as
allusion, symbolism, figurative language,
flashback, dramatic irony, dialogue,
diction, and imagery.
understanding the importance of tone,
mood, diction, and style.
explaining and interpreting archetypal
characters, themes, settings.
explaining how point of view is developed
and its effect on literary texts.
determining a character's traits from
his/her actions, speech, appearance, or
what others say about him or her.
explaining how the writer creates
character, setting, motif, theme, and other
elements.
making thematic connections among
literary texts and media and contemporary
issues.
understanding the importance of cultural
and historical impact on literary texts.
TASK ANALYSIS
Create predictions for a given work
based on title, introduction, bold
face, footnotes, etc.
Classify the genre of teacher selected
literature based on previously
defined elements of fiction, nonfiction, poetry, and drama.
Recognize the existence of literary
devices in teacher-selected works of
literature and relate these in speech
and writing to the overall meaning.
Recognize the existence and
implications of stylistic features, such
as tone, mood, and diction, and their
relation to meaning.
Compare and contrast varying forms
of tone, mood, style, and diction in
selected teacher works.
Identify point of view development
within teacher-selected literary
works. Explain how this relates to
the plot and theme of the literary
work. Explain the use of specific
point of view based upon genre.
Analyze character development in a
teacher-selected literary work based
upon actions, speech, appearance, or
what others say about him or her.
Analyze the craft of a writer and how
he creates character, setting, motif,
theme, etc.
Consider contemporary issues and
realize the underlying meaning of
VOCABULARY
Tone/Mood
Style
Diction
Genre
Point of View
Characterization
Literary Devices
Character
Setting
Motif
Theme
Meaning
Fiction
Myths
Nonfiction
Poetry
Epic
Lyric Poetry
Sonnet
Ballad
Dialogue
Imagery
Drama
Tragedy
Comedy
Allusion
Symbolism
Flashback
Dramatic Irony
Situational Irony
Verbal Irony
Diction
ASSESSMENTS
http://www.dpi.state.nc.us/
docs/accountability/testing
/eoc/English1/Samples/Text
ualAnalysis/spr2004_EngI_T
extAnalSet4_OnlyInPeaceCo
rps_TestID1655.pdf
http://www.dpi.state.nc.us/
docs/accountability/testing
/eoc/English1/20080222en
g1lit.pdf
http://www.dpi.state.nc.us/
docs/accountability/testing
/eoc/English1/20080125en
g1litg2.pdf
TASK ANALYSIS – ENGLISH I 2009
producing creative responses that follow
the conventions of a specific genre and
using appropriate literary devices for that
genre.
these issues through speech and
writing. Relate this to themes in
teacher-selected pieces of literature.
Study the culture and history
surrounding literary text. Examine
the importance of this in relation to
the purpose and meaning of a
literary work.
Create multiple original and creative
pieces of literature that use specific
elements and devices that are
appropriate to the genre.
Archetypal
Characters
TASK ANALYSIS – ENGLISH I 2009
GOAL 5
THE LEARNER WILL
DEMONSTRATE
UNDERSTANDING
OF VARIOUS
LITERARY GENRES,
CONCEPTS,
ELEMENTS, AND
TERMS.
OBJECTIVE
5.02 Demonstrating increasing
comprehension and ability to
respond personally to texts by
selecting and exploring a wide range
of genres.
TASK ANALYSIS
The student will read a wide
variety of literature, including
multiple genres.
The student will respond
personally to texts through
speech and writing.
VOCABULARY
Genre
Response
ASSESSMENTS
TASK ANALYSIS – ENGLISH I 2009
GOAL 5
THE LEARNER
WILL
DEMONSTRATE
UNDERSTANDIN
G OF VARIOUS
LITERARY
GENRES,
CONCEPTS,
ELEMENTS, AND
TERMS.
OBJECTIVE
5.03 Demonstrate the ability to read, listen to and view a
variety of increasingly complex print and non-print
literary texts appropriate to grade level and course
literary focus, by:
selecting, monitoring, and modifying as
necessary reading strategies appropriate to
readers' purpose.
identifying and analyzing text components (such
as organizational structures, story elements,
organizational features) and evaluating their
impact on the text.
providing textual evidence to support
understanding of and reader's response to text.
demonstrating comprehension of main idea and
supporting details.
summarizing key events and/or points from
text.
making inferences, predicting, and drawing
conclusions based on text.
identifying and analyzing personal, social,
historical or cultural influences, contexts, or
biases.
making connections between works, self and
related topics.
analyzing and evaluating the effects of author's
craft and style.
analyzing and evaluating the connections or
relationships between and among ideas,
concepts, characters and/or experiences.
identifying and analyzing elements of literary
environment found in text in light of purpose,
audience, and context.
