Acknowledgements This Resource Guide represents the work of many LCPS staff over the last two years, including the following: Michele Schmidt Moore, Ph.D. English Supervisor Dave Arbogast, English Specialist Honors English Portfolio Design Committee Neelum Chaudhry Cassandra Donahue Peter Stephens Jason White Honors English Assessments Revision Group Christopher Cuozzo Colleen Dobbs Marina Levi Nicole Rubloff Barbara Musselman Larry Hinders Amy Trickett Emily Everett Patricia Albert Sharon Smiley Deanna Blackshire Eileen Lowry Lisa Patterson Valerie Hargis Honors Core Units Committee
Commentary: Analysis & Synthesis Sophisticated analysis of the evidence to support and extend argument. Analyzes the how/why/what. Elaborates to include specific details that enhance and express the writer’s critical thinking and central argument. Artifacts are cohesively and sophisticatedly synthesized to support central argument and makes connections between artifacts. Writer’s opinion and critical thought is clearly evident and developed and evaluates and refutes counter arguments. Evidence analyzed to support/extend argument. Elaborates to show critical thinking and relevance. Artifacts reflect a basic level of synthesis around a central argument. Writer’s opinion is evident and developed throughout essay and discusses counter arguments. Some analysis of evidence. Lacks thoroughness and insight. Some elaboration shown but rarely goes beyond what the artifacts say Attempts to synthesis artifacts but may be too general at times. Writer’s opinion is somewhat evident but does not exhibit as much critical thought/analysis. Counter arguments are identified but underdeveloped. Little analysis of evidence. Mostly summarizes artifacts. Little elaboration shown. Little synthesis. Writer’s opinion is vague or general and does not exhibit critical thought. Counter arguments are not acknowledged. X 3 = /12 Expression: Mechanics, Grammar, Syntax, & Diction Strong mechanics, grammar, diction, sentence structure and variety. May have a few minor mistakes but does not inhibit meaning. A distinct and consistent writer’s voice is emerging through the use of varied sentence structure and sophisticated vocabulary as grade level appropriate. Good mechanics, grammar, diction, sentence structure and variety. May have a few patterns of mistakes but does not inhibit meaning. A distinct and consistent writer’s voice is attempted, although inconsistent and still emerging through the use of some varied sentence structure and attempts at sophisticated vocabulary as grade level appropriate. Meaning is somewhat diminished by consistent errors in punctuation, capitalization, spelling, and/or agreement. A distinct and consistent writer’s voice may be lacking. Substantial errors in grammar/punctuation interfere with meaning. No attempt at a writer’s voice or the voice is simply that of a student struggling with the concept of the assignment. X 8 = /32 TOTAL /100 LCPS Honors Assessment: Big Question Rubric – Multimedia Presentation Criteria 4 - Advanced/Exceeds Standard 3 - Proficient/Meets Standard 2 - Developing/Approaching 1 - Needs Work/Below Standard Subtotal
Organization and Focus organization and focus are consistent; in other words, the reflection is of a piece and not a laundry list of lessons learned chosen organizational technique (overarching metaphor or narrative, for instance) complements the content organization and focus are generally consistent; the reflection, for instance, does not resemble a laundry list of lessons learned chosen organizational technique (overarching metaphor or narrative, for instance) may feel somewhat mechanical but does not detract from the content organization and focus are not always consistent; the reflection in many places may resemble a laundry list of lessons learned chosen organizational technique (overarching metaphor or narrative, for instance) but feels mechanical and may detract from the content organization or focus may be almost completely lacking the reflection may contain little evidence of an organizational technique X 4 = /16 Tone and Voice uses a consistent and engaging tone appropriate to its audience and purpose demonstrates an individual, compelling, and engaging voice; writer takes a risk by showing who they are and what they think generally uses an engaging tone appropriate to its audience and purpose demonstrates a sincere, but not fully engaged voice; there are moments where the writer takes a risk that shows who they are and what they think sometimes uses an inappropriate tone for the audience and purpose demonstrates a sincere voice in some places, but that voice is not heard consistently; there are few moments where the writer takes a risk that shows who they are and what they think uses an inappropriate tone for the audience and purpose demonstrates an indifferent, uninvolved voice; writing is routine and risk-free X 4 = /16 Grammar, Usage, Mechanics demonstrates mastery of the writing conventions stated in the curriculum guide (See the Writing Strand for your grade.) infrequent lapses do not distract from meaning demonstrates competence in the writing conventions stated in the curriculum guide (See the Writing Strand for your grade.) lapses rarely distract from meaning demonstrates struggles with the writing conventions stated in the curriculum guide (See the Writing Strand for your grade.) lapses may sometimes distract from meaning demonstrates significant difficulty with the writing conventions stated in the curriculum guide (See the Writing Strand for your grade.) lapses distract from meaning X 5 = /20 TOTAL /100
Writing Reflection Essay: Pre-Writing English 10 Honors Skill Areas: Use the list of skill areas to complete the Writing Reflection Essay Pre-Writing charts below. You are not limited to only these skills, but you should verify with your teacher before selecting other writing skills to insure your selections are appropriate for this assignment. Structure Grammar Diction hook/attention grabber thesis topic sentence concrete detail (specific examples) incorporation of quotes into original sentences (TIE) explanation/elaboration on examples (analysis) concluding sentence restated thesis transitions parenthetical citations capitalization run on sentences fragments subject/verb agreement quotation marks comma errors apostrophes semicolons colons hyphens dashes spelling strong verbs mature vocabulary sentence variety (sentence types) active/passive voice Improved Skills: Identify skill areas that you have improved this year. For each, complete a row of the chart AND highlight the examples of evidence in each assignment in you writing portfolio. Skill Area Assignment Name (Example of Weakness) Assignment Name (Example of Improvement) Why is this skill area important to all good writing? Why did you make this mistake in the first assignment? (Carelessness, didn’t understand skill, etc.)
Wolfe, “The Child by Tiger” (short story) Stylistic Essential Question: How do various literary devices specifically involve the reader in the experience the author creates? An Honors student must be able not only to recognize the elements and how they are utilized, but also to employ them. Consider, but do not limit yourself to: Allusion Diction Irony (dramatic, verbal, situational) Metaphor Metonymy/synecdoche Personification Symbol Syntax Tone and Mood Textual Analysis: Students will annotate for the specific use of literary devices: Atwood, “Siren Song” (poem) Eliot, “The Love Song of J. Alfred Prufrock” (poem) Jackson, “The Lottery” (short story) Plath, “Metaphors” (poem) Wolfe, “The Child by Tiger” (short story) Analytic Writing: Students will conduct a close-reading analysis of one of the works above, and present that analysis in a four-page paper. Journal Writing: Journal entries can be on a variety of topics, some related to the genre, some related to personal and or school interests. Journals or writer’s notebooks provide students with the opportunity to practice their craft providing a focus of their choosing.
Writing analytically, students evaluate an author’s compositional choices and thematic intent while engaging a similar constructive process: refining a thesis, selecting illustrative evidence, distinguishing the writing voice, and unifying the presentation. Teachers should offer plentiful models of effective analytical writing, both in whole and in part (e.g., highlighting a specific and arguable thesis statement or an example of well-selected evidence). They should closely guide students’ writing through a thorough drafting and revision process, including teacher, peer, and self-evaluation. Best Practices Prepare a multi-genre text set with strong thematic connections to the essential question Model and guide students’ text annotations Provide ample opportunities for analysis of shorter texts or passages Check for understanding of literary and language device terminology Emphasize the discovery of a text’s theme or argument Model (with published and teacher-generated writing), guide, and provide frequent feedback and peer and self-evaluation opportunities for students’ writing
Dialogue vs. Debate Dialogue is collaborative: multiple sides work toward shared understanding. In dialogue, one listens to understand, to make meaning, and to find common ground. Dialogue enlarges and possibly changes a participant's point of view. Dialogue creates an open-minded attitude: an openness to being wrong and an openness to change. In dialogue, one submits one's best thinking, expecting that other people's reflections will help improve it rather than threaten it. Dialogue calls for temporarily suspending one's beliefs. In dialogue, one searches for strengths in all positions. Dialogue respects all the other participants and seeks not to alienate or offend. Dialogue assumes that many people have pieces of answers and that cooperation can lead to a greater understanding. Dialogue remains open-ended. Debate is oppositional: two opposing sides try to prove each other wrong. In debate, one listens to find flaws, to spot differences, and to counter arguments. Debate defends assumptions as truth. Debate creates a close-minded attitude, a determination to be right. In debate, one submits one's best thinking and defends it against challenge to show that it is right. Debate calls for investing wholeheartedly in one's beliefs. In debate, one searches for weaknesses in the other position. Debate rebuts contrary positions and may belittle or deprecate other participants. Debate assumes a single right answer that somebody already has. Debate demands a conclusion. Dialogue is characterized by suspending judgment. examining our own work without defensiveness. exposing our reasoning and looking for limits to it. communicating our underlying assumptions. exploring viewpoints more broadly and deeply. being open to disconfirming data. approaching someone who sees a problem differently not as an adversary, but as a colleague in common pursuit of better solution. Source: For the full PPT version, click here:
"So we inherited two worlds—the one of hope to which we had been bred; and the one of disillusion which we had discovered early for ourselves." –F. Scott Fitzgerald, on his War I generation of Americans Q: How do hope and disillusionment compete in the pursuit of one’s dreams? What does Gatsby suggest about identity? Is it “constructed” by oneself and by everyone else’s view of him or her? Or is there always a “true, authentic identity” hidden somewhere? How does one access that identity? (Question from University of West Georgia English faculty web page - .) -- To what extent does an individual’s past shape his or her identity? -- Is the notion that one can create his own identity uniquely American? Can everyone achieve the Dream? -- What matters more, the individual’s Dream, or the community’s Dream?
Socratic Seminar Check Sheet Your Name (outer circle): _________________________________________ Period: ________ Who are you observing (inner circle)? _______________________________ Date: __________ Topic: ________________________________________________________________________ Behaviors Seen Number Of Times Comments 1. Contributes a new idea A. What went well in the discussion process? How did people work together to let the discussion flow? 2. Adds a thought or more explanation to another person’s comment 3. Asks for clarification 4. Refers to a specific spot in the text being discussed B. How could the discussion have improved? What would have helped things flow more smoothly? 5. Connects to another text (movie, artwork, song, TV show, novel, short story, etc.) 6. Makes a connection to the world 7. Uses a precise example to further explain own ideas C. What interesting comments did people make? What ideas do you take from today’s discussion? 8. Paraphrases another person’s comment 9. Invites someone into the discussion 10. Compliments or encourages others
Rubric Element Above Expectations (20) Meets Expectations (15) Below Expectations (<15) Communication of message The author presents a clear message resulting from a balance of literary techniques. Message is developed consistently throughout. The author presents a message, though at times it is unclear or off-topic or is not developed consistently throughout. The author attempts to present a message, though it is unclear, inappropriate to theme, or inconsistent. Use of symbolism Symbolism is used effectively—neither too obvious or too subtle—to convey messages and meanings greater than the physical symbol itself. Symbolism is used, though it could be used more effectively in communicating the message. Symbolism may be used, but it is inappropriate to the theme or does not contribute to the message. Use of imagery A combination of imagery using all five senses effectively contributes to the piece’s central message. A limited use of imagery contributes to the piece’s central message. Imagery may be used, but it does not contribute effectively to the central message. Effectiveness of juxtaposition Images and symbols are balanced with diction, tone, and other elements to clearly convey the author’s message. Images and symbols convey the author’s message, though they could be better balanced. Imagery and symbolism is used, but it is not juxtaposed in such a way as to add meaning. Grammar & Mechanics Grammar and mechanics is perfect or nearly perfect, allowing the message to stand out. Few mistakes that do not detract from a reader’s understanding of the message. Errors detract from a clear reading of the piece. Reflective Writing (graded separately) Organizational structure of piece, central message, juxtaposition, and intended emotional response clearly explained with specific references to the text. Organizational structure of piece, central message, juxtaposition, and intended emotional response clearly explained. Required elements are missing.
The Scarlet Letter Adaptation Phase I Worksheet Title:_________________________________________________________________________ Group Members: _______________________________________________________________ New Setting:___________________________________________________________________ Time:________________________________Place:____________________________________ Ten Key scenes Chapter in the Book Who will write them
Overview Essential Questions What is the American Dream? Where did it come from? How has the Dream itself changed over time? How have people’s abilities or opportunities to achieve these dreams changed over time? What elements of our culture enable people to achieve the American Dream? What elements of our culture acts as obstacles to the achievement of these dreams? What positive effects has it had on our culture? What negative effects has it had on our culture? To what extent is the American Dream only about money and materialism? Is the self-interested pursuit of a materialist American Dream inherently in conflict with basic moral values? What was Fitzgerald’s view of the American Dream in the 1920’s, as portrayed in The Great Gatsby and “Winter Dreams”? To what extent and in what ways would Fitzgerald’s critique still apply in our culture today? Multi-Genre Text Set that connects to Essential Thematic Questions “Class Matters” newspaper The Great Gatsby “Winter Dream” “The American Dream: A Biography” “Who Wants to Be a Millionaire: Changing Conceptions of the American Dream” “The Reproduction of Privilege” “How Fares the Dream?” “Rethinking the American Dream” “The American Dream’s Empty Promise” “Waking Up from the American Dream” “America and I” Stylistic Essential Question How do tone, mood, diction, imagery, symbolism, and characterization contribute to the meaning of a work of fiction? Key Vocabulary Tone, mood, diction, imagery, character, setting, symbolism; social class, economic class, economic mobility Multi-Genre Text Set that connects to Essential Stylistic Questions Socratic Seminar Analytical Writing* Summative Assessment In-Class Close Reading/Timed Writing:
Considerations During This Unit: Can America achieve equal rights? Why are there “haves” and “have nots”? Background Information: Fitzgerald, The Roaring 20’s, and The Great Gatsby, social class, economic class, economic mobility. (15 minutes) Discussion of “the American Dream” in response to criticism of it. (25 minutes) (: (Time magazine) 2 11/19 A 11/20 B Discuss Homework: Journal Entry about “Winter Dreams” Explain your responses to the main characters in “Winter Dreams” and what happens to them at the end. What dreams are involved in this story, what happens to those dreams, and why? What do you think the author is trying to say about the “American Dream” in this story? Intro/Historical Context (15 min) Background readings, videos Essential Stylistic Question: How does an author use diction choices and imagery to develop the tone and mood of a passage? Direct Instruction: Tone, mood, diction and imagery Application: Distribute copies of The Great Gatsby & explain homework: Emphasize that annotations are crucial to participation in final Socratic Seminar. Read The Great Gatsby pages 1-30 and complete Dialectical Journal entry 3 11/26 A 11/27 B Discuss Homework: Intro/Historical Context (15 min) Read The Great Gatsby pages 31-60 and complete Dialectical Journal entry 4 11/28 A 11/29 B Review Homework: Make chart paper posters labeled “Tone,” “Diction,” “Mood,” “Characterization,” “Symbolism,” and “Imagery.” Have students list examples from their annotations. (15 minutes) Journal: What do we know about Gatsby so far? What predictions can you make about him? What do we know Read The Great Gatsby pages 61-90 and complete Dialectical Journal entry