Esperanza Academy Course Overviews 9-12 English Language Arts Course High School Literacy Latino and African-American Literature Genre Studies U.S. Literature British Literature ELA 9-12 Course Overviews Pages 2-20 21-38 39-58 59-73 74-89 1 High School Literacy Course Overview Course Description: High School Literacy is a reading intensive course designed to raise student reading abilities to the high school level. The course is divided into a two semesters, with the hope that most students will be able to enter into the regular ELA curriculum after completing one semester of the course. While the brunt of the course is on reading, using the “Seven Habits of a Good Reader,” the course also infuses writing skills, introducing students to the main writing standards of reflection, persuasion, response to literature, and narrative account. This course is also designed with the expectation that the students will be able to produce a five paragraph essay on a given topic by the end of the course. High School Literacy also has a grammar component that enforces basic rules of parts of speech and sentence structure to help students develop their writing skills. Major Texts in suggested order: • Parrot in the Oven by Victor Martinez • Novio Boy by Gary Soto • To Kill a Mockingbird by Harper Lee • Feed by M.T. Anderson • Into the Wild by Jon Krakauer • House on Mango Street by Sandra Cisneros Supplemental Materials: • Author biographies • Gary Soto Short Stories • Various sets of books (used for literature circles) • To Kill a Mockingbird movie • Crooklyn (movie, to be used with House on Mango Street) • Teacher and Student Guides for House on Mango Street and To Kill a Mockingbird ELA 9-12 Course Overviews 2 • Into the Wild movie Major Assessments: • 4 major exams throughout the semester, each including: • a reading assessment of an unseen text; • reading assessment based on prior class reading; • grammar assessment based on lessons taught; • an essay judged on taught writing standard element • Into The Wild Writing assignments: • Literary letter (Session 3, page 27 of curriculum binder) • Timeline Activity (create timeline of the plot in groups) • Feed Writing assignments • Persuasive/Response to Literature Essay on one of the following topics: - What is the “feed” in society today and how can it be resisted? - Discuss the negative effects technology can have on society. How can this be remedied? • To Kill a Mockingbird Writing assignments • Compare/Contrast between film and novel (to be completed at the end of the novel). • Reflection Essay: Discuss a time when the student had to take a side in a difficult issue. Novio Boy Writing assignments: • Play Writing (can be done in pairs or groups; teach students proper use of scene directions and playwriting devices; ongoing project to be done while reading the play. Students should identify theme, setting, character descriptions, and plot line.) • Advice Paper: Write advice to a character in the play. (Can be done in the beginning of the reading) Parrot in the Oven Writing assignment: • Reflective essay: how does social class play a role in the book? • • ELA 9-12 Course Overviews 3 • House on Mango Street Writing assignments: • Name Analysis :In Romeo and Juliet, Shakespeare says, "What's in a name? That which we call a rose by any other word would smell as sweet." What is truly in a name? This essay has four parts, and should be written after reading “My Name” chapter. 1. What does the line from Shakespeare mean? 2. What is the meaning of your name? 3. Does your name define you, or would you still be the person you are with any other name? 4. If you could choose another name for yourself, what would it be, and why? • Memoir Project (Final Project after reading novel) Performance Standards Addressed: • E1a: Reads 25 Books • Students work on this standard by reading 6 texts in the class over the year and 4 selected outside reading books. • E1b: Reading Comprehension within Genres • Students work on mastery of this standard during the semester by: • Making and supporting warranted and responsible assertions about the text; • Supporting assertions with elaborated and convincing evidence; • Drawing the texts together to compare and contrast themes, characters, and ideas; • Making well-developed connections • E2b: Response to Literature Essay Writing • Includes an engaging beginning • Advances a judgment • Supports judgment with references to the text(s) • Demonstrates understanding of the literature in study • Anticipates and answers a reader’s questions • Recognizes possible ambiguities in literature • Provides a sense of closure ELA 9-12 Course Overviews 4 • E2c: Narrative Account • Includes an engaging beginning • Establishes a situation, plot, point of view, setting and conflict • Creates an organizing structure • Includes sensory details and concrete language • Excludes extraneous details • Develops complex characters • Uses a range of appropriate strategies such as dialogue, tension or suspense, naming, pacing, and specific narrative action • Provides a sense of closure • E2e Persuasive Essay • Includes an engaging beginning • Develops a controlling idea and makes a clear judgment • Creates an appropriate organizing structure • Includes appropriate information and arguments • Excludes information and arguments that are irrelevant • Anticipates and addresses reader concerns and counter-arguments • Supports arguments with detailed evidence, citing sources of information as appropriate • Uses a range of strategies to elaborate and persuade, such as definitions, illustrations, examples from evidence, and anecdotes • Provides a sense of closure • E2f Reflective Essay • Includes an engaging beginning • Analyzes a condition or situation of significance • Develops a commonplace, concrete occasion as the basis for the reflection • Creates an appropriate organizing structure ELA 9-12 Course Overviews 5 • • • • Uses a variety of writing strategies, such as concrete details, comparing and contrasting, naming, describing, and creating a scenario Provides a sense of closure E4a: Use of Grammar in Writing • Demonstrates an understanding of the rules of the English language • Demonstrates control of: • Grammar • Paragraph structure • Punctuation • Sentence construction • Spelling • Usage E4b: Revises Written Work • Adds or deletes details • Adds or deletes explanations • Clarifies difficult passages • Rearranges words, sentences, and paragraphs to improve clarity • Sharpens the focus • Reconsiders organizational structure • Rethinks and/or rewrites the piece in light of different audiences and purposes PA Standards Addressed: • 1.1.11 C Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. • 1.1.11 D Identify, describe, evaluate, and synthesize the essential ideas in text. • 1.1.11 E Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. • 1.1.11 G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text ELA 9-12 Course Overviews 6 • • • • • • • • • • • • • • • • • • • 1.1.11 H Demonstrates fluency and comprehension in reading. 1.2.11 C Produce work in at least one literary genre that follows the conventions of that genre. 1.3.11A Reads and understands works of literature. 1.3.11B Analyzes the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. 1.3.11C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices 1.3.11 E Analyze how a scriptwriter’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work. 1.4.11 A Write short stories and plays. 1.4.11 C Write persuasive pieces 1.5.11A Writes with a sharp, distinct focus 1.5.11B Writes using well-developed content appropriate for the topic. 1.5.11C Writes with controlled organization 1.5.11D Writes with a command of the stylistic aspects of composition. 1.5.11E Revises writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. 1.5.11F Edits writing using the conventions of language. 1.6.11 A Listen to others 1.6.11 B Listen to selections of literature. 1.6.11 C Speak using skills appropriate to formal speech situations 1.6.11D Contributes to discussions. 1.6.11E Participates in small and large group discussions and presentations. Resource List : (non-text books, magazines, websites) Gary Soto Websites: • Biographical information: http://www.garysoto.com/ • Many links to information about Soto: http://falcon.jmu.edu/~ramseyil/soto.htm • Lesson plans for Soto short stories: http://www.sdcoe.k12.ca.us/score/soto/sototg.html ELA 9-12 Course Overviews 7 • Novel Guide for Taking Sides: http://www.classzone.com/novelguides/litcons/taking/guide.cfm House on Mango Street Websites: • Great source for links to study guides and resources: http://www.masconomet.org/teachers/trevenen/mango.html • Detailed unit plan: http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=213&SSUID=200&SSTitle=American+Literature+ • Lesson ideas: http://teachers.henrico.k12.va.us/Specialist/franceslively/unitplans/mangostreet10.htm General Websites: • Good general literacy links: http://www.readwritethink.org • Very valuable website on many different topics: http://www.milforded.org/teachers_rooms/highschool/english.asp • Good general resources on teaching literature: http://www.learner.org/channel/libraries/makingmeaning/ • MLA citing: http://www.mla.org/ • Lessons on a multitude of topics, literature and grammar related: http://www.lessonplanspage.com/LAJH.htm • Lesson plan links: http://www.eduhound.com/lessonplan_links.cfm • Links for teachers: http://mciu.org/~spjvweb/tealinks.html • Good site for various topics, especially reading comprehension: http://www.internet4classrooms.com/skills_7th_lang.htm ELA 9-12 Course Overviews 8 Unit of Study Parrot in the Oven Unit 6 weeks Novio Boy Unit (read at home along with Parrot in the Oven) Major Concepts Covered Skills Mastered Student Products -Response to literature/ Reflection -Reading response journals -The 7 Habits of a Good Reader -Reading comprehension strategies -5 paragraph essay -Order of events within a story -The six elements of drama. -Understanding dialogue and stage directions. -Plot diagram/ development -Demonstration of improved fluency in reading and reading comprehension. -construct basic paragraphs for a 3 paragraph essay -Writing in play format (dialogue/stage directions) -Demonstration of improved fluency in reading and reading comprehension. -Elements of literature, esp. symbolism and theme -Racism in society -7 Habits Compare/contrast -Compare/contrast essay between the film and Outlining an argument book. -Reading response journals -Literature Circles -Graphic organizers -Value of language -Abuse of technology -propaganda -7 Habits -Active reading -Response to reading -Persuasive essay -Literature Circles -Graphic organizers -reading comprehension packets -Advice Paper -Play Writing project (final project of first semester) -Reading response journals 6 weeks To Kill a Mockingbird Unit 6 weeks Feed Effective Teaching Strategies -Literature Circles -Graphic organizers -chapter summary sheet 6 weeks ELA 9-12 Course Overviews -Persuasive response essay - Reading response journals -Reading response journals -Student read aloud (act out final scene) -Character, setting, and plot development before beginning play project. -Literature Circles -Act out final project -Graphic organizers 9 Into the Wild Unit -The 7 Habits of a Good Reader -Reading comprehension strategies -5 paragraph essay -Order of events within a story -Demonstration of improved fluency in reading and reading comprehension. -Construct a letter using the point of view of a character in the book -Literary letter (response to literature where students put themselves in the place of one of the characters) -Timeline project -Reading response journals -7 Habits -Characterization -Poetic prose -Close reading for symbolism and theme -Analysis of literary elements -Name analysis project -Memoir project (final project) -Reading response journals 6 weeks The House on Mango Street Unit 6 weeks ELA 9-12 Course Overviews -Student read aloud -Skeleton model for five- paragraph essay. -Completed model fiveparagraph essay. -Reading comprehension packets -Literature Circles -Graphic organizers -movie clips for some chapters -Literature Circles -Graphic organizers 10 Literary Letter Rubric Substandard Little Attempt Made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Contains all seven criteria Very little of the criteria are present All seven criteria are included All seven criteria are included, and work is outstanding Plot Summary (letter criteria #6 Prediction (letter criteria #7) Does not include a plot summary Only some of the criteria is present, and/or errors in letter format Includes a basic plot summary with limited effort Prediction is included, but is weak and underdeveloped Plot summary is detailed and accurate Sentence Structure Does not write in complete sentences Contains some errors in sentence structure Writes in complete sentences Grammar (E4a) More than 6 major grammar errors 3-5 major grammar errors 1-2 major grammar errors Plot summary is extremely detailed and well-developed Prediction shows high level of comprehension and thought Sentences are complete and welldeveloped. No errors Does not include a prediction Total Points Earned: ________/25 ELA 9-12 Course Overviews Prediction is detailed and plausible Comments x4 = _________100 Percentage: ______________ Letter Grade: ______________ 11 Persuasive/Response to Literature Essay Rubric Standard No attempt made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Opening sentence has some engaging qualities, but does not provide the reader with a clear idea of the topic. A topic and argument are chosen, but are not developed with enough detail Opening sentence is engaging and provides the reader with a clear idea of the topic Opening sentence is very engaging and provides a very clear idea of the topic. A topic and an argument are chosen and are developed A topic and an argument are chosen, and are very clear, well-supported, and highly developed Uses very weak references to the text for support. Uses some references to the text for support, but still lacks enough development Uses an adequate amount of references to the text as evidence to support argument Uses a large amount of references to the text and uses them to solidly support the argument Includes a lot of irrelevant information Includes some irrelevant information Includes very little irrelevant information Includes no irrelevant information Does not take into account any intended audience in writing Takes into account the intended audience, but still possesses some unclear ideas. Takes into account the intended audience in a way that makes writing clear and to the point. Takes into account the intended audience in way that the writing’s clarity is flawless. Closing paragraph introduces new ideas and/or does not restate the thesis; closing does not have a “clincher” last sentence. Essay has more than 7 mechanics errors Closing paragraph does not restate the main points of the essay enough; closing has somewhat of a “clincher” last sentence. Essay has 4-6 mechanics errors. Closing paragraph restates the main points of the essay and has a “clincher” last sentence. Closing sums up all main points very neatly and ends with a HUGE BANG!! Essay has 2-3 mechanics errors. Essay has NO mechanical errors. Engaging opening (E2b substandard 1) Opening sentence does not introduce the topic and does not engage the reader Chooses a topic and a solid argument (E2b substandard 2 and E2e, substandard 2) Uses references to the text to support argument (E2b substandard 3 and E2e, substandard 4)) Excludes information that is irrelevant (E2e, substandard 5) Writes with an intended audience in mind (E2b, substandard 5 and 6; E2e, substandard 6) Provides a sense of closure (E2b substandard 7) A clear topic is not chosen, nor a strong argument made. Mechanics (E4a) Total: ___________/35 ELA 9-12 Course Overviews x4= _______________/140 Percentage: _____________% COMMENTS Letter Grade: _______________ 12 Film and Novel Compare/Contrast Essay Substandard Engages the reader (E2b substandard 1) Develops a clear thesis (E2b, substandard 2) Organizing structure (PA 1.1.11C) Little Attempt Made (0-1) Makes little attempt to include an engaging first sentence Needs Remediation (2-3) First sentence is engaging, but does not relate well to the overall theme of the paper An opinion is almost evident, but is not fully supported Meets Standard (4) First sentence is engaging and introduces the overall theme of the paper Opinion is clear and supported Exceeds (5) First sentence is extremely engaging and introduces the topic smoothly Opinion is very clear and supported extensively Has very weak paragraph structure, if any Has some sense of a structure, but does not have clear paragraphs Has clear paragraphs, including an intro, body, and conclusion References to the text (and movie) (E2b, substandard 3) Comparison/ contrast (E1b, substandard 3) Very weak references to the text are made There are some weaknesses in references to the text References to the text support thesis Little effort is made to compare and contrast the two texts Comparison is evident, but not fully developed into three separate comparing points Comparison is clearly divided into three main comparison points Sense of closure (E2b, substandard 7) Closing paragraph introduces new ideas and/or does not restate the main idea of the introduction; closing does not have a clincher. More than 6 major grammar errors Closing paragraph does not restate the main points of the essay enough; closing could have more of a clincher ending. 3-5 major grammar errors Closing paragraph restates the main points of the essay and has a clincher last sentence. 