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Brunswick City Schools

Grade 9-12 Language Arts

Course of Study and Syllabus

BOARD APPROVED 5/1/2010

Revised June 2014

This document describes the Language Arts course of study for all grade 9-12 students in Brunswick City Schools. Teachers are required to plan, assess, and instruct in such a way that all students are reasonably prepared to demonstrate mastery of the objectives listed herein to the level of proficiency described by the objectives, test blueprints and writing rubrics found within this document.

Resources and References

Introduction

Ohio's instructional program is in transition. Within two or three years, the existing Academic Content Standards and Ohio Graduation Test (OGT) will be replaced by model syllabi, end-of-course assessments, and a new exit exam. This document is intended to provide a bridge from the Language Arts priorities that are being phased out to the expectations that will replace them. It will be updated when the Ohio Model Course of Study and the Ohio End-of-Course assessments for Language Arts have been published and when the replacement for the Ohio Graduation Test has been announced.

Five references informed the design and content of this course of study: 1. The Brunswick City Schools Language Arts Course of Study (2000), based on Ohio's Academic

Content Standards (1999).2. The National Governors Association and Council of Chief State School Officers College and

Career Readiness Standards for Reading, Writing, Speaking and Listening (2009, draft).3. The ACT Quality Core® Curriculum for Language Arts (2010).4. The College Board's Advanced Placement Sample Syllabi (2010).5. Literary Analysis Rubric (2010). Adapted from Utah Education Network

Minor contributions from Glendale Community College http://my.uen.org/mydocuments/downloadfile?userid=smdenmic&documentid...

This course of study emphasizes clarity, academic rigor and alignment across grade levels. The goal of this revision is to prepare students to confidently meet or exceed the Language Arts expectations of college and the work place.

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Acknowledgements

SuperintendentMichael D. Mayell

Brunswick City Schools Board of EducationThomas R. Neumann, President

Lisa Durichko, Vice PresidentSusan J. MuniakBonnie Nelson

Nancy Zelei

Education OfficeNancy Duelley, Ed.D., Director of Education

Bonnie Kubec, Assistant Director of Education, SecondaryDonna Amato, Assistant Director of Education, Elementary

Thanks

Many thanks to the department members who contributed to the development of this document. Their expertise, diligence, and passion for literature and students are evident on every page.

Department Coordinator: Kristin Perrin

Ninth Grade: Jessica Thompson, Kristin Weight and Kristin Perrin

Tenth Grade: Kamala Barr, Denise Bohn and Kristin Marcu

Eleventh Grade: Jane Swartz and Jessica Thompson

Twelfth Grade: Michelle Raglow and Colin Smith

Speech: Kamala Barr and Colin Smith

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Table of Contents

Characteristics of College & Career Ready Students__________________________1

Implementation Guidance_________________________________________________________2

Required Elements*__________________________________________________________________2Genre Studies_____________________________________________________________________________2Readings and Assessments___________________________________________________________________2Writings and Rubrics________________________________________________________________________3Language Elements_________________________________________________________________________3

Discretionary Elements_____________________________________________________________5Supplemental Readings - Novels_______________________________________________________________5Supplemental Readings - Various Styles_________________________________________________________5

9th Grade Language Arts__________________________________________________________6

Course Description___________________________________________________________________6

Course Overview____________________________________________________________________6Literature_________________________________________________________________________________6Writing___________________________________________________________________________________6Language_________________________________________________________________________________7Assessment_______________________________________________________________________________7

Literary Genres, Objectives & Assessments_______________________________________________8Shakespearean Drama/Tragedy_______________________________________________________________8Poetry__________________________________________________________________________________14Nonfiction_______________________________________________________________________________16

Writing Genres, Objectives & Assessments___________________________________________17Narrative________________________________________________________________________________17Literary Responses________________________________________________________________________20Research________________________________________________________________________________23Argument_______________________________________________________________________________26Journals_________________________________________________________________________________27

10th Grade Language Arts_______________________________________________________28

Course Description__________________________________________________________________28

Course Overview___________________________________________________________________28Literature________________________________________________________________________________28Writing__________________________________________________________________________________29Language________________________________________________________________________________29Assessment______________________________________________________________________________29Dystopian/Science Fiction___________________________________________________________________33Novella - Gothic Fiction_____________________________________________________________________35

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Non-Fiction______________________________________________________________________________37Fiction - Short Stories______________________________________________________________________38Poetry__________________________________________________________________________________39Research: Compare/Contrast________________________________________________________________40Character Analysis_________________________________________________________________________44Persuasive/Position Paper__________________________________________________________________47


Course Description__________________________________________________________________50

Course Overview___________________________________________________________________50Literature________________________________________________________________________________50Writing__________________________________________________________________________________51Language________________________________________________________________________________51Assessment______________________________________________________________________________52Realism_________________________________________________________________________________54Modernism and Post Modernism_____________________________________________________________56

Writing Genres, Objectives & Assessments___________________________________________58Persuasive_______________________________________________________________________________58Literary Analysis__________________________________________________________________________61Research________________________________________________________________________________64


Course Description:_________________________________________________________________67

Course Overview___________________________________________________________________67Literature________________________________________________________________________________67Writing__________________________________________________________________________________68Language________________________________________________________________________________68Assessment______________________________________________________________________________69

Literary Genres, Objectives & Assessments__________________________________________70Chaucerian Poetry_________________________________________________________________________70Dystopian/Science Fiction___________________________________________________________________72Narration________________________________________________________________________________74Drama__________________________________________________________________________________76Poetry__________________________________________________________________________________77Non-Fiction______________________________________________________________________________78

Writing Genres, Objectives & Assessments___________________________________________79Research (Problem-Solution)________________________________________________________________79Literary Analysis__________________________________________________________________________82College Application Essay___________________________________________________________________85

Speech Communication__________________________________________________________88

Course Description:_________________________________________________________________88

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Course Overview:___________________________________________________________________88Required Speeches:________________________________________________________________________88Required Content Areas:____________________________________________________________________88Assessments_____________________________________________________________________________89

Required Speeches__________________________________________________________________90Informative______________________________________________________________________________90Persuasive Speech_________________________________________________________________________94Biography_______________________________________________________________________________98

Required Content Areas_____________________________________________________________102Communication__________________________________________________________________________102Listening & Listening Skills_________________________________________________________________104Interpersonal Communication & Group Discussion______________________________________________106Interviewing____________________________________________________________________________108Debating_______________________________________________________________________________110

Adapting Assessments for Level 3 Classes___________________________________112

Bloom's Taxonomy_________________________________________________________________112

Supplemental Literature_______________________________________________________113

Approval Process__________________________________________________________________113

List of Titles from All Grade 9-12 Anthologies___________________________________________113

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Introduction and Overview

Characteristics of College & Career Ready Students

Students who are college and career ready exhibit the following capacities in their reading, writing, and speaking and listening:

1. They demonstrate independence as readers, writers, speakers, and listeners.Students can, without significant scaffolding or support, comprehend and evaluate complex text across a range of types and disciplines, and they can construct effective arguments and clearly convey intricate or multifaceted information. Likewise, students are independently able to discern a speaker’s key points as well as ask questions and articulate their own ideas.

2. They build strong content knowledge.Students build a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They demonstrate their ability to become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and the specific in-depth expertise needed to comprehend subject matter and solve problems in different fields. They refine their knowledge and share it through substantive writing and speaking.

3. They respond to the varying demands of audience, task, purpose, and discipline.Students consider their reading, writing, and speaking and listening in relation to the contextual factors of audience, task, purpose, and discipline. They appreciate nuances, such as how the composition and familiarity of the audience should affect tone. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in the natural sciences).

4. They comprehend as well as critique.Students are engaged and open-minded—but skeptical—readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and assess the veracity of claims.

5. They privilege evidence.Students cite specific textual evidence when offering an oral or written interpretation of a piece of writing. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

6. They care about precision.Students are mindful of the impact of specific words and details, and they consider what would be achieved by different choices. Students pay especially close attention when precision matters most, such as in the case of reviewing significant data, making important distinctions, or analyzing a key moment in the action of a play or novel.

7. They craft and look for structure.Students attend to structure when organizing their own writing and speaking as well as when seeking to understand the work of others. They understand and make use of the ways of presenting information typical of different disciplines. They observe, for example, how authors of literary works craft the structure to unfold events and depict the setting.

8. They use technology strategically and capably.Students employ technology thoughtfully to enhance their reading, writing, speaking, and listening. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums.

Source: National Governors Association and The Council of Chief State School Officers. “Common Core College and Career Readiness Standards for Reading, Writing, Speaking and Listening.” Draft 2009

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Implementation Guidance

Required Elements*

Genre Studies

This course of study is organized by genre. Student readings will include, but not be limited to, selections from the following genres and periods of American and literary history.

Titles identified as Required Readings in the table below satisfy three genre studies per grade level.

Required Genres9th Grade 10th Grade 11th Grade 12th GradeShakespearean Drama

Dystopian/Science Fiction

Pre-Colonial Medieval/Parody/Satire

Memoir Tragedy Enlightenment Dystopian/Satire/Philosophy Novella - Realism/Tragedy

Novella - Gothic Fiction

Romantic Period Narration

Non-Fiction Non-Fiction Realism Non-FictionShort Stories Short Stories - Fiction Modernism DramaPoetry Poetry Post Modernism Poetry

Readings and AssessmentsThree titles are identified at each grade level as required readings for all students (except AP). The titles are listed below and within each grade level syllabus.

Each required title is accompanied by a test blueprint that teachers must adhere to as they select and/or write items for summative assessments of those titles. Reading requirements and test blueprints may not be modified.

The purpose of this requirement is to create a common literary experience for all students and to establish a common level of rigor for students' demonstration of mastery with respect to those titles.

Required Readings9th Grade 10th Grade 11th Grade 12th GradeRomeo and Juliet by William Shakespeare

Fahrenheit 451by Ray Bradbury

Four Essays:From Nature - by EmersonFrom Self-Reliance - by EmersonWalden - by ThoreauFrom Civil Disobedience - by Thoreau

The Canterbury Talesby G. Chaucer

The OdysseyBy Homer

A Midsummer Night’s Dream by Shakespeare

Autobiography/Memoir of Fredrick Douglass

Anthemby Ayn Rand

Of Mice and Men by John Steinbeck

The Strange Case of Dr. Jekyll and Mr. Hydeby Louis Stevenson

The Great Gatsbyby F. Scott Fitzgerald

For One More Dayby Mitch Albom

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Writings and RubricsAt each grade level, students will be required to write in three specific genres. The writings are listed here and within each grade level syllabus. Each required writing is accompanied by a rubric that must be adhered to in the evaluation of students' final products. Writing requirements and assessment rubrics may not be modified.

The purpose of this requirement is to create a common writing experience and skill set for all Brunswick high school students and to establish a common level of rigor for students' demonstration of mastery with respect to those writing genres. This requirement is not intended to limit the range of writings students may be asked to learn.

Students will write in a variety of forms including, but not limited to, poetry, argument, magazine/news articles, journals, imitations, and blogs.

Required Writings9th Grade 10th Grade 11th Grade 12th GradeResearch Paper (short) Research:

Compare/ContrastResearch Cause/Effect

Research: Problem/Solution

Narrative Character Analysis Literary Analysis Literary Analysis Literary Response Persuasive-Position Persuasive College Essay - Narrative

Language Elements

Areas of focus have been identified for language instruction at every grade level. This is not intended to exclude other valuable areas of instruction but to ensure that a continuum of essential language understandings and skills are acquired at each grade level.

Students will properly apply the following language essentials in written and oral communications:

Required Language Elements9th Grade 10th Grade 11th Grade 12th GradeGrammarPrepositional appositive phrases

Review parts of speech Noun clause Classifying sentences

Parts of speech (to include adjectives and adverbs)

Clauses and phrases Prepositional/appositive

phrases (review) Participial phrases

Adjective-adverb clause Independent & subordinate clauses

Elliptical clause

UsageSubject-verb agreement Subject-verb agreement (review) Pronoun-antecedent

agreementDangling/misplaced modifiers

Pronoun agreement Pronoun case Pronoun agreementModifiers, adverb and adjective Participial phrases and

noun it modifies"Troublesome terms in glossary (e.g., affect/effect)

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9th Grade 10th Grade 11th Grade 12th GradeMechanicsSemi-colon, comma, colon, ellipsis

Commas, semicolons, colons (review) Ellipsis Semi-colon

Possessive apostrophe Possessive (review) ColonPunctuation with quotations/citations

SentencesSimple vs compound Complex Review all sentence

structuresReduce wordiness. Brevity!

Run-on Run-on (review) Compound/complex sentences

Paragraph organization

Fragments Fragments (review) Practice combining sentences

Vary sentence structure

Sandwiching citation within text

Adverbial and relative clauses in complex sentencesInfinitives

TextbookThis course of study utilizes an anthology in order to provide a commonly available catalog of high quality readings with accompanying background information. It is a valuable resource but is not intended to be read cover-to-cover by students.

McGraw-Hill School Education Group, Inc. 2009; Glencoe Literature Course 4 (ISBN 978-0-078-77978-7)McGraw-Hill School Education Group, Inc. 2009; Glencoe Literature Course 5 (ISBN 978-0-078-77979-4)McGraw-Hill School Education Group, Inc. 2009; Glencoe American Literature (ISBN 978-0-078-77980-0)McGraw-Hill School Education Group, Inc. 2009; Glencoe British Literature (ISBN 978-0-078-77981-7)McGraw-Hill School Education Group, Inc. 2009; Glencoe Speech (ISBN 978-0-078-80780-0)McGraw-Hill School Education Group, Inc. 2009; Glencoe Literature Novels (ISBN 978-0-028-17967-4)McGraw-Hill School Education Group, Inc. 2009; Glencoe Literature Grammar & Composition Handbook

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*Required elements may be modified to accommodate students' Individual Education Plans (IEPs) and/or intervention needs as identified through the

IAT process. No other modifications are permitted.


Discretionary Elements

The required elements of this syllabus describe a curriculum that will be common to all Brunswick High School students. The required elements alone, however, are not enough to create a robust and rigorous curriculum for all students.

Teachers will supplement the requirements to complete and enrich the learning experience for all students, taking students' interests and abilities into account as they plan.

Whenever possible, teachers will use the student anthology when selecting supplemental readings. It provides a commonly available, copyright-safe supply of rich readings with helpful background information.

When the anthology does not adequately meet the goals of instruction, teachers may require students to purchase additional supplemental novels (see Student Fee List) and/or read text from resources provided by the teacher under the conditions described below:

Supplemental Readings - NovelsAll novel titles (other than Required Titles and those found in the student anthology) must be preapproved using the district's Supplemental Literature process. No exceptions.

Applications and directions for using the Supplemental Literature process can be found on the Brunswick City Schools Education Office website.

Supplemental Readings - Various StylesWhen the anthology cannot provide appropriate resources, teachers may supplement with magazine articles, news articles, internet resources, etc. without seeking approval through the District Supplemental Literature Process or the Board of Education.

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9th Grade Language Arts

9th Grade Language ArtsCourse of Study/Syllabus

Course DescriptionIn preparing students for the tenth grade Ohio Graduation Test (OGT), this course will expect students to approach literature through personal and analytical viewpoints. Students will become independent and active readers of fiction, non-fiction, poetry, and drama. These various types of literature will correlate to writing assignments: research, literary response and narrative. Students will create academic writing, emphasizing the writing process, including the required components for each genre, using Modern Language Association (MLA). Varied communication activities, listening and viewing experiences, and media literacy skill discovery and practice will also be integrated.

Course Overview

LiteratureStudents' readings will include, but not be limited to, selections from the following genres and periods of American literary history: 9th Grade 10th Grade 11th Grade 12th GradeShakespearean Drama/Tragedy



Memoir Tragedy Enlightenment Dystopian/Satire/Fantasy/Philosophy Novella - Realism Novella - Gothic Fiction Romantic Period Narration Non-Fiction Non-Fiction Realism Non-FictionShort Stories Short Stories - Fiction Modernism DramaPoetry Poetry Post Modernism Poetry

Students will be required to read the following titles:9th Grade 10th Grade 11th Grade 12th GradeRomeo and Juliet by William Shakespeare


The Crucibleby Arthur Miller


The Odysseyby Homer

Antigone by Sophocles


Anthemby Ayn Rand





WritingStudents will write in a variety of forms including, but not limited to, poetry, argument, magazine/news articles, journals, imitations, and blogs. The following pieces are required of all students:9th Grade 10th Grade 11th Grade 12th GradeResearch Paper (short) Research with Literary

Criticism Research Research


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LanguageStudents will properly apply the following language essentials in written and oral communications:

9th Grade 10th Grade 11th Grade 12th GradeGrammarPrepositional appositive phrases



Clauses and phrasesPrepositional/appositive phrases (review)Participial phrases


Elliptical clause





MechanicsSemi-colon, comma, colon, ellipsis











Assessment Students will be assessed in a variety of ways throughout the year. All assessments will be carefully matched to the level of performance and/or rigor described in the relevant objectives.

Reading: Assessment of required readings will include, but not be limited to, comprehensive tests based on blueprints matched to each required title within in this document… Reading requirements and test blueprints may not be modified.

Writing: Assessment of required writings will be based on rubrics matched to each writing genre within this document. Writing requirements and assessment rubrics may not be modified.

Language: Assessment of language essentials will include objective assessments and application in students' writings.