TASK ANALYSIS
Identify and
analyze personal
bias and/or
influence in literary
writing
Analyze the effect
of the author’s
style on literary
writing
Explain the main
idea in literary
writing through
the use of textual
evidence
Differential
between the main
idea and
supporting details
in literary writing
Evaluate the
impact of the
author’s use of
figurative language
on the reader
Analyze the
autobiographical
influence on a
literary work
VOCABULARY
Purpose
Genre
Textual
Evidence
Main Idea
Supporting
Details
Summarize
Inferences
Predictions
Social Context
Historical
Context
Cultural
Context
Bias
Contemporary
Issues
Author’s Style
Context
ASSESSMENTS
http://www.dpi.state.nc.u
s/docs/accountability/testi
ng/eoc/English1/20080222
eng1lit.pdf
TASK ANALYSIS – ENGLISH I 2009
GOAL 6
THE LEARNER
WILL APPLY
CONVENTIONS
OF GRAMMAR
AND
LANGUAGE
USAGE.
OBJECTIVE
6.01 Demonstrate an
understanding of conventional
written and spoken expression
that:
uses varying sentence
types (e.g., simple,
compound, complex,
compound-complex)
purposefully, correctly,
and for specific effect.
selects verb tense to
show an appropriate
sense of time.
applies parts of speech to
clarify and edit language.
addresses clarity and
style through such
strategies as parallelism;
appropriate coordination
and subordination;
variety and details;
appropriate and exact
words; and conciseness.
analyzes the place and
role of dialects and
standard/nonstandard
English.
uses vocabulary
strategies such as roots
and affixes, word maps,
and context clues to
discern the meanings of
TASK ANALYSIS
Identify four types of sentence
structure
Explain effects obtained by each type
of sentence
Create own sentences of each type
Identify parts of speech, subject/verb
agreement, pronoun/antecedent
agreement, and parallel structure
Apply knowledge of parts of speech,
subject/verb agreement,
pronoun/antecedent agreement, and
parallel structure to edit
Recall conciseness and clarity
Examine conciseness and clarity in
sentence structure
Create combined sentences that are
concise and clear
Identify strategies to understand
unfamiliar words
Apply strategies to understand
unfamiliar words
Recognize verb tenses
Explain importance of verb tense
consistency
Differentiate between passages that
use verb tenses consistently versus
inconsistently
Check/edit student drafts for verb
tense consistency
VOCABULARY
Dependent
Subordinate
Independent
Compound
Complex
Compound-Complex
Simple
Semicolon
Coordinating/subordin
ating conjunctions
Parallelism
Antecedent
Tense
Fragment
Run-on
Comma-splice
Cohesion
Conciseness
Clarity
Dialect
Standard/
Nonstandard
Roots
Affixes/suffixes/prefix
es
Style
Conventions
Usage
Effect
Edit
Revise
Clause
ASSESSMENTS
http://www.dpi.state.nc.us/doc
s/accountability/testing/eoc/En
glish1/Samples/Composition/spr
2004_EngI_CombinedDoc_Com
pSet1_TestID1553.pdf
http://www.dpi.state.nc.us/doc
s/accountability/testing/eoc/En
glish1/Samples/Composition/spr
2004_EngI_CombinedDoc_Com
pSet2_TestID1665.pdf
http://www.dpi.state.nc.us/doc
s/accountability/testing/eoc/sa
mpleitems/Eng%20I/20080109e
ng1compg1.pdf
http://www.learnnc.org/lp/page
s/3148
“Sentence Combining and
Decombining”
TASK ANALYSIS – ENGLISH I 2009
words.
Phrase
Context Clues
What is the best way to rewrite
the following sentences to make
one compound-complex
sentence?
A. Katie then kept mowing
down the opposition.
When the last batter
was fanned, the crowd
erupted.
B. Katie then kept mowing
down the opposition,
and when the last
batter was fanned, the
crowd erupted.
C. Katie then kept mowing
down the opposition—
when the last batter
was fanned, and the
crowd erupted.
D. Katie then kept mowing
down the opposition,
when the last batter
was fanned, the crowd
erupted.
E. Katie then kept mowing
down the opposition;
and when the last
batter was fanned, the
crowd erupted.
TASK ANALYSIS – ENGLISH I 2009
Which sentence has correct
parallelism?
A. I spent my afternoon
reading, writing, and
jogging.
B. I spent my afternoon
reading, did some
writing, and jogging.
C. I spent my afternoon
reading, writing, and I
went jogging.
D. I spent my afternoon
reading, I wrote, and
jogging.