1-2 major grammar errors Paragraph structure is perfect with special attention to transitions between paragraphs References to the text support the opinion and go above and beyond the expectations of the assignment. Comparison is very welldeveloped and goes above and beyond the expectations of the assignment. Closure has a great “BANG” Grammar (E4a) No clear opinion is evident Total Points Earned: ________/35 ELA 9-12 Course Overviews x4 = ____________140 Grade and Comments No errors Percentage: _________________ Letter Grade: ______________ 13 Play Writing Rubric Substandard Establishes a situation, plot, POV, setting, and conflict (E2c, substandard 2) Organizing structure (E2c, substandard 3q) No Attempt Made (0-1) Does not include enough elements to establish a clear plot Needs Remediation (2-3) Makes an attempt to include some of the necessary elements, but not all Meets Standard (4) Establishes a situation, plot, point of view, setting, and conflict Exceeds Standard (5) Goes into great detail in establishing a situation, plot, point of view, and conflict Play contains very little, if any overall organization Play has some sense of structure, but lacks an overall sense of flow Uses playwriting devices (scene directions, dialogue, etc.) Develops complex characters (E2c, substandard 6) Sense of closure (E2f, substandard 6) Does not use any playwriting devices Uses some playwriting devices, but not enough to establish a flow in reading Play has an organizing structure that is appropriate and is easy to follow Uses adequate playwriting devices to establish a flow in reading Play has a flawless organizing structure that allows for ease in reading Uses many playwriting devices that establish a clear and enjoyable read No development of characters Characters lack enough development to make their part in the story clear Develops characters in a way that makes their part in the story clear Features original and compelling characters Lacks a sense of closure Conclusion gives the story a sense of completeness Grammar More than 6 major grammar errors Includes a conclusion, but one that does not give the story a sense of closure 3-5 major grammar errors Conclusion leaves the reader extremely satisfied and wanting to read more No errors Total Points Earned: ________/30 ELA 9-12 Course Overviews x4 = ____________120 1-2 major grammar errors Percentage: ______________ Comments Letter Grade: ______________ 14 Advice Essay Rubric Standard Little attempt made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Engaging opening (E2b substandard 1) Opening sentence does not introduce the topic and does not engage the reader Makes an interpretation (chooses advice) (E2b substandard 2) Uses references to the text to support thesis (advice given) (E2b substandard 3) Demonstrates understanding of the text (E2b, substandard 4) Writes with an intended audience in mind (E2b, substandard 5 and 6) Provides a sense of closure (E2b substandard 7) Does not give clear advice Opening sentence has some engaging qualities, but does not provide the reader with a clear idea of the topic. Advice given shows some misunderstanding in the text and/or is not well-developed Opening sentence is engaging and provides the reader with a clear idea of the topic Advice given shows a clear understanding of the text and is well-developed Makes very little references to the text to support advice given Makes some references to the text to support advice given, but still needs development Makes adequate references to the text to support advice given Opening sentence is very engaging and provides a very clear idea of the topic. Advice given is extremely well-developed, shows a high comprehension of the text, and is very mature in its insight. Makes excellent and wellchosen references to the text to support advice given Exhibits very little understanding of the text. Some understanding of the text is evident, but has some errors in comprehension and logic. Takes into account the intended audience, but still possesses some unclear ideas. Exhibits understanding of the text. Exhibits a very high and mature understanding of the text. Takes into account the intended audience in a way that makes writing clear and to the point. Takes into account the intended audience in way that the writing’s clarity is flawless. Closing paragraph restates the main points of the essay and has a “clincher” last sentence. Closing sums up all main points very neatly and ends with a HUGE BANG!! Essay has 2-3 mechanics errors. Essay has NO mechanics errors. Mechanics (E4a) Does not take into account any intended audience in writing Closing paragraph introduces new ideas and/or does not restate the thesis; closing does not have a “clincher” last sentence. Essay has more than 7 mechanics errors Total: ___________/35 ELA 9-12 Course Overviews Closing paragraph does not restate the main points of the essay enough; closing has somewhat of a “clincher” last sentence. Essay has 4-6 mechanics errors. x4= _______________/140 Percentage: _____________% COMMENTS Letter Grade: _______________ 15 Response to Literature Rubric Standard Little attempt made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Engaging opening (E2b substandard 1) Opening sentence does not introduce the topic and does not engage the reader Makes an interpretation (has a thesis) (E2b substandard 2) Uses references to the text to support thesis (E2b substandard 3) Demonstrates understanding of the text (E2b, substandard 4) Writes with an intended audience in mind (E2b, substandard 5 and 6) Provides a sense of closure (E2b substandard 7) Interpretation makes very little effort to show understanding of the work. Opening sentence has some engaging qualities, but does not provide the reader with a clear idea of the topic. Interpretation shows some failure to understand the work Opening sentence is engaging and provides the reader with a clear idea of the topic Interpretation demonstrates an understanding of the work and shows higher level thinking Uses very few direct references to the text Uses references to the text, but does not relate them to the judgment being made. Uses references to the text that relate directly to the judgment being made, Opening sentence is very engaging and provides a very clear idea of the topic. Interpretation goes above and beyond showing comprehension and makes mature judgments and connections. Uses many references to the text that are integrated well into the paper. Exhibits very little understanding of the text. Some understanding of the text is evident, but has some errors in comprehension and logic. Takes into account the intended audience, but still possesses some unclear ideas. Exhibits understanding of the text. Exhibits a very high and mature understanding of the text. Takes into account the intended audience in a way that makes writing clear and to the point. Takes into account the intended audience in way that the writing’s clarity is flawless. Closing paragraph does not restate the main points of the essay enough; closing has somewhat of a “clincher” last sentence. Essay has 4-6 mechanics errors. Closing paragraph restates the main points of the essay and has a “clincher” last sentence. Closing sums up all main points very neatly and ends with a HUGE BANG!! Essay has 2-3 mechanics errors. Essay has NO mechanics errors. Mechanics (E4a) Does not take into account any intended audience in writing Closing paragraph introduces new ideas and/or does not restate the thesis; closing does not have a “clincher” last sentence. Essay has more than 7 mechanics errors Total: ___________/35 ELA 9-12 Course Overviews x4= _______________/140 Percentage: _____________% COMMENTS Letter Grade: _______________ 16 Reflective Essay Rubric Substandard Engages the reader (E2f, substandard 1) Little Attempt Made (0-1) Makes little attempt to include an engaging first sentence Analyzes a condition or situation of significance (E2f, substandard 2) Organizing structure (E2f, substandard 4) No condition or situation is chosen Includes all three elements of the assignment (scenario, response from peer, own response) Sense of closure (E2f, substandard 6) Grammar (E4a) Needs Remediation (2-3) First sentence is engaging, but does not relate well to the overall theme of the paper Condition or situation is chosen, but one that lacks development and details Meets Standard (4) First sentence is engaging and introduces the overall theme of the paper Essay lacks any formal structure Essay has some structure, but lacks an overall sense of flow Essay has an organizing structure that is appropriate for topic and audience Includes only one element of the assignment Includes only 2 elements of the assignment Includes all three elements of the assignment Closing paragraph introduces new ideas and/or does not give a finished sense to the story Closing paragraph makes some attempt to finalize the story, but still leaves the reader with s sense of incompleteness 3-5 major grammar errors Closing paragraph sums up the story and leaves the reader with a sense of completeness Closing paragraph ends the story beautifully and leaves the reader extremely satisfied. 1-2 major grammar errors No errors More than 6 major grammar errors Total Points Earned: ________/30 ELA 9-12 Course Overviews x4 = ____________120 Condition or situation is chosen that can be developed with details Exceeds Standard (5) First sentence is extremely engaging and introduces the topic smoothly An excellent condition or situation is chosen that is well-developed with details Comments Essay has a flawless organizing structure that is appropriate for topic and audience, and goes beyond expectations in creating a sense of flow Includes all three elements of the assignment, with special attention to neatness and detail Percentage: _________________ Letter Grade: ______________ 17 Name Analysis Rubric for House on Mango Street Substandard Makes No Attempt (0-1) Makes no attempt to engage the reader in the first sentence or introduce the topic Does not interpret the Shakespeare Quote Little Attempt Made (2) Needs Remediation (3) Meets Standard (4) Exceeds Standard (5) Makes little attempt to include an engaging first sentence First sentence is engaging and introduces the overall theme of the paper Interprets Shakespeare quote with adequate development First sentence is extremely engaging and introduces the topic smoothly Interprets Shakespeare quote with a lot of effort and detail Analyzes meaning and significance of individual’s name (E2f, substandard 2) Organizing structure (E2f, substandard 4) Does not analyze the meaning and significance of their name Analyzes the meaning and significance of name with very little effort and detail First sentence is engaging, but does not relate well to the overall theme of the paper Interprets Shakespeare quote to some extent, but lacks adequate development Analyzes the meaning and significance of name with some detail, but not enough development Analyzes the meaning and significance of name with adequate development and detail Analyzes the meaning and significance of name with great detail and shows a high level of effort Does not have any formal structure with paragraphs Essay lacks any formal structure Essay has some structure, but lacks an overall sense of flow Essay has an organizing structure that is appropriate for topic and audience Sense of closure (E2f, substandard 6) There is no sense of closure or conclusion Closing paragraph introduces new ideas and/or does not give a finished sense to the story Closing paragraph sums up the story and leaves the reader with a sense of completeness Grammar (E4a) More than 8 major grammar errors 6-8 major grammar errors Closing paragraph makes some attempt to finalize the story, but still leaves the reader with s sense of incompleteness 3-5 major grammar errors Essay has a flawless organizing structure that is appropriate for topic and audience, and goes beyond expectations in creating a sense of flow Closing paragraph ends the story beautifully and leaves the reader extremely satisfied. Engages the reader (E2f, substandard 1) Interprets Shakespeare quote Total Points Earned: ________/30 ELA 9-12 Course Overviews Interprets Shakespeare quote weakly, if at all x4 = ____________120 1-2 major grammar errors Percentage: _________________ % Comments No errors Letter Grade: ______________ 18 Pennsylvania Writing Assessment Holistic Scoring Guide 6 5 4 3 2 1 Focus sharp, distinct focus clear focus adequate focus Vague focus confused focus absence of focus Content Substantive, specific and/ or illustrative content; sophisticated ideas that are particularly well developed specific and illustrative content sufficient content content limited to a listing, repetition or mere sequence of ideas superficial content absence of relevant content inconsistent organization confused organization absence of organization Organization obviously controlled and/ or subtle organization logical and appropriate appropriate organization organization Style writer’s choice apparent precision and variety in tone, sentence in sentence structure structure and word and word choice choice some precision and variety in sentence structure and word choice limited sentence variety and word choice Lack of sentence and no apparent control word choice variety over sentence structure and word choice Conventions few mechanical and usage errors mechanical and usage errors not severe enough to interfere significantly with the writer’s purpose repeated weaknesses in mechanics and usage mechanical and usage errors that seriously interfere with the writer’s purpose ELA 9-12 Course Overviews some mechanical and usage errors mechanical and usage error so severe that writer’s ideas are difficult, if not impossible, to understand 19 Nonscorable Is illegible i.e.; includes so many undecipherable words that no sense can be made of the response Focus Demonstrates an awareness of audience and task. Establishes and maintains a clear purpose. Sustains single point of view. Exhibits clarity of ideas. Content Information and details are specific to topic. Information and details are relevant to focus. Ideas are fully developed. ELA 9-12 Course Overviews Is incoherent, i.e.: words are legible but syntax is so garbled that the report makes no sense Organization Logical order of sequence is maintained. Paragraphs deal with one subject. Logical transitions are made within sentences between and paragraphs. Introduction and conclusion are evident. Style Precise language. Effective word choice. Voice, tone originality of language. Variety of sentence structures, types and lengths. Conventions Mechanics: spelling, capitalization, punctuation. Usage (e.g. pronoun references, subject-verb agreement). Sentence completeness. 20 Course Overview Latino and African-American Literature Course Description: Latino and African-American Literature is a close study of poetry, short stories, novel excerpts, articles and films that convey the Latino and African-American experience. The majority of the readings are bound together in a Literature reader divided into four major themes: roots, history and culture; family; self and identity; and marginalization. In addition to reading, analyzing, and interpreting the literature of this genre, students will study the historical and cultural events surrounding the time periods of the material read via group discussions, journal reflections and film analyses. Students will concentrate on mastering their writing skills using guided writing and outlining techniques for the five paragraph essay in order to master PA performance standards. Major Texts: Literature Reader featuring the following short stories and novel excerpts: Part I: Roots/History/Culture “Narrative of the Life of an American Slave” by Frederick Douglass “Incidents in the Life of a Slave Girl” by Harriet Jacobs “My Name” by Sandra Cisneros “Like Mexicans” by Gary Soto “Nigger-Reecan Blues, for Piri Thomas” by Willie Perdomo from Juneteenth by Ralph Ellison “The Mulatto” by Victor Sejour “God Is Beside You on the Picket Line” by Cesar Chavez “Amigo Brothers” by Piri Thomas “Treasures of Time” by Florida Ruffin Ridley from Bless Me, Ultima by Rudolfo Anaya from The Autobiography of an Ex-Colored Man by James Weldon Johnson “Everyday Use” by Alice Walker from Up From Slavery by Booker T. Washington “The Night Before Christmas” by Tomas Rivera “Tales Told Under the Mango Tree” by Judith Ortiz Cofer ELA 9-12 Course Overviews 21 Part II: Family “The Hammon and the Beans” by Americo Paredes “The Ethics of Living Jim Crow” Wright from I Know Why the Caged Bird Sings by Maya Angelou “Bitter Sugar: Why Puerto Ricans Leave Home” by Jesus Colon “The Jacket” by Gary Soto from Invisible Man by Ralph Ellison by Richard from Black Boy by Richard Wright from When I Was Puerto Rican by Esmeralda Santiago “A Day With My Father” by Danzy Senna “Raymond’s Run” by Toni Cade Bambara “Eva and Daniel” by Tomas Rivera “The Tree” by Maria Luisa Bombal from The Greatest Performance by Elias Miguel Munoz from Notes of a Native Son by James Baldwin “Tell Martha Not to Moan” by Sherley Anne Williams from The Autobiography of Malcolm X by Malcolm X “Mi Familia” by Carmen Tafolla “The Konk” by Piri Thomas from The Women of Brewster Place by Gloria Naylor “A Perfect Hotspot” by Virgil Suarez from The Color Purple by Alice Walker “The Moths” by Helena Maria Viramontes from Annie John by Jamaica Kincaid from Dreaming in Cuban by Cristina Garcia “Shooting Stars” by Denis Chavez Part III: Identity/Self “Why I Like Country Music” by James Alan McPherson Part IV: Marginalization “Beauty: When the Other Dancer is the Self” by Alice Walker from Hunger of Memory by Richard Rodriguez from …And the Earth Did Not Devour Him by Tomas Rivera “How It Feels to Be Colored Me” by Zora Neale Hurston ELA 9-12 Course Overviews “The American Invasion of Macun” (from When I Was Puerto Rican) by Esmeralda Santiago “Summer Tragedy” by Arna Bontemps “An Awakening…Summer 1956” by Nicholasa Mohr 22 I, Too Sing America by Catherine Clinton (a collection of African-American poetry) Red Hot Salsa by Lori Marie Carlson (a collection of Latino poetry) Supplemental Materials: • • • Author biographies Articles Films: Root, History, Culture Roots Episode 1 Family Real Women Have Curves Imitation of Life (1959 version) Soul food Mi Familia Identity & Self Bamboozled Maria Full of Grace David Chappell’s The Chappell Show (various comedic sketches dealing with race relations within American Society Marginalization The Women of Brewster Place (film version) Malcolm X • Cultural and historical studies of: • Latino migration to the United States • Mexico, Puerto Rico, and Cuba • Mexican Migrant Workers Movement • Interracial Issues • Slavery in the U.S. • Civil Rights Movement in 1960s U.S. ELA 9-12 Course Overviews 23 