source: is this an 18th century novel? (if so, by whom?) Is it a news article from June 2001 in the Washington Post? Is it an editorial? Is this a conversation a student had with his grandfather? (If so, who is his grandfather and how does his experience inform these perspectives?) Honors English Assessment Timeline Grading Period Big Question Project Writing Reflection Essay 1 Select a Big Question Journal: “Attempting to Answer the BQ” Complete the “Connecting Literary Works to Your Big Question” to connect big question to stories read in class during Q1. Discuss: “Guidelines for Gathering Artifacts for the BQ” and “Acceptable Search Databases to Find Artifacts” Set up writing portfolio Collect writing samples Enter strengths, weaknesses, and Focus Correction Areas on My Writing Chart Journal: Reflect on own writing (strengths & weaknesses) 2 Gather 2 artifacts to use in support of BQ. For each BQ artifact, complete the “Connecting Artifact #___ to Your Big Question” questionnaire Complete the “Connecting Literary Works to Your Big Question” to connect big question to stories read in class during Q2. Optional: Complete the “Connecting an Extra Literary Work to Your Big Question” Work on Focus Correction Areas in all new writing assignments Enter strengths, weaknesses, and Focus Correction Areas on My Writing Chart Complete one writing reflection (Writing Reflection Essay Planning Worksheet) 3 Gather 2 artifacts to use in support of BQ. For each BQ artifact, complete the “Connecting Artifact #___ to Your Big Question” questionnaire Complete the “Connecting Literary Works to Your Big Question” to connect big question to stories read in class during Q3. Optional: Complete the “Connecting an Extra Literary Work to Your Big Question” Work on Focus Correction Areas in all new writing assignments END: Write Reflection Essay (for 25% of final exam grade) Identify supporting documents as “Source A,” etc. Should use quotes from original essays/writings All supporting documents should be attached to the final essay 4 Gather 2 artifacts to use in support of BQ. For each BQ artifact, complete the “Connecting Artifact #___ to Your Big Question” questionnaire Draft & revise BQ essay (including a peer review) Identify supporting documents as “Source
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 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) explanation/elaboration on examples (analysis) concluding sentence restated thesis transitions parenthetical citations addressing all portions of the prompt capitalization run on sentences fragments subject/verb agreement quotation marks comma errors apostrophes semicolons spelling strong verbs mature vocabulary 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.) 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
My Writing Progress Chart QUARTER #1 Essay Type Essay Title Essay Focus Strength Strength Weakness Weakness Analysis Analysis Analysis Argument Argument Argument Research Creative Creative Focus Correction Areas: QUARTER #2 Essay Type Essay Title Essay Focus Strength Strength Weakness Weakness Analysis Analysis Analysis Argument Argument Argument Research Creative Creative Focus Correction Areas:
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:
Sample Thematic Essential Questions & Multi-genre Text Sets Selected from Honors English 11 Cohort Units Unit Essential Question What do we owe society? What does society owe us? Does the Individual exist simply to support Society? Is Society simply a social contract individuals agree to for their mutual benefit? To what extent should our actions and decisions be driven by societal norms and values versus our own individual conscience? What is the role of shame (or the idea of sin) in a culture in general? What should it be? To what degree should we be governed by our own individual consciences as opposed to social norms, social pressure, or even laws? To what degree and in what ways are we responsible for others? Ideally, how should we prioritize our own needs and those of others? Should we sacrifice our own needs for others? If so, in what situations? Anchor Text The Scarlet Letter Multi-genre Text Set “On Rainy River” chapter from The Things They Carried, by Tim O’Brien (novel excerpt) “Young Goodman Brown,” by Nathaniel Hawthorne (short story) “A Worn Path,” by Eudora Welty (short story) Excerpt from The Trial and Death of Socrates, by Plato (written dialogue) Pie charts on federal, state, and county revenues and expenses Statistics on charitable giving “The Entitled Generation,” by Bill Keller (article) “Let’s Draft Our Kids,” by Thomas E. Ricks (article) “The Tragic Case of Amanda Todd,” by Maia Szalavitz (article) “Gender Policing As Bullying Ritual,” by Elizabeth C. Payne (article) “Public Humiliation: It’s Not the Web, It’s Us,” by Elizabeth Blair (article)
Steven Colbert interview with Nikolas Kristof (video) Steve Levitt lecture on “superfreakonomics” (video) “Around My Way,” by Lupe Fiasco (song) Alfred Green’s 1861 recruitment speech to African Americans (speech) “The Colored Soldier,” by Langston Hughes (poetry) “Doghouse Diaries” cartoon on individual’s responsibility to society (cartoon) (Chris Cuozzo, Woodgrove; Thomas Clawson, Woodgrove; Jameson Zoller, Potomac Falls; Megan O’Meara, Park View) Unit Essential Question What makes us human? Anchor Text Brave New World Multi-genre Text Set 1984 – George Orwell (novel) “The Pedestrian” – Ray Bradbury (short story) “Harrison Bergeron” – Kurt Vonnegut (short story) “The Unknown Citizen” – W.H. Auden (poem) “The Hollow Men” – T.S. Eliot (poem) “VISIONS: BIOLOGY: A GENETIC FUTURE BOTH TANTALIZING AND DISTURBING; A Small Leap To Designer Babies” – Sheryl Gay Stolberg (article) “Tinkering with Humans” – William Saletan (article) “The Pretender” – Foo Fighters (song lyrics) The Spy – Bertolt Brecht (drama) (Heather Olis, Loudoun Valley) Unit Essential Question What sorts of influences does fear have on individuals and on society as a whole? Anchor Text The Crucible Multi-genre Text Set “Why I Wrote The Crucible” Arthur Miller Selections from the Journal of John Winthrop and other Puritan texts “Sinners in the Hands of an Angry God” Jonathan Edwards “Dry September” Faulkner “Not Fear” Rafael Guillen
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.
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.
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.
Not So Truly Titan, A High School Tragedy: A Modern Adaptation of Shakespeare’s The Tragedy of Macbeth By Sam Waterson and Edgar James March 1, 2007 Example of Reviews: “This is the best adaptation of Macbeth I have ever seen… truly tragic!” The New York Times “Worth coming into town to see in a theater…” Field and Stream “Disturbing…the authors need to talk to their guidance counselors immediately…” School Counselors Monthly “So vivid, so engaging, and yet so twisted. A true masterpiece of modern cinema…” Mad Magazine “I found myself asking: how did they know all these details of my life?” O.J. Simpson