The fire alarm went off ______
Joey accidentally pulled it down.
Which word is the best choice
for the subordinating clause?
A. during
B. then
C. when
D. but
TASK ANALYSIS – ENGLISH I 2009
GOAL 6
THE LEARNER
WILL APPLY
CONVENTIONS
OF GRAMMAR
AND LANGUAGE
USAGE.
OBJECTIVE
6.02 Discern and correct
errors in spoken and
written English by:
avoiding
fragments, runons, and comma
splices.
selecting correct
subject-verb
agreement,
consistent verb
tense, and
appropriate
verbs.
using and
placing
modifiers
correctly.
editing for
spelling and
mechanics
(punctuation
and
capitalization).
TASK ANALYSIS
Identify fragments, runons, and comma splices
Apply knowledge of
fragments, run-ons, and
comma splices to edit
student drafts
Create own writing free
from fragments, run-ons,
and comma splices
Correct subject-verb
agreement errors
Create own writing that
uses consistent verb tense
Place modifiers correctly
Use correct punctuation,
spelling, and capitalization
in writing
Check drafts to correct
punctuation, spelling, and
capitalization
VOCABULARY
Fragments
Run-ons
Comma Splices
Subject-Verb
Agreement
Verb Tense
Modifiers
Correct
punctuation
Spelling
capitalization
ASSESSMENTS
http://www.dpi.state.nc.us/docs/accountability/tes
ting/eoc/English1/Samples/Composition/spr2004_E
ngI_CombinedDoc_CompSet1_TestID1553.pdf
http://www.dpi.state.nc.us/docs/accountability/tes
ting/eoc/English1/Samples/Composition/spr2004_E
ngI_CombinedDoc_CompSet2_TestID1665.pdf
http://www.dpi.state.nc.us/docs/accountability/tes
ting/eoc/English1/Samples/Composition/spr2004_E
ngI_CombinedDoc_CompSet4_TestID1667.pdf
http://www.dpi.state.nc.us/docs/accountability/tes
ting/eoc/sampleitems/Eng%20I/20080109eng1com
pg1.pdf
Which of the following is a run-on?
A. I was recently in your Home Supply Store
in Appleton, and I purchased a Neat ‘n’
Clean hanvacuum.
B. (7) I wrapped it, a week later on December
15th, being that I purchased this on
December 8th, I gave it to her for her 40th
birthday.
C. (11) She even called her sister,bragging
about what she got.
D. (18) My dad got out his tools, took it apart
and worked on it, but still once it was put
back together it did not work properly.
Which of the following is a fragment?
A. (3) Love has a lot of meaning behind it.
TASK ANALYSIS – ENGLISH I 2009
B. (9) Like what Anna Deavere said, “The
heart has a memory just as the mind
does.”
C. (15) Each verb is unique in its own way.
D. (18) Using the exact verb in a sentence will
make it come alive.
English I Pacing Guide
Tests
Study Island Pre.
Bench Mark 1
Bench Mark 2
SI Post
TASK ANALYSIS – ENGLISH I 2009
Weeks
O
N
G
O
I
N
G
1
2
3
4
5
6
7
8
Goal 5: Narrative Fiction
Goal 6: Conventions
Focus - sentence structure / paragraph /
essay
Goal 5: Non Fiction
Goal 6: Conventions
Focus – sentence structure /
paragraph / essay
Focus: Goal 1 / Expressive
Personal narrative writing
Paragraph writing
Essays
Journal
Reader response
Definition
Focus: Goal 2 / Informative
Research-based informative writing
Speech
Report
Research paper
Pamphlet
9
10
11
12
13
14
Goal 5: Poetry
Goal 6: Usage
Subject / verb agreement, pro-noun
/ antecedent agreement,
punctuation, capitalization
Focus: Goal 3 / argumentative
Persuasive writing
15
16
17
18
Goal 5: Drama
Goal 6: Usage
Subject / verb agreement, pro-noun /
antecedent agreement, punctuation,
capitalization
Focus: Goal 4 / critical
Critical writing
Definition writing
Cause and Effect / Problem / Solution Writing
Teaching English/language arts produces a fabric of interwoven goals, objectives, and tasks. Thematic organization of instruction, integrating all genres of literature and writing into units based on ideas such as
freedom or honesty, is the loom on which that fabric is produced and is strongly recommended as an organizational paradigm for instruction.
For the purpose of formative assessment, we recommend the following priorities:
Emphasize:
First 9 weeks
second 9 weeks
goals 1 and 2
goals 3 and 4
Narrative fiction
poetry
Non-fiction
Sentence structure
drama
agreement.
Reading comprehension, spelling, capitalization, and punctuation should be taught continuously.