Major Assessments: • 4 major exams throughout the year, each including: • a reading assessment of an unseen text; • reading assessment based on prior class reading; • grammar assessment based on lessons taught; • an essay judged on taught writing standard elements • 4 Reflective Essays (with attached rubric): • Students will produce a self-reflection essay on each of the four major themes of the literature reader. (This will be compiled in portfolio form as one of the final projects of the course. • 1 major Narrative Account (with attached rubric): • Students will develop a narrative account of their own modeling the genre of the short story read in class. (This will be completed in stages throughout the semester and will compiled in portfolio form as one the final projects of the course.) • 1 major Persuasive Essay (with attached rubric): • One persuasive essay will be written on an issue discussed in class. (i.e., Puerto Rican independence; slavery reparations; civil rights; civil quality in the United States, etc.) • One persuasive essay will be written on an issue of personal concern./interest to the student. • 1 class debate or Persuasive Speech (with attached rubric): • Debate: Class will generate a topic of interest for a class-wide debate. Students will argue a position, using elements of the persuasive writing standard and debate rubric as criteria. • Persuasive Speech: 3-5 minute speech on any topic of interest discussed in class. Students will argue a position, using elements of the persuasive writing standard and debate rubric as criteria. MLA research writing format • A 2-3 page research assignment on Latino and African American culture and literature using MLA citation and format • Performance Standards: (taken from NCEE’s New Standards Performance Standards) • E1a: Reads 25 Books • Students work on this standard by reading 10 books throughout the semester. The equivalent of two books are read with the course work, three books are chosen from a generated list of genre relevant high school-level books, and five books may be chosen by the student. ELA 9-12 Course Overviews 24 • E1b: Reading Comprehension within Genres • Students work on mastery of this standard during the semester by: • Making and supporting warranted and responsible assertions about the text; • Supporting assertions with elaborated and convincing evidence; • Drawing the texts together to compare and contrast themes, characters, and ideas; • Making well-developed connections • E2c: Narrative Account • Includes an engaging beginning • Establishes a situation, plot, point of view, setting and conflict • Creates an organizing structure • Includes sensory details and concrete language • Excludes extraneous details • Develops complex characters • Uses a range of appropriate strategies such as dialogue, tension or suspense, naming, pacing, and specific narrative action • Provides a sense of closure • E2e Persuasive Essay • Includes an engaging beginning • Develops a controlling idea and makes a clear judgment • Creates an appropriate organizing structure • Includes appropriate information and arguments • Excludes information and arguments that are irrelevant • Anticipates and addresses reader concerns and counter-arguments • Supports arguments with detailed evidence, citing sources of information as appropriate • Uses a range of strategies to elaborate and persuade, such as definitions, illustrations, examples from evidence, and anecdotes • Provides a sense of closure • E2f Reflective Essay • Includes an engaging beginning • Analyzes a condition or situation of significance • Develops a commonplace, concrete occasion as the basis for the reflection • Creates an appropriate organizing structure • Uses a variety of writing strategies, such as concrete details, comparing and contrasting, naming, describing, and creating a scenario • Provides a sense of closure • E4a: Use of Grammar in Writing • Demonstrates an understanding of the rules of the English language ELA 9-12 Course Overviews 25 • • Demonstrates control of: • Grammar • Paragraph structure • Punctuation • Sentence construction • Spelling • Usage E4b: Revises Written Work • Adds or deletes details; • Adds or deletes explanations; • Clarifies difficult passages; • Rearranges words, sentences, and paragraphs to improve clarity; • Sharpens the focus • Reconsiders organizational structure • Rethinks and/or rewrites the piece in light of different audiences and purposes Pennsylvania State Standards: • 1.1.11 C Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. • 1.1.11 D Identify, describe, evaluate, and synthesize the essential ideas in text. • 1.1.11 E Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. • 1.1.11 G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text • 1.1.11 H Demonstrates fluency and comprehension in reading. • 1.2.11 C Produce work in at least one literary genre that follows the conventions of that genre. • 1.3.11A Reads and understands works of literature. • 1.3.11B Analyzes the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. • 1.3.11C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices • 1.4.11 A Write short stories • 1.4.11 C Write persuasive pieces • 1.5.11A Writes with a sharp, distinct focus • 1.5.11B Writes using well-developed content appropriate for the topic. • 1.5.11C Writes with controlled organization • 1.5.11D Writes with a command of the stylistic aspects of composition. ELA 9-12 Course Overviews 26 • • • • • • 1.5.11E Revises writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. 1.5.11F Edits writing using the conventions of language. 1.6.11 A Listen to others 1.6.11 C Speak using skills appropriate to formal speech situations 1.6.11D Contributes to discussions. 1.6.11E Participates in small and large group discussions and presentations ELA 9-12 Course Overviews 27 Grammar Topics: LAAL grammar will focus and develop student writing skills. Compound and complex sentences, introductory clauses, and descriptive clauses will be deliberately incorporated into student writing. Students will further develop academic tone and control of voice in writing. Lessons will include: • Types of clauses • Sentence structure • Punctuation of complex sentences and dialogue • Sentence boundaries • Sentence variety and critical analysis of writing PSSA Exam Items Addressed: Through completing this course, students will be preparing themselves for the upcoming PSSA exam by doing the following: • • • • • • Understanding and interpreting fictional texts Analyzing the relationships and effectiveness of literary devices Analyzing main ideas and supporting details of texts in class Analyzing authors’ mood and tone Supporting a judgment with evidence from the text Responding to works of literature (through both formal writing and informal discussion) SAT Exam Items Addressed: Through completing this course, students will be preparing themselves for the upcoming SAT exam by doing the following: • • • Students will learn two new words every day that can be applied in academic conversation about literature Critical reading done in class will assist students in longer and more detailed reading comprehension section Literature read (both in class and individually as part of students’ 25 Book Campaign requirement) will help students with critical reading sections. ELA 9-12 Course Overviews 28 Helpful Websites for Teachers of Latino and African-American Studies: U.S. Slavery Websites: • Excellent comprehensive site of events, issues, and slave accounts: http://www.spartacus.schoolnet.co.uk/USAslavery.htm • Slavery in the United States; A Resource Unit for Teachers Grades 9-12: http://alumni.cc.gettysburg.edu/~s330558/Mainslaverypage.html • National Slavery Museum Website: http://usnationalslaverymuseum.org/ Civil Rights Websites: • An excellent lesson plan discussing the American Dream through the work of MLK: http://ldt.stanford.edu/2001/projects/mlk/teacher/mlktsite/ihdlesson.htm Puerto Rican Websites: • Puerto Rican Culture and Literature: http://welcome.topuertorico.org/culture/litera.shtml • General article on Puerto Rican literature: http://www.geocities.com/TheTropics/3684/lit.html • Timeline of Puerto Rican history: http://welcome.topuertorico.org/history.shtml • Puerto Rican History and Culture: http://www.prboriken.com/culture.htm • A Forum on Puerto Rico and the American Dream: http://www.prboriken.com/culture.htm • Tainos of Puerto Rico: http://www.elboricua.com/history.html • Puerto Rican Independence Party website: http://www.independencia.net/ingles/welcome.html • Puerto Rico: State, Commonwealth, or Country: http://geography.about.com/library/weekly/aa031698.htm • Frequently Asked Questions about Puerto Rican Independence: http://www.geocities.com/elgranmoncho2002/engver.html Cuban Websites: • History of Cuba-U.S. Relations: Puerto Rican Culture and Literature: http://welcome.topuertorico.org/culture/litera.shtml • A brief cultural overview of the people of Cuba: http://www.cwo.com/~lucumi/history.htm • A brief history of Cuba: http://www.lonelyplanet.com/destinations/caribbean/cuba/history.htm Mexican Websites: • An extensive site covering ancient to modern Mexican history: http://www.mexconnect.com/mex_/history/historyindex.html • Mexican History from the History Channel: http://www.historychannel.com/exhibits/mexico/ • Relations with the U.S.: http://countrystudies.us/mexico/93.htm • Mexican-American Voices: http://www.beyondbooks.com/lam12/3f.asp General Latino Websites: • Extensive list of Latino author biographies: Mexican-American Voices: http://www.beyondbooks.com/lam12/3f.asp ELA 9-12 Course Overviews 29 General Websites: • Good general literacy links: http://www.readwritethink.org • Very valuable website on many different topics: http://www.milforded.org/teachers_rooms/highschool/english.asp • Good general resources on teaching literature: http://www.learner.org/channel/libraries/makingmeaning/ • MLA citing: http://www.mla.org/ • Common Proofreading Symbols: http://webster.commnet.edu/writing/symbols.htm • Lessons on a multitude of topics, literature and grammar related: http://www.lessonplanspage.com/LAJH.htm • Lesson plan links: http://www.eduhound.com/lessonplan_links.cfm • Links for teachers: http://mciu.org/~spjvweb/tealinks.html ELA 9-12 Course Overviews 30 Latino and African American Studies Unit Plan Unit of Study Major Concepts Covered Class themes: Roots History & Culture - Who vs. What - The “Other” - Common Ground - Name Calling - The Minority - American Quilt vs. The Melting Pot 4 Week Unit Analysis & Critical Thinking: - extracting information from texts -drawing conclusions based on texts -supporting conclusions using factual information from text as evidence. Basic Outlining Student Products Effective Teaching Strategies - Film & Story Analytical Reponses - Persuasive Essay (2 pg) (Hip-Hop Article) - Several 25 Book Campaign Summaries - Journal Submission - Short Story - Reflective Essay - Class Readings - Class Discussions - Writing Workshops - Lectures - Visual Aids - Supplemental Materials: - Author biographies - Articles Films Cultural immersion days Journals and journal sharing - Film & Story Analytical Reponses - Comparative Essay (2-3 pg) - Several 25 Book Campaign Summaries - Journal Submission - Family Tree - Student Narrative - Class Readings - Class Discussions - Writing Workshops - Lectures - Visual Aids - Supplemental Materials: - Author biographies - Articles - Films 5 Paragraph Essay Direct quotation from sources 6 Week Unit Family Skills Mastered MLA citations Class Themes: - The Absentee Father - The Single Mom - Latch Key Children - Miscegenation & The Tragic Mulato - Family Artifacts - Food as a Means of Togetherness ELA 9-12 Course Overviews - Comparing & Contrasting - 6 Paragraph Essay - Using Quotations - How to Conduct an Interview - The Extended Outline - Note Taking 31 Unit of Study Identity Major Concepts Covered 3 Week Unit Student Products Effective Teaching Strategies Class Themes: - Influence of Environment on the Individual - The Power of One - Conformity - Argumentation & Debating - Supporting & proving personal views -Citing more than one source -Bibliography - Basic Poetic Technique - Analyzing Poetry - 2 Reflective Essays - 2 Extended Outlines - Class Debate - Individual position paper based on debate - Several 25 Book Campaign Summaries - Journal Submission - Poetic Self Expression Piece (Performed for Poetry Café) - Class Readings - Class Discussions - Writing Workshops - Lectures - Visual Aids - Supplemental Materials: - Author biographies - Articles - Films - Poems Class Themes: - Making Connections Between Class Readings, Class Themes & Actual American Society. - Several 25 Book Campaign Summaries - Journal Submission - Creative Assignment: - Class Readings - Class Discussions - Writing Workshops - Lectures - Visual Aids - Class Trip - Supplemental Materials: - Author biographies - Articles - Films - Poems 5 week unit Marginalization Skills Mastered - Affects of Marginalization on Cultural Groups - Crime & the Lower Class - Education and the Marginalized - Who is to Blame? -Research skills Student will use a creative or performing art to express a theme (s) that we have covered - Reflective Essay (Course Overview) - Class Survey ELA 9-12 Course Overviews 32 Persuasive Essay Rubric Substandard Engages the reader No Attempt Made (0-1) Makes no attempt to include an engaging first sentence Needs Major Revision (2) First sentence makes some effort to be engaging, but does not relate well to the overall theme of the paper An opinion is almost evident, but is not fully supported Has little sense of a structure and weak paragraph development Needs Some Revision (3) First sentence is engaging, but does not adequately introduce the topic of the paper An opinion is evident, but not fully supported Meets Standard (4) First sentence is engaging and introduces the overall theme of the paper Develops a clear opinion No clear opinion is evident Organizing structure No paragraph structure Has some sense of a paragraph structure, but needs more attention to flow and transitions Has clear paragraph structure with attention to flow and transitions Reasons/Evidence No evidence to support opinion There are some major weaknesses in evidence There are some minor weaknesses in evidence Evidence supports the opinion Counterarguments No attempt is made to consider the counterargument Very little attempt made in attacking the arguments of the other side Some attempt made at attacking the arguments of the opposing side, but still lacks necessary development Considers the arguments of the opposing side and uses this consideration to attack the argument Sense of closure Closing paragraph introduces new ideas and/or does not restate the main idea of the introduction; closing does not have a clincher. More than 8 major grammar errors Closing paragraph does not restate the main points of the essay enough; closing could have more of a clincher ending. Closing sums up most of the main points of the essay, but leaves out some important points that are left without an end Closing paragraph restates the main points of the essay and has a clincher last sentence. 6-8 major grammar errors 3-4 major grammar errors 1-2 major grammar errors Grammar Total Points Earned: ________/35 ELA 9-12 Course Overviews x2 = ____________70 Opinion is clear and supported Percentage: _________________ Exceeds Standard (5) First sentence is extremely engaging and introduces the topic smoothly Opinion is very clear and supported extensively Paragraph structure is extremely organized with special attention to transitions between paragraphs Evidence supports the opinion extensively and goes above and beyond the expectations of the assignment. Actively considers the arguments of the opposing Uses words like “some say” and “However” in responding and attacking arguments Closure has a great “BANG” and sums up all main points of the essay. No errors Letter Grade: ______________ 33 Reflective Essay Rubric Substandard Engages the reader (E2f, substandard 1) No Attempt Made (0-1) Makes little or no attempt to include an engaging first sentence+ Needs Remediation (2-3) First sentence is engaging, but does not relate well to the overall theme of the paper Condition or situation is chosen, but one that lacks development and details Meets Standard (4) First sentence is engaging and introduces the overall theme of the paper Analyzes a condition or situation of significance (E2f, substandard 2) Organizing structure (E2f, substandard 4) A weak condition or situation is chosen Essay lacks a formal structure Essay has some structure, but lacks an overall sense of flow Essay has an organizing structure that is appropriate for topic and audience Uses a variety of writing strategies (E2f, substandard 5) Includes little or no writing strategies discussed in class Makes some attempt at using writing strategies, but essay still lacks depth Uses writing strategies that make writing interesting Sense of closure (E2f, substandard 6) Closing paragraph introduces new ideas and/or does not give a finished sense to the story Closing paragraph sums up the story and leaves the reader with a sense of completeness Grammar (E4a) Grammar errors are so numerous that comprehension is affected Closing paragraph makes some attempt to finalize the story, but still leaves the reader with s sense of incompleteness 3-5 major grammar errors Essay has a flawless organizing structure that is appropriate for topic and audience, and goes beyond expectations in creating a sense of flow Uses many different writing strategies that make essay extremely interesting and enjoyable to read Closing paragraph ends the story beautifully and leaves the reader extremely satisfied. 