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Literary Genres, Objectives & Assessments

Shakespearean Drama/TragedyRequired Reading: Romeo and Juliet by William Shakespeare

Students will be able to:1. Read dramatic literature while analyzing components of

Shakespearean drama, the theater, and identifying the conventions that convey meaning. L3.9.3

2. Determine the archetypal image of the star-crossed lovers. RL.9.33. Identify word meanings through context clues. RL.9.4a4. Analyze the language to determine how meaning is perpetuated

through poetic devices: e.g., puns, alliteration, metaphor, simile, personifications, symbolism, rhyme scheme, iambic pentameter, and oxymoron… RL.9.4

5. Identify the time period and its influence on the writing, audience, and characterization. RL.9.4

6. Identify, analyze, and evaluate the plot, setting, character development, mood, and point of view to establish how when working together they create meaning. RL.9.3

7. Determine the plot structure of the five act play. RL.9.38. Identify the common allusions present within the text—Biblical and

classical. RL.9.99. Compare text to past texts read in class, events in history, classical

texts, and to material learned in other courses. RL.9.6 & 710. Analyze drama brought to life to determine how language and the

visual impact meaning. RL.9.5

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Assessment Blueprint

Title: Romeo and JulietContent Categories Item Type & Quantity

Selected Response

Items(2 pts)

Short Answer(5 pts)

ExtendedResponse(10 pts)

1. Read dramatic literature while analyzing components of Shakespearean drama, the theater, and identifying the conventions that convey meaning. R10

3

2. Determine the archetypal images of the star crossed lovers. 2

3. Identify word/phrase meanings through context clues. R7 5

4. Analyze the language to determine how meaning is perpetuated through poetic devices: e.g., puns, alliteration, metaphor, simile, personifications, symbolism, rhyme scheme, iambic pentameter, and oxymoron…

3 1

5. Identify the time period and its influence on the writing, audience, and characterization. R6

1

6. Identify, analyze, and evaluate the plot, setting, character development, mood, and point of view to establish how when working together they create meaning. R10

2 2 1

7. Determine the plot structure of the five act play. R4 5 1

8. Identify the common allusions present within the text—Biblical and classical.

1

9. Compare text to past texts read in class, events in history, classical texts, and to material learned in other courses. R18

1 1

10. Analyze drama brought to life to determine how language and the visual impact meaning. R10

2 1

TOTAL 25 5 2

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Assessment Blue Print – L2Title: The OdysseyContent Categories Item Type & Quantity

Selected Response

Items(2 pts)

Short Answer(5 pts)


1. Students will be able to identify and give examples of Theme and how it applies to the text. 9.RL.2 12. Students will be able to identify the components of an Epic poem. 9.RL.10 2

3. Connect a literary work to the important ideas of the Time and place in which it was set or written. 9. RL.6 5

4. Analyze elements of figurative language. 9.RL.4 75. Interpret and demonstrate an understanding of Figurative language and word meanings. 9.L.5 1

6. Analyze the traits, motivations, and thoughts of characters based on how they are described, what they say and do, and how they interact with other characters. 9.RL.3

6

7. Compare text to previously read texts, past and present events, and or content learned in other coursework. 9.RL.7

1

8. Identify and analyze the plot structure in order to Determine the main ideas and themes present. 9.RL.5

5

9TOTAL 25 2 1

I can identify and give examples of theme and how it applies to the story. I can identify the elements of an epic poem. I can identify elements of the time period and place during which Homer lived. I can analyze elements of figurative language. I can interpret and understand figurative language. I can analyze traits motivations and thoughts of characters based on direct and indirect

characterization. I can compare The Odyssey to other pieces of literature we read in class. I can analyze the plot structure to determine the main ideas and themes.

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Assessment Blue Print – L3 HonorsTitle: The OdysseyContent Categories Item Type & Quantity

Selected Response

Items(2 pts)

Short Answer(5 pts)


1. Students will be able to identify and give examples of Theme and how it applies to the text. 9.RL.2 12. Students will be able to identify the components of an epic poem. 2

3. Connect a literary work to the important ideas of the time and place in which it was set or written. 5

4. Analyze elements of figurative language. 9.RL.4 75. Interpret and demonstrate an understanding of figurative language and word meanings. 9.L.5 1

6. Analyze the traits, motivations, and thoughts of characters based on how they are described, what they say and do, and how they interact with other characters. 9.RL.3

6 1

7. Compare text to previously read texts, past and present events, and or content learned in other coursework.

1

8. Identify and analyze the plot structure in order to determine the main ideas and themes present. 9.RL.5

5 1

9TOTAL 25 3 2

I can identify and give examples of theme and how it applies to the story. I can identify the elements of an epic poem. I can identify elements of the time period and place during which Homer lived. I can analyze elements of figurative language. I can interpret and understand figurative language. I can analyze traits motivations and thoughts of characters based on direct and indirect

characterization. I can compare The Odyssey to other pieces of literature we read in class. I can analyze the plot structure to determine the main ideas and themes.

16


Novella-RealismRequired Reading: Of Mice and Men by John Steinbeck

Students will be able to:

1. Describe archetypal images used in literature and film and support challenges and assertions made in both. R2

2. Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text. R6

3. Recognize and apply knowledge of time period on character motivation and behavior. R 18

4. Identify the components of a novella R5. Identify, analyze, and evaluate plot, character development, setting,

theme, mood and point of view as they are used together to create meaning in the text.R5

6. Describe how culture and stereotypes influences language. R 167. Analyze how specific word choice has influenced the structure of the story

and thematic elements. R4/8

Common Core Connection

R2: Support or challenge assertions about the text by citing evidence in text explicitly and concisely

R4: Delineate the main ideas or themes in the text and the details that elaborate and support them.

R5: Determine when, where, and why events unfold in the text, and explain how they relate to one another.

R6: Analyze the traits, motivations, and thoughts of individuals in fiction and nonfiction based on how they are described, what they say and do, and how they interact.

R8: Analyze how specific word choices shape the meaning and tone of the text.

R16: Draw upon relevant prior knowledge to enhance comprehension and note when the text expands on or challenges that knowledge

R18: Demonstrate facility with the specific reading demands of texts drawn from different disciplines, including history, literature, science, and mathematics.


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Title: Of Mice and MenContent Categories Item Type & Quantity

Selected Response

Items(2 pts.)

Short Answer(5 pts)


1. Describe archetypal images used in literature. R2 3

2. Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text. R6

2 1

3. Recognize and apply knowledge of time period on character motivation and behavior. R 18

4 1

4. Identify the components of a novella R 3

5. Identify, analyze, and evaluate plot, character development, setting, theme, mood and point of view as they are used together to create meaning in the text.R5

3 1

6. Describe how culture and stereotypes influences language. R 16

3 1

7. Analyze how specific word choice has influenced the structure of the story and thematic elements. R4/8

2

TOTAL 20 2 2

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PoetryRequired Readings: Teacher Selected

Students will:1. Identify and interpret works in various poetic forms and explain how

meaning is conveyed through features of poetry. L.9.52. Identify the author’s style through their thoughts, motivations and

interactions. RL.9.53. Features of sound, graphic elements and poetic devices will be recognized

and analyzed. L.9.4b4. Indentify, analyze and evaluate the ways in which the devices the author

chooses, achieves specific effects and shapes meaning in texts. RL.9.4

19


Short StoriesRequired Reading: Teacher Selected

Students will:

1. Analyze an author’s implicit and explicit argument, perspective, or viewpoint in a text. RL.9.1

2. Recognize and apply prior story knowledge to the context and short story structure. RL.9.9

3. Identify, analyze, and evaluate plot, character development, setting, theme, mood and point of view as they are used together to create meaning in the text. RL.9.3

4. Analyze the author’s background and style in order to appreciate and comprehend text from other pieces of literature. RL.9.6

20


Nonfiction

Required Readings: Teacher Selected


1. Identify important ideas in order to accurately summarize and analyze information. RI.9.2

2. Recognize interactions, motivations and thoughts of the author and characters in order to understand the impact on meaning in the text. RI.9.6

3. Identify the use of organization or structure (compare/contrast, cause/effect, and problem/solution) and writer’s techniques to aide comprehension of text. RI.9.3

4. Utilize close reading strategies in order to visualize, annotate, and question the text to further comprehension. RI.9.1

5. Locate important details and facts that support idea, arguments, or inferences.RI.9.5

6. Apply knowledge of affixes, inflections, and roots to understand unfamiliar words and new subject area vocabulary in text. L.9.4d

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Writing Genres, Objectives & Assessments

Narrative


1. Demonstrate the effective components of a lead. W.9.3a2. Develop transitions between ideas and events in their writing. W.9.3c3. Implement proper word choice in order to convey meaning and express

their ideas properly. W.9.3d4. Utilize a variety of sentence structures to engage the reader and create a

cohesive text. W.9.165. Demonstrate and understanding of purpose and audience throughout the

writing process. W.9.46. Understand and utilize proper grammar, usage and mechanics. L.9.2a-c

(L.9.2a; L.9.2b; L.9.2c)7. Demonstrate the writing process: prewriting, drafting, revision, editing and

publishing. Students will recognize that writing is recursive.W.9.58. Prepare writing for publication considering principles of design (i.e.

margins, tabs, spacing, columns) and the use of various fonts and graphics (drawings, charts, graphs, electronic resources to enhance the final product) L.9.3d

9. Incorporate sensory details to convey a specific effect. W.9.3d

Requirements for Level 3 Narrative EssaysNarrative essay requirements for a level three 9th grade course should ask the student to determine a moment of importance in their life and to write the story using vivid verbs, details and to demonstrate a focus throughout. The essay should incorporate a reflective turn answering the “What For?” question. The students should be able to demonstrate a variety of lead structures and to master the use of dialogue to move the plot along without interrupting the fluidity of the narrative. Language use should illustrate the student’s ideas with maturity and a variety of sentence structures.

.

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Narrative Rubric A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)

Lead—

20%

1. The lead of the narrative demonstrates the following components exceptionally well: Uses figurative language, imagery and description. 2. Starts in the action—cuts to the chase. 3. Pays attention to word choice. 4. Varies sentence structure and length.

1. The lead of the narrative demonstrates the following components well: Uses figurative language, imagery and description. 2. Starts in the action—cuts to the chase. 3. Pays attention to word choice. 4. Varies sentence structure and length.

1. The lead of the narrative attempts to demonstrate the following components: Uses figurative language, imagery and description. 2. Starts in the action—cuts to the chase. 3. Pays attention to word choice. 4. Varies sentence structure and length

1. The lead of the narrative attempts to demonstrates the following components: Uses figurative language, imagery and description2. Starts in the action—cuts to the chase. 3. Pays attention to word choice. 4. Varies sentence structure and length

1. The lead of the narrative attempts to demonstrates the following components: 2. Uses figurative language, uses imagery and description3. Starts in the action—cuts to the chase. 4. Pays attention to word choice. 5. Varies sentence structure and length

Ideas and Content

60%

1. The essay demonstrates a clear and definite focus that is maintained throughout the entire paper. 2. Uses figurative language, imagery and description well. 3. Pays attention to word choice. 4. Varies sentence structure and length. 5. Gives vivid details to proper nouns6. Stays true to the story and includes dialogue. 7. The essay is filled with details. 8. The writer goes to the body, and unpacks the story.9. Conclusion: Create a dramatic moment. Reflection should demonstrate thoughtfulness and result in a genuine learning experience.

1. The essay demonstrates a clear focus that is maintained throughout the entire paper. 2. Uses figurative language, imagery and description successfully. 3. Pays attention to word choice. 4. Varies sentence structure and length.5. Gives vivid details to proper nouns6. Stays true to the story and includes dialogue. 7. The essay has details present. 8. The writer goes to the body, and unpacks the story. 9. Conclusion: Create a dramatic moment. Reflection should demonstrate thoughtfulness and result in a genuine learning experience.

1. The essay demonstrates a focus that is maintained throughout the entire paper. 2. Attempts to: use figurative Language.3. Uses imagery and description. Pay attention to word choice. 4. Vary sentence structure and length. 5. Gives vivid details to proper nouns6. Stay true to the story and includes dialogue. 7 The essay makes an attempt at details. 8. The writer attempts goes to the body, and unpacks the story. 9. No Conclusion: Create a dramatic moment. Reflection should demonstrate thoughtfulness and result in a genuine learning experience.

1. The essay somewhat demonstrates a focus that is maintained throughout the entire paper. 2. Somewhat: uses figurative Language. Uses imagery and description. 3. Pays attention to word choice. 4. Varies sentence structure and length. 5. Gives vivid details to proper nouns6. Stays true to the story and includes dialogue. 7. The essay tries to add details. 8. The writer tries to go to the body, and unpacks the story. 9. Conclusion: Create a dramatic moment. Reflection should demonstrate thoughtfulness and result in a genuine learning experience.

1. The essay does not demonstrate a focus that is maintained throughout the entire paper. 2. Uses little to no figurative Language, imagery and description. 3. Does not pay attention to word choice. Vary sentence structure and length. 4. Gives vivid details to proper nouns5. Stay true to the story and includes dialogue. 6. The essay has hardly any details. 7. The writer does not go to the body, and does not unpack the story 8. Conclusion: Create a dramatic moment. Reflection should demonstrate thoughtfulness and result in a genuine learning experience.

Mechanics and Grammar

10%

Few grammatical and mechanical errors exist. Meaning not interfered with due to errors. Spelling and word usage are maintained throughout. Dialogue is punctuated correctly.

Minor grammatical and mechanical errors exist. Meaning is not interfered with. Spelling & word usage maintained throughout. The punctuation in the dialogue may have minor errors.

Many grammatical and mechanical errors exist. Meaning somewhat interfered. Spelling and word usage are maintained throughout. Dialogue is punctuated inconsistently

A large number of grammatical and mechanical errors exist. Meaning is interfered with due to errors. Spelling and word usage are maintained throughout. Dialogue is punctuated inconsistently

Grammatical and mechanical errors exist and meaning is interfered with due to errors. Spelling and word usage are maintained throughout. Dialogueis punctuated inconsistently.

23


Narrative Rubric A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)

Language Use

10%

1. Sentences varied in length and structure2. Mastery of compound/complex structures, parallelism, noun/verb agreement, noun/pronoun, agreement, verb tense consistency, preposition use3. Diction appropriate for academic writing

1. Some sentence variety with effective but simple sentence constructions, some complex constructions2. Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions 3. Occasional errors in diction

1. Major problems with simple/complex constructions2. Occasional errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, preposition use -- errors distract reader3. Simple diction characterized by idiomatic usage4. Frequent run-ons and fragments

1. Preponderance of errors in noun/verb agreement, noun/pronoun agreement, preposition use2. Diction inappropriate for academic writing 3. Numerous run-ons and fragments

Numerous grammatical and diction errors; Numerous run-ons and fragments

Remember that the quality of your writing is assessed. Remember that an "A" always reflects work that is exemplary and stands as the model for future assignments on that topic. The grade your writing earns is based on the extent to which it reflects the criteria for that particular grade. Please be sure that you are familiar with this rubric -- use it as you draft and refer to it when considering how your writing earned the grade it did. Be sure to ask me if there is anything you do not understand.

Requirements for Level 3 Narrative EssaysNarrative essay requirements for a level three 9th grade course should ask the student to determine a moment of importance in their life and to write the story using vivid verbs, details and to demonstrate a focus throughout. The essay should incorporate a reflective turn answering the “What For?” question. The students should be able to demonstrate a variety of lead structures and to master the use of dialogue to move the plot along without interrupting the fluidity of the narrative. Language use should illustrate the student’s ideas with maturity and a variety of sentence structures.

24


Literary Responses

Students will be able to:1. Demonstrate the effective components of a lead. W.9.262. Develop transitions between ideas and events in their

writing.W.9.1c3. Implement proper word choice in order to convey meaning and

express their ideas properly. W.9.2d4. Utilize a variety of sentence structures to engage the reader and

create a cohesive text. L.9.165. Demonstrate and understanding of purpose and audience

throughout the writing process. W.9.46. Understand and utilize proper grammar, usage and mechanics.

W.9.2a-c7. Demonstrate the writing process: prewriting, drafting, revision,

editing and publishing. Students will recognize that writing is recursive. W.9.5

8. Prepare writing for publication considering principles of design (i.e. margins, tabs, spacing, columns) and the use of various fonts and graphics (drawings, charts, graphs, electronic resources to enhance the final product).L.9.3

9. Establish and develop a clear thesis statement that addresses the task or audience. W.9.1a

10. Organize writing to create a coherent whole with effective, fully development paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence. W.9.4

11. Utilize appropriate sources to support thesis of paper; and accurately cite each source to avoid plagiarism. W.9.2b & W.9.9

12. Literary Response essays for a level three should ask the student to respond to the text using direct quotes from the text to support the thinking. The students should maintain a focus throughout the text, provide a brief summary of the text being responded to, and provide a response which embodies close reading and analysis beyond stating the obvious. The students should use the literary vocabulary in analysis and explain the impact on meaning.

Requirements for Level 3 Literary ResponsesLiterary Response essays for a level three 9th grade course should ask the student to respond to the text using direct quotes from the text to support the thinking. The students should maintain a focus throughout the text, provide a brief summary of the text being responded to, and provide a response which embodies close reading and analysis beyond stating the obvious. The students should use the literary vocabulary utilized in class discussion in analysis and to explain the impact on meaning. (I.e. Metaphor, personification, voice, narration, persuasive techniques etc…)

25



26

Literary Response A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)

Points and Comments

Content

60%

1. The paper demonstrates a clear and definite focus that is maintained throughout the entire paper. 2. Support, from the text, is fully integrated throughout, cited appropriately and coupled with sandwiching. 3. The writing explores the piece of writing at a much deeper level than by what is written on the page while using diction that is appropriate and clear.

1. The paper demonstrates a clear and definite focus that is maintained throughout the entire paper. 2. Support, from the text, is integrated throughout, cited appropriately and coupled with sandwiching. 3. The writing explores the piece of writing at a deeper level than by what is written on the page while using diction that is appropriate and clear. .

1. The paper somewhat demonstrates a definite focus that is maintained throughout the entire paper. 2. Support, from the text, is integrated throughout, somewhat cited appropriately and coupled with sandwiching. 3 The writing explores the piece of writing at a basic level while using diction that is appropriate and clear.

1. The paper somewhat demonstrates a definite focus that is maintained throughout the entire paper. 2. Little Support, from the text, is integrated throughout, somewhat cited appropriately and coupled with sandwiching.3. The writing explores the piece of writing at a basic level while using diction that is appropriate and clear.

The paper has no support (in-text citations) from the piece of writing. Or .The piece lacks organization, structure, and does not address the piece being responded to.

