English III - LPSS 1, Activities 2 and 4, Checklist of Common Errors Blackline Masters, English III...

Unit 1, Activities 2 and 4, Checklist of Common Errors

Blackline Masters, English III

Louisiana Comprehensive Curriculum, Revised 2008

English III

Unit 1, Activities 2 and 4, Checklist of Common Errors

Blackline Masters, English III Page 1


CHECKLIST FOR EDITING STYLE

o Words, phrases, or clauses used as a series have parallel structure. o Sentences lengths are varied. o Sentences are concise without wordiness or empty expressions.

GRAMMAR

o All sentences are complete. There are no fragments. o There are no run-on sentences. o Subjects and verbs agree in number. o Verb tenses are correct and consistent. Tenses shift to show sequence of events. o All pronouns agree with their antecedents in number and gender. o All pronouns are used consistently, maintaining proper case, person, and number. o All pronouns clearly refer to their antecedents.

USAGE

o Irregular verbs are used in the correct form. o Frequently confused words (such as affect and effect) are used correctly. o Standard English is used; slang is avoided. o There is no use of a double negative.

MECHANICS

o Every sentence ends with an appropriate punctuation mark. o Commas are correctly used in compound sentences. o Commas are correctly used with non-essential elements. o Commas are correctly used in series. o Commas are correctly used with coordinate adjectives that precede nouns. o Semi-colons are used correctly when they separate main clauses. o Quotation marks enclose direct quotations. o Quotation marks are correctly used with titles and unusual expressions. o Quotation marks are correctly used with other marks of punctuation. o Titles are correctly noted with underlining or italics. o Apostrophes are correctly used in possessive nouns and in contractions. o All proper nouns and proper adjectives are correctly capitalized. o The first word of every sentence is correctly capitalized.

SPELLING

o All words are spelled correctly, and unfamiliar words have been checked in a dictionary. o Root words have been changed correctly before suffixes are added. o The spellings of proper nouns have been checked in a reference book. o All typographical errors have been corrected.

Unit 1, Activity 6, Researching a Native American Tribe



RESEARCH PROCESSRESEARCH PROCESSRESEARCH PROCESSRESEARCH PROCESS At least 3 credible resources (6) ______

Summaries and notes (7) ______

Sources acknowledged in standard formatting (12) ______

PUBPUBPUBPUBLISHED DOCUMENTLISHED DOCUMENTLISHED DOCUMENTLISHED DOCUMENT

Content Detail

� Location (5) ______

� History (5) ______

� Famous members (5) ______

� Lifestyle (5) ______

� Unique customs (5) ______

� Belief system (5) ______

� Contemporary life (5) ______

Format Detail

� Text (5) ______

� Illustrations (10) ______

� Organization (5) ______

ORAL PRESENTATIONORAL PRESENTATIONORAL PRESENTATIONORAL PRESENTATION

Appropriate language (5) ______

Appropriate delivery techniques

� Volume (5) ______

� Eye contact (5) ______

� Pacing (5) ______

TOTAL POINTS (100)TOTAL POINTS (100)TOTAL POINTS (100)TOTAL POINTS (100) ________________________

Unit 1, Activity 8, Analyzing an Explorer’s Historical Account



Focus/ Organization (15)

States an interpretation of the essay’s

purpose in a thesis statement

Includes a well-organized discussion of the

explorer and his situation

Refers to initial predictions and their

validity

Comments on the author’s bias or personal

perceptions

Concludes by referring to the main idea

Comments:Comments:Comments:Comments: Points _________ Points _________ Points _________ Points _________

Elaboration/ Support (15)

Provides specific examples and evidence to

support the evidence of bias

Uses quotations from the story to support

the thesis

Comments:Comments:Comments:Comments: Points _________ Points _________ Points _________ Points _________

Grammar, Usage, and Mechanics (15)

Uses correct spelling, capitalization, and

punctuation

Uses clear syntax

Avoids fragments and run-ons

Presents text in an appropriate format

Comments:Comments:Comments:Comments: Points ________ Points ________ Points ________ Points ________

Unit 1, Activity 9, RAFT Writing Assessment



Group Members: Role: Audience: Format: Topic:

TOTAL POINTS: (40)

Point of View: Correct diction (6) Correct tone (5) Correct voice (5)

Content: Chronological events (5) Complete retelling (8) Accurate retelling (6) Logical connection to events (5)

Unit 1, Activity 10, Connecting Music Lyrics and Poetry



TOTAL POINTS: (50)

Bradstreet’s Poem

Discussion of the use of figurative language General Discussion (3) ______ Specific Support (3) ______

Discussion of the display of personal reflection General Discussion (3) ______ Specific Support (3) ______

Differences or similarities in tone or voice of the speaker General Discussion (3) ______ Specific Support (3) ______

Contemporary Music

Discussion of the use of figurative language General Discussion (3) ______ Specific Support (3) ______

Discussion of the display of personal reflection General Discussion (3) ______ Specific Support (3) ______

Differences or similarities in tone or voice of the speaker General Discussion (3) ______

Specific Support (3) _____

Overall Organization: Discussion in the opening paragraph Sufficient general background (4) Clearly stated main idea (6) Transition to the body (4)

Unit 1, Activity 11, Introductory Opinionnaire for The Crucible



Discuss each opinionnaire statement and circle the appropriate evaluation. Below each statement give examples in support or explain your reasons for disagreeing.

1. “In America justice always prevails.” strongly agree agree disagree strongly disagree _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

2. “It is better to die for a cause than live in fear.” strongly agree agree disagree strongly disagree _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

3. “A lie to stay out of harm’s way is acceptable.” strongly agree agree disagree strongly disagree _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

4. “Superstition is a harmless thing.” strongly agree agree disagree strongly disagree _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

5. “It is acceptable to question authority in a time of crisis.” strongly agree agree disagree strongly disagree _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

Unit 1, Activity 11, Analyzing a Dynamic Character



Description of a Dynamic Character from The Crucible

Introduction

Appropriate general background (5) ____

Clearly established tone (5) ____

Evident thesis or controlling statement (7) ____

Interesting transition to the body (3) ____

Body

Logical order of ideas (5) ____

Strong character traits developed (5) ____

Specific examples/ discussion/ quotes for support (10) ____

Clear discussion of change (10) ____

Documented quotes correctly inserted (5) ____

Conclusion

Final assessment of the situation (10) ____

Usage and Mechanics

Clear, concise sentence structure (10) ____

Correct verb tense (5) ____

Correct pronoun use (5) ____

Appropriate word choice (5) ____

Correct spelling, punctuation, capitalization (10) ____

Total: (100) ____

Unit 1, Activity 12, Topic Evaluation for a Personal Narrative



Prewriting Checklist for Interpreting an Experience

The experience is important to me now because it:

� Helped me see something in a new way.

� Changed the way I feel about myself.

I will always remember this experience because it:

� strongly affected my attitudes.

� had important consequences.

The experience is worth relating because it:

� will be familiar to my readers.

� gave me insight that will help others.

Unit 1, Activity 12, Assessing the Personal Narrative



CONTENT

Introduction:

Establishes the time and place (5) ______

Hints at the meaning of the experience (5) ______

Sets a reflective tone (5) ______

Establishes a personal voice (5) ______

Body:

Narrates events in chronological order (10) ______

Uses specific narrative detail (15) ______

Includes illustrative description (10) ______

Includes imagery/ figurative language (10) ______

Works toward an unfolding meaning (10) ______

Conclusion:

Summarizes the content (5) ______

Directly states the meaning of the experience (5) ______

USAGE AND MECHANICS

Clear, concise syntax (10) ______

Varied appropriate sentence structure (10) ______

Appropriate word choice (10) ______

Correct pronoun usage (15) ______

Applies standard rules for punctuation (10) ______

Applies standard rules for spelling (10) ______

TOTAL (150) _____

Unit 2, Activity 6, Questioning the Author



Questioning the Author Prompts:

Purpose: Possible Questions:

Analyze purpose What is the author trying to say?

What is the author’s message?

What is the author talking about?

Focus on development The author says this/ what does it mean?

Why did the author choose this word?

Link information How does that connect with what the author

already told us?

What information has the author added here

that connects with _________?

Identify difficulties with the Does that make sense?

way the author has presented Did the author state or explain that clearly?

the information or ideas Why or why not? What do we need to find

out or figure out?

Encourage students to refer Did the author tell us that?

to the text to check misinterpretations Did the author give us the answer to that?

or to recognize they have made

an inference

Unit 2, Activity 9, Analyzing Paine’s Essay



Quote Type Literal Meaning Purpose

Unit 2, Activity 11, Assessment for an Editorial Analysis



Title, Author, Date, Source (4) ________

Author’s tone (2) ________

Author’s purpose (2) ________

Topic/ Thesis (4) ________

Outline: structure main ideas and support (12) ________

List of devices with support:

Devices (8) ________

Quotes (8) ________

Purpose for each (8) ________

Paragraph of Analysis:

Agree or Disagree (3) ________

Questions to ask (3) ________

Overall effectiveness (3) ________

Personal Opinion (3) ________

TOTAL POINTS: (60)

Unit 2, Activity 13, Assessment for the Persuasive Essay



CONTENT

Introduction includes:

Sufficient general background (5) _____

Clearly established tone, voice (5) _____

Strong statement of position or thesis (5) _____

Body contains:

Effective organization (5) _____

Clear logic (3) _____

Detailed support (10) _____

Transitional words or phrases (2) _____

Unified paragraphs (2) _____

Effective word choice (3) _____

Concise opposition (5) _____

Strong rebuttal (5) _____

Conclusion

Summarizes the strongest arguments (5) _____

Reaffirms the position (5) _____

USAGE/MECHANICS

The essay contains:

Effective sentence structure (15) _____

Correct use of verbs (5) _____

Correct use of pronouns (5) _____

Few spelling errors (5) _____

Properly applied punctuation (10) _____

TOTAL POINTS 100

Unit 2, Activity 13, Peer Evaluation Form



1. What is the strongest part of this essay?

________________________________________________________________________

2. How could the writer state the issue or position more clearly?

________________________________________________________________________

3. What could the writer do to present the evidence in a more effective order?

_______________________________________________________________________

4. What could the writer do to make all details support the main idea?

________________________________________________________________________

5. How could the writer strengthen examples or make the evidence more convincing?

_______________________________________________________________________

_______________________________________________________________________

6. How could the writer express the opposing view in a more concise manner?

_______________________________________________________________________

7. What could the writer do to strengthen any rebuttal to the opposing view?

________________________________________________________________________

8. What could the writer do to strengthen or clarify the tone of the argument?

_______________________________________________________________________

9. Can you suggest a way to strengthen the opening?

_______________________________________________________________________

10. What words could be replaced with stronger, clearer, or more specific words?

_______________________________________________________________________

11. What could the writer do to strengthen the ending?

Unit 3, Activity 6, Analysis of a Folktale



Unrealistic Situations:

Humor or Satire:

Stereotype Characters:

Evidence of a Life Lesson:

Unit 3, Activity 7, Analysis for “Thanatopsis”



Section One speaker:

Summary:

Evidence of Romantic Writing:

Section Two speaker:

Summary:


Section Three speaker:

Summary:


Section Four speaker:

Summary:


Unit 3, Activity 7, “Thanatopsis” Composition Rubric



The opening: The opening: The opening: The opening:

� gives a general introduction to the poem (4) ______

� clearly states a thesis or main idea (6) ______

The boThe boThe boThe body:dy:dy:dy:

� gives a brief general description of Romantic writing (4) ______

� connects specific support from the poem to the qualities of Romantic writing (8) ______

� uses quotes to support main points (8) ______

� clearly explains the theme of the poem (10) ______

The closing: The closing: The closing: The closing:

� sums up major points made in the body (4) ______

� discusses of a personal reaction to the impact of the poem (6) ______

Total Points:Total Points:Total Points:Total Points: (50) `________

Unit 3, Activity 9, Contemporary Nonconformists and Transcendentalism



Section One:

Who is this article about?

What are this innovator’s profession or credentials? What is the proposal or new idea? How will the plan be implemented? What costs are involved? What are the drawbacks to the plan? What benefits are there to the plan? Section Two: How is this situation a representation of the philosophy of transcendentalism?

Unit 3, Activity 11, Using QtA to Analyze Thoreau’s Essay



Questioning the Author Prompts:

Initiate discussion What is the author trying to say?

What is the author’s message?

What is the author talking about?

Focus on author’s message The author says this/ what does it mean?

Why did the author choose this word?

Link information How does that connect with what the author

already told us?

What information has the author added here

that connects with _________?

Identify difficulties with the Does that make sense?

way the author has presented Did the author state or explain that clearly?

the information or ideas Why or why not?

Unit 3, Activity 13, Opinionnaire for Hawthorne’s Fiction



Your group should DISCUSS, SURVEY, RECORD, and REPORT a final group

consensus for each of the following situations:

1. Should students who are caught smoking in the bathrooms be publicly punished? List

possible ways this could occur or alternatives if you all believe the punishment should not

be public.

2. You know that a friend has hit someone else’s car leaving a party and then left without

identifying him/herself. The damages to the car will be expensive to repair. Should you

reveal that person’s identity to the owner of the car?

3. Not realizing that what a friend told you was to remain secret, you told two other

people. They spread the secret around and now your friend is very angry. Should you

admit to your friend that it came from you?

4. You and a friend cheat together on a test, but only your friend is caught by the teacher.

Your friend has received a failing grade for the class, which has also led to a failing grade

for the course. This friend would not admit your involvement which might have helped

the situation. Should you confess your involvement now?

5. You are aware of the fact that a close friend is involved in something dangerous or

illegal. Should you reveal this to your friend’s parents or someone in authority?

Unit 4, Activity 6, Franklin-Douglass Graphic Organizer



Franklin: Historical

Tone/ Style Content Significance for the time

Douglass: Historical

Tone/ Style Content Significance for the Time

Unit 4, Activity 6, Composition Rubