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
understand skill, etc.) Skills Needing Improvement: Identify skill areas that you still need to work on improving 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) Rewrite Sentence with Revisions Why is this skill area important to all good writing? Name: _________________________ English 10 Honors Teacher: _______________________ Date____________________
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.) Skills Needing Improvement: Identify skill areas that you still need to work on improving this year. For each, complete a row of the chart AND highlight the examples of evidence in each assignment in you writing portfolio.
My Writing Progress Chart QUARTER #3 Essay Type Essay Title Essay Focus Strength Strength Weakness Weakness Analysis Analysis Analysis Argument Argument Argument Research Creative Creative Focus Correction Areas: QUARTER #4 Essay Type Essay Title Essay Focus Strength Strength Weakness Weakness Analysis Analysis Analysis Argument Argument Argument Research Creative Creative Focus Correction Areas:
Part II: Participation in/Contributions to Seminar Discussion (50 points) Speak loudly and clearly Cite reasons and evidence for their statements/ Use the text to find support Listen to others respectfully Stick with the subject Paraphrase accurately Ask for help to clear up confusion Interact in a civil manner Pose thoughtful questions Your score: Part III: Outer Circle Feedback (20 points) Take notes on specific people who either follow or do not follow the guidelines below: Speak loudly and clearly Cite reasons and evidence for their statements/ Use the text to find support Listen to others respectfully Stick with the subject Paraphrase accurately Ask for help to clear up confusion Interact in a civil manner Pose thoughtful questions Note: If you feel your participation in the seminar discussion did not reflect the depth of your understanding of the texts, and/or your ability to interpret and analyze them, see the teacher for an alternate assignment.
Text Set A Raisin in the Sun Paragraph two of the Declaration of Independence President Obama’s Inaugural Address “We Wear the Mask” Paul Lawrence Dunbar “Heritage” “Any Human to Another” Countee Cullen Selections from Narrative of the Life of Fredrick Douglass “If We Must Die” “Harlem” Langston Hughes “Life for My Child is Simple” “Primer for Blacks” “Still I Rise” Maya Angelo “The Sky is Gray” “I, Too, Sing America” “How It Feels To Be Colored Me” *Note: You may also use up to 2 supporting examples from 1 additional source of your own (as part of the 7), but you must bring that source with you to class.
The Great Gatsby Seminar Preparation I. Gatsby Analysis: Explain how Fitzgerald uses at least two of these to develop a theme about the American Dream (cite examples –chapters and pages— from the text): Motif, characterization, juxtaposition, paradox, irony, allusion, metaphor, simile, personification, hyperbole, imagery, other sensory language, diction that creates mood Write one question you still have about Gatsby: II. Essential Question Refer to at least three of the texts below, including Gatsby, along with any relevant reading quiz responses, to answer (or theorize about) the following questions. Include text citations. The Great Gatsby, “Class in America” (NY Times) “Far From Gulf…” (NY Times) ; “Up From the Holler…” (NY Times); “With the American Dream Comes the American Nightmare” (NPR); song lyrics and quotes about the American Dream Essential Question: What is the American Dream?
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