1-2 major grammar errors No errors Total Points Earned: ________/30 ELA 9-12 Course Overviews x2 = ____________60 Condition or situation is chosen that can be developed with details Exceeds Standard (5) First sentence is extremely engaging and introduces the topic smoothly An excellent condition or situation is chosen that is well-developed with details Percentage: _________________ Comments Letter Grade: ______________ 34 Narrative Account Rubric Substandard Engages the reader (E2c, substandard 1) Establishes a situation, plot, POV, setting, and conflict (E2c, substandard 2) Organizing structure (E2c, substandard 3q) Includes sensory details and concrete language (E2c, substandard 4) Develops complex characters (E2c, substandard 6) Uses a range of appropriate strategies (E2c, substandard 7) Sense of closure (E2f, substandard 6) Grammar Needs Major Revision (1-2) First sentence makes some effort to introduce the story, but lacks engagement Makes a minimal effort to include one or two of the elements, but lacks attention to all Needs Some Revision (3) First sentence is engaging, but does not relate well to the narrative. Makes an attempt to include some of the necessary elements, but not all Meets Standard (4) First sentence is engaging and introduces the overall theme of the narrative Establishes a situation, plot, point of view, setting, and conflict Exceeds Standard (5) First sentence is extremely engaging and introduces the narrative Goes into great detail in establishing a situation, plot, point of view, and conflict Story is choppy, has little attention to flow, and paragraph structure is scattered and weak. Makes a minimal attempt to include sensory details and concrete language, but overall attempt is lacking in effort. Story has some structure, but lacks an overall sense of flow Story has an organizing structure that is appropriate for topic and audience Makes an attempt to use some sensory details and concrete language, but story lacks enough details to keep reader interest Characters lack enough development to make their part in the story clear Uses some purposeful writing strategies, but not enough to create a lasting effect Uses enough sensory details and concrete language to lend to an interesting story Story has a flawless organizing structure that is appropriate for topic and audience. Uses sensory details and concrete language throughout the narrative that lends to a riveting story Features original and compelling characters Includes a conclusion, but one story still seems slightly unfinished 3-5 major grammar errors Conclusion gives the story a sense of completeness Characters are weakly developed and their part in the story is very unclear Uses very few purposeful strategies, not enough to make an effect Conclusion is very weak and the story seems to lack an ending. Grammar errors are so numerous that comprehension is affected Total Points Earned: ________/40 ELA 9-12 Course Overviews x2 = ____________/80 Develops characters in a way that makes their part in the story clear Uses a variety of writing strategies 1-2 major grammar errors Comments Effectively uses writing strategies to enhance narrative Conclusion leaves the reader extremely satisfied and wanting to read more No errors Percentage: _________________ Letter Grade: ______________ 35 Debate Rubric Substandard No Attempt Made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Opening and Closing Statements Arguments are unorganized, incomplete, or completely lacking in evidence. Opening statement and closing statements do little more than state the position of the team Somewhat organized presentation of arguments and evidence. Opening statement minimally outlines arguments; closing argument briefly restates ideas offered in the opening statement Well-organized and complete presentation of arguments and evidence. Opening statement successfully frames the issues; closing statement summarizes many arguments made in the debate. Rebuttals Is unable to respond to issues raised by opponents in a meaningful or accurate way Seems to be caught off-guard by opponents; offers tentative, somewhat accurate, but possible vague or illogical responses. Responds to issues raised by opponents with accurate and generally concise answers. Challenges the arguments made by opponents. Effective use of evidence/content knowledge Demonstrates an inadequate understanding of the history content relevant to the topic. Supports statements with vague or irrelevant information, or none at all. Demonstrates a generally accurate understanding of relevant issues, events, and facts, but exhibits minor confusion or misunderstandings. Demonstrates a basic and accurate understanding of the issues, events, and facts relevant to the topic. Use of persuasive appeal Does not use persuasive rhetoric. Makes minimal use of persuasive rhetoric. Uses logical, emotional, and ethical appeals to enhance effectiveness of argument. Language Use Uses colloquial, overly simplistic language; uses language and syntax that is unclear. Generally uses language that is appropriate, but unclear at times. Uses language that is appropriate. Uses literary devices to add interest. Performance Demonstrates little or no preparation. Fails to maintain respectful tone. Maintains respectful tone, but lacks confidence; use of preparation materials distracts from quality of performance. Exhibits confidence and energy. Maintains respectful tone. Uses preparation materials effectively. Extremely thorough, wellorganized presentation of arguments and evidence. Opening statement engages the interest of audience; closing statement leaves no unanswered issues and resonates with the audience Responds to issues raised by opponents with concise, accurate, logical answers. Effectively challenges the arguments made by opponents and evidence. Demonstrates a sophisticated understanding of the issues, events, and facts relevant to the topic. Demonstrates thorough and accurate understanding of details as well as the ability to make original connections and interpretations. Makes deliberate and effective use of logical, emotional, and ethical appeals in order to persuade. Uses language that is stylistically sophisticated and appropriate; uses literary devices to enhance the argument. Exhibits confidence, energy, and passion. Maintains respectful tone. Accesses preparation materials with ease. Total Points Earned: ________/30 x5 = ____________120 Percentage: _________________ Comments Letter Grade: ______________ Pennsylvania Writing Assessment Holistic Scoring Guide 6 Focus sharp, distinct focus ELA 9-12 Course Overviews 5 clear focus 4 adequate focus 3 Vague focus 2 confused focus 1 absence of focus 36 Content Substantive, specific and/ specific and illustrative or illustrative content; content sophisticated ideas that are particularly well developed sufficient content content limited to a superficial content listing, repetition or mere sequence of ideas absence of relevant content Organization obviously controlled and/ or subtle organization appropriate organization inconsistent organization confused organization absence of organization Style writer’s choice apparent in precision and variety in tone, sentence structure sentence structure and and word choice word choice some precision and variety in sentence structure and word choice limited sentence variety and word choice Lack of sentence and word choice variety no apparent control over sentence structure and word choice Conventions few mechanical and usage errors mechanical and usage repeated weaknesses in errors not severe enough mechanics and usage to interfere significantly with the writer’s purpose mechanical and usage errors that seriously interfere with the writer’s purpose mechanical and usage error so severe that writer’s ideas are difficult, if not impossible, to understand ELA 9-12 Course Overviews logical and appropriate organization some mechanical and usage errors 37 Nonscorable Is illegible i.e.; includes so many undecipherable words that no sense can be made of the response Focus Demonstrates an awareness of audience and task. Establishes and maintains a clear purpose. Sustains single point of view. Exhibits clarity of ideas. Content Information and details are specific to topic. Information and details are relevant to focus. Ideas are fully developed. ELA 9-12 Course Overviews Is incoherent, i.e.: words are legible but syntax is so garbled that the report makes no sense Organization Logical order of sequence is maintained. Paragraphs deal with one subject. Logical transitions are made within sentences between and paragraphs. Introduction and conclusion are evident. Style Precise language. Effective word choice. Voice, tone originality of language. Variety of sentence structures, types and lengths. Conventions Mechanics: spelling, capitalization, punctuation. Usage (e.g. pronoun references, subject-verb agreement). Sentence completeness. 38 Course Overview - Genre Studies Course Description: Genre Studies is a course designed to develop understanding and analysis of literary genres. Through studying the genres of novel, drama, and poetry, students will gain an appreciation for the ability of literature to develop and transmit individual voices. Further, voice will be addressed as a major theme in cultural control and transformation. In their writing, students will learn to critically analyze voice and related issues, and through the creative writing process, investigate their own voices. Major Texts: Novel: Teacher may choose: Their Eyes Were Watching God by Zora Neale Hurston The Color Purple by Alice Walker ***Honors: Sorrow’s Kitchen by Mary E. Lyons Play: A Midsummer Night’s Dream William Shakespeare Short Stories Poetry: Unit I: “The Lottery”- Shirley Jackson “A Rose for Emily”- William Faulkner Unit II teacher’s choice of 2-3: “Story of an Hour” –Kate Chopin “A Jury of Her Peers”- Susan Glaspell Robert Frost – “Mending Wall”; “The Road Not Taken”; “Fire and Ice”; “Acquainted with the Night”; “Dust of Snow”; “Nothing Gold Can Stay”; “Stopping by Woods on a Snowy Evening”; “The Tuft of Flowers”; “A Peck of Gold” Langston Hughes – “Montage of a Dream Deferred”; “Dreams”; “I, Too, Sing America”; “Democracy”; “Let America be America Again”; “Mother to Son”; “The Blues”; “Night Funeral in Harlem Poems available at: http://www.poemhunter.com/langston-hughes/poem/poet-6691/page-1/ Common – “I Use To Love Her” and “ The Corner” (featuring The Last Poets) Sonia Sanchez – “Masks”; “Just Don’t Never Give Up On Love”; “Norma”; “Like the Singing Coming Off the Drums”; Shake Loose My Skin” Walt Whitman – “O Captain! My Captain!” ; “I Hear America Singing”; “Song of Myself” William Wordsworth – “I Wandered Lonely as a Cloud”; “Tintern Abbey”; “The World Is Too Much With Us”; “The Solitary Reaper” ELA 9-12 Course Overviews 39 Samuel Coleridge – “The Ancient Mariner” Ntozake Shange – “Nappy Edges” excerpts from for colored girls Nikki Giovanni – “Ego Tripping”; “Nikki-Rosa” Gwendolyn Brooks – “We Real Cool”; “The Mother” Gato Suertudo – “Screams of Rebellion”; “A Gangster Prayer”; “Contradicting Traditions”; “Lyrical Therapy” Poems available at: http://www.brownpride.com/gato/default.asp Nuyorican Poetry Movement - Including poems by Miguel Algarin Other poets may include: Pablo Neruda; Pedro Pietri; Aurora Levins Morales; Judith Ortiz Cofer; Jose Marti; Maya Angelou; Emily Dickinson; Dylan Thomas Informational articles: each unit will be accompanied by informational articles and poems to help enhance the meaning of the themes present in primary reading sources. Supplemental Materials: • Author biographies • Films • The Color Purple • Their Eyes Were Watching God • A Midsummer Night’s Dream • Rosewood • Mississippi Burning • A Raisin in the Sun • School Ties • Cultural studies of: • The Harlem Renaissance (while studying Their Eyes Were Watching God and the poetry of Langston Hughes) • Puerto Rican migration to the United States (while studying the Nuyorican Poetry Movement) • U.S. Civil Rights Movement of the 1960s (while studying Nikki Giovanni and Gwendolyn Brooks) • The Romantic Period (while studying Wordsworth and Coleridge) • Short write up Common and The Last Poets ELA 9-12 Course Overviews 40 Major Assessments: • • 4 major exams throughout the year, each including: • a reading assessment of an unseen text; • reading assessment based on prior class reading • grammar assessment based on lessons taught; • an essay judged on taught writing standard elements 5 Responses to Literature essays (with attached rubrics): • Characterization study in response to A Midsummer Night’s Dream • Poet study – students choose a poet from our class study and perform an in-depth study of his or her work • Additional literary analyses by teacher’s discretion • MLA research paper 4-5 pages Throughout year, students will be working on several core questions. For each of the following questions students will have written short responses. These major assignments will require revision of ideas and grammar on the previous shorter papers. • Short Story Unit I - students will write an essay using personal experience and literature: How can sexism affect a person? • Short story unit II- Students will write a 3-5 page paper using stories and personal experience as support: How can looking to the past help/hurt a person/society? • Essay on Their Eyes Were Watching God or The Color Purple 3-5 pages 5-7 for Honors (includes counter argument). Students will use personal experience and literature as support to answer question- Can you control your own happiness? **The Pennsylvania Holistic Scoring Guide is also attached to this document for teacher use in all writing assignments. • Civil Rights/Women’s Rights PowerPoint Project: • Students will research the certain topics to help them have a better understanding of the class’ novels. The students will write short summaries and find images to put in a PowerPoint project about Jim Crow Laws, African American Feminism and 1950’s African American Family Structure. • ***Honors: Students will be expected to write an informational essay with details to go along with their PowerPoint ELA 9-12 Course Overviews 41 Poetry Project: • Students will write a poetry collection of their own demonstrating knowledge of poetic devices and structure. Each student will receive a pamphlet of all student poems at end of year. Metaphor/extended metaphor • Simile • Concrete imagery • Alliteration/assonance/consonance • Rhyme Scheme • Meter • Personification • Hyperbole • Sonnet • Discussed themes Performance Standards: (taken from NCEE’s New Standards Performance Standards) • E1a: Reads 25 Books • Students work on this standard by reading 10 books throughout the semester. Two books are read with the course work, three books are chosen from a generated list of genre relevant high school-level books, and five books may be chosen by the student. • E1b: Reading Comprehension within Genres • Students work on mastery of this standard during our poetry unit by: • Making and supporting warranted and responsible assertions about the text; • Supporting assertions with elaborated and convincing evidence; • Drawing the texts together to compare and contrast themes, characters, and ideas; • Making well-developed connections • E2b: Response to Literature Essay Writing • Includes an engaging beginning • Advances a judgment • Supports judgment with references to the text(s) • Demonstrates understanding of the literature in study • Anticipates and answers a reader’s questions • Recognizes possible ambiguities in literature • Provides a sense of closure ELA 9-12 Course Overviews 42 • E4a: Use of Grammar in Writing • Demonstrates an understanding of the rules of the English language • Demonstrates control of: • Grammar • Paragraph structure • Punctuation • Sentence construction • Spelling • Usage • E4b: Revises Written Work • Adds or deletes details; • Adds or deletes explanations; • Clarifies difficult passages; • Rearranges words, sentences, and paragraphs to improve clarity; • Sharpens the focus • Reconsiders organizational structure • Rethinks and/or rewrites the piece in light of different audiences and purposes Pennsylvania State Standards: • • • • • • • 1.1.11 H Demonstrates fluency and comprehension in reading. 1.3.11A Reads and understands works of literature. 1.3.11B Analyzes the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. 1.3.11D Analyzes and evaluates in poetry the appropriateness of diction and figurative language (e.g., irony, understatement, overstatement, paradox). 1.5.11A Writes with a sharp, distinct focus 1.5.11B Writes using well-developed content appropriate for the topic. 1.5.11C Writes with controlled organization ELA 6-12 Course Overviews 43 • • • • • 1.5.11D Writes with a command of the stylistic aspects of composition. 1.5.11E Revises writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. 1.5.11F Edits writing using the conventions of language. 1.6.11D Contributes to discussions. 1.6.11E Participates in small and large group discussions and presentations. Grammar Topics: Genre Studies grammar will develop use of MLA text citations for literary analysis. Students will master mechanics of writing and further develop writing style in various genres. Lessons will include: • Passive vs. active voice • Writing about literature in the present tense • Referring to multiple sources when writing about literature • Further development of academic tone • Development of thesis, position, and argument PSSA Exam Items Addressed: Through completing this course, students will be preparing themselves for the upcoming PSSA exam by doing the following: • • • • • Understanding and interpreting fictional texts Analyzing the relationships and effectiveness of literary devices Analyzing main ideas and supporting details of texts in class Analyzing authors’ mood and tone Supporting a judgment with evidence from the text ELA 6-12 Course Overviews 44 • Responding to works of literature (through both formal writing and informal discussion) SAT Exam Items Addressed: Through completing this course, students will be preparing themselves for the upcoming SAT exam by doing the following: • • • Students will learn two new words every day from popular SAT vocabulary lists Critical reading done in class will assist students in longer and more detailed reading comprehension section Literature read (both in class and individually as part of students’ 25 Book Campaign requirement) will help students with critical reading sections. • Close analysis of writing to help students with own writing and to help refine their reading strategies Helpful Websites for Teachers of Genre Studies: Poetry Websites: • • • • • • • • Sonia Sanchez poetry and information: http://college.hmco.com/english/heath/syllabuild/iguide/sanchez.html Walt Whitman/Langston Hughes project explanation: http://edsitement.neh.gov/view_lesson_plan.asp?id=428 Lyrical Poetry Lesson: http://www.schoollink.org/csd/pages/engl/lyricpoe.html Poetry Project: http://www.msrogers.com/English2/poetry/30_days_of_poetry.htm Gato Suertudo’s poetry: http://www.brownpride.com/gato/default.asp Langston Hughes’ Poetry: http://www.poemhunter.com/langston-hughes/poem/poet-6691/page-1/ Excellent lesson on finding the American Dream through poetry: http://homepages.wmich.edu/~k0turner/americandream.html Nuyorican Sites: http://www.nuyorican.org/Poetry/poetry.html http://shrike.depaul.edu/~bdiaz/HCI332/nuyorican.html http://www.puertorico-herald.org/issues/2002/vol6n02/PoetryNY-en.shtml ELA 6-12 Course Overviews 45 Their Eyes Were Watching God Websites: • • • • • • • Zora Neale Hurston Biography: http://www.gradesaver.com/ClassicNotes/Authors/about_zora_neale_hurston.html ClassicNotes on Their Eyes Were Watching God: http://www.gradesaver.com/ClassicNotes/Titles/eyes/ Hurston as a Folklorist: http://edsitement.neh.fed.us/view_lesson_plan.asp?id=407 Useful Questions: http://www.cis.yale.edu/ynhti/curriculum/units/1988/3/88.03.03.x.html SCORE Guide: http://www.sdcoe.k12.ca.us/score/eyes/eyetg.htm Links to other lesson plans: http://falcon.jmu.edu/~ramseyil/hurston.htm Excellent links to essays: http://faculty.pittstate.edu/~knichols/sistahs2.html General Websites: • • • • • • • • Good general literacy links: http://www.readwritethink.org Very valuable website on many different topics: http://www.milforded.org/teachers_rooms/highschool/english.asp Good general resources on teaching literature: http://www.learner.org/channel/libraries/makingmeaning/ MLA citing: http://www.mla.org/ Common Proofreading Symbols: http://webster.commnet.edu/writing/symbols.htm Lessons on a multitude of topics, literature and grammar related: http://www.lessonplanspage.com/LAJH.htm Lesson plan links: http://www.eduhound.com/lessonplan_links.cfm Links for teachers: http://mciu.org/~spjvweb/tealinks.html ELA 6-12 Course Overviews 46 Unit of Study Research/rhetoric/ reading/writing Major Concepts Covered Research Persuasive/argumentative voice Active reading The Dramatic Voice A Midsummer Night’s Dream The Poetic Voice Intro to Shakespearean plays Tradition V Modern Friendship Love Elements of Literature -Definition of poetry and poetic devices -Traditional and nontraditional poetic forms -Identification and usage of common poetic devices -Revision strategies (6 Weeks) ELA 6-12 Course Overviews Skills Mastered Student Products Effective Teaching Strategies Reading secondary sources Taking notes Summarizing/paraphrasing Outlining Source identification and discrimination Identification of major claim, argument Identification of supports and points Quote integration PowerPoint Presentation Pre reading strategies Modeling -Writing dialogue -Plot analysis -Character analysis -Direct quotation -Recitation Informational reading Characterization study- focus on using quotes and details from book -Flexible group reading -Acting out scenes -Historical context -group editing -literature circles -daily literary response -Free-writing -Revision -Use of common poetic devices such as rhyme, meter, alliteration, assonance, consonance, free verse, concrete imagery, metaphor -Analysis of published poetry -Direct quotation in literary analysis -Daily poem journal/ writer’s notebook -Poem Poster -Whitman/Hughes “America” Compare/ contrast essay -Poetry Portfolio (including 5 original poems and a poet study) Memorization of 1 poem -Creative writing: dramatic scene Memorization of lines -students will write own comedy -Close reading -daily writing on assigned topics or forms -peer critique -whole-group revision practice -group readings -poetry bulletin board 47 Short Story unit The Narrative Voice Their Eyes Were Watching God or The Color Purple Honors: (to be added to Narrative Voice in conjunction with Their Eyes Were Watching God Sorrow’s Kitchen Literary terms Traditions and their role society Looking to the past Moral responsibility and personal responsibility Feminism - Applying previous/background knowledge to present reading/writing -Direct quotation Character analysis -Symbolic analysis Thesis sentences -African American feminism -Cultural hegemony -Search for personal voice -Southern dialects -Culture of African American families and communities after slavery. Elements of Literature -Reality as a model for art -African American Feminism -Harlem Renaissance -Thesis sentences -Use of direct quotations in literary response -Character analysis -Symbolic analysis -Historical research skills Informational reading ELA 6-12 Course Overviews - Historical research skills -Use of secondary sources - Applying previous/background knowledge to present reading/writing Essays- focus on intro, conclusion, paragraph structure, thesis, topic sentences Mini responses to stories A short story Discussions Revised paper -Argumentative paper essay using full MLA flawlessly with smooth quote integration Revised paper from earlier in year -Weekly response Student led discussions Literature Circles Historical context -revision process, peer editing and rough drafts Flexible group reading Predictions Pre/after reading strategies -Web and Skeleton models for symbolism essay. -T- Chart for compare and contrast essay -revision process, peer editing and rough drafts -Weekly responses - Literature Circles - Peer revision/ editing - Graphic organizers for essay - library demonstration on research techniques 48 Rubric for small one-paragraph response essays (given regularly) Point Equivalent Criteria Standard 0-1 No Attempt to Meet Standard 2 Little attempt to meet standard 3 Needs Revision No topic sentence Topic sentence does not match up with the paragraph Topic sentence is not general but specific only to the example used Topic sentence is present and relates to the rest of the paragraph No specific example is used Example doesn’t illustrate topic sentence well Students uses an example but is not specific Student uses specific example that fits into paragraph No concluding sentence—paragraph ends with example details Concluding sentence is not related to paragraph Concluding sentence does not explain example Concluding sentence explains example A (answer question with topic sentence) C(cite an specific example) E2a E2b E (explain with a concluding example (E2a Total _____________/5 ELA 6-12 Course Overviews Percentage: _____________% 4 Meets Standard 5 Exceeds Standard Weighting Topic sentence is present and related to the rest of the paragraph and written with mature/academic voice Example is used, well supported and detailed X1/5 Concluding sentence explains example and finalizes the paragraph X1/5 X1/5 Letter Grade: _______________ 49 Scoring Rubric for Short Story Essay 1 Point Equivalent Criteria Standard 0-1 No Attempt to Meet Standard 2 Little attempt to meet standard 3 Needs Revision First sentence is the thesis, or has nothing to do with the paper topic First sentence is engaging, but does not relate well to the overall theme of the paper First sentence is engaging and introduces the overall theme of the paper Thesis: makes a statement on the effects of chosen topic (E2b E2f) There is no thesis There is an attempt at a thesis but thesis is not aligned with topic of paper Thesis is unclear or placed in awkward position Provides a sense of closure (E2a E2f) No conclusion or is weak -only summarizes rest of essay Conclusion attempts using suggested strategies from class but gets off topic Paragraph structure E2a E2f No use of ACEparagraph is unstructured and lacks specific examples Paragraph attempts ACE but not efficiently Conclusion attempts using suggested strategies from class but is too short and undeveloped Paragraph is missing 2 of the elements of ACE Mechanics (E4a) Essay has more than 8 mechanics errors. Essay 7-8 mechanics errors Essay has 4-6 mechanics errors. ELA 6-12 Course Overviews x2= _______________/50 5 Exceeds Standard Engaging opening E2a E2f Total: ___________/25 4 Meets Standard Weighting First sentence is engaging and introduces the overall theme of the paper and attempts providing background, using quotes or discussing related topics Thesis is clear and takes a stance but wording is awkward First sentence is extremely engaging and introduces the topic smoothly by providing background, using quotes or discussing related topics Students has a clear thesis with a stance x1 Conclusion attempts using suggested strategies from class Conclusion successfully uses strategies from class. x1 Paragraph is missing one element of ACE Paragraph is well written using all elements of ACE successfully. x1 Essay has 2-3 mechanics errors. Percentage: _____________% x1 Essay has NO mechanics errors. x1 Letter Grade: _______________ 50 Characterization Analysis Rubric Substandard Engaging opening E2a E2f No Attempt Made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Comments Makes little or no attempt to include an engaging first sentence First sentence is engaging, but does not relate well to the overall theme of the paper First sentence is engaging and introduces the overall theme of the paper X1 Analyzes a character of significance; accurately describes character E2b E2f Has a thesis sentence E2b E2f A weak character or situation is chosen or character is incorrectly described Character or situation is chosen, but one that lacks development and details Character or situation is chosen that can be developed with details First sentence is extremely engaging and introduces the topic smoothly by providing background, using quotes or discussing related topics An excellent character or situation is chosen that is well-developed with details Has no thesis sentence Thesis sentence is vague or lost in the paragraph Thesis is present. X1 Paragraph structure E2a E2f No use of ACE- paragraph is unstructured and lacks specific examples Paragraph is missing 2 of the elements of ACE Paragraph is missing one element of ACE An excellent thesis is present clearly stating the main idea of the paper Paragraph is well written using all elements of ACE successfully. Closing paragraph makes some attempt to finalize the essay, but still leaves the reader with s sense of incompleteness 3-5 major grammar errors Closing paragraph sums up the essay and leaves the reader with a sense of completeness Closing paragraph ends the essay beautifully and leaves the reader extremely satisfied. No errors X1 Sense of closure E2a E2f Grammar (E4a) Use of quote E5b Closing paragraph introduces new ideas and/or does not give a finished sense to the character Grammar errors are so numerous that comprehension is affected No quote is used Total Points Earned: ________/45 ELA 6-12 Course Overviews 1-2 major grammar errors X1 X3 X1 Quote is used, but quote chosen does not fit in paper or is not documented x2 = ____________90 Quote is used well and there is an attempt at documentation, but documentation is not done properly Quote is used well and documented properly. Percentage: _________________ X1 Letter Grade: ______________ 51 Write Your Own Play Substandard Needs Major Revision (12) Needs Some Revision (3) Meets Standard (4) Exceeds Standard (5) Comments Form- dialogue and stage directions E2d E5b There are no stage directions and/or who is talking is not clear Stage directions are incomplete and/or who is talking is not clear in some parts Stage directions are helpful at most points and speaker is clear Play is written following the traditional form of a play so that stage direction and speaker are clear X3 Elements of comedy (use of the major 5) E2d E5b All or most of the elements are missing or used ineffectively. Missing 2-3 elements All elements are attempted, but are not use efficiently or effectively Students includes all 5 of the major elements of comedy X4 Character development (significant and developed) E2d E5b Characters are all flat and not necessary to the story. No difference between major and minor characters Protagonist and other major characters are not fully developed, but better developed than minor characters Protagonist and other major characters are well developed with a few incongruities Students creates characters that are significant to the story and are well developed X2 Literary elements (plot, setting and conflict) E2d E5b The plot, setting and conflict are non existent or inconsistent. Play is missing one element or several of the elements are not fully developed. All elements are present with only a few incongruities All three of the mention literary terms are developed and effective X3 Total Points Earned: ________/60 ELA 6-12 Course Overviews x2 = ____________/120 Percentage: _________________ Letter Grade: ______________ 52 Rubric research paper Substandard Engaging opening E2a Academic language Has a thesis sentence E2b Paragraph structure E2a No Attempt Made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Comments Makes little or no attempt to include an engaging first sentence First sentence is engaging, but does not relate well to the overall theme of the paper First sentence is engaging and introduces the overall theme of the paper First sentence is extremely engaging and introduces the topic smoothly by providing background, using quotes or discussing related topics X2 X2 Has no thesis sentence Thesis sentence is vague or lost in the paragraph Thesis is present. An excellent thesis is present clearly stating the main idea of the paper X2 No use of ACE- paragraph is unstructured and lacks specific examples Paragraph is missing 2 of the elements of ACE Paragraph is missing one element of ACE Paragraph is well written using all elements of ACE successfully. X3 Closing paragraph makes some attempt to finalize the essay, but still leaves the reader with s sense of incompleteness 3-5 major grammar errors Closing paragraph sums up the essay and leaves the reader with a sense of completeness Closing paragraph ends the essay beautifully and leaves the reader extremely satisfied. No errors X2 Closing paragraph introduces new ideas and/or does not give a finished sense to the character Grammar (E4a) Grammar errors are so numerous that comprehension is affected Much of the information is Accuracy inaccurate; paper shows little research No quote is used Quoting Sense of closure E2a E5b Transitions No transitions or do not transition well Total Points Earned: ________/90 ELA 6-12 Course Overviews 1-2 major grammar errors X1 Some information is inaccurate; papers shows a lack of understanding of research Quote is used, but quote chosen does not fit in paper or is not documented Very little misinterpretation of literature All information is researched and accurate X3 Quote is used well and there is an attempt at documentation, but documentation is not done properly Quote is used well and documented properly. X2 Transitions seem forced Transition are present and create cohesiveness Transitions create cohesiveness and use academic sentence structure X1 Percentage: _________________ Letter Grade: ______________ 53 Scoring Rubric Compare/Contrast essay poetry Standard No attempt is made (0-1) Little attempt made (2) Needs Remediation (3) Meets Standard (4) Exceeds Standard (5) COMMENTS First sentence is engaging and introduces the overall theme of the paper and attempts providing background, using quotes or discussing related topics Students makes an accurate interpretation of poem but is worded awkwardly Paragraph is missing one element of ACE First sentence is extremely engaging and introduces the topic smoothly by providing background, using quotes or discussing related topics Students has brief, clear, interpretative thesis X2 Paragraph is well written using all elements of ACE successfully. X3 Engaging opening E2a E2f First sentence is the thesis, or has nothing to do with the paper topic First sentence is engaging, but does not relate well to the overall theme of the paper First sentence is engaging and introduces the overall theme of the paper Makes an interpretation E2b E2f Paragraph structure E2a E2f Student makes no interpretation of poempoem is summarized Little attempt at interpretation is made; however, it is inaccurate Students interprets poem, but some points are inaccurate No use of ACEparagraphs are short paragraph are unstructured and lacks specific examples Paragraph is missing 2 of the elements of ACE Makes reference to the texts E5b None Vague references to the poems Student refers to poem, but does not quote Refers to poems with quotes but does not document Poem is referenced, quoted and documented X2 Provides a sense of closure (E2a E2f) Student summarizes the entire essay Conclusion does not stick to paper—it brings up new ideas Conclusion tries to use one of the strategies discussed in class but falls short Conclusion successfully uses strategies form class, but doesn’t tie it back to thesis X2 Mechanics (E4a E2f) Formorganization and transitions for compare/contra st essay (E2f Essay has more than 8 mechanics errors. Essay 7-8 mechanics errors Essay has 4-6 mechanics errors. Essay has 2-3 mechanics errors. Conclusion is refreshing and helpful leaving readers satisfied but wanting to read more on the topic. Essay has NO mechanics errors. Paper does not compare and contrast Paper compares and contrasts but organization is not clear and causes confusion Organization of paper does not cause confusion but it is not the most logical choice Organization allows reader to smoothly move from point to point without misunderstanding or questions X3 Total: ___________/75 ELA 6-12 Course Overviews Percentage: _____________% Paper is organize in a way that is effective and efficient X2 X1 Letter Grade: _______________ 54 Scoring Rubric for Short Story Essay 2 and novel essay Point Equivalent Criteria Standard -1 No Attempt to Meet Standard 2 Little attempt to meet standard 3 Needs Revision 4 Meets Standard Exceeds Standard COMMENTS First sentence is extremely engaging and introduces the topic smoothly by providing background, using quotes or discussing related topics Goes above and beyond showing comprehension of event and makes mature judgments and connections. Quote is used well, documented flawlessly and integrated flawlessly X2 Engaging opening E2a E2f First sentence is the thesis, or has nothing to do with the paper topic First sentence is engaging, but does not relate well to the overall theme of the paper First sentence is engaging and introduces the overall theme of the paper Thesis: makes a statement on the effects of chosen topic E2b E2f No effort is made to show the effect/significance Statement makes little effort to show understanding of the significance/ effect of event. Some failure at showing the effect/significance of event. Quoting E5b No quote is used Quote is used, but quote chosen does not fit in paper or is not documented Quote is used well and there is an attempt at documentation, but documentation is not done properly Quote is used well and documented properly. Provides a sense of closure E2a E2f No attempt to restate thesis; new information is presented in the closing paragraph; no sense of closure. Closing sums up all main points very neatly and ends with a HUGE BANG!! X2 No use of ACE- paragraphs are short w Closing paragraph does not restate the main points of the essay enough; closing has somewhat of a “clincher” last sentence. Paragraph is missing 2 of the elements of ACE Closing paragraph restates the main points of the essay and has a “clincher” last sentence. Paragraph structure E2a E2f Closing paragraph introduces new ideas and/or does not restate the thesis; closing does not have a “clincher” last sentence. Paragraphs are unstructured and lacks specific examples Paragraph is missing one element of ACE Paragraph is well written using all elements of ACE successfully. X3 Mechanics (E4a) Essay has more than 8 mechanics errors. Argument makes no sense and has inaccurate information Essay 7-8 mechanics errors Essay has 4-6 mechanics errors. Students logic has holes or some of the information is inaccurate Essay has 2-3 mechanics errors. Argument is well thought out and information is accurate Accuracy and logic of argument E2f Total: ___________/65 ELA 6-12 Course Overviews Students logic has holes and some of the information is inaccurate Percentage: _____________% First sentence is engaging and introduces the overall theme of the paper and attempts providing background, using quotes or discussing related topics Shows understanding of the effect/significance of the event 5 Essay has NO mechanics errors. Argument uses good logic and all information is accurately detailed X2 X2 X1 X1 Letter Grade: _______________ 55 Pennsylvania Writing Assessment Holistic Scoring Guide 6 5 4 3 2 1 Focus sharp, distinct focus clear focus adequate focus Vague focus confused focus absence of focus Content Substantive, specific and/ or illustrative content; sophisticated ideas that are particularly well developed specific and illustrative content sufficient content content limited to a listing, repetition or mere sequence of ideas superficial content absence of relevant content inconsistent organization confused organization absence of organization Organization obviously controlled and/ or subtle organization logical and appropriate appropriate organization organization Style writer’s choice apparent precision and variety in tone, sentence in sentence structure structure and word and word choice choice some precision and variety in sentence structure and word choice limited sentence variety and word choice Lack of sentence and no apparent control word choice variety over sentence structure and word choice Conventions few mechanical and usage errors mechanical and usage errors not severe enough to interfere significantly with the writer’s purpose repeated weaknesses in mechanics and usage mechanical and usage errors that seriously interfere with the writer’s purpose ELA 6-12 Course Overviews some mechanical and usage errors mechanical and usage error so severe that writer’s ideas are difficult, if not impossible, to understand 56 Nonscorable Is illegible i.e.; includes so many undecipherable words that no sense can be made of the response Focus Demonstrates an awareness of audience and task. Establishes and maintains a clear purpose. Sustains single point of view. Exhibits clarity of ideas. Content Information and details are specific to topic. Information and details are relevant to focus. Ideas are fully developed. ELA 6-12 Course Overviews Is incoherent, i.e.: words are legible but syntax is so garbled that the report makes no sense Organization Logical order of sequence is maintained. Paragraphs deal with one subject. Logical transitions are made within sentences between and paragraphs. Introduction and conclusion are evident. Style Precise language. Effective word choice. Voice, tone originality of language. Variety of sentence structures, types and lengths. Conventions Mechanics: spelling, capitalization, punctuation. Usage (e.g. pronoun references, subject-verb agreement). Sentence completeness. 57 ACCOMODATIONS: HONORS: Novel: • • • • • • • • • • Teacher may choose: Their Eyes Were Watching God by Zora Neale Hurston The Color Purple by Alice Walker ***Honors: Sorrow’s Kitchen by Mary E. Lyons 4 major Response to Literature essays (with attached rubrics): Argumentative paper Their Eyes Were Watching God or The Color Purple Characterization study in response to A Midsummer Night’s Dream Poet study – students choose a poet from our class study and perform an in-depth study of his or her work Poem comparison – students compare Walt Whitman’s “I Hear America Singing” and Langston Hughes’ “I, Too, Hear America Singing.” • ***Honors: Students will be expected to write an informational essay that details an aspect of Hurston’s life using Sorrow’s Kitchen General expectations for levels of text interpretation and quality of writing/presenting will be higher for all assignments More independent performance and greater depth of group discussions during whole-class time and literature circles Students will be expected to give more analytical responses to literature Students papers will be more analytical Students will read secondary sources and discuss them All papers must be typed with proper MLA format and citation SPECIAL EDUCATION • Students will be given modified writing assignments • Students will receive shorter writing assignments or extended due dates • Students will be given accommodated exams • Students will be given cut version of A Midsummer Night’s Dream, the modern English version and notes. ELA 6-12 Course Overviews 58 U.S. Literature: Course Overview Course Description: United States Literature is an in-depth and critical look at key literature from United States authors. The course is extremely writingintensive, focusing on the Response to Literature standard. In addition to analyzing the texts of the course, students study the cultural and historical themes of the novels studied, in an effort to understand the vast and varied nature of what is called U.S. Literature. The novels chosen for this course take into consideration the multicultural and bi-gender nature of United States literature, including texts from the African-American, Asian-American, and female perspectives, as well as reflect different time periods in American History. Major Texts: *Items in red are recommended but not currently read Early America: Colonialism & Puritanism The Crucible Arthur Miller “Sinners in the Hands of an Angry God” Jonathan Edwards Selected other texts from Prentice Hall Literature: The American Experience 19th Century: (From Prentice Hall Literature: The American Experience) “Fall of the House of Usher” Edgar Allen Poe “Legend of Sleepy Hollow” Washington Irving selections from Civil Disobedience Thoreau selections from Nature and Self Reliance Emerson Poetry: Emily Dickenson, Walt Whitman, Langston Hughes 20th Century (CHOOSE 2) The Catcher in the Rye The Joy Luck Club The Bluest Eye The Great Gatsby ELA 6-12 Course Overviews 59 Supplemental Materials: • • • • • • • • • Prentice Hall Literature: The American Experience The Catcher in the Rye novel unit and student packet The Joy Luck Club novel unit and student packet The Bluest Eye novel unit and student packet The Great Gatsby novel unit and student packet NEA Grammar Packet Level 3 Author biographies (Salinger, Tan, Morrison, Fitzgerald) Films: Pleasantville (for use with Catcher in the Rye) The Joy Luck Club Becoming American: The Chinese Experience (for use with The Joy Luck Club) The Great Gatsby F. Scott Fitzgerald: American Dreamer Cultural studies of: - The “American Dream” (course introductory unit) Poetry and Song Lyrics: What does it mean to be an American? “For What it’s Worth” Buffalo Springfield “I Am Joaquin” Rodolfo Gonzalez “Let America Be America Again” Langston Hughes “Proud to Be an American” Lee Greenwood “America” Neil Diamond “This Land Is Your Land” Woody Guthrie - Cultural Assimilation (with The Joy Luck Club) “The Story of Chinatown” (PBS print and Internet resource guide) - Teenage Depression (with The Catcher in the Rye) - The 1950’s ideal of the “perfect life” and the “American Dream” (Catcher in the Rye) - Ideals of beauty and racial identity in the United States (with The Bluest Eye) “A Letter to My Daughter of the Occasion of Considering Racism in the United States” Excerpts from No Disrespect by Sister Souljah and Makes Me Wanna Holler by Nathan McCall - The Roaring Twenties (The Great Gatsby) ELA 6-12 Course Overviews 60 Major Assessments: • 2 major exams throughout the semester, each including: • a reading assessment of an unseen text; • reading assessment based on prior class reading; • grammar assessment based on lessons taught; • an essay judged on taught writing standard elements • 2 major Response to Literature essays (with attached rubric): • Students will produce a major response to literature essay for each of the novels read in class • One response in narrative form • One response in analytical form • 1 major 3-part response to American author (poet or novelist) comparing and contrasting the idea of what it means to be an American (with attached rubric): • Research of author’s life and works • Literary analysis of 2-3 works by the author • Connection to time period of American culture Regular Reflective Journals • Students will respond to journal prompts related to the reading to practice expressing and defending their personal opinions and reactions Honors accommodations: Exams: further development of critical thinking skills Response to Literature essays: more freedom over topic choice American Author project: incorporate formal multimedia presentation ELA 6-12 Course Overviews 61 Performance Standards Addressed: • • • • E1a: Reads 25 Books • Students work on this standard by reading 8 books throughout the semester. Four books are read with the course work, and other books may be chosen by the student. E1b: Reading Comprehension within Genres • Students work on mastery of this standard during the semester by: • Making and supporting warranted and responsible assertions about the text; • Supporting assertions with elaborated and convincing evidence; • Drawing the texts together to compare and contrast themes, characters, and ideas; • Making well-developed connections E2b: Response to Literature Essay Writing • Includes an engaging beginning • Advances a judgment • Supports judgment with references to the text(s) • Demonstrates understanding of the literature in study • Anticipates and answers a reader’s questions • Recognizes possible ambiguities in literature • Provides a sense of closure E4a: Use of Grammar in Writing • Demonstrates an understanding of the rules of the English language • Demonstrates control of: • Grammar • Paragraph structure • Punctuation • Sentence construction • Spelling • Usage ELA 6-12 Course Overviews 62 • E4b: Revises Written Work • Adds or deletes details; • Adds or deletes explanations; • Clarifies difficult passages; • Rearranges words, sentences, and paragraphs to improve clarity; • Sharpens the focus • Reconsiders organizational structure • Rethinks and/or rewrites the piece in light of different audiences and purposes Pennsylvania State Standards: • • • • • • • • • • • • • • • • • • • • • 1.1.11 C Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. 1.1.11 D Identify, describe, evaluate, and synthesize the essential ideas in text. 1.1.11 E Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. 1.1.11 G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text 1.1.11 H Demonstrates fluency and comprehension in reading. 1.2.11 B Use and understand a variety of media and evaluate the quality of material produced. 1.2.11 C Produce work in at least one literary genre that follows the conventions of that genre. 1.3.11A Reads and understands works of literature. 1.3.11B Analyzes the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. 1.3.11C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices 1.4.11 C Write persuasive pieces 1.5.11A Writes with a sharp, distinct focus 1.5.11B Writes using well-developed content appropriate for the topic. 1.5.11C Writes with controlled organization 1.5.11D Writes with a command of the stylistic aspects of composition. 1.5.11E Revises writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. 1.5.11F Edits writing using the conventions of language. 1.6.11 A Listen to others 1.6.11 C Speak using skills appropriate to formal speech situations 1.6.11D Contributes to discussions. 1.6.11E Participates in small and large group discussions and presentations. ELA 6-12 Course Overviews 63 Resource List Gatsby/The “American Dream” Websites: • • • • • • • A Webquest studying the American Dream through the decades: http://memory.loc.gov/learn/lessons/97/dream/ Studying the American Dream through music: http://www.rockhall.com/programs/plandetail.asp?id=535 Virtual Museum webquest studying the American Dream (may be relevant): http://cte.jhu.edu/techacademy/web/2000/kajder/wqmain.html Some really creative lesson ideas involving drama: http://school.discovery.com/lessonplans/programs/greatbooks-greatgatsby/ Historical context of Gatsby: http://memory.loc.gov/learn/lessons/01/mayhem/overview.html Excellent lesson ideas: http://www.glc.k12.ga.us/seqlps/sudspres.asp?SUID=211&SSUID=200&SSTitle=American+Literature+ Good lesson on social class: http://edsitement.neh.gov/view_lesson_plan.asp?id=432 Catcher in the Rye Websites: • • • • • • • • Character Lists and Chapter Summaries: http://www.sparknotes.com/lit/catcher/ Good lesson using literature circles; can be modified without using computers: http://www.readwritethink.org/lessons/lesson_view.asp?id=279 A bit hard to read, but excellent journal ideas and writing prompts: http://www.d.umn.edu/~lmillerc/TeachingEnglishHomePage/TeachingUnits/blambert.html Provides excellent historical events of the 1950s: http://balrog.sdsu.edu/~putman/410b/50samericalspln.htm Study questions: http://theliterarylink.com/catcherss.html Great Sample student essay: http://theliterarylink.com/catcherrr.html Salinger Website: http://www.salinger.org/ Huge collection of essays and links: http://www.litplans.com/author.htm?a=Salinger ELA 6-12 Course Overviews 64 Joy Luck Club Websites: • • • • • • Huge collection of essays and links: http://www.litplans.com/author.htm?a=Tan Vocabulary and Questions: http://www.phschool.com/curriculum_support/penguin_lit_library/pdfs/PLL_TT_JoyLuck_read.pdf Interesting lesson plan: http://gc2000.rutgers.edu/GC2000/MODULES/GLOBAL_LIT/JOYLUCKLesson.htm Interesting project on researching your past: http://www.bcpl.net/~dcurtis/psd/handouts/s1-5/comp.html Provides good background information on China (scroll down): http://www.urbandreamsproject.org/lessonplans/wildswans/resources.html Interesting links to essays and articles on China: http://www.globaled.org/chinaproject/c_teaching.php The Bluest Eye Websites: • Huge collection of essays and links: http://www.litplans.com/author.htm?a=Morrison • Links to essays on Morrison: http://www.academicinfo.net/amlitmorrison.html • Great study guide and resources: http://web.cocc.edu/lisal/thebluesteye/index.html • A cultural lesson plan: http://www.cis.yale.edu/ynhti/curriculum/units/1992/4/92.04.10.x.html#g • Excellent scholarly articles: http://faculty.pittstate.edu/~knichols/sistahs2.html • Great supplementary articles on beauty: http://www.maxwell.syr.edu/plegal/tips/t4prod/bisguier/resourcespage.htm • Multicultural women writers: http://www.uh.edu/hti/cu/2003/v04/06.htm General Websites: • Good general literacy links: http://www.readwritethink.org • Very valuable website on many different topics: http://www.milforded.org/teachers_rooms/highschool/english.asp • Good general resources on teaching literature: http://www.learner.org/channel/libraries/makingmeaning/ • MLA citing: http://www.mla.org/ • Common Proofreading Symbols: http://webster.commnet.edu/writing/symbols.htm • Lessons on a multitude of topics, literature and grammar related: http://www.lessonplanspage.com/LAJH.htm • Lesson plan links: http://www.eduhound.com/lessonplan_links.cfm • Links for teachers: http://mciu.org/~spjvweb/tealinks.html ELA 6-12 Course Overviews 65 Unit of Study Major Concepts Covered Skills Mastered Student Products What does it mean to be an American? The American Dream • The ideal vs. reality of American life • What defines one’s definition of what it means to be an American? (race, class, gender) Major Events in American History • Read and analyze song lyrics and poems about life in America • Share reaction with other students • Take notes and learn to identify major events in U.S. history that have shaped attitude and thought The Catcher in the Rye The Fabulous Fifties • Appearance vs. Reality • “The Perfect Life” • Watch and analyze the film Pleasantville • Identify criticisms of the 1950s lifestyle and attitude • Identify major aspects of plot, characters, and setting • Identify major literary themes • Express personal reactions • Analyze Holden’s character • Analysis of Salinger’s writing style • Learn new vocabulary • Implement formal essay format and style rules • Plan and write a Response to Literature Essay • Song/poem analysis worksheet • Ideal/Reality worksheet • Interview a family member about opinions of living in America • Journal topic: What does it mean to you to live in America? • Students find their own song or poem that reflects the author’s feelings about America • Quiz on major events in U.S. history • Film analysis worksheet • Journal reaction • answer chapter reading comprehension questions • complete character charts • complete lot outline • complete a “Character Quilt” for one of the main characters Reading and Analysis of Novel Writing a Response to Literature Essay ELA 6-12 Course Overviews Suggested Teaching Strategies • Teacher facilitated discussions • Lecture • Student jigsaw • Film • Teacher facilitated discussions • Student and teacher readaloud • Lectures • Teacher facilitated discussions and note taking • Teacher facilitated student group work and presentations • Teacher generated study guides and review sheets • Literature circles 66 Unit of Study Major Concepts Covered The Catcher in the Rye (cont.) ELA 6-12 Course Overviews Skills Mastered • Revise a formal essay and use a grading rubric Student Products Suggested Teaching Strategies • Complete quote analysis charts • Create and respond to higher level critical thinking questions about major themes • Create posters detailing major symbols in the novel • Write pen-pal letters to students in other U.S. Literature courses about reactions to novel • Journal reactions • Write a letter to Holden’s parents from his therapist explaining the causes of his problems • Complete a “Close Reading” of a short passage • Participate in Literature Circles 67 Unit of Study Major Concepts Covered Skills Mastered The Catcher in the Rye (cont.) The Joy Luck Club Chinese Immigration to America ELA 6-12 Course Overviews • Read and discuss “The Story of Chinatown” (PBS article) • Read first-person “Eye Witness Accounts” of Chinese immigrants (PBS website) • Watch The Chinese Experience (PBS documentary) Student Products • Record sentences containing new vocabulary • Vocabulary quizzes • Complete formal essay format and style rules packet • Complete formal essay planning packet (outline, thesis, engaging beginning, topic sentences, the “quote sandwich”, conclusion) • Rough draft Final typed essay • Chinese-American note-taking handout • Chinese-American quiz Suggested Teaching Strategies • Teacher and student read-aloud • Teacher facilitated whole class discussions • Teacher facilitated group work and small discussions • Teacher generated study guides and review sheets • Teacher facilitated group work and presentations 68 Unit of Study The Joy Luck Club (cont.) Major Concepts Covered Reading and Analysis of Novel Writing a Response to Literature Essay Skills Mastered • Identify major aspects of plot, • • • • • • • • ELA 6-12 Course Overviews characters, and setting Analyze major characters Identify major themes Express personal reactions Personally identify with major themes Analyze Tan’s writing style Learn new vocabulary Watch and analyze film version of the novel Review formal essay rules and organization Student Products Suggested Teaching Strategies • Answer chapter reading comprehension questions • Complete character charts • Complete story analysis chart for each section and for each motherdaughter relationship • Complete a “Body Biography” in groups OR a “Mother-Daughter Relationship” group presentation project • Complete quote analysis charts • Write in journal • Write an “I am From” poem • Write a narrative concentrating on descriptive writing, conflict, and teaching a moral 69 Unit of Study Major Concepts Covered Skills Mastered The Joy Luck Club (cont.) The Bluest Eye What is America’s definition of beauty • Analyze magazine, movie, TV • How does racism affect the aggressor and the victim? • Toni Morrison • Reading and Analysis of Novel Writing a Response to Literature Essay ELA 6-12 Course Overviews • • • • • • depictions of beauty Read and analyze “A Letter to My Daughter on the Occasion of Considering Racism in the United States” Read excerpts from Sister Souljah’s No Disrespect Read biographical information article Identify major aspects of plot, characters, and setting Analyze major themes Express personal reactions Analyze Morrison’s writing style Learn new vocabulary Review formal essay rules and organization Student Products • Peer edit another student’s narrative • Record sentences containing new vocabulary • Vocabulary quizzes • Film analysis worksheet • Create outline, choose quotes, write rough draft • Final typed essay • Create collages of magazine pictures and advertisements representing beauty • Journal response • Racism response handout • Complete Toni Morrison handout • Answer chapter reading comprehension questions • Complete character charts Suggested Teaching Strategies • Student and teacher read aloud • Teacher facilitated discussions • Teacher generated study guides and review sheets • Teacher facilitated student group work and presentations Teacher facilitated small group discussions 70 Unit of Study Major Concepts Covered Skills Mastered The Bluest Eye (cont.) The Great Gatsby The Roaring Twenties, the Lost Generation, and F. Scott Fitzgerald Reading and Analysis of Novel Writing a Response to Literature Essay ELA 6-12 Course Overviews • Read and discuss articles about the 1920s • Analyze photographs and advertisements from the 1920s • Browse 1920s websites (extracredit) • Watch F. Scott Fitzgerald: An American Dreamer (A & E documentary) Student Products • Complete plot outline Complete quote analysis charts • Complete handout on how racism affects each victim and causes internalized racism • Complete a “close reading” • Record sentences using new vocabulary • Vocabulary quizzes • Create outline, choose quotes, write rough draft • Final typed essay • Complete the Roaring Twenties and Fitzgerald note-taking handout • Answer chapter reading comprehension questions • Complete plot outline Suggested Teaching Strategies • Film • Student and teacher read aloud Teacher facilitated discussions 71 Unit of Study Major Concepts Covered • Read article about F. Scott Fitzgerald • Identify major aspects of plot, characters, and setting • Identify major themes • Analyze major characters • Understand importance of setting Review formal essay rules and organization The Great Gatsby (cont.) Recap: What does it mean to be an American? Compare and Contrast Essay Final Creative Project Grammar Skills Mastered NEA Grammar Curriculum Level 3 ELA 6-12 Course Overviews • Review formal essay rules and organization • Analyze what it means to be an American to character from each novel • Identify reasons for each character’s differing opinion of America See grammar Level 3 table of contents Student Products Suggested Teaching Strategies • Complete character charts • Create a “Literature Guide” for each chapter (using Sparknotes format as a guideline) • Complete quote analysis charts • Complete a “Body Biography” (group project) • Create “The Great Gatsby Setting Map” (group project) • Create outline, choose quotes, write rough draft • Final typed essay • Completed essay • Create project • Present to class Daily POD activities, homework, worksheets, quizzes Direct Instruction 72 Standard Engaging opening (E2b substandard 1) Little attempt made (0-1) Response to Literature Rubric Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Opening paragraph does not introduce the topic and does not engage the reader; thesis is not evident No clear thesis is evident Opening paragraph has some engaging qualities, but does not provide the reader with a clear idea of the topic. A thesis is included, but is not clearly stated enough Opening paragraph is engaging and provides the reader with a clear idea of the topic Opening paragraph is very engaging and provides a very clear idea of the topic Thesis demonstrates an understanding of the work and shows higher level thinking Thesis goes above and beyond showing comprehension and makes mature judgments and connections. Uses no quotes and/or direct references to the text Uses quotes and references to the text, but does not relate them to the judgment being made. Quotes are not properly documented. Uses quotes and references to the text that relate directly to the judgment being made, and documents them correctly. Uses many quotes and references to the text that are both documented correctly and integrated well into the paper. Demonstrates understanding of the text (E2b, substandard 4) Overall organization Exhibits very little understanding of the text. Some understanding of the text is evident, but has some errors in comprehension and logic. Exhibits understanding of the text. Exhibits a very high and mature understanding of the text. Does not write in clear paragraphs; little or no effort made to create a proper sense of flow within writing Writes in some sense of paragraphs, but fails to include effective topic sentences and transitions Writes in clear paragraph structure with proper attention to topic sentences and transitions. Provides a sense of closure (E2b substandard 7) Closing paragraph introduces new ideas and/or does not restate the thesis; closing does not have a “clincher” last sentence. Essay has a large number of grammar errors and makes the essay illegible Closing paragraph does not restate the main points of the essay enough; closing has somewhat of a “clincher” last sentence. Essay has significant grammar errors that take away from the effectiveness of the essay Closing paragraph restates the main points of the essay and has a “clincher” last sentence. Paragraph structure is near flawless, with special attention to strong topic sentences, transitions, and mature sentence development throughout. Closing sums up all main points very neatly and ends with a HUGE BANG!! Makes an interpretation (has a thesis) (E2b substandard 2) Uses references to the text to support thesis (E2b substandard 3) Mechanics (E4a) Total: ___________/35 ELA 6-12 Course Overviews x2= _______________/70 Essay has some minor grammar errors, but writing is mostly grammatically correct. Percentage: _____________% COMMENTS Essay has NO mechanics errors. Letter Grade: ______________ 73 British Literature Course Overview Course Description: British Literature is an in-depth and critical look at key literature from England, from early epic poetry to modern day novels. The course is extremely writing-intensive, focusing on the Response to Literature standard, with an emphasis on literary and cultural analysis. In addition to analyzing the texts of the course, students study the historical themes of the works, in an effort to understand the vast and varied nature of what the British tradition is in literature. The texts chosen for this course provide students with a comprehensive look at the genres of novel, poetry, theatrical drama, and film. Major Texts: Othello by William Shakespeare: Great Expectations by Charles Dickens 1984 by George Orwell Lord of the Flies by William Golding Literary Selections from Prentice Hall’s The British Tradition Optional and suggested for honors sections: “Sir Gawain and the Green Knight” Macbeth by William Shakespeare Pygmalion by Bernard Shaw ELA 6-12 Course Overviews 74 Supplemental Materials: • Films: • Monty Python and the Holy Grail –study comparison of Chivalric themes with Sir Gawain and Green Knight and also a look at modern British humor • Othello • Lord of the Flies • • Philadelphia Shakespeare Festival -1 week residency Field trip to theater presentation of Shakespearean nature, when available • Cultural studies of: • The English Renaissance & The Romantic Period –the power of poetry, idealism in character • 19th and 20th century England -Victorian Culture: the haves vs. the have-nots (social segregation) -industrialism and revolution -middle class growth • World exploration (the impact of and on the British Empire) -why England was a world power in literature • The Modern and Post-WWII periods -the effects of social and economic influences -political leverage in modern social systems ELA 6-12 Course Overviews 75 Major Assessments: • 2 major exams throughout the semester, each including: • An assessment of key literary terms and ideas, reading assessment based on prior class reading; • grammar assessment based on lessons taught; • a vocabulary assessment of words from prior class reading; • 1 major Response to Literature essay • 7-8 page analysis of a theme and its progression through the three stages of Great Expectations • 1 major Response to Literature essay (with attached rubric): Students will produce a major response to literature essay for Animal Farm -analysis essay will demonstrate student knowledge and application of allegory and satire using main themes of novel • 1 major Creative Response to British Literature (with attached rubric) • Students will produce a tragic narrative based on the elements of tragedy learned in Othello, • Students will demonstrate knowledge, application, and synthesis of tragedy, basic story elements, and writing craft • Great Expectations Victorian culture research paper (with attached rubric): • Through the study of a British author students will research British culture in the past and present. **The Pennsylvania Holistic Scoring Guide is also attached to this document for teacher use in all writing assignments. ELA 6-12 Course Overviews 76 Performance Standards: (taken from NCEE’s New Standards Performance Standards) • E1a: Reads 25 Books • Students work on this standard by reading 10 books throughout the semester. Five texts are read with the course work. • E1b: Reading Comprehension within Genres • Students work on mastery of this standard during the semester by: • Making and supporting warranted and responsible assertions about the text; • Supporting assertions with elaborated and convincing evidence; • Drawing the texts together to compare and contrast themes, characters, and ideas; • Making well-developed connections • E2c: Creative Writing • Students produce a fictional narrative account that: • Engages the reader by establishing a context, creating a point of view, and otherwise develops reader interest • Established a situation, plot, point of view, setting, and conflict • Creates an organizing structure • Includes sensory details and concrete language to develop plot and character • Excludes extraneous details and inconsistencies • Develops complex characters • Uses a range of appropriate strategies, such as dialogue, tension or suspense, naming, pacing, and specific narrative action, e.g., movement, gestures, expressions • Provides a sense of closure to the writing • E2b: Response to Literature Essay Writing • Includes an engaging beginning • Advances a judgment • Supports judgment with references to the text(s) • Demonstrates understanding of the literature in study ELA 6-12 Course Overviews 77 • • • Anticipates and answers a reader’s questions Recognizes possible ambiguities in literature Provides a sense of closure • E2a: Report Writing • Includes an engaging beginning • Develops a controlling idea that conveys a perspective on a subject • Crates an appropriate organizing structure • Includes appropriate facts and details • Excludes extraneous and inappropriate information • Uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject; narrating a relevant anecdote; comparing and contrasting, naming, explaining, and demonstrating claims or assertions • Provides a sense of closure • E4a: Use of Grammar in Writing • Demonstrates an understanding of the rules of the English language • Demonstrates control of: • Grammar • Paragraph structure • Punctuation • Sentence construction • Spelling • Usage • E4b: Revises Written Work • Adds or deletes details; • Adds or deletes explanations; • Clarifies difficult passages; • Rearranges words, sentences, and paragraphs to improve clarity; ELA 6-12 Course Overviews 78 • • • Sharpens the focus Reconsiders organizational structure Rethinks and/or rewrites the piece in light of different audiences and purposes Pennsylvania State Standards: • • • • • • • • • • • • • • • • • • • 1.1.11 B Analyze the structure of informational materials explaining how authors used these to achieve their purposes 1.1.11 C Use knowledge of root words and words from literary works to recognize and understand the meaning of new words during reading. 1.1.11 D Identify, describe, evaluate, and synthesize the essential ideas in text. 1.1.11 E Establish a reading vocabulary by identifying and correctly using new words acquired through the study of their relationships to other words. Use a dictionary or related reference. 1.1.11 G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text 1.1.11 H Demonstrates fluency and comprehension in reading. 1.2.11 B Use and understand a variety of media and evaluate the quality of material produced. 1.2.11 C Produce work in at least one literary genre that follows the conventions of that genre. 1.3.11A Reads and understands works of literature. 1.3.11B Analyzes the relationships, uses and effectiveness of literary elements used by one or more authors in similar genres including characterization, setting, plot, theme, point of view, tone and style. 1.3.11C Analyze the effectiveness, in terms of literary quality, of the author’s use of literary devices 1.4.11 B Write complex informational pieces 1.4.11 C Write persuasive pieces 1.5.11A Writes with a sharp, distinct focus 1.5.11B Writes using well-developed content appropriate for the topic. 1.5.11C Writes with controlled organization 1.5.11D Writes with a command of the stylistic aspects of composition. 1.5.11E Revises writing to improve style, word choice, sentence variety and subtlety of meaning after rethinking how questions of purpose, audience and genre have been addressed. 1.5.11F Edits writing using the conventions of language. ELA 6-12 Course Overviews 79 • • • • • • • • 1.6.11 A Listen to others 1.6.11 C Speak using skills appropriate to formal speech situations 1.6.11D Contributes to discussions. 1.6.11E Participates in small and large group discussions and presentations. 1.6.11 F Use media for learning purposes. 1.8.11 A Select and refine a topic for research. 1.8.11 B Locate information using appropriate sources and strategies. 1.8.11 C Organize, summarize, and present the main ideas from research. Grammar Topics: British Literature will reinforce the mastery of research and critical literary analysis in writing and presentation. Lessons will include: • Purpose, style, and tone of writing • Selecting and refining and developing arguments for topics • Classification of information • Writing structures • Sentence boundaries • Improving writing style using descriptive writing • Mastery of usage, including participles, gerunds, and complex prepositional phrases PSSA Exam Items Addressed: Through completing this course, students will be preparing themselves for the upcoming PSSA exam by doing the following: • • • • Understanding and interpreting fictional texts Analyzing the relationships and effectiveness of literary devices Analyzing main ideas and supporting details of texts in class Analyzing authors’ mood and tone ELA 6-12 Course Overviews 80 • • Supporting a judgment with evidence from the text Responding to works of literature (through both formal writing and informal discussion) SAT Exam Items Addressed: Through completing this course, students will be preparing themselves for the upcoming SAT exam by doing the following: • Students will learn two new words every day from vocabulary in the reading • Critical reading done in class will assist students in longer and more detailed reading comprehension section • Literature read will help students with critical reading sections. Helpful Websites for Teachers of British Literature: General Shakespeare Websites: • Comprehensive lesson plan archive: http://www.folger.edu/education/getarchive.cfm • PBS lessons on Shakespeare: http://www.pbs.org/shakespeare/educators/lessonplans.html • Excellent teaching links: http://www.teachersfirst.com/shakespr.shtml • Huge collection of resources: http://webtech.kennesaw.edu/jcheek3/shakespeare.htm • Extensive Shakespeare links: http://shakespeare.palomar.edu/educational.htm • Shakespeare resources: http://www.kusd.edu/employees/lessons/shlessons/shakespeare.html • Links to lessons on Shakespeare’s plays: http://www.shakespearehelp.com/index.htm • Links to lessons on Shakespeare’s plays: http://shakespeare.about.com/cs/teacherguides2/ Othello Websites: • Extensive Othello links: http://www.shakespearehelp.com/lear/main.htm • Webquest: http://www.pbs.org/shakespeare/educators/technology/lessonplan.html Great Expectations Websites: • http://www.webenglishteacher.com/dickens.html General Websites: • Good general literacy links: http://www.readwritethink.org • Very valuable website on many different topics: http://www.milforded.org/teachers_rooms/highschool/english.asp ELA 6-12 Course Overviews 81 • • • • • • Good general resources on teaching literature: http://www.learner.org/channel/libraries/makingmeaning/ MLA citing: http://www.mla.org/ Common Proofreading Symbols: http://webster.commnet.edu/writing/symbols.htm Lessons on a multitude of topics, literature and grammar related: http://www.lessonplanspage.com/LAJH.htm Lesson plan links: http://www.eduhound.com/lessonplan_links.cfm Links for teachers: http://mciu.org/~spjvweb/tealinks.html ELA 6-12 Course Overviews 82 Response to Literature Rubric Little attempt made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Engaging opening (E2b substandard 1) Opening sentence does not introduce the topic and does not engage the reader Makes an interpretation (has a thesis) (E2b substandard 2) Uses references to the text to support thesis (E2b substandard 3) Interpretation makes little effort to show understanding of the work. Opening sentence has some engaging qualities, but does not provide the reader with a clear idea of the topic. Interpretation shows some failure to understand the work Opening sentence is engaging and provides the reader with a clear idea of the topic Interpretation demonstrates an understanding of the work and shows higher level thinking Uses very little quotes and/or direct references to the text Uses quotes and references to the text, but does not relate them to the judgment being made. Quotes are not properly documented. Uses quotes and references to the text that relate directly to the judgment being made, and documents them correctly. Opening sentence is very engaging and provides a very clear idea of the topic. Interpretation goes above and beyond showing comprehension and makes mature judgments and connections. Uses many quotes and references to the text that are both documented correctly and integrated well into the paper. Demonstrates understanding of the text (E2b, substandard 4) Writes with an intended audience in mind (E2b, substandard 5 and 6) Provides a sense of closure (E2b substandard 7) Exhibits very little understanding of the text. Some understanding of the text is evident, but has some errors in comprehension and logic. Takes into account the intended audience, but still possesses some unclear ideas. Exhibits understanding of the text. Exhibits a very high and mature understanding of the text. Takes into account the intended audience in a way that makes writing clear and to the point. Takes into account the intended audience in way that the writing’s clarity is flawless. Closing paragraph restates the main points of the essay and has a “clincher” last sentence. Closing sums up all main points very neatly and ends with a HUGE BANG!! Essay has 2-3 mechanics errors. Essay has NO mechanics errors. Standard Mechanics (E4a) Does not take into account any intended audience in writing Closing paragraph introduces new ideas and/or does not restate the thesis; closing does not have a “clincher” last sentence. Essay has more than 7 mechanics errors Total: ___________/35 ELA 6-12 Course Overviews Closing paragraph does not restate the main points of the essay enough; closing has somewhat of a “clincher” last sentence. Essay has 4-6 mechanics errors. x2= _______________/70 Percentage: _____________% COMMENTS Letter Grade: _______________ 83 Creative Response to British Literature Rubric Substandard Engages the reader (E2c, substandard 1) Establishes a situation, plot, POV, setting, and conflict (E2c, substandard 2) Organizing structure (E2c, substandard 3q) Includes sensory details and concrete language (E2c, substandard 4) Develops complex characters (E2c, substandard 6) Uses a range of appropriate strategies (E2c, substandard 7) Sense of closure (E2f, substandard 6) Grammar Needs Major Revision (0-1) First sentence makes some effort to introduce the story, but lacks engagement Makes a minimal effort to include one or two of the elements, but lacks attention to all Needs Some Revision (2-3) First sentence is engaging, but does not relate well to the narrative. Makes an attempt to include some of the necessary elements, but not all Meets Standard (4) First sentence is engaging and introduces the overall theme of the narrative Establishes a situation, plot, point of view, setting, and conflict Exceeds Standard (5) First sentence is extremely engaging and introduces the narrative Goes into great detail in establishing a situation, plot, point of view, and conflict Story is choppy, has little attention to flow, and paragraph structure is scattered and weak. Makes a minimal attempt to include sensory details and concrete language, but overall attempt is lacking in effort. Story has some structure, but lacks an overall sense of flow Story has an organizing structure that is appropriate for topic and audience Makes an attempt to use some sensory details and concrete language, but story lacks enough details to keep reader interest Characters lack enough development to make their part in the story clear Uses some purposeful writing strategies, but not enough to create a lasting effect Uses enough sensory details and concrete language to lend to an interesting story Story has a flawless organizing structure that is appropriate for topic and audience. Uses sensory details and concrete language throughout the narrative that lends to a riveting story Features original and compelling characters Includes a conclusion, but one story still seems slightly unfinished 3-5 major grammar errors Conclusion gives the story a sense of completeness Characters are weakly developed and their part in the story is very unclear Uses very few purposeful strategies, not enough to make an effect Conclusion is very weak and the story seems to lack an ending. Grammar errors are so numerous that comprehension is affected Total Points Earned: ________/40 ELA 6-12 Course Overviews x5 = ____________/200 Develops characters in a way that makes their part in the story clear Uses a variety of writing strategies 1-2 major grammar errors Comments Effectively uses writing strategies to enhance narrative Conclusion leaves the reader extremely satisfied and wanting to read more No errors Percentage: _________________ Letter Grade: ______________ 84 British Author Report Rubric Standard Little Attempt Made (0-1) Needs Remediation (2-3) Meets Standard (4) Exceeds Standard (5) Develops a strong thesis (E2a, substandard 2) Organizing structure (E2a, substandard 3) Thesis does not give a strong perspective on a subject Thesis statement is not developed enough to be supported Thesis statement is developed and clearly supported Thesis statement is well developed and supported. Little effort is put into developing paragraphs Effort is made to write in paragraph form, but sentences are scattered and transitions are weak Paragraph structure is well developed to include topic sentences and some transitions. Includes appropriate facts and details (E2a, substandard 4) Excludes extraneous and inappropriate information (E2a, substandard 5) Provides a sense of closure (E2a, substandard 7) Bibliography Includes very little in terms of evidence of historical Macbeth Includes some evidence that supports thesis, but more could be found Includes an adequate amount of evidence to support thesis Paragraph structure is near perfectly clear, including strong transitions, topic sentences for each paragraph, and clear organization within each paragraph Includes a large body of evidence, illustrating strong research skills, to support thesis Includes a large amount of information that is unrelated to thesis Some information does not support thesis Very little information is included that does not support thesis No information is included that does not support the thesis No separate concluding paragraph is evident Closing paragraph does not sum up all main points of the essay concisely Closing paragraph restates the main points of the essay in an organized fashion Closing paragraph restates the main points of the essay and ends with a “clincher” Includes evidence from 0-1 resources Direct Quotes (and citations) Grammar (E4a) Does not include any direct quotes Includes evidence from 2 or 3 resources, with some errors in MLA documentation Includes 2-3 direct quotes, but has errors in citation Includes evidence from 4 resources, very few errors in MLA documentation Includes 3-5 direct quotes with proper citation Includes evidence from more than 4 resources, with no errors in MLA documentation. Includes 6 or more direct quotes with proper citation Has 6-10 grammar mistakes Has 3-5 grammar mistakes Has only 1-2 grammar mistakes Has more than 10 grammar mistakes Total: ___________/40 ELA 6-12 Course Overviews x3= _______________/120 Percentage: _____________% Comments Letter Grade: _______________ 85 Student name: ______________________________ Writing response assessment for 1984 British Literature 1 2 3 4 5 Introduction is clear and defines topic Introduction uses formal language Writer transitions smoothly into supporting details Details are relevant and clearly support the thesis There are enough details to convincingly support the thesis Details transition smoothly to a conclusion statement Conclusion statement explains purpose and ties information back to the thesis Formal tone is maintained throughout analysis Total: ___________ / 40 ELA 6-12 Course Overviews 86 Pennsylvania Writing Assessment Holistic Scoring Guide (for alternate assessments) 6 5 4 3 2 1 Focus sharp, distinct focus clear focus adequate focus vague focus confused focus absence of focus Content Substantive, specific and/ or illustrative content; sophisticated ideas that are particularly well developed specific and illustrative content sufficient content content limited to a listing, repetition or mere sequence of ideas superficial content absence of relevant content inconsistent organization confused organization absence of organization Organization obviously controlled and/ or subtle organization logical and appropriate appropriate organization organization Style writer’s choice apparent in precision and variety tone, sentence structure in sentence structure and word choice and word choice some precision and variety in sentence structure and word choice limited sentence variety and word choice Lack of sentence and no apparent control word choice variety over sentence structure and word choice Conventions few mechanical and usage errors mechanical and usage errors not severe enough to interfere significantly with the writer’s purpose repeated weaknesses in mechanics and usage mechanical and usage errors that seriously interfere with the writer’s purpose some mechanical and usage errors mechanical and usage error so severe that writer’s ideas are difficult, if not impossible, to understand Nonscorable Is illegible i.e.; includes so many undecipherable words that no sense can be made of the response Focus Demonstrates an awareness of audience and task. Establishes and maintains a clear purpose. Sustains single point of view. Exhibits clarity of ideas. Content Information and details are specific to topic. Information and details are relevant to focus. Ideas are fully developed. ELA 6-12 Course Overviews Is incoherent, i.e.: words are legible but syntax is so garbled that the report makes no sense Organization Style Logical order of sequence is maintained. Paragraphs deal with one subject. Logical transitions are made within sentences between and paragraphs. Introduction and conclusion are evident. Precise language. Effective word choice. Voice, tone originality of language. Variety of sentence structures, types and lengths. Conventions Mechanics: spelling, capitalization, punctuation. Usage (e.g. pronoun references, subject-verb agreement). Sentence completeness. 87 Unit of Study Great Expectations All semester (at least two days each week) Sir Gawain and the Green Knight (HONORS option) 1 week Shakespeare: Othello 4 weeks 1984/George Orwell 2 weeks Lord of the Flies 2 weeks Major Concepts Covered British Literature Unit Plan Skills Mastered Student Products Characterization Theme analysis Elements of complex plot and narrative Use of Dickens’ descriptive writing techniques Author purpose Synthesis of cultural and social knowledge (Victorian) Fictional character development Analytical and expository writing skills Use of direct quotes in literary response Public speaking MLA-format report writing Research and study skills -knowing when to cite –citing facts correctly Lyric poems Alliteration Fantasy and romanticism Arthurian Legend Poetic analysis Identifying key events Understanding legend vs. historical fact Elizabethan drama Figurative and descriptive language Iambic pentameter and verse dialogue Tragedy and tragic elements Dramatic irony Author purpose in writing Analysis of conflict in modern social structures and government Use of subtlety in writing Allegory and satire Irony Public speaking Creative writing Literary interpretation Reading verse script Analytic and expository writing Independent reading Note-taking strategies MLA text citation Response to Literature essay— analysis: how AF is a satirical allegory Analysis of conflict in human sociology and psychology (civilized vs. beast) Author purpose in writing Fear in post WWII writing (apocalypse) Analytic and expository writing Independent reading Note-taking strategies Independent reading comp. and connections Exam responses Short essay analysis of general themes of British Lit ELA 6-12 Course Overviews Effective Teaching Strategies 1) 3 short five paragraph Response to Literature –based on three stages of story and theme development 3) Major Response to Literature Essay—scaffolded from minor essays to dicuss author purpose for literature 4) Victorian historical research report 2-3 pages 5) Journal responses text to reader connections Comic book depicting key elements of plot development Timeline of plot events Journal and discussion of personal emotions Reading participation –extra credit for volunteers Research gathering and writing review (online resources) Pre-writing strategies Scaffolded series of writing assignments 7-10 page tragic narrative Philadelphia Shakespeare Festival residency -1 week Dramatic reading of script Movies and field trip to help supplement the visual aspects of drama In class response essays to morally challenging questions Journal Dramatic poetic reading Acting out of scenes with narration Retelling in modern terms Supplemental story: Alan Johnston’s kidnapping “Shooting an Elephant” Excerpts from “Why I Write” Histroy presentation on Communist Russia’s rise Notes-taking strategies Independent reading and discussion Psychological explanation of: id, ego, superego -psychopaths and sociopaths 88 Accommodations: HONORS: • Increased length and depth of analysis for scaffolded Response to Literature essays. • Independent brainstorming expectations (less support provided in class by instructor) • British Author Report: • Students will deliver a multi-media formal presentation of their author with historical connections to the time period of British history and culture • • • • • General expectations for levels of text interpretation and quality of writing/presenting will be higher for all assignments More independent performance and greater depth of group discussions during whole-class time and literature circles Supplemental reading for Orwell unit: “The Lion and the Unicorn” “Sir Gawain and the Green Knight” unit on Arthurian legend and the British/European tradition of storytelling Additional unit on Shakespeare’s sonnets (if time allows) SPECIAL EDUCATION: -provide accommodated versions of Great Expectations text and Shakespeare plays -provide plot overviews of texts to assist in mastery of details (and enable more focus on higher concepts) -reduced writing length requirements for essays and reports -accommodated quizzes and exams for learning style strengths ELA 6-12 Course Overviews 89
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