Organization

20%

1. Audience and tone are clear2. A clear transition was made between common topics and ideas within and between main ideas.3. Introduction, body and conclusion are present- a brief summary of piece is present to inform readers of textual content

1. Audience and tone are addressed 2. A clear transition was made between common topics and ideas within and between main ideas.3. Introduction, body and conclusion are present- a brief summary of piece is present to inform readers of textual content

1. Audience and tone are somewhat addressed 2. A clear transition was made between common topics and ideas within and between main ideas.3. Introduction, body and conclusion are present- a brief summary of piece is present to inform readers of textual content

1. Audience and tone are not really addressed. 2. A clear transition was made between common topics and ideas within and between main ideas.3. Introduction, body and conclusion are present- a brief summary of piece is present to inform readers of textual content

The paper has no support (in-text citations) from the piece of writing. Or The piece lacks organization, structure, and does not address the piece being responded to.Introduction, body, conclusion and brief summary are not present.

Language Use

10%






Literary Response A (100-90) B (90-89) C (79-70) D (69-60) F (59-0) Points and

CommentsMechanics and Vocabulary

10%


1. Generally persuasive voice and style2. Generally effective syntax3. Minimal errors in spelling and punctuation4. Word choices are adequate for the assignment, though not very engaging or fresh

1. No distinct voice or style expressed2. Major syntax problems3. Frequent spelling and punctuation errors4. Word choices are simplistic

1. Many syntax problems, spelling and punctuation errors2. Word choices are poor

Numerous syntax problems, spelling and punctuation errors


Requirements for Level 3 Literary ResponsesLiterary Response essays for a level three 9th grade course should ask the student to respond to the text using direct quotes from the text to support the thinking. The students should maintain a focus throughout the text, provide a brief summary of the text being responded to, and provide a response which embodies close reading and analysis beyond stating the obvious. The students should use the literary vocabulary utilized in class discussion in analysis and to explain the impact on meaning. (I.e. Metaphor, personification, voice, narration, persuasive techniques etc…)

27


Research

Students will be able to:1. Demonstrate the effective components of a lead. W.9.2b2. Develop transitions between ideas and events in their writing.

W.9.1c3. Implement proper word choice in order to convey meaning

and express their ideas properly. W.9.2d4. Utilize a variety of sentence structures to engage the reader

and create a cohesive text. L.9.1c5. Demonstrate and understanding of purpose and audience

throughout the writing process. W.9.46. Understand and utilize proper grammar, usage and mechanics.

L.9.2a-c7. Demonstrate the writing process: prewriting, drafting, revision,

editing and publishing. Students will recognize that writing is recursive. W.9.5

8. Prepare writing for publication considering principles of design (i.e. margins, tabs, spacing, columns) and the use of various fonts and graphics (drawings, charts, graphs, electronic resources to enhance the final product).W.9.3a

9. Summarize, paraphrase and directly quote from sources, including the internet to support the thesis of the paper and/or presentation; accurately cite every source to avoid plagiarism. W.9.8

10. Establish and develop a clear thesis statement that addresses the task or audience.W.9.7

11. Organize writing to create a coherent whole with effective, fully development paragraphs, similar ideas grouped together for unity, and paragraphs arranged in a logical sequence. W.9.4

Requirements for Level 3 Research PapersResearch paper requirements for a level three 9th grade course should ask the student to analyze, and connect a variety of sources to form a coherent statement that is supported and maintained thought out. The students are expected to cite using MLA format. The level of thinking is detailed and requires the student to deduce, and infer in order to effectively form a conclusion. The student should read at a deeper level and utilize sources where the information is not explicitly stated but implied. The ideas within the essay should demonstrate a mature level of thinking which illustrates the student’s ability to read closely, apply background knowledge and reveal an autonomous voice.

28

9th Grade Language ArtsResearch RubricResearch Paper

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Points and Comments

Essa

y/Co

nten

t

60%

1. The paper demonstrates a clear and definite focus that is maintained throughout. 2. Research is fully integrated throughout, cited appropriately and coupled with sandwiching.3. A clearly defined thesis acts as a catalyst for the flow of the text. 4. Lead elements are clearly present and the transitions from lead to research are smooth and logical. 5. A Works Cited page is formatted clearly and the sources are represented. 6. The student writer has something to say that is profound and thought out.7. Page length is met

1. The paper demonstrates a clear and definite focus that is maintained throughout. 2. Research is fully integrated throughout, cited appropriately and coupled with sandwiching.3. A well defined thesis acts as a catalyst for the flow of the text. 4. Lead elements are clearly present and the transitions from lead to research are smooth and logical. 5. A Works Cited page is formatted clearly and the sources are represented. 6. The student writer has something to say that is well supported.7. Page length is met

1. The paper demonstrates a definite focus that is maintained throughout. 2. Research is fully integrated throughout, cited appropriately and coupled with sandwiching. 3. A defined thesis acts as a catalyst for the flow of the text. 4. Lead elements are present and the transitions from narrative to research are smooth and logical. 5. A Works Cited page is formatted clearly and the three sources are represented. 6. The student writer has something to say that supported.7. Page length is met

1. The paper demonstrates a definite focus that is maintained throughout. 2. Research is minimally integrated throughout, cited appropriately and coupled with sandwiching.3. A thesis acts as a catalyst for the flow of the text. 4. Lead elements are generally present and the transitions from lead to research are smooth and logical. 5. A Works Cited page is formatted clearly and the three sources are represented. 6. The student writer has something to say and attempts to support thinking.7. Page length does not meet requirements.

1. The paper demonstrates a lack of focus that is maintained throughout the entire paper. 2. Research not integrated throughout. 3. A thesis does not act as a catalyst for the flow of the text. 4. Lead elements are attempted and the transitions from lead to research are smooth and logical. 5. A Works Cited page is not formatted clearly and the three sources are represented. 6. The student writer allows the quotes to do most of the thinking.7. Lack of evidence of citation in text and/or in citation page with result in a zero. 8. Page length does not meet requirements.

Org

aniza

tion

20%

1. Logical, compelling ORGANIZATIONA strong progression of ideas in essay; clear structure which enhances and showcases the central idea or theme and moves the reader through the text. Organization flows so smoothly the reader hardly thinks about it.2. Effective, mature, graceful transitions exist throughout the essay.

1. Logical and ORGANIZEDA progression of ideas in essay; clear structure which enhances and showcases the central idea or theme and moves the reader through the text. Organization flows so smoothly the reader hardly thinks about it.2. Effective, mature, graceful transitions exist throughout the essay.

1. Logical and ORGANIZEDA moderate progression of ideas in essay; clear structure which showcases the central idea or theme and moves the reader through the text. Organization flows smoothly 2. Effective transitions exist throughout the essay.

1.An illogical and UNORGANIZEDA lack of progression of ideas are present within the essay; unclear structure which showcases the central idea or theme and moves the reader through the text. Organization flows smoothly. 2. Ineffective transitions exist throughout the essay.

The essay lacks organization and the reader is unable to follow the progression of ideas.

Mec

hani

cs a

nd

10%

Few grammatical and mechanical errors exist. Meaning not interfered with due to errors. Spelling and word usage are maintained throughout. Dialogue is punctuated correctly.

Minor grammatical and mechanical errors exist. Meaning is not interfered with. Spelling & word usage maintained throughout. The punctuation in the dialogue may have minor errors.

Many grammatical and mechanical errors exist. Meaning somewhat interfered. Spelling and word usage are maintained throughout. Dialogue is punctuated inconsistently

A large number of grammatical and mechanical errors exist. Meaning is interfered with due to errors. Spelling and word usage are maintained throughout. Dialogueis punctuated inconsistently

Grammatical and mechanical errors exist and meaning is interfered with due to errors. Spelling and word usage are maintained throughout. Dialogueis punctuated inconsistently.

29

9th Grade Language ArtsResearch Paper

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Points and Comments

Lang

uage

Use

10%







Research paper requirements for a level three 9th grade course should ask the student to analyze, and connect a variety of sources to form a coherent statement that is supported and maintained thought out. The students are expected to cite using MLA format. The level of thinking is detailed and requires the student to deduce, and infer in order to effectively form a conclusion. The student should read at a deeper level and utilize sources where the information is not explicitly stated but implied. The ideas within the essay should demonstrate a mature level of thinking which illustrates the student’s ability to read closely, apply background knowledge and reveal an autonomous voice.

30


ArgumentStudents will be able to:1. Demonstrate the effective components of a lead. W.9.2b2. Develop transitions between ideas and events in their writing. W.9.1c3. Implement proper word choice in order to convey meaning and express


cohesive text. L.9.1c5. Demonstrate and understanding of purpose and audience throughout the

writing process. W.9.46. Understand and utilize proper grammar, usage and mechanics. L.9.2a-c7. Demonstrate the writing process: prewriting, drafting, revision, editing and

publishing. Students will recognize that writing is recursive. W.9.58. Prepare writing for publication considering principles of design (i.e.

margins, tabs, spacing, columns) and the use of various fonts and graphics (drawings, charts, graphs, electronic resources to enhance the final product).L.9.3a

31


JournalsStudents will be able to:1. Demonstrate the effective components of a lead. W.9.2b2. Develop transitions between ideas and events in their writing. W.9.1c3. Implement proper word choice in order to convey meaning and express


cohesive text. L.9.1c 5. Demonstrate and understanding of purpose and audience throughout the

writing process. W.9.46. Understand and utilize proper grammar, usage and mechanics. L.9.2a-c7. Demonstrate the writing process: prewriting, drafting, revision, editing and

publishing. Students will recognize that writing is recursive. W.9.58. Prepare writing for publication considering principles of design (i.e.

margins, tabs, spacing, columns) and the use of various fonts and graphics (drawings, charts, graphs, electronic resources to enhance the final product).L.9.3a

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Course DescriptionTenth grade Language Arts will provide students with the skills and practice required to achieve success on the Ohio Graduation Test (OGT). Writing instruction will require students to create purposeful written pieces that show proficiency in: thesis creation, argumentative support, research integration, voice, style, tone, cohesiveness, sentence structure, mechanics, grammar, and word choice. Students will be required to produce various forms of writing, including character analysis, literary analysis (compare/contrast), and persuasive. Students will read fiction and nonfiction selections from a variety of authors, specifically focusing on Greek drama, poetry, fictional short stories, and novels. Students will learn to identify elements in literature: figurative language, character motivation, conflict, theme, and author purpose. In the study of literature, students will also predict outcomes, use context clues, recognize bias, and differences between fact and opinion. Technology will be used when appropriate, requiring students to show evidence of their learning by speaking, listening, writing, reading, viewing, and visually representing.

Course Overview

LiteratureStudents' readings will include, but not be limited to, selections from the following genres and periods of American literary history:

9th Grade 10th Grade 11th Grade 12th GradeShakespearean Drama Dystopian/Science

FictionPre-Colonial Medieval/Parody/Satire

Memoir Tragedy Enlightenment Dystopian/Satire/Fantasy/Philosophy Novella - Realism/Tragedy

Novella - Gothic Fiction Romantic Period Narration


Students will be required to read the following titles:9th Grade 10th Grade 11th Grade 12th GradeRomeo and Juliet by William Shakespeare




Night by Eli Weisel

A Midsummers’ Night DreamBy Shakespeare


Anthemby Ayn Rand


The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson



33


WritingStudents will write in a variety of forms including, but not limited to, poetry, argument, magazine/news articles, journals, imitations, and blogs. The following pieces are required of all students:

9th Grade 10th Grade 11th Grade 12th GradeResearch Paper (short) Research with Literary



LanguageStudents will properly apply the following language essentials in written and oral communications: 9th Grade 10th Grade 11th Grade 12th GradeGrammarPrepositional appositive phrases





Elliptical clause



Pronoun agreement Pronoun case Pronoun agreementModifiers, adverb and adjective Participial phrases and noun it

modifies"Troublesome terms in glossary (e.g., affect/effect)


Commas, semicolons, colons (review)

Ellipsis Semi-colon


SentencesSimple vs compound Complex Review all sentence structures Reduce wordiness.

Brevity!Run-on Run-on (review) Compound/complex sentences Paragraph organizationFragments Fragments (review) Practice combining sentences Vary sentence structureSandwiching citation within text



Reading: Assessment of required readings will include, but not be limited to, comprehensive tests based on blueprints matched to each required title within in this document. . Reading requirements and test blueprints may not be modified.

34




35


Literary Genres, Objective & Assessments

Shakespearean Comedy

Required Reading: A Midsummer Night’s Dream by William Shakespeare

Students will:

1. Read the dramatic literature while analyzing components of Shakespearean comedy and identifying the conventions that convey meaning R10

2. Determine the characteristics of a character through direct and indirect characterization R1

3. Identify, analyze and evaluate the use of allusions to create parallel associations R4

4. Analyze the literary elements to determine how meaning is perpetrated through literary devices such as metaphors, symbolism, alliteration, irony, foils and repetition R7

5. Identify the time period and its influence on the writing, audience and characterization R6

6. Identify, analyze and evaluate the plot, setting, character development, mood and point of view to establish how when working together they create meaning R10

7. Determine the components of Shakespearean plot structure R4

8. Compare texts of tragedy to comedy R18

9. Compare to texts previously read in class, events in history, classical texts, modern texts, and other material R18

10. Listen to complex information and discern the main ideas, the significant details and the relationships among them SL5

11. Responds constructively to advance the discussion and build on the input of the others SL8

36



Title: A Midsummer Night’s Dream by William ShakespeareContent Categories Item Type & Quantity

Selected Response

Items(2 pts)

Short Answer

(5 pts)

ExtendedResponse

(10 pts)1. Read the dramatic literature while analyzing components of Shakespearean comedy and identifying the conventions that convey meaning

5 1

2. Determine the characteristics of a character through direct and indirect characterization 2

3. Identify, analyze and evaluate the use of allusions to create parallel associations 3

4. Analyze the literary elements to determine how meaning is perpetuated through literary devices such as metaphors, symbolism, alliteration, irony, foils and repetition

6 1

5. Identify the time period and its influence on the writing, audience and characterization 1 1

6. Identify, analyze and evaluate the plot, setting, character development, mood, and point of view to establish how when working together they create meaning

8

7. Determine the components of Shakespearean plot structure 58. Compare texts of tragedy to comedy 19. Compare to texts previously read in class, events in history, classical texts, modern texts, and other material 1 1

10. Listen to complex information and discern the main ideas, the significant details and the relationships among them11. Responds constructively to advance the discussion and build on the input of the others

TOTAL 30 4 2

37


Dystopian/Science FictionRequired Reading: Fahrenheit 451 by Ray Bradbury

Students will:1. Identify, analyze, and evaluate the characteristics of the literary forms

science fiction-fantasy and utopia/dystopia. RL.10.52. Identify and analyze the application of multiple themes and evaluate the

connection to the novel, as well as society. RL.10.23. Analyze how Fahrenheit 451, along with another text (nonfiction, novel, or

short story) addresses similar topics or themes through the use of style, point of view, or arguments. RL.10.2

4. Identify, analyze, and evaluate the plot, setting, character development, mood, and point of view and any other literacy devices to establish how when working together they create meaning. RL.10.1

5. Identify main ideas in the text and the details that support them. RL.10.26. Analyze the traits, motivations, and thoughts of individuals based on how

they are described, what they say and do, and how they interact. RL.10.37. Compare how the choice of artistic form affects the presentation of a

work’s theme or topic in novel and film versions. RL.10.78. Identify and evaluate the presence and progression of the conflicts present

in the novel (man v. self and man v. society). RL.10.3

38



Title: Fahrenheit 451Content Categories Item Type & Quantity

Selected Response Items(2 pts)

Short Answer

(5 pts)

Extended Response

(10 pts)1. Identify, analyze, and evaluate the characteristics of the literary

form science fiction-fantasy and utopia/dystopia. RL.10.5 6

2. Identify and analyze the application of multiple themes and evaluate the connection to the novel, as well as society. RL.10.2

4 1

3. Analyze how Fahrenheit 451, along with another text (nonfiction, novel, or short story) addresses similar topics or themes through the use of style, point of view, or arguments. RL.10.2

1

4. Identify, analyze, and evaluate the plot, setting, character development, mood, point of view, and any other literary devices to establish how when working together they create meaning. R10.1

10

5. Identify main ideas in the text and the details that support them. RL.10.2 5

6. Analyze the traits, motivations, and thoughts of individuals based on how they are described, what they say and do, and how they interact. RL.10.3

2

7. Compare how the choice of form affects the presentation of a work’s theme or topic in novel and film versions. RL.10.7

8. Identify and evaluate the presence and progression of the conflicts present in the novel (man v. self and man v. society). RL.10.3

1

TOTAL 25 4 1

39

10 Grade Language Arts

Novella - Gothic FictionRequired Reading: Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson

Students will:1. Identify, analyze, and evaluate the characteristics of the gothic genre.

RL.10.52. Relate to the important ideas of the time period and place in which it was

set (Victorian England). RL.10.63. Identify, analyze, and evaluate plot, character development, setting,

theme, mood, and point of view as they are used together to create meaning in increasingly challenging texts. RL.10.3

4. Determine what the text says explicitly and what can be inferred logically from the text. RL.10.1

5. Explain the effects of the author’s life upon his or her work. RL.10.66. Identify, analyze, and evaluate the ways in which the devices the author

chooses (imagery, foreshadowing, tone, symbolism) achieve specific effects and shape meaning in increasingly challenging texts. RL.10.4

7. Describe what makes an author’s style distinct from the styles of others. RL.10.7

8. Apply continuum of good v. evil from the context of the book to classic examples in history, society, and other forms of literature. RL.10.2

40



Title: Dr. Jekyll and Mr. HydeContent Categories Item Type & Quantity


Short Answer

(5 pts)

Extended Response

(10 pts)2. Identify, analyze, and evaluate the characteristics of the gothic

genre. RL.10.5 3

3. Relate to the important ideas of the time period and place in which it was set (Victorian England). RL.10.6 3

4. Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are used together to create meaning in increasingly challenging texts. RL.10.3

101*

5. Determine what the text says explicitly and what can be inferred logically from the text. RL.10.1 2 1

6. Explain the effects of the author’s life upon his or her work. RL.10.6 1*

7. Identify, analyze, and evaluate the ways in which the devices the author chooses (imagery, foreshadowing, tone, symbolism) achieve specific effects and shape meaning in increasingly challenging texts. RL.10.4

5 1

8. Describe what makes an author’s style distinct from the styles of others. RL.10.7 2 1

9. Apply continuum of good v. evil from the context of the book to classic examples in history, society, and other forms of literature. RL.10.2

1

TOTAL* Extended response is a combination of these two standards

25 4 1*

41


Non-FictionRequired Reading: Teacher Selected

Students will:1. Synthesize data, diagrams, maps, and other visual elements with words in

the text to further comprehension. RI.10.72. Ascertain the origin, credibility, and accuracy of print and online sources.

RI.10.83. Evaluate supporting argument or explanation in a piece to determine

whether the evidence is relevant and sufficient in achieving author’s purpose. RI.10.8

4. Determine when, where, and why events unfold in the text, and explain how they relate to one another. RI.10.3

5. Support or challenge assertions about the text by citing evidence in the text explicitly and accurately. RI.10.1

6. Analyze author’s word choice to create meaning and tone to ascertain the author’s purpose. RI.10.4

7. Extract key information efficiently in print and online using text features and search techniques. RI.10.2

8. Distinguish between fact and opinion, basing judgments on evidence and reasoning. RI.10.8

9. Actively participate in small-group and large-group discussion, assuming various roles. SL.10.1a-d

10. Apply analytic and active listening strategies in formal and informal settings. SL.10.2

11. Respond constructively to advance a discussion and build on the input of others. SL.10.1c-d

12. Follow the progression of the speaker’s message, and evaluate the speaker’s point of view, reasoning and use of evidence and rhetoric. SL.10.3

42


Fiction - Short StoriesRequired Reading: Teacher Selected

Students will:

1. Describe how the choice of form (i.e. short story compared to novel) affects the presentation of a work’s theme or topic. RL.10.5

2. Compare texts to previously read texts, past and present event, and/or content learned in other coursework. RL.10.7

3. Demonstrate comprehension of short stories by asking and answering literal, interpretive, and evaluative questions. RL.10.1

4. Relate a literary work to the important ideas of the time and place in which it is set or in which it was written. RL.10.6

5. Use organization or structure of a text and writer’s techniques to aid comprehension of texts. RL.10.2

6. Distinguish between author and narrator/speaker/persona; articulate how the choice of the narrator shapes the meaning of the texts. RL.10.5

7. Identify, analyze, and evaluate plot, character development, setting, theme, mood, and point of view as they are use together to create meaning in increasingly challenging texts. RL.10.10

43


PoetryRequired Reading: Teacher Selected

Students will:1. Indentify and interpret works in various poetic forms and explain how

meaning is conveyed through features of poetry, including sound, structure, and poetic devices. RL.10.1

2. Analyze author’s word choice to create meaning and tone to ascertain the author’s purpose. RL.10.4

3. Relate a literary work to the important ideas of the time and place in which it was set or in which it was written. RL.10.9

4. Explain the effects of the author’s life upon his or her work. RL.10.65. Identify, analyze, and evaluate the ways in which the devices the author

chooses achieve specific effects and shape meaning in poetic texts. RL.10.2

44



Research: Compare/ContrastStudents will:1. Establish and refine a topic or thesis that demonstrates compare/contrast

and addresses a specific audience. W.10.22. Gather the information needed to build an argument, provide an

explanation or address a research question. W.10.1b 3. Extract key information from credible print or online sources in order to

effectively support argument. W.10.84. Evaluate the reasoning and rhetoric that support an argument or

explanation, including assessing whether the evidence provided is relevant and sufficient. W.10.8

5. Delineate the main ideas, themes, and most important events in the text in order to summarize them accurately and concisely. W.10.9

6. Synthesize data, diagrams, maps, and other visual elements with words in the text to further comprehension. W.10.6

7. Synthesize information from multiple relevant sources, including graphics and quantitative information when appropriate, to provide an accurate picture of that information. W.10.9b

8. Analyze how two or more texts with different styles, points of view, or arguments address similar topics or themes. W.10.8

9. Acknowledge competing arguments or information, defending or qualifying the initial claim as appropriate. W.10.1a-b

10. Link claims and evidence with clear reasons and ensure that the evidence is relevant and sufficient to support the claims. W.10.8

11. Convey complex information clearly and coherently to the audience through purposeful selection and organization of the content. W.10.5

12. Demonstrate understanding of the content by reporting the facts accurately and anticipating reader misconceptions. W.10.4

13. Support and illustrate arguments and explanations with relevant details, examples, and evidence. W.10.1a-c

14. Represent and cite accurately the data, conclusions, and opinions of others, effectively incorporating them into one’s own work while avoiding plagiarism. W.10.1b

15. Develop and maintain a style and tone appropriate to character analysis. W.10.1d

16. Choose words and phrases to express ideas precisely and concisely. W.10.1d

17. Use varied sentence structured to engage the reader and achieve cohesion between sentences. W.10.4

18. Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics. L.10.1


(See Objectives)

45


19. Assess the quality of one’s own writing, and, when necessary, strengthen it through revision. W.10.5

20. Use technology as a tool to produce, edit, and distribute writing. W.10.6

Requirements for Level 3 Research PaperResearch paper (compare/contrast) requirements for a level three course will ask students to strive for clarity when they develop a thesis which presents a solid compare/contrast argument. They will go beyond the obvious to produce evidence which will require them to infer to effectively support the thesis. It will be expected that a variety of credible sources is included, there is familiarity and understanding of the material incorporated, and their interpretation is valid. The students will use MLA format and are expected to cite appropriately. Word choice will reflect upper-level vocabulary, style and tone.

46


Compare and Contrast RubricCompareContrast A (100-90) B (89-80) C (79-70) D (69-60) F (59-50) Notes

Cont

ent

60%

1. Thesis is clear and presents solid compare/contrast argument.2. Each body paragraph contains extensive support, fully develops the topic sentence, and reinforces the thesis.3. All supporting information reinforces compare/contrast presented in thesis statement through extensive use of developed examples, details and evidence.4. Support is credible and reflects a variety of sources.5. Student writing is very insightful going beyond the obvious or predictable.6. Solid research is effectively incorporated and goes beyond what is expected.7. Direct quotes and paraphrases are effectively synthesized with fluidity into student writing and cited appropriately within the body of the text and works cited page.8. Acknowledge and refute elements of the opposite claim and defines why thesis is still valid.

1. Thesis is clear and presents solid compare/contrast argument.2. Each body paragraph contains substantial support, fully develops the topic sentence, and reinforces the thesis.3. All supporting information reinforces compare/contrast presented in thesis statement through use of examples, details and evidence.4. Support is credible and reflects a variety of sources.5. Student writing is generally insightful but could be developed further.6. Solid research is effectively incorporated.7. Direct quotes and paraphrases are effectively synthesized into student writing and cited appropriately within the body of the text and works cited page.8. Acknowledge and refute elements of the opposite claim and defines why thesis is still valid.

1. Thesis present but vaguely or imprecisely stated2. Controlling idea apparent in paragraphs but needs clarification and development3. TS’s tend to state a fact about the text, or do not have a clear argumentative point, or are unrelated to thesis4. Support is credible but reflects minimal sources.5. Student writing basic and lacks insightfulness, may be irrelevant or does not effectively support TS’s and needs to be developed further6. Research is ineffectively used7. Direct quotes and paraphrases are not synthesized into student writing, citing is inappropriate within the body of the text and work cited page.8. Opposite claim is acknowledged but lacks relevance and reaffirmation to thesis

1. Thesis vague or not discernible, lacks a solid compare/contrast argument2. Controlling idea is vague or over-generalized or not present3. Topic sentence do not relate to thesis or are not present4. Concrete details poorly chosen or absent and/or not embedded in lead-in sentences5. Commentaries restate concrete details interpretation is superficial and demonstrates no insightful analysis6. No research present or ineffective research included7. Essay does not show understanding of topic8. Opposite claim is not acknowledged

1. No identifiable thesis or controlling idea – essay does not respond to assignment; Insufficient and poorly chosen concrete details and/or commentaries

A NOTE ABOUT RESEARCH: Any paper involving research must carefully follow MLA Handbook guidelines for research and should include appropriate citation within the essay and a Works Cited page. NO CITATION, NO WORKS CITED, NO CREDIT (paper would have to be revised properly to get credit)

Org

aniza

tion

20%

1. Paragraphs logically sequenced2. Smooth transitions between and with paragraphs create coherence and unity3. Concrete details arranged logically within paragraph to support topic sentence4. Fluent expression of ideas5.Focus maintained throughout essay

1. Paragraphs logically sequenced2. Transitions between and within paragraphs generally effective, though coherence can be strengthened.3. Concrete details arranged logically within paragraph to support topic sentence4. Focus generally maintained throughout essay, though some points may be tangential

1. Paragraphs may now flow logically2. Weak transitions between and within paragraphs that prevent coherence3. Concrete details may be disconnected, poorly arranged4. Essay may not be effectively unified, essay tends to lack coherence

1. No apparent organization to essay2. Points randomly made3. Essay lacks coherence and unity

No apparent organization to essay

47


CompareContrast A (100-90) B (89-80) C (79-70) D (69-60) F (59-50) Notes

Lang

uage

Use

10%

1. Sentences varied in length and structure2. Mastery of compound/complex structures, parallelism, non/verb agreement, non/pronoun, agreement, verb tense consistency, preposition use3. Diction appropriate for academic writing

1. Some sentence variety with effective but simple sentence constructions, some complex constructions2. Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions3. Occasional errors in diction.

1. Major problems with simple/complex constructions2. Occasional errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, preposition use-errors distract reader3. Simple diction characterized by idiomatic usage4. Frequent run-ons and fragments

1. Preponderance of errors in noun/verb agreement, noun/pronoun agreement, prepositions use2. Diction inappropriate for academic writing3. Numerous run-ons and fragments

Numerous grammatical and diction errors; Numerous run-ons and fragments.

Mec

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nd

Voca

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10%

1. Unique, confident and engaging voice and style2. Word choices are engaging and fresh3. Effective figurative language4. Proper syntax5. Accurate spelling and punctuation, very few, if any, errors

1. Generally confident voice and style2. Generally effective syntax3. Minimal errors in spelling and punctuation4. Word choices are adequate for the assignment, though not very engaging or fresh.




Requirements for Level 3 Research Compare/Contast PaperResearch paper (compare/contrast) requirements for a level three course will ask students to strive for clarity when they develop a thesis which presents a solid compare/contrast argument. They will go beyond the obvious to produce evidence which will require them to infer to effectively support the thesis. It will be expected that a variety of credible sources is included, there is familiarity and understanding of the material incorporated, and their interpretation is valid. The students will use MLA format and are expected to cite appropriately. Word choice will reflect upper-level vocabulary, style and tone.

48


Character AnalysisStudents will:1. Establish a claim about a character from a literary text. W.10.1a2. Sustain focus throughout the text on topic of character and how it relates

to a particular aspect of the text. W.10.9a3. Gather the information needed to build an argument about the character

and provide cited examples from the literature. W.10.1a-b4. Determine both what the text says explicitly and what can be inferred

logically from the text. W.10.9a5. Analyze the traits, motivations, and thoughts of individuals in fiction and

nonfiction based on how they are described, what they say and do, and how they interact. W.10.9a-b

6. Link claims and evidence with clear reasons and ensure that the evidence is relevant and sufficient to support the claims. W.10.8

7. Convey complex information clearly and coherently to the audience through purposeful selection and organization of the content. W.10.4

8. Demonstrate understanding of the character and the literature by reporting the facts accurately and anticipating reader misconceptions. W.10.5

9. Support and illustrate arguments and explanations with relevant details, examples, and evidence. W.10.1b

10. Develop and maintain a style and tone appropriate to character analysis. W.10.4

11. Choose words and phrases to express ideas precisely and concisely. W.10.512. Use varied sentence structured to engage the reader and achieve cohesion

between sentences. W.10.1c 13. Demonstrate command of the conventions of standard written English,

including grammar, usage, and mechanics. L.10.114. Assess the quality of one’s own writing, and, when necessary, strengthen it

through revision. W.10.515. Use technology as a tool to produce, edit, and distribute writing. W.10.6


(See Objectives)

Requirements for Level 3 Character AnalysisCharacter analysis paper requirements for a level three course will ask students to establish a claim about a character from a literary text and include extensive evidence to support it. Support will include other sources to give comprehensive understanding of traits and motivations which will be clearly defined through examples of characterization. The students will have familiarity and understanding of material from other credible sources and will convince the audience of the validity of interpretation. Claim will demonstrate both what the text says explicitly and what can be inferred logically from the text. Word choice will reflect upper-level vocabulary, style and tone.

49


Character Analysis RubricCharacter Analysis A (100-90)) B (80-89) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Establishes a claim about a character from a literary text.2. Each body paragraph contains extensive support, fully develops the topic sentence, and reinforces the claim.3. All supporting information reinforces claim about a character presented in thesis statement through extensive use of developed examples, details and evidence.4. Claim and analytical commentary demonstrates both what the text says explicitly and what can be inferred logically from the text5. Understanding of traits, motivations, and thoughts of individuals are clearly defined through examples of characterization as it relates to other literary elements6. Direct quotes and paraphrases are effectively synthesized with fluidity into student writing and cited appropriately within the body of the text and works cited page.

. Establishes a claim about a character from a literary text.2. Each body paragraph contains substantial support, fully develops the topic sentence, and reinforces the claim.3. All supporting information reinforces claim about a character presented in thesis statement through use of examples, details and evidence 4. Claim and commentary demonstrates both what the text says explicitly and what can be inferred logically from the text.5. Understanding of traits, motivations, and thoughts of individuals are clearly defined through examples of characterization6. Direct quotes and paraphrases are effectively synthesized into student writing and cited appropriately within the body of the text and works cited page.

1. Paper gives general idea about a character from text but a specific claim is not established.2. Body paragraphs lacks adequate development3. Supporting information is a general summary of the text rather than specific examples, details, and evidence about character4. Commentary only discusses what the text says explicitly and does not delve into what can be inferred logically from the text5. Understanding of traits, motivation, and thoughts of individuals are not clearly defined through examples therefore, the characterization is lacking analysis6. Direct quotes and paraphrases are not synthesized into student writing. Citing is inappropriate within the body of the text and the works cited page

1. Claim about character is nonexistent2. Body of paper is lacking development ideas need to be logically separated into cohesive3. Supporting information is general and scarce4. Lack of student commentary present in writing5. No evidence of understanding of traits, motivation, and thoughts6. Essay does not include citations.

1. No identifiable claim about character– essay does not respond to assignment; Insufficient and poorly chosen details and examples.2. Writing does not reflect accurate knowledge of character or text.

50


Character Analysis A (100-90)) B (80-89) C (79-70) D (69-60) F (59-0) Notes

Org

aniza

tion:

20%






Lang

uage

Usa

ge

10%






Mec

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cabu

lary





Requirements for Level 3 Character AnalysisCharacter analysis paper requirements for a level three course will ask students to establish a claim about a character from a literary text and include extensive evidence to support it. Support will include other sources to give comprehensive understanding of traits and motivations which will be clearly defined through examples of characterization. The students will have familiarity and understanding of material from other credible sources and will convince the audience of the validity of interpretation. Claim will demonstrate both what the text says explicitly and what can be inferred logically from the text. Word choice will reflect upper-level vocabulary, style and tone.

51


Persuasive/Position Paper

Students will:1. Establish and refine a topic or thesis that demonstrates a persuasive

position and addresses a specific audience. W.10.1a-b2. Gather the information needed to build an argument, provide an

explanation or support the persuasive position. W.10.1a-b3. Acknowledge competing arguments or information, defending or qualifying

the initial claim as appropriate. W.10.9b4. Link claims and evidence with clear reasons and ensure that the evidence is

relevant and sufficient to support the claims. W.10.1c5. Convey complex information clearly and coherently to the audience

through purposeful selection and organization of the content. W.10.46. Demonstrate understanding of the content by reporting the facts

accurately and anticipating reader misconceptions. W.10.47. Support and illustrate arguments and explanations with relevant details,

examples, and evidence. W.10.1a-c8. Develop and maintain a style and tone appropriate to persuasive writing.

W.10.1d9. Choose words and phrases to express ideas precisely and concisely.

W.10.1c10. Use varied sentence structured to engage the reader and achieve cohesion

between sentences. W.10.411. Demonstrate command of the conventions of standard written English,

including grammar, usage, and mechanics. L.10.112. Assess the quality of one’s own writing, and, when necessary, strengthen it

through revision. W.10.513. Use technology as a tool to produce, edit, and distribute writing.W.10.614. Create a logical progression of ideas to support position; of persuasion and

convey the relationships among ideas. W.10.4


(see Objectives)

Requirements for Level 3 Persuasive/Position PaperPersuasive/position paper requirements for a level three course will ask students to develop a thesis statement which presents a solid persuasive argument that is specific and compelling. Students will have familiarity and understanding of material from a variety of credible sources which will be incorporated in support of the thesis. Students will be expected to acknowledge and refute elements of a counterargument to reinforce the validity of the thesis. Word choice will reflect and address audience with appropriate style and tone.

52


Persuasive/Position Paper RubricA (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Thesis is clear and presents solid persuasive argument and addresses a specific audience.2. Each body paragraph contains extensive support, fully develops the topic sentence, and reinforces the thesis.3. All supporting information reinforces the argument presented in thesis statement through extensive use of developed examples, details and evidence.4. Support is credible and reflects a variety of sources.5. Student writing is very insightful going beyond the obvious or predictable.6. Solid research is effectively incorporated and goes beyond what is expected.7. Direct quotes and paraphrases are effectively synthesized with fluidity into student writing and cited appropriately within the body of the text and works cited page.8. Acknowledge and refute elements of the opposite claim and defines why thesis is still valid.9. Persuasive intent is delivered through specific engaging tone and work choice

1. Thesis is clear and presents solid persuasive argument and addresses a specific audience.2. Each body paragraph contains substantial support, fully develops the topic sentence, and reinforces the thesis.3. All supporting information reinforces the argument presented in thesis statement through use of examples, details and evidence.4. Support is credible and reflects a variety of sources.5. Student writing is generally insightful but could be developed further.6. Solid research is effectively incorporated.7. Direct quotes and paraphrases are effectively synthesized into student writing and cited appropriately within the body of the text and works cited page.8. Acknowledge and refute elements of the opposite claim and defines why thesis is still valid.9. Persuasive intent is delivered through tone and word choice

1. Thesis is present but does not specify a persuasive argument and/or addressed a specific audience2. Controlling idea apparent in paragraphs but needs clarification and development3. Topic sentences tend to state a fact about the text, or do not have a clear argumentative point, or are unrelated to thesis4. Support is credible but reflects minimal sources.5. Student writing basic and lacks insightfulness, may be irrelevant or does not effectively support TS’s and needs to be developed further6. Research is ineffectively used7. Direct quotes and paraphrases are not synthesized into student writing, citing is inappropriate within the body of the text and work cited page.8. Opposite claim is acknowledged but lacks relevance and reaffirmation to thesis9. Word choice and tone need to be more persuasive to enforce argument

1. Thesis vague or not discernible, lacks a solid compare/contrast argument2. Controlling idea is vague or over-generalized or not present3. Topic sentence do not relate to thesis or are not present4. details poorly chosen or absent and/or not embedded in lead-in sentences5. Commentaries restate concrete details interpretation is superficial and demonstrates no insightful analysis6. No research present or ineffective research included7. Essay does not show understanding of topic8. Opposite claim is not acknowledged9. Word choice and tone do not effectively indicate persuasive intent

1. No identifiable thesis or controlling idea – essay does not respond to assignment; Insufficient and poorly chosen details and/or commentaries

A NOTE ABOUT RESEARCH: Any paper involving research must carefully follow MLA Handbook guidelines for research and should include appropriate citation within the essay and a Works Cited page. NO CITATION, NO WORKS CITED, NO CREDIT (paper would have to be revised properly to get credit)

53


A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Org

aniza

tion

20%






Lang

uage

Use

20%


1. Some sentence variety with effective but simple sentence constructions, some complex constructions2. Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions3. Occasional errors in diction.




Mec

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nd V

ocab

ular

y:

10%






Requirements for Level 3 Persuasive/Position PaperPersuasive/position paper requirements for a level three course will ask students to develop a thesis statement which presents a solid persuasive argument that is specific and compelling. Students will have familiarity and understanding of material from a variety of credible sources which will be incorporated in support of the thesis. Students will be expected to acknowledge and refute elements of a counterargument to reinforce the validity of the thesis. Word choice will reflect and address audience with appropriate style and tone.

54



Course DescriptionEleventh grade Language Arts students will be exposed to age appropriate materials that will provide the base from which they will enhance their reading and writing, listening, speaking, and viewing skills. Showing evidence of maturity in writing, students will produce writings of various lengths that demonstrate their knowledge of previously learned skills when creating texts that communicate information and opinions, respond to various audiences, genres, and purposes and demonstrate competence in the use of mechanics as well as revision and editing processes. Applying the research process and media literacy skills to long term projects will provide the student with opportunities to prepare persuasive, literary analyses, and research papers. Drawing on the broad base of material, both fiction and non-fiction as found in American Literature, students will identify literary devices as well as the cultural and historical significance of selected readings. This course will also provide the adapted instruction required of students still working to attain proficiency on the Ohio Graduation Test.

Course OverviewLiteratureStudents' readings will include, but not be limited to, selections from the following genres and periods of American literary history:

9th Grade 10th Grade 11th Grade 12th GradeShakespearean Drama Dystopian/Science

FictionPre-Colonial Medieval/Parody/Satire

Memoir Tragedy Enlightenment Dystopian/Satire/Fantasy/Philosophy Novella - Realism/Tragedy

Novella - Gothic Fiction Romantic Period Narration


Students will be required to read the following titles:

9th Grade 10th Grade 11th Grade 12th GradeRomeo and Juliet by William Shakespeare


4 Essays:From Nature - EmersonFrom Self Reliance – EmersonWalden – ThoreauFrom Civil Disobedience - Thoreau


Night by Eli Weisel



Anthemby Ayn Rand





55






LanguageStudents will properly apply the following language essentials in written and oral communications:

9th Grade 10th Grade 11th Grade 12th GradeGrammarPrepositional appositive phrases



Clauses and phrases Prepositional/appositive

phrases (review) Participial phrases


Elliptical clause
















56



Reading: Assessment of required readings will include, but not be limited to, comprehensive tests based on blueprints matched to each required title within in this document. . Reading requirements and test blueprints may not be modified.


Language: Assessment of language essentials will include objective assessments and application in students' writing

57


Assessment BlueprintCourse: BHS LA 11

Title: Transcendentalism Length of Units: 3 weeksContent Categories Item Type & Quantity

Selected Response Items (2pts)

Short Answer(5 pts)

Extended Response (10 pts)

1. Cite strong textual evidence to support analysis of what text says explicitly as well as inferences drawn from text (RI.11-12.1) 3 1

2. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text (RI.11-12.3)

5

3. Determine the meaning of words and phrases as they are used in the text (RI.11-12.4) 5

4. Analyze and evaluate the effectiveness of the structure an author uses in an argument (RI.11-12.5) 2 1

5. Determine author’s point of view and purpose and how rhetoric was particularly effective (RI.11-12.6) 1

TOTAL: 50 points 30 10 10

58


RealismRequired Reading: Autobiography/Memoir of Fredrick Douglass

Students will:1. Enumerate the characteristics of Realism and the genre of autobiography

(memoir) and narrative. RI.92. Examine diction and its effect on tone, theme, and plot.RI.63. Recall definitions of vocabulary terms that are found in both the text and

SAT preparatory lists. L.4.64. Identify the meanings of unknown words by identifying Greek and Latin

root words, suffixes, and prefixes.L.1a5. Recall and assess the history and difficulties of African Americans in the

1800s and how it influenced his use of sentence structure. RI.86. Delineate the main ideas or themes in the text and the details that

elaborate and support them.RI.27. Determine when, where, and why events unfold in the text and explain

how they relate to one another.RI.3

Additional readings in Realism suggested below: An Occurrence at Owl Creek Bridge by Ambrose Bierce To Build a Fire by Jack London Red Badge of Courage by Stephen Crane The Adventures of Huckleberry Finn by Mark Twain O! Pioneers by Willa Cather Poetry of Emily Dickinson

59



Title: Autobiography/Memoir of Fredrick DouglassContent Categories Item Type & Quantity

Selected Response Items (2 pts)

Short Answer(5 pts)


1. Enumerate the characteristics of Realism and the genre of autobiography (memoir) and narrative. R11, R9

4

2. Examine diction and its effect on tone, theme, and plot. 1

3. Recall definitions of vocabulary terms that are found in both the text and SAT preparatory lists.

2

4. Identify the meanings of unknown words by identifying Greek and Latin root words, suffixes, and prefixes.

2

5. Recall and assess the history and difficulties of African Americans in the 1800s and how it influenced his use of sentence structure. R11, R12, R14, R18

3 1

6. Delineate the main ideas or themes in the text and the details that elaborate and support them.

3

7. Determine when, where, and why events unfold in the text and explain how they relate to one another.

5

TOTAL: 53 points 38 5 10

60


Modernism and Post ModernismRequired Reading: The Great Gatsby by F. Scott Fitzgerald

Students will:1. Recall and enumerate characteristics of Modernism especially from the

1920s in America. RL.92. Identify and explain loss of the American Dream as a theme in the novel.

RL.23. Identify and examine symbols in the novel. RL.44. Examine diction and its effect on tone, theme, or plot. RL.35. Determine what is meant by words and phrases in context, including

connotative meanings and figurative language and how it may lead to alternate interpretations of the text. RL.1

6. Analyze how specific details and larger portions of the text contribute to the meaning of the text. RL.5

7. Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge. RL.9

Suggested Readings for Modernism: Short Happy Life of Francis Macomber by Ernest Hemingway The Wasteland and The Love Song of J. Alfred Prufrock by T.S. Eliot Spoon River Anthology by Edgar Lee Masters Barn Burning by William Faulkner Out, out by Robert Frost A Good Man is Hard to Find by Flannery O’Connor The Magic Barrel by Bernard Malamud

Suggested Readings for Post Modernism: The Road by Cormac McCarthy Shoeless Joe by W.P. Kinsella Poetry of Billy Collins

61



Title: The Great Gatsby by F. Scott FitzgeraldContent Categories Item Type & Quantity

Selected Response Items (2 pts)

Short Answer(5 pts)


1. Recall and enumerate characteristics of Modernism especially from the 1920s in America.

4

2. Identify and explain loss of the American Dream as a theme in the novel. R3, R17

1

3. Identify and examine symbols in the novel. R3 3 1

4. Examine diction and its effect on tone, theme, or plot. 2 1

5. Determine what is meant by words and phrases in context, including connotative meanings and figurative language and how it may lead to alternate interpretations of the text. R7

2

6. Analyze how specific details and larger portions of the text contribute to the meaning of the text.

2

7. Draw upon relevant prior knowledge to enhance comprehension, and note when the text expands on or challenges that knowledge.

2

TOTAL:50 30 10 10

62



PersuasiveStudents will:1. Build strong content knowledge by reading assigned and researched topics

before writing. W.82. Write for an authoritative and educated audience. W.43. Convince the audience to think a certain way or perform a task. W.74. Address the importance of the topic of the paper. W.1b5. Address the audience by choosing first, second, or third person to best

convey their purpose.W.1d6. Avoid fallacies of logic. W.1c7. Establish and refine an engaging topic or strong thesis. W.1a8. Convey complex information clearly and coherently to the audience

through purposeful selection and organization of the content. W.59. Use varied sentence structures and precise language to engage the reader

and achieve cohesion between sentences. W.1e

Requirements for a Persuasive Essay A level three persuasive essay should utilize appropriate concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic. The paper will be clear, precise, and original to engage an authoritative and educated audience. Writing should have a strong argument that appeals to the readers’ emotions, and intellect but also avoids fallacies of logic. Students’ papers will center around the ideals of logos, ethos, and pathos. This paper has made the leap into something special; it is outstandingly insightful.

63


PersuasiveA (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Paper has many well-chosen concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic.

2. Writer will choose clear and precise language to engage an authoritative and educated audience.

3. Integrate the purpose for writing the paper into the beginning of the paper. (What does the author want the audience to think or do?)

4. Choose a relevant, current topic and state the importance of the topic for the reader. (i.e. - Who should care and why?)

5. Writer should choose and maintain a point of view best suited to achieve the desired effect. (first, second, third person)

6. Writer develops a strong argument that appeals to the readers’ emotions, and intellect but also avoids fallacies of logic.

7. Thesis is engaging, clear and well written.

1. Paper has many concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic.

2. Writer will choose clear and precise language to engage an authoritative and educated audience.

3. Clearly state the purpose for writing the paper and include it in the beginning of the paper.

4. Clearly state the importance of the topic for the reader.

5. Writer should choose and maintain a specific point of view.

6. Writer develops a strong argument and avoids fallacies of logic.

7. Thesis is clear and well written.

1. Paper has some concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic.

2. Writer will choose language to engage an authoritative and educated audience.

3. Writer states the purpose for writing the paper.

4. The importance of the topic is stated but not integrated.

5. Writer should choose and maintain a specific point of view.

6. Writer develops an argument and usually avoids fallacies of logic.

7. Thesis is clear and placed appropriately.

1. Paper has few concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic.

2. Language may be below an authoritative and educated audience.

3. Purpose for writing the paper is unclear.

4. The importance of the topic is not addressed.

5. Writer has chosen but not maintained a specific point of view.

6. Writer develops an argument but may not avoid fallacies of logic.

7. Thesis is unclear or nonexistent.

1. Paper contains little to no concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic.

2. Language is ineffective to engage an authoritative and educated audience.

3. Purpose for writing the paper is not stated/ nonexistent.

4. The importance of the topic is not addressed.

5. No specific point of view is evident.

6. No discernable argument is evident and fallacies of logic may be present.

7. No thesis is evident.

Org

aniza

tion:

20%

Paper is organized to convey complex information clearly and content is chosen purposefully to enhance argument.

Paper is organized to convey information clearly and content is chosen purposefully to enhance argument.

Paper shows organization and most content enhances argument.

Paper shows little organization and some content enhances argument.

Paper shows little organization and content does not enhance argument.

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PersuasiveA (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

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: 10

%






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Requirements for a Persuasive Essay A level three persuasive essay should utilize appropriate concrete details, explanations, cited quotations, resources and/or statistics to establish writer’s authority on the topic. The paper will be clear, precise, and original to engage an authoritative and educated audience. Writing should have a strong argument that appeals to the readers’ emotions, and intellect but also avoids fallacies of logic. Students’ papers will center around the ideals of logos, ethos, and pathos. This paper has made the leap into something special; it is outstandingly insightful.

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Literary Analysis

Students will:1. Read closely for meaning through literary devices. W.92. Annotate the original text. W.83. Read at least two literary criticisms of the text. W.74. Gather information and quotations from the text and/or outside sources to

support the thesis. W2b5. Ensure that arguments or opinions set forth are supported by the text. No

number6. Distinguish between reliable and unreliable sources. W.17. Sustain focus on a specific topic or argument. W.2e8. Support and illustrate arguments and explanations with relevant details,

examples, and evidence. W.19. Be mindful of the structure of the paper and how it is tied to the thesis.

(focused paragraphs with adequate development) W.4

Requirements for Level 3 Literary AnalysisLiterary Analysis essays for a level three should ask the student to make unexpected connections and reveal less-than-obvious truths. Students will respond to the text using direct quotes from the text to support upper-level thinking. The essay should maintain focus throughout, and analyze the text far beyond the class discussion. A literary analysis at level three asks the following questions. How does this piece of literature actually work? How does it do what it does? Why might the author have made the choices he or she did?” Overall, the essay is engaging and original.

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11th Grade Language Arts11th Grade: Literary Analysis

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Writing reflects a profound, critical, analytical understanding of the text by focusing on stylistic elements of the text that create thematic meaning.

2. Paper includes insightful, sophisticated references to original text and at least two literary criticisms of the text.

3. Works cited reveals use of valid sources.

4. Focus of the paper is easily identifiable and includes an engaging well phrased argument/thesis that assesses the text and addresses a specific idea to be analyzed.

5. Strong, sound arguments and explanations are supported with relevant details, examples, and evidence and connected to the thesis.

1. Writing reflects a critical, analytical understanding of the text by focusing on stylistic elements of the text that create thematic meaning.

2. Paper includes references to original text and at least two literary criticisms of the text.

3. Works cited reveals use of reliable sources.

4. Focus of the paper is easily identifiable and includes a well phrased argument/thesis that assesses the text and addresses a specific idea to be analyzed.

5. Arguments and explanations are supported with relevant details, examples, and evidence and connected to the thesis.

1. Writing reflects a critical, analytical understanding of the text but may be uneven.

2. Paper includes references to original text and literary criticisms of the text.

3. Works cited reveals use of sources that may or may not be reliable.

4. Focus of the paper may be unclear and/or simplistic and include an argument/thesis that assesses the text and addresses a specific idea to be analyzed.

5. Arguments and explanations are too general and may or may not be supported with relevant details, examples, and evidence and connected to the thesis.

1. Writing reflects an ineffective and underdeveloped understanding of the text.

2. Paper includes brief or generalized references to original text and literary criticisms of the text.

3. Works cited reveals little to no sources have been used.

4. Focus of the paper is unclear and simplistic and includes an argument/thesis that superficially assesses the text and may not address a specific idea to be analyzed.

5. Arguments and explanations are improperly supported with irrelevant details, examples, and evidence and/or loosely connected to the thesis.

1. Writing reflects minimal understanding of the text.

2. Paper includes little to no references to original text and literary criticisms of the text.

3. Works cited reveals little to no sources have been used.

4. Focus of the paper is unclear and/or nonexistent and may or may not include an argument and/or thesis statement.

5. Arguments and explanations may not be present or may not be supported with irrelevant details, examples, and evidence and/or loosely connected to the thesis.

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A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Org

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20%

1. Thesis statement follows an engaging opening and is logically placed.

2. Each topic sentence clearly connects to the thesis and has a well-phrased focus.

3. Sentences use transitions to progress through the argument so that the point of each paragraph is clear.

1. Thesis statement follows an appropriate opening and is logically placed.

2. Each topic sentence clearly connects to the thesis and has an obvious focus.


1. Thesis statement may or may not follow an appropriate opening and be logically placed.

2. Each topic sentence may or may not connect to the thesis or the connection may not be clear. Topic sentences may or may not have a consistent focus.

3. Sentences often use abrupt transitions that impede smooth flow through the argument so that the point of each paragraph is unclear.

1. Thesis statement may or may not follow an appropriate opening, may be underdeveloped, ineffective and/or not logically placed. Thesis statement may summarize plot instead of presenting an argument.

2. Topic sentences may be absent and/or not connected to the thesis or the connection may not be clear. Topic sentences may or may not have a consistent focus. Irrelevant comments or mere facts about the text may be present.

3. Sentences use abrupt transitions that impede smooth flow through the argument so that the point of each paragraph is unclear.

1. Thesis statement, if present, may not follow an appropriate opening, may be underdeveloped, ineffective and/or not logically placed. Thesis statement may summarize plot instead of presenting an argument.


3. Transitions are absent from most sentences. There may be many gaps between sentences.

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1. Some sentence variety with effective but simple sentence constructions, some complex constructions2. Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions 3. Occasional errors in dictions




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11th Grade Language ArtsRequirements for Level 3 Literary AnalysisLiterary Analysis essays for a level three should ask the student to make unexpected connections and reveal less-than-obvious truths. Students will respond to the text using direct quotes from the text to support upper-level thinking. The essay should maintain focus throughout, and analyze the text far beyond the class discussion. A literary analysis at level three asks the following questions. How does this piece of literature actually work? How does it do what it does? Why might the author have made the choices he or she did?” Overall, the essay is engaging and original..

69


Research

Students will:1. Create a research paper of at least five pages. W.72. Research print, online, audio, video sources for a selected topic. W.83. Maintain focus throughout the paper. W.44. Create an annotated bibliography. W.2a5. Use embedded quotations and avoid the use of floating quotations. W.2b6. Fairly quote, paraphrase, and summarize information from outside text and

sources. W.77. Write in APA format. W.68. Demonstrate command of the conventions of standard written English, including

grammar, usage, mechanics, and sentence structure. L.29. Link claims and evidence with clear reasons, and ensure that the evidence is

relevant and sufficient to support the claims. W.8

Requirements for Level 3 Research PaperThe AP research paper is a chance for students to acquire vast knowledge about a topic of interest by accessing a variety of valid and valuable sources. This eight to ten page paper reveals a clear focus, carried throughout the entire paper, differentiating between subtleties of concepts and explaining these clearly and logically. As always, the paper analyzes a perspective or argues a point, rather than a mere summary of sources; it presents one’s own thinking supported by others’ ideas and information. The AP paper does so with very few errors of grammar, sentence structure, logic, coherence and organization. Richly detailed and stylistically resourceful, the writer has chosen—from various forms and styles—the most appropriate and affective diction, sentence structure and length, voice, and tone.

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11th Grade Research: A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)

Cont

ent

60%

1. Legitimate print, online, audio, and video sources for a selected topic have been thoroughly researched.

2. Paper maintains a clear focus and the argument is readily apparent to the reader.

3. Writer has included a clear, concise and fair annotated bibliography.

4. Well-chosen quotations have been embedded and floating quotations are not present.

5. Paper uses near perfect APA format including the references page.

6. Presentation of relevant and legitimate information is engaging, balanced and clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a topic. Reader gains important insights.

1. Print, online, audio, and video sources for a selected topic have been researched.

2. Paper maintains a clear focus.3. Writer has included fair

summaries as an annotated bibliography.

4. Quotations have been embedded and floating quotations are not present.

5. Paper has been written in proper APA format with minimal errors.

6. Presentation of relevant and legitimate information is balanced and clearly supports a central purpose or argument and shows a thoughtful, in-depth analysis of a topic. Reader gains insights.

1. Paper reveals that topic has been researched in a basic or general way. Not all source types have been used or sources may not be relevant.

2. Paper maintains a clear focus may stray from the focus briefly.

3. Writer has included an annotated bibliography but summaries may be too general or not representative of the text.

4. Quotations may or may not have been embedded and floating quotations may be present.

5. Paper has been written in proper APA format with few errors.

6. Presentation of relevant and legitimate information is mostly balanced and supports a central purpose or argument and shows a analysis of a topic.

1. Paper reveals that topic has not been researched well.

2. Paper may not maintain a focus.

3. Writer may have included an incomplete and/or poorly written annotated bibliography.

4. Quotations may be absent or may be placed randomly with little connection to the argument.

5. Paper has been written in a format that is barely recognizable as APA.

6. Presentation of relevant and legitimate information is unbalanced and may or may not support a central purpose or argument and shows superficial analysis of a topic.

1. Paper reveals that topic has not been researched well.

2. Paper may not maintain a focus.3. Writer may or may not have

included an incomplete and/or poorly written annotated bibliography. Absence of an annotated bibliography qualifies the paper for an F.

4. Quotations may be absent or may be placed randomly with little connection to the argument.

5. Paper has been written in a format that is barely recognizable as APA.

1. Presentation of relevant and legitimate information is unbalanced and does not support a central purpose or argument and shows little to no analysis of a topic.

2. Paper does not meet the minimum page length requirement (5 pages).

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1. Thesis statement follows an engaging opening and is logically placed.

2. Each topic sentence clearly connects to the thesis and has a well-phrased focus.


1. Thesis statement follows an appropriate opening and is logically placed.

2. Each topic sentence clearly connects to the thesis and has an obvious focus.


1. Thesis statement may or may not follow an appropriate opening and be logically placed.

2. Each topic sentence may or may not connect to the thesis or the connection may not be clear. Topic sentences may or may not have a consistent focus.

3. Sentences often use abrupt transitions that impede smooth flow through the argument so that the point of each paragraph is unclear.

1. Thesis statement may or may not follow an appropriate opening, may be underdeveloped, ineffective and/or not logically placed. Thesis statement may summarize plot instead of presenting an argument.


3. Sentences use abrupt transitions that impede smooth flow through the argument so that the point of each paragraph is unclear.

1. Thesis statement, if present, may not follow an appropriate opening, may be underdeveloped, ineffective and/or not logically placed. Thesis statement may summarize plot instead of presenting an argument.


3. Transitions are absent from most sentences. There may be many gaps between sentences.

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)

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1. Some sentence variety with effective but simple sentence constructions, some complex constructions2. Minimal errors in noun/verb agreement, noun/pronoun agreement, verb tense consistency, prepositions 3. Occasional errors in dictions




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Requirements for Level 3 Research PaperThe AP research paper is a chance for students to acquire vast knowledge about a topic of interest by accessing a variety of valid and valuable sources. This eight to ten page paper reveals a clear focus, carried throughout the entire paper, differentiating between subtleties of concepts and explaining these clearly and logically. As always, the paper analyzes a perspective or argues a point, rather than a mere summary of sources; it presents one’s own thinking supported by others’ ideas and information. The AP paper does so with very few errors of grammar, sentence structure, logic, coherence and organization. Richly detailed and stylistically resourceful, the writer has chosen—from various forms and styles—the most appropriate and affective diction, sentence structure and length, voice, and tone.

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Course Description:Mastery and Maturity when doing class assignments is the goal of 12th grade Language Arts. Applying learned writing and reading skills, students will demonstrate the ability to apply this information to more complex assignments, such as, the Problem/Solution Research Paper, Literary Analysis, and College Application Essay. Reading selections (fiction and non-fiction) from classic and modern authors, with an emphasis on British Literature, will include title such as, The Canterbury Tales by Geoffrey Chaucer, Anthem by Ayn Rand, and For One More Day by Mitch Albom, will provide students in the 12th grade with the opportunity to analyze the structure, language, and content of complex literature. Student writing will show evidence of advancing judgments supported by sound reference material; creating materials that show mastery of the writing process. This course will also provide the adapted instruction required of students still working to attain proficiency on the Ohio Graduation Test.

Course Overview

LiteratureStudents' readings will include, but not be limited to, selections from the following genres and periods of American literary history:

9th Grade 10th Grade

11th Grade 12th Grade

Shakespearean Drama



Memoir Tragedy Enlightenment Dystopian/Satire/Philosophy Novella - Realism/Tragedy

Novella - Gothic Fiction

Romantic Period Narration

Non-Fiction Non-Fiction Realism Non-FictionShort Stories Short Stories - Fiction Modernism DramaPoetry Poetry Post Modernism Poetry Students will be required to read the following titles:9th Grade 10th Grade 11th Grade 12th GradeRomeo and Juliet by William Shakespeare




Night by Eli Weisel



Anthemby Ayn Rand





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(Problem-Solution)Narrative Character Analysis Literary Analysis Literary Analysis Literary Response Persuasive-Position Persuasive College Essay -

Narrative

LanguageStudents will properly apply the following language essentials in written and oral communications: 9th Grade 10th Grade 11th Grade 12th GradeGrammarPrepositional appositive phrases





Elliptical clauseUsageSubject-verb agreement

Subject-verb agreement (review) Pronoun-antecedent agreement

Dangling/misplaced modifiers

Pronoun agreement Pronoun case Pronoun agreementModifiers, adverb and adjective Participial phrases and noun

it modifies"Troublesome terms in glossary (e.g., affect/effect)








Fragments Fragments (review) Practice combining sentences Vary sentence structureSandwiching citation within text


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Reading: Assessment of required readings will include, but not be limited to, comprehensive tests based on blueprints matched to each required title within in this document. Reading requirements and test blueprints may not be modified.



75


Literary Genres, Objectives & Assessments

Chaucerian PoetryRequired Reading: The Canterbury Tales by G. Chaucer

Students will:1. Read poetic literature while analyzing components of

Chaucerian writing, the Middle Ages, and identifying the conventions that convey meaning. RL.12.1

2. Determine elements of plot, characterization, and provide a summary of each. RL.12.3 & 12.5

3. Identify major themes within the work using support from the text. RL.12.2

4. Answer the when, where, and why questions as each relates to the text and explain how they relate to one another. RL.12.6

5. Analyze the main character in the given tale’s traits, motivations, and thoughts as individuals and how they affect society. RL.12.3

6. Realize the connotative and literal meanings of the text. RL.12.4

7. Chose passages from the text as evidence to prove an overall understanding. RL.12.7

8. Affirm opinions about human nature. RL.12.29. Read individual tales to build on The General Prologue to

understand characterization. RL.12.110. Use historical background to further knowledge of text.

RL.12.9

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Title: The Canterbury TalesContent Categories Item Type & Quantity


Short Answer

(5 pts)

Extended Response

(10 pts)1. Read poetic literature while analyzing components of

Chaucerian writing, the Middle Ages, and identifying the conventions that convey meaning. R1

2

2. Determine elements of plot, characterization, and provide a summary of each. R3

1

3. Identify major themes within the work using support from the text. R4

2

4. Answer the when, where, and why questions as each relates to the text and explain how they relate to one another. R5

2

5. Analyze the main character in the given tale’s traits, motivations, and thoughts as individuals and how they affect society. R6

1

6. Realize the connotative and literal meanings of the text. R7 27. Chose passages from the text as evidence to prove an overall

understanding. R102

8. Affirm opinions about human nature. R16 19. Read individual tales to build on The General Prologue to

understand characterization. R172

10. Use historical background to further knowledge of text. R18 2TOTAL 10 6 1

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Dystopian/Science FictionRequired Reading: Anthem by Ayn Rand

Students will:1. Read Anthem to decode plot summary and Objectivism,

while asking and answering literal, interpretive, and evaluative questions. RL.12.1

2. Identify, analyze and evaluate the defining characteristics of Anthem, and describe how form effects the meaning and function of the text. RL.12.3

3. Analyze themes in the novel and be able to support assertions through textual evidence. RL.12.2

4. Apply strategies, such as making predictions, inferring, and summarizing, in order to determine when, where, and why events happen in relation to each other in the Anthem. RL.12.2.1

5. Realize the motivations behind Equality 7-2521 and Liberty 5-3000 and how they affect the outcome of the plot. RL.12.3

6. Determine the importance of the characters’ names, both given at birth and by each other. RL.12.4

7. Determine how the words “I,” “We,” and “Ego,” shape the meaning and tone of the text. RL.12.4

8. Analyze the diary style of writing enhances the message narrative. RL.12.5

9. Use up-close reading strategies to analyze specific details in the text as each relates to larger portions. RL.12.7

10. Recognize Ayn Rand’s choice of narration and evaluate the overall impact of her ideas on the piece of literature. RL.12.5

11. Comprehend the concepts of Objectivism, Collectivism, Altruism, and a Dystopia through the reading of Anthem. RL.12.2

12. Apply historical knowledge of the Red Scare to understand unfamiliar subject matter. RL.12.9

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Title: Anthem by Ayn RandContent Categories Item Type & Quantity


Short Answer

(5 pts)

Extended Response

(10 pts)1. Read Anthem to decode plot summary and Objectivism, while

asking and answering literal, interpretive, and evaluative questions. R1 2

2. Identify, analyze and evaluate the defining characteristics of Anthem, and describe how form effects the meaning and function of the text. R3 1

3. Analyze themes in the novel and be able to support assertions through textual evidence. R4 1

4. Apply strategies, such as making predictions, inferring, and summarizing, in order to determine when, where, and why events happen in relation to each other in the Anthem. R5 2

5. Realize the motivations behind Equality 7-2521 and Liberty 5-3000 and how they affect the outcome of the plot. R6 1

6. Determine the importance of the characters’ names, both given at birth and by each other. R7 1

7. Determine how the words “I,” “We,” and “Ego,” shape the meaning and tone of the text. R8 1

8. Analyze the diary style of writing enhances the message narrative. R9 2

9. Use up-close reading strategies to analyze specific details in the text as each relates to larger portions. R10 2

10. Recognize Ayn Rand’s choice of narration and evaluate the overall impact of her ideas on the piece of literature. R16 1

11. Comprehend the concepts of Objectivism, Collectivism, Altruism, and a Dystopia through the reading of Anthem. R17 2

12. Apply historical knowledge of the Red Scare to understand unfamiliar subject matter. R18 2

TOTAL 12 5 1

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Narration

Required Reading: For One More Day by Mitch Albom

Students will:1. Identify, analyze, and evaluate the defining characteristics of what

For One More Day says explicitly and what can be inferred logically from the text. RL.12.1

2. Demonstrate comprehension of when, where, and why events unfold in the text by asking and answering literal, interpretive, and evaluative questions. RL.12.3

3. Analyze Charles Benetto’s traits, motivations, and thoughts as they affect himself and the others around him. RL.12.3

4. Recognize Mitch Albom’s writing style as narration, and discuss how his specific style of narration impacts the organization, and outcome of the novel. RL.12.5

5. Use close-reading strategies in order to analyze specific details impact the larger meaning of the text. RL.12.7

6. Apply knowledge and concepts gained from reading the text to reflect and analyze their own lives. RL.12.6

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Title: For One More Day by Mitch AlbomContent Categories Item Type & Quantity


Short Answer

(5 pts)

Extended Response

(10 pts)1. Identify, analyze, and evaluate the defining characteristics of

what For One More Day says explicitly and what can be inferred logically from the text. R1

3

2. Demonstrate comprehension of when, where, and why events unfold in the text by asking and answering literal, interpretive, and evaluative questions. R5

5

3. Analyze Charles Benetto’s traits, motivations, and thoughts as they affect himself and the others around him. R6

2

4. Recognize Mitch Albom’s writing style as narration, and discuss how his specific style of narration impacts the organization, and outcome of the novel. R9

1

5. Use close-reading strategies in order to analyze specific details impact the larger meaning of the text. R10

2

6. Draw upon relevant prior knowledge of novel specific topic including, gender roles and family structure. R16

1 1

7. Apply knowledge and concepts gained from reading the text to reflect and analyze their own lives. R17

1

TOTAL 10 4 2

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DramaRequired Reading: Teacher selected

Students will:1. Identify Shakespeare’s commentary on various social and societal issues

that are still relevant today. RL.12.92. Read implicitly and explicitly (subtext) to show Shakespeare’s belief that

things are not always what they seem. RL.12.63. Show how characters’ perceptions and interpretations are based on a

variety of factors. RL.12.34. Demonstrate comprehension of inflection, stress,

denotation/connotation and how they impact the reading of Shakespeare. RL.12.4

5. Recognize various literary themes within Shakespeare’s plays. RL.12.26. Analyze the motivations of the characters and how they affect the

outcome of the plot. RL.12.37. Recognize the role that imagery plays throughout the text. RL.12.6

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Poetry

Required Reading: Teacher Selected

Students will:1. Realize the effects historical context has on various works of poetry.

RL.12.92. Recognize and evaluate the uses of poetic devices within verse.

RL.12.43. Comment on the effectiveness of the poem as it relates to the reader.

RL.12.2

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Non-Fiction

Required Reading: Teacher Selected

Students will:

Add all standards

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Research (Problem-Solution)

Students will:1. Establish and refine a topic or thesis that addresses a

problem and a solution. W.12.1a2. Establish a substantive solution, distinguishing it from

alternate or opposing solutions. W.12.1a3. Gather the information needed to build an argument,

provide an explanation or address a research question. W.12.8

4. Extract key information efficiently in print and online using text features and search techniques. W.12.9b

5. Ascertain the origin, credibility, and accuracy of print and online sources. W.12.9b

6. Discern the most important ideas, events, or information and summarize them accurately and concisely. W.12.b

7. Synthesize information from multiple relevant sources, including graphics and quantitative information when appropriate, to provide an accurate picture of that information. W.12.7

8. Analyze how two or more texts with different styles, points of view, or arguments address similar topics or themes. W.12.9b

9. Acknowledge competing arguments or information, defending or qualifying the initial claim as appropriate. W.12.1b

10. Link claims and evidence with clear reasons and ensure that the evidence is relevant and sufficient to support the claims. W.12.1b

11. Convey complex information clearly and coherently to the audience through purposeful selection and organization of the content. W.12.1c

12. Demonstrate understanding of the content by reporting the facts accurately and anticipating reader misconceptions. W.12.1b

13. Support and illustrate arguments and explanations with relevant details, examples, and evidence. W.12.1b

14. Represent and cite accurately the data, conclusions, and opinions of others, effectively incorporating them into one’s own work while avoiding plagiarism. W.12.8

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R13: origin, credibility, and accuracy of print and online sources.

R15: Analyze how two or more texts with different styles, points of view, or arguments address similar topics or themes.

12th Grade Language Arts12th Grade: Research (Problem/Solution)

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Establishes and refines an original topic or thesis that has an in-depth analysis of a specific aspect of the text.2. Students’ work presents an original solution that answers the giving problem by synthesizing personal viewpoints and research based facts.3. Writing centers around key information that is pulled from multiple, relevant sources.4. Arguments acknowledge competing arguments, and use them to strengthen their own line of reasoning.5. Students’ work links personal claims with evidence that shows clear reasoning, as well as, sufficient support for their claims. 6. Students’ work demonstrates an understanding of the content by reporting the facts accurately and anticipating reader misconceptions.7. Students represent and cite data, conclusions, and opinions of others, incorporating them seamlessly into their work.

1. Establishes and presents a topic or thesis that has an in-depth analysis of a specific aspect of the text.2. Students’ work presents a solution that answers the given problem by synthesizing personal viewpoints and researched based facts.3. Writing centers around key information that is pulled from multiple, relevant sources.4. Arguments acknowledge competing arguments, and attempt to use them to strengthen their own line of reasoning.5. Students’ work links personal claims with evidence that shows logical reasoning, as well as, some support for their claims.6. Student’s work demonstrates and understanding of the content by reporting the facts accurately.7. Students represent and cite data, conclusions, and opinions of others, effectively incorporating them into the work.

1. Presents a topic or thesis that addresses aspects of the text.2. Students’ work presents a solution that answers the given problem.3. Writing uses pertinent information from multiple sources.4. Arguments acknowledge competing arguments.5. Students’ work attempts to link personal claims with evidence that shows logical reasoning, as well as, some support for their clams.6. Students’ work has minimal discrepancies in the reporting of facts.7. Students cite data within the work.

1. Topic is not clear and does not revolve around the specific prompt.2. Students’ work does not offer a clear solution to the given problem.3. Writing includes research from multiple sources.4. Competing arguments are not acknowledged.5. Students’ work does not show effort in linking personal claims with logical reasoning and support.6. Students’ work has major discrepancies in the reporting of facts.7. An attempt at making conclusions and incorporating the opinions of others has been made, but no citations were given.

1. No identifiable thesis or controlling idea – essay does not respond to assignment.2. Students’ work does not provide a solution.3. No evidence of research.4. Competing arguments are not recognized.5. Students’ work does not link personal claims to logical reasoning and support.6. Students’ work does not attempt to report the facts accurately.7. No attempt at citations has been made.

A NOTE ABOUT RESEARCH: Any paper involving research must carefully follow APA Handbook guidelines for research.

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12th Grade Language Arts12th Grade: Research (Problem/Solution)

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Org

aniza

tion:

20%

1. Sustains focus on a specific topic with fluid transition. 2. Organizes their arguments in a logical order that compliments the content.3. Shows progress as student works through the writing process.4. Uses technology as a tool to produce, edit, and distribute writing.

1. Sustains focus on a specific topic.2. Organizes their arguments in a logical order.3. Works through the writing process.4. Uses technology as a tool to produce, edit, and distribute writing.

1. Specific topic lacks focus.2. Arguments are organized, but not logically.3. Writing process is slightly evident.4. Uses technology as a tool to produce, edit, and distribute writing, with some errors.

1. Topic is included, but not focused at all.2. Arguments lack organization.3. Writing process is not used.4. Does not use technology as a tool to produce, edit, and distribute writing, with some errors.


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Level 3 (AP)The AP (or level 3) research paper must reveal all the elements of an A paper, but also model the elements that are learned in close reading and analysis of literary text throughout the course. The paper should allude to a vast background knowledge of a complex topic, but is narrowed to a point that can be discussed in an eight to ten page paper. Richly detailed and stylistically resourceful, the paper has chosen-- from various forms—the most appropriate diction, sentence structure, organization for an academically knowledgeable paper. An application of the topic to recent events or ideas may be included.

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Literary AnalysisStudents will:1. Support or challenge assertions about the text by citing

evidence. W.12.12. Concentrate on supporting thesis with substantial details.

W.12.2b3. Analyze characters background in a given work and describe

what they say and do as it pertains to the overall topic. R.12.34. Analyze how specific details and larger portions of the text

contribute to the meaning of the text. R.12.45. Evaluate the textual evidence for relevance. R.12.16. Establish and refine a topic or thesis that addresses a specific

aspect of the text. W.12.57. Build support for thesis based on explanations, and addresses

an essential question. W.12.2b8. Sustain focus on a specific topic. W.12.59. Support and illustrate explanations with relevant details,

examples, and evidence to prove thesis. W.12.2b10. Organize their arguments in a logical order. W.12.2c11. Write in a clear and concise manner, which includes words and

phrases, sentence structure, and maintaining style and tone. W.12.2e

12. Demonstrate command of the conventions of standard written English. L.12.1 & .2

13. Avoid Plagiarism. W.12.814. Work through the writing process. W.12.515. Use technology as a tool to produce, edit, and distribute

writing. W.12.6

88


A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Establishes and refines an original topic or thesis that has an in-depth analysis of a specific aspect of the text.2. Concentrates on supporting thesis with substantial details that are directly connected and cited from the text.3. Builds support for thesis based on explanations, and addresses an essential question that is compelling.4. Supports or challenges assertions about the text by citing evidence through direct quotations that are relevant to the essential question.5. Analyzes characters’ backgrounds in a given work and describes what they say and do as it pertains to the overall topic.6. Analyzes how specific details and larger portions of the text contribute to the meaning of the text, by explaining direct quotations from the text.7. Synthesizes thoughts of text to expand or challenge knowledge, based around the essential question.8. Supports and illustrates explanations with relevant details, examples, and evidence to prove thesis while making unexpected connections and reveal less-than-obvious truths.

9. Avoids plagiarism.

1. Establishes and presents a topic or thesis that has an in-depth analysis of a specific aspect of the text.2. Concentrates on supporting thesis with substantial details that are cited from the text.3. Builds support for thesis based on explanations, and addresses an essential question.4. Supports or challenges assertions about the text by citing evidence through direct quotation and/or paraphrase.5. Provides characters’ backgrounds in a given work and describes what they say and do as it pertains to the overall topic. 6. Analyzes how specific details and larger portions of the text contribute to the meaning of the text, with the use of textual support.7. Synthesizes thoughts of text to expand or challenge knowledge.8. Supports and illustrates explanations with relevant details, examples, and evidence to prove thesis.


1. Presents a topic or thesis that addresses aspects of the text.2. Concentrates on supporting thesis with substantial details.3. Builds support for thesis based on explanations, but does not relate back to an essential question.4. Supports or challenges assertions about the text.

5. Provides characters’ backgrounds in a given work and describes what they say and do.

6. Shows details and larger portions of the text that contribute to the meaning of the text.7. Provides thoughts on the text.8. Explanations have details, examples, and evidence to prove thesis.


1. Topic or thesis lacks clarity and focus.2. Barely supports thesis with minimal details.3. Has little support for thesis and does not relate back to an essential question.4. Makes assertions about the text, but does not challenge nor support those assertions.5. Characters’ backgrounds are briefly mentioned and may give some details on what they say and do.6. Shows minimal parts of the text.7. Provides vague thoughts on the text.8. Explanations have details, examples, or evidence to prove thesis.9. Avoids plagiarism.

1. No identifiable thesis or controlling idea – essay does not respond to assignment.

A NOTE ABOUT RESEARCH: Any paper involving research must carefully follow APA Handbook guidelines for research.

89


A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Org

aniza

tion:

20%






Lang

uage

Use

: 10

%






Mec

hani

cs a

nd

Voca

bula

ry:

10%






Requirements for Level 3 (AP) Literary Analysis Literary Analysis essays for a level three should ask the student to make unexpected connections and reveal less-than-obvious truths. Students will respond to the text using direct quotes from the text to support upper-level thinking. The essay should maintain focus throughout, and analyze the text far beyond the class discussion. A literary analysis at level three asks the following questions. How does this piece of literature actually work? How does it do what it does? Why might the author have made the choices he or she did?” Overall, the essay is engaging and original.

90


College Application EssayStudents will:1. Establish a topic based on a selected college prompt and focus

writing around that prompt. W1/W32. Build focus around personal experience as related to the

prompt. W23. Create a piece of writing with details and examples to enhance

topic. W44. Organize writing in a logical sequence. W55. Write in a clear and concise manner, which includes words and

phrases, sentence structure, and maintaining style and tone. W6/W7

6. Design essay that distinguishes the individual from the myriad of applicants. W8

7. Demonstrate command of the conventions of standard written English. W9

8. Work through the writing process. W119. Use technology as a tool to produce, edit, and distribute

writing. W12


W1: Establish and refine a topic or thesis that addresses the specific task and audience.

W2: Gather the information needed to build an argument, provide an explanation or address a research question.

W3: Sustain focus on a specific topic or argument.

W4: Support and illustrate arguments and explanations with relevant details, examples, and evidence.

W5: Create logical progression of ideas or events, and convey the relationships among them.

W6: Choose words and phrases to express ideas precisely and concisely.

W7: Use varied sentence structures to engage the reader and achieve cohesion between sentences.

W8: Develop and maintain a style and tone appropriate to the task, purpose, and audience.

W9: Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics.

W11: Assess the quality of one’s own writing, and, when necessary, strengthen it through revision.

W12: Use technology as a tool to produce, edit, and distribute writing.

Requirements for Level 3 College Application EssayThe AP college application essay—usually part narrative—is not a writing genre often found in the AP curriculum requirements; however, AP students must also write a college application essay; therefore, the assignment is valid and helpful. This composition may be completed as an in-class timed writing to mimic the AP exam environment. This “final copy” should reveal a near perfect grasp of all composition skills; in addition, it should reveal a personal voice and style, at a mature level.

91

12th Grade Language Arts12th Grade: College Application Essay

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Cont

ent

60%

1. Establishes and refines an original topic based on a selected college prompt and focuses writing around that prompt.2. Builds focus around personal experience to highlight student as an individual and relates to the prompt.3. Create a compelling piece of writing with details and examples to enhance topic.4. Essay is clear and concise by using words and phrases, sentence structure, style, and tone in a unique manner.5. Essay tells a unique story and distinguishes individual from the myriad of applicants.

1. Establishes and refines a topic based on a selected college prompt and focuses writing around that prompt.2. Builds focus around personal experience as it relates to the prompt.3. Create a piece of writing with details and examples to enhance topic.4. Essay is clear and concise by using words and phrases, sentence structure, style, and tone. 5. Essay distinguishes individual from the myriad of applicants.

1. Establishes a topic based on a selected college prompt and writes about that prompt.2. Touches upon a personal experience as it relates to the prompt.3. Create a piece of writing with examples.4. Essay is clear and concise by using words and phrases, and sentence structure, but lacks style and tone.5. Essay is mundane and could have been written by anyone.

1. Topic is not clear and does not revolve around the specific prompt.2. Generic response to prompt.3. Create a piece of writing that does not have sufficient details and examples. 4. Essay is unclear and has elementary mistakes in sentence structure, style and tone.5. Essay does not tell the complete story.

1. No identifiable thesis or controlling idea – essay does not respond to assignment.2. Paper not focused on prompt.3. Writing does not have details or examples.4. Essay’s lack of clarity makes writing difficult to understand.5. Essay does not attempt to tell a story.

Org

aniza

tion:

20%






92

12th Grade Language Arts12th Grade: College Application Essay

A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) Notes

Lang

uage

Use

: 10

%






Mec

hani

cs a

nd V

ocab

ular

y:

10%






Requirements for Level 3 College Application EssayThe AP college application essay—usually part narrative—is not a writing genre often found in the AP curriculum requirements; however, AP students must also write a college application essay; therefore, the assignment is valid and helpful. This composition may be completed as an in-class timed writing to mimic the AP exam environment. This “final copy” should reveal a near perfect grasp of all composition skills; in addition, it should reveal a personal voice and style, at a mature level.

93


Speech CommunicationCourse of Study/Syllabus - Grades 11-12

Course Description:

This is a one semester introductory course designed to improve speaking and listening skills. Students will prepare and present informative, persuasive and special occasion speeches utilizing multimedia software, such as PowerPoint, in their presentations. Students will also study a variety of speech topics to enhance their learning and knowledge such as communication processes, verbal and nonverbal communication ,improving listening skills, group discussion and interpersonal skills, interviewing skills and debate. Students

Course Overview:Required Speeches:This class will ask students to plan and prepare a variety of speaking styles. Students are required, but not limited to, the following types of speaking:

Types of SpeechesInformativePersuasiveBiography

Required Content Areas:Students will be required to demonstrate knowledge of topics, but not limited to, the following areas of communication:

Topics Communication Listening & Listening SkillsInterpersonal Communication & Group DiscussionInterviewing Debating

94


AssessmentsStudents will be assessed in a variety of ways throughout the semester. All assessments will be carefully matched to the level of performance and/or rigor described in the relevant objectives.

Speeches: Assessments of required speeches will matched to each speaking genre.

For all speaking assignments, students must be able to:1. Research and prepare a school appropriate topic for presentation2. Determine purpose and audience for public speaking3. Utilize PowerPoint or other presentation technology 4. Present information findings ad supporting evidence clearly and concisely5. Select and use a format, organization and style appropriate to the topic, purpose and audience6. Make strategic use of multimedia elements and visual displays of data to gain audience

attention and enhance understanding7. Demonstrate a command of formal Standard English when appropriate to tasks and audience8. Prepare to respond to the text through writing, oral discussion, or through collaboration.9. Recognize the differences between informative and persuasive speaking10. Recognize the differences between formal and informal speaking situations

Content: Assessments of required speech and speaking essentials

For each area of content, students must:1. Follow the progression of the speaker’s message, and evaluate the speaker’s point of

view, reasoning and use of evidence and rhetoric2. Ask relevant questions to clarify points and challenge ideas3. Respond constructively to advance a discussion and build on the input4. Maintain academic integrity

95


Required SpeechesInformative

Students will:1. Give informational presentations that contain a clear perspective;

present ideas from multiple sources in logical sequence; and include a consistent organizational structure (SL:1)

2. Present information, findings, and supporting evidence clearly and concisely. (SL:2)

3. Make strategic use of multimedia elements and visual displays of data to gain audience attention and enhance understanding (SL:3)

4. Select and use an informative format, organizational method, and style appropriate to the topic, purpose and audience. (SL:1)

5. Demonstrate a command of formal Standard English when appropriate to task and audience (SL:4)

6. Develop and maintain a professional presentation including good eye contact, speaking rate, volume, tone, word choice and body language.

Common Core Objectives

SL:1 Select and use an informative format, organizational method, and style appropriate to the topic, purpose and audience

SL:2 Present information, findings, and supporting evidence clearly and concisely.

SL:3 Make strategic use of multimedia elements and visual displays of data to gain audience attention and enhance understanding

SL:4 Demonstrate a command of formal Standard English when appropriate to task and audience

96

Resources and ReferencesInformative Speech Rubric

ASSESSMENT CRITERIA A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)Introduction Attention-Getter Thesis Audience Interest

1. Attention getter is used to gain audience attention creating enthusiasm & excitement in presentation

1. Thesis sets tone & direction for the speech, truly explaining the content of the speech

2. Interest is displayed in the topic, audience understands the relevance of the topic in their lives

1. Attention getter is used to gain audience attention creating some enthusiasm & excitement in presentation

2. Thesis sets tone & direction for the speech, mostly explaining the content of the speech

3. Interest is mostly displayed in the topic, audience mostly understands the relevance of the topic in their lives


2. Thesis sets tone & direction for the speech ,somewhat explaining the content of the speech

3. Interest is somewhat displayed in the topic, audience somewhat understands the relevance of the topic in their lives

1. Attention getter is used to gain audience attention creating minimal enthusiasm & excitement in presentation

2. Thesis sets tone & direction for the speech, minimally explaining the content of the speech

3. Interest is minimally displayed in the topic, audience minimally understands the relevance of the topic in their lives

1. Attention getter is not used or does not gain audience attention creating no enthusiasm & excitement in presentation

2. Thesis is missing or does not set tone & direction for the speech, does not explain the content of the speech

3. Interest is not displayed in the topic, audience is confused or does not understand the relevance of the topic in their lives

Body Main Points Organization Appropriateness

1. Main points are clearly explained in a logical manner and strongly defined

2. Subpoints are used to further clarify ideas, relate to the topic using examples, definitions, analogies, statistics, etc.

3. Speech is presented in an organized manner using spatial, topical, chronological or another organizational format

4. Content of the presentation is school appropriate using appropriate examples and language.

5. Information is presented in an informative format, no persuasion or extra commentary is added

1. Main points are mostly explained in a logical manner and defined

2. Subpoints are mostly used to further clarify ideas, relate to the topic using examples, definitions, analogies, statistics, etc.




1. Main points are somewhat explained in a logical manner and defined

2. Subpoints are somewhat used to further clarify ideas, relate to the topic using examples, definitions, analogies, statistics, etc.

3. Speech is presented in a somewhat organized manner, somewhat using spatial, topical, chronological or another organizational format

4. Content of the presentation is mostly school appropriate using appropriate examples and language.

5. Information is presented in a mostly informative format, Little persuasion or extra commentary is added

1. Main points are minimally explained in a logical manner and defined

2. Subpoints are minimally used to further clarify ideas, relate to the topic using examples, definitions, analogies, statistics, etc.

3. Speech is presented in a minimally organized manner, somewhat using spatial, topical, chronological or another organizational format

4. Content of the presentation is minimally school appropriate using appropriate examples and language.

5. Information is presented in a somewhat informative format, Little persuasion or extra commentary is added

1. Main points are minimally explained and/or absent

2. Subpoints are not used to further clarify ideas, relate to the topic using examples, definitions, analogies, statistics, etc.

3. Speech is presented in disorganized manner, somewhat using spatial, topical, chronological or another organizational format

4. Content of the presentation is not school appropriate

5. Information is not presented informative format, Little persuasion or extra commentary is added

ConclusionReviewResidual Message

1. Provides a solid review of main points of the speech is clear and concise

2. Audience is reminded of the importance of the topic

3. Audience is given closure of the topic.

1. Mostly reviews main points of the speech

2. The main points are reviewed in a mostly clear & concise manner.


4. Audience is mostly given a sense of closure to the topic.

1. Somewhat reviews main points of the speech is clear and concise, audience is reminded of the importance of the topic

2. Somewhat reviews main points of the speech, but is not clear and concise.

3. The audience is somewhat reminded of the importance of the topic

4. Phrases such as “I’m done,” or “That’s it” are used.

1. There is no review of main points of the speech

2. The audience is left hanging for closure on the topic


4. No conclusion is present.

97

Resources and ReferencesASSESSMENT CRITERIA A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)Body & MovementEye ContactAppearancePostureMovement & Gestures

1. Eye Contact is made with every member of the audience. Eye contact is consistent and flowing smoothly

2. Appearance of the speaker12345 is appropriate for the type of speaking and tone

3. Posture is upright and confident

4. Movement is appropriate and nondistracting. Audience is involved , Speaker is facing audience.

5.

2. Eye Contact is mostly made with every member of the audience. Eye contact is mostly consistent and flowing smoothly for most of the speech

3. Appearance of the speaker is appropriate for the type of speaking and tone

4. Posture is upright and confident for most of the speech

Movement is mostly appropriate and nondistracting. Audience is involved , Speaker is facing audience for most of the speech.


2. Appearance of the speaker is mostly appropriate for the type of speaking and tone

3. Posture is upright and confident for some of the speech

4. Movement is somewhat appropriate and nondistracting. Audience is somewhat involved ,

5. Speaker is facing audience for some of the speech.

1. Eye Contact is minimally made with every member of the audience. Eye contact is minimally consistent and flowing smoothly for most of the speech

2. Appearance of the speaker is minimally appropriate for the type of speaking and tone


4. Movement is minimally appropriate and nondistracting. Audience is somewhat involved ,


1. Eye Contact is not made with every member of the audience. Eye contact is not consistent and flowing smoothly for most of the speech

2. Appearance of the speaker is not appropriate for the type of speaking and tone

3. Posture is not upright and confident for some of the speech

4. Movement is not appropriate and nondistracting. Audience is somewhat involved ,

5. Speaker is not facing audience for some of the speech.

VoiceDeliveryRateVocal VariationVolumeWord Choice& Language Usage

1. Delivery is extemporaneous in style, speaker is not reading or relying heavily on notes to present information

2. Volume is projected in a manner that audience can easily hear the speaker.

3. Speaker rate flows without choppiness or long pauses.

4. Speech is paced in a manner that does not appear rushed or hurried.

5. Vocalized pauses are minimal or nonexistent is presentation

1. Delivery is mostly extemporaneous in style, speaker is not reading or relying heavily on notes to present information for most of the speech.

2. Volume is projected in a manner that audience can easily hear the speaker for most of the speech.

3. Speaker rate flows without choppiness or long pauses for most of the speech.

4. Speech is paced in a manner that does not appear rushed or hurried for most of the speech.


1. Delivery is somewhat extemporaneous in style, speaker is not reading or relying heavily on notes to present information for somet of the speech.

2. Volume is projected in a manner that audience can easily hear the speaker for some of the speech.

3. Speaker rate somewhat flows without choppiness or long pauses for most of the speech.

4. Speech is paced in a manner that does not appear rushed or hurried for some of the speech.

5. Vocalized pauses are occasionally used in presentation

1. Delivery is minimally extemporaneous in style, speaker is heavily relying on notes to present information for some of the speech.


3. Speaker rate minimally flows without choppiness or long pauses for most of the speech.


5. Vocalized pauses are frequently used in presentation

1. Delivery is not extemporaneous in style, speaker is heavily relying on notes to present information for the speech.

2. Volume is projected in a manner that audience cannot easily hear the speaker for the speech.

3. Speaker rate doesn’t flow without choppiness or long pauses for most of the speech.

4. Speech is paced in a manner that appears rushed or hurried for some of the speech.


Multimedia UsageClarity AppropriatenessSources

1. PowerPoint or other multimedia is used effectively with information.

2. PowerPoint is clear and visually appealing

1. PowerPoint or other multimedia is mostly used effectively with information.

2. PowerPoint is mostly clear and visually appealing for

1. PowerPoint or other multimedia is somewhat used effectively with information.

2. PowerPoint is somewhat

1. PowerPoint or other multimedia is minimally used effectively with information.

2. PowerPoint is minimally

1. PowerPoint or other multimedia is not used effectively with information.

2. PowerPoint is not clear and visually appealing for most

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Resources and ReferencesASSESSMENT CRITERIA A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)

3. Music, pictures, graphics, etc. are used to demonstrate points in addition to text

4. Key points are outlined on slides to use as a tool

5. Text and information is clear and easy to see

6. Slides are appropriate and relate to topic

7. Sources are credited in presentation

most of the speech3. Music, pictures, graphics,

etc. are mostly used to demonstrate points in addition to text

4. Key points are mostly outlined on slides to use as a tool

5. Text and information is mostly clear and easy to see



clear and visually appealing for most of the speech

3. Music, pictures, graphics, etc. are somewhat used to demonstrate points in addition to text

4. Key points are somewhat outlined on slides to use as a tool

5. Text and information is somewhat clear and easy to see

6. Slides are appropriate and mostly relate to topic


clear and visually appealing for most of the speech

3. Music, pictures, graphics, etc. are minimally used to demonstrate points in addition to text

4. Key points are minimally outlined on slides to use as a tool

5. Text and information is minimally clear and easy to see

6. Slides are somewhat appropriate and somewhat relate to topic

7. Sources are minimally credited in presentation

of the speech3. Music, pictures, graphics,

etc. are not used to demonstrate points in addition to text

4. Key points are not outlined on slides to use as a tool

5. Text and information is not clear and easy to see

6. Slides are not appropriate and do not relate to topic

7. Sources are not credited in presentation

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Persuasive Speech

Students will:1. Give persuasive presentations that structure ideas and arguments in a

logical fashion, clarify and defend positions with relevant evidence and anticipate and address the audience’s concerns (SL:1)

2. Use a persuasive format, organizational system, and style appropriate to the topic, purpose and audience (SL:1)

3. Utilize Monroe’s Motivated Sequence to organize a persuasive speech (SL:1)

4. Evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas delivery, diction and syntax. (SL:6)



7. Select and use a persuasive format, organizational method, and style appropriate to the topic, purpose and audience. (SL:1)

8. Demonstrate a command of formal Standard English when appropriate to task and audience (SL:4)



SL:1 Use a persuasive format, organizational system, and style appropriate to the topic, purpose and audience




100

Resources and ReferencesPersuasive Speech




















3. Speech is presented in an organized manner


5. Information is presented in an persuasive format



3. Speech is presented in an organized manner


5. Information is presented in a mostly persuasive format



3. Speech is presented in a somewhat organized manner


5. Information is presented in a mostly persuasive format



3. Speech is presented in a minimally organized manner


5. Information is presented in a somewhat persuasive



3. Speech is presented in disorganized manner


5. Information is not presented persuasive format




3. Audience is given closure of the topic.




4. Audience is mostly given a sense of closure to the topic.








4. No conclusion is present.

101

Resources and ReferencesASSESSMENT CRITERIA A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)Body & MovementEye ContactAppearancePostureMovement & Gestures





5.




Movement is mostly appropriate and nondistracting. Audience is involved , Speaker is facing audience for most of the speech.










































Multimedia UsageClarity AppropriatenessSources

1. PowerPoint or other multimedia is used effectively with information.


3. Music, pictures, graphics, etc. are used to

1. PowerPoint or other multimedia is mostly used effectively with information.

2. PowerPoint is mostly clear and visually appealing for most of the speech

3. Music, pictures, graphics,

1. PowerPoint or other multimedia is somewhat used effectively with information.

2. PowerPoint is somewhat clear and visually appealing for most of the speech


1. PowerPoint or other multimedia is minimally used effectively with information.

2. PowerPoint is minimally clear and visually appealing for most of the speech


1. PowerPoint or other multimedia is not used effectively with information.

2. PowerPoint is not clear and visually appealing for most of the speech


102


demonstrate points in addition to text





etc. are mostly used to demonstrate points in addition to text





etc. are somewhat used to demonstrate points in addition to text





etc. are minimally used to demonstrate points in addition to text





etc. are not used to demonstrate points in addition to text





103


Students will:1. Give presentations that structure ideas and arguments in a

logical fashion, in a series of clear, concise steps, clarify and defend directions with relevant instruction and anticipate and address the audience’s concerns (SL:1)




5. Select and use a persuasive format, organizational method, and style appropriate to the topic, purpose and audience. (SL:1)






SL:1 Use a persuasive format, organizational system, and style appropriate to the topic, purpose and audience

Biography

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Resources and ReferencesBiography






























3. Speech is presented in a somewhat organized manner, somewhat using spatial, topical, chronological or another organizational format


5. Information is presented in a mostly informative format, Little persuasion or extra commentary is added



3. Speech is presented in a minimally organized manner, somewhat using spatial, topical, chronological or another organizational format


5. Information is presented in a somewhat informative format, Little persuasion or extra commentary is added



3. Speech is presented in disorganized manner, somewhat using spatial, topical, chronological or another organizational format


5. Information is not presented informative format, Little persuasion or extra commentary is added




3. Audience is given closure







3. Phrases such as “I’m done,”




105


of the topic. 4. Audience is mostly given a sense of closure to the topic.

or “That’s it” are used. 4. No conclusion is present.

Body & MovementEye ContactAppearancePostureMovement & Gestures





5.




4. Movement is mostly appropriate and nondistracting. Audience is involved , Speaker is facing audience for most of the speech.










































Multimedia Usage 1. PowerPoint or other 1. PowerPoint or other 1. PowerPoint or other 1. PowerPoint or other 1. PowerPoint or other

106

Resources and ReferencesASSESSMENT CRITERIA A (100-90) B (89-80) C (79-70) D (69-60) F (59-0)Clarity AppropriatenessSources

multimedia is used effectively with information.


3. Music, pictures, graphics, etc. are used to demonstrate points in addition to text





multimedia is mostly used effectively with information.

2. PowerPoint is mostly clear and visually appealing for most of the speech

3. Music, pictures, graphics, etc. are mostly used to demonstrate points in addition to text





multimedia is somewhat used effectively with information.

2. PowerPoint is somewhat clear and visually appealing for most of the speech

3. Music, pictures, graphics, etc. are somewhat used to demonstrate points in addition to text





multimedia is minimally used effectively with information.

2. PowerPoint is minimally clear and visually appealing for most of the speech

3. Music, pictures, graphics, etc. are minimally used to demonstrate points in addition to text





multimedia is not used effectively with information.

2. PowerPoint is not clear and visually appealing for most of the speech

3. Music, pictures, graphics, etc. are not used to demonstrate points in addition to text





107


Required Content Areas

Communication

Students will:1. Define communication and the communication process (SL:7, SL:5)2. Identify the differences between verbal and nonverbal communication

(SL:7, SL:5)3. Understand and identify miscommunication and address how

miscommunication can be corrected (SL:7, SL:5)4. Compare and contrast the formal communication settings and

informal communication settings (SL:5)5. Discuss and explain different types of communication and ways the

types of communication are used (SL:8)


SL:8 Respond constructively to advance a discussion and build upon the input of others

SL:7 Ask relevant questions to clarify points and challenge ideas

SL:5 Listen to complex information, and discern the main ideas, the significant details, and the relationships among them

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Content Area: CommunicationContent Categories Item Types & Quantity

Selected Response(2 pts)

Short Answer(5 pts)

Extended Response(10 pts)

1. Define communication and the communication process (SL:7, SL:5)

4 1

2. Identify the differences between verbal and nonverbal communication (SL:7, SL:5)

4 1

3. Understand and identify miscommunication and address how miscommunication can be corrected (SL:7, SL:5)

5 1 1

4. Compare and contrast the formal communication settings and informal communication settings (SL:5)

4 1

5. Discuss and explain different types of communication and ways the types of communication are used (SL:8)

3 1

TOTAL 20 3 3

109


Listening & Listening Skills

Students will:1. Listen to complex information, and discern the main ideas, the significant

details, and the relationships among them (SL:5)2. Follow the progression of the speaker’s message, and evaluate the

speaker’s point of view, reasoning, and use of evidence and rhetoric (SL:6)3. Identify the differences between listening and hearing 4. Analyze factors that affect listening 5. Develop skills for effective critical and active listening6. Identify faulty reasoning and explain how to correct misconceptions when

speaking (SL:7)7. Identify and explain propaganda techniques8. Evaluate and critique several speeches with both written and oral methods

(SL:6)



SL:6 Follow the progression of a speaker’s message, and evaluate the speaker’s point of view, reasoning, and use of evidence and rhetoric


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Resources and ReferencesAssessment Blueprint

Content Area: Listening and Listening SkillsContent Categories Item Types & Quantity


Short Answer(5 pts)


1. Listen to complex information, and discern the main ideas, the significant details, and the relationships among them (SL:5)

3

2. Follow the progression of the speaker’s message, and evaluate the speaker’s point of view, reasoning, and use of evidence and rhetoric (SL:6)

4

3. Identify the differences between listening and hearing) 2

4. Analyze factors that affect listening) 3 1 1

5. Develop skills for effective critical and active listening 2

6. Identify faulty reasoning and explain how to correct misconceptions when speaking (SL:7)

3 1

7. Identify and explain propaganda techniques 3 1

8. Evaluate and critique several speeches with both written and oral methods (SL:6)

1

TOTAL 20 2 3

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Interpersonal Communication & Group Discussion

Students will:1. Identify and explain a variety of interpersonal theories including Maslow’s

Hierarchy or Needs, Interpersonal Needs, and self-concept. (SL:7)2. Build and maintain relationships with others using respect and

understanding3. Give and receive constructive criticism during group discussions in order to

resolve conflicts.4. Define a variety of group discussion formats, such as parliamentary

procedure, and debate5. Identify the roles of leader, secretary, and participant in group discussions6. Plan and participate in a group discussion by determining the purpose and

format, choosing a discussion topic, wording a discussion question, and preparing an outline

7. Evaluate different methods of voting within a group such as decree, vote, and consensus

8. Examine different leadership styles using in groups discussion





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Content Area: Interpersonal Communication & Group DiscussionContent Categories Item Types & Quantity

Selected Response(2 points)

Short Answer

(5 points)

Extended Response

(10 points)

1. Identify and explain a variety of interpersonal theories including Maslow’s Hierarchy or Needs, Interpersonal Needs, and self-concept. (SL:7)

5 1

2. Build and maintain relationships with others using respect and understanding

3

3. Give and receive constructive criticism during group discussions in order to resolve conflicts.

3 1 1

4. Define a variety of group discussion formats, such as parliamentary procedure, and debate

6

5. Identify the roles of leader, secretary, and participant in group discussions

5

6. Plan and participate in a group discussion by determining the purpose and format, choosing a discussion topic, wording a discussion question, and preparing an outline

1

7. Evaluate different methods of voting within a group such as decree, vote, and consensus

4 1

8. Examine different leadership styles using in groups discussion

4 1

TOTAL 30 3 3

113


Interviewing

Students will:1. Identify and explain the different types of interviews2. Prepare to be interviewed for a job or for an admission to a school (3. Recognize and explain the different types of interviews 4. Recognize the qualities and credentials interviewers look for in applicants5. Anticipate the types of questions interviewers ask and prepare answers for

them (SL:5, SL:7)6. Conduct an informative interview to gather information about a topic

(SL:7, SL:4)7. Demonstrate proper techniques to follow up to a job interview8. Develop and maintain a professional presentation including good eye

contact, speaking rate, volume, tone, word choice and body language.






114


Content Area: InterviewingContent Categories Item Types & Quantity

Selected Response(2 points)

Short Answer

(5 points)

Extended Response

(10 points)

1. Identify and explain the different types of interviews

5

2. Prepare to be interviewed for a job or for an admission to a school

1 1

3. Recognize and explain the different types of interviews

5

4. Recognize the qualities and credentials interviewers look for in applicants

3

5. Anticipate the types of questions interviewers ask and prepare answers for them (SL:5, SL:7)

4

6. Conduct an informative interview to gather information about a topic (SL:7, SL:4)

4

7. Demonstrate proper techniques to follow up to a job interview

4


1 1

TOTAL 25 2 2

115


Debating

Students will:1. Identify and explain the different types of debates2. Prepare & research for participation in a debate(3. Recognize and explain the different types of debates 4. Respond to different questions and refute points in a debate format5. Anticipate the types of questions interviewers ask and prepare answers for

them (SL:5, SL:7)6. Develop and maintain a professional presentation including good eye

contact, speaking rate, volume, tone, word choice and body language.






116


Content Area: DebatingContent Categories Item Types & Quantity


Short Answer(5 pts)


1. Identify and explain the different types of debates 8

2. Prepare and research for participation in a debate 4 1

3. Respond to different questions and refute points in a debate format

5 1

4. Anticipate the types of questions interviewers ask and prepare answers for them

5 1 1

5. Develop and maintain a professional presentation including good eye contact, speaking rate, volume, tone, word choice, and body language

3

TOTAL 25 2 2

117


Adapting Assessments for Level 3 Classes

Bloom's TaxonomyBloom's Taxonomy(B. S. Bloom (Ed)) is the standard reference for differentiating instruction and assessment. Teachers will use it when selecting or writing test items or designing assignments. The revised version will be used here (Krathwohl). Two versions are provided below.

Instruction and assessment for Level 3 students must include ALL levels and domains of this taxonomy with an emphasis on applying, analyzing, and evaluating.

The New Bloom's Taxonomy (Krathwohl)

Remembering Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding

Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

Applying Carrying out or using a procedure through executing, or implementing.

Analyzing

Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

Evaluating Making judgments based on criteria and standards through checking and critiquing.

Creating

Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

The Taxonomy Table (Fisher)

The Knowledge Dimension The Cognitive Process DimensionRemember Understand Apply Analyze Evaluate Create

Factual List Summarize Classify Order Rank Combine

Conceptual Describe Interpret Experiment Explain Assess Plan

Procedural Tabulate Predict Demonstrate Differentiate Conclude Compose

Meta-CognitiveIdentify

Appropriate Facts

Execute in Context

Construct for Given Purpose Examine

Identify Appropriate

ActionActualize

B. S. Bloom (Ed), M.D. Engelhart, E.J. Furst, W. H. Hill, and Dr. R. Krathwohl. Taxonomy of Educational Objectives: Hanbook 1: Cognitive domain. New York: David McKay, 1956.

Fisher, Dianna. Instructional Design -- The Taxonomy Table. 2005. 31 March 2010 <http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table>.

Krathwohl, L. W. Anderson & Dr. R. A Taxonomy for Learning, Teaching and Assessing: A revision of Bloom's taxonomy of educational objectives. New York: Addison Wesley Longman, 2001.


National Governors Association and The Council of Chief State School Officers. "Common Core College and Career Readiness Standards for Reading, Writing, Speaking and Listening." Draft. 2009.

Supplemental Literature

Approval Process

List of Titles from All Grade 9-12 Anthologies

119

Documents

Grade 9-12 Language Arts - bcsoh. Web viewI can analyze traits motivations and thoughts of characters based on direct and indirect characterization. ... word choice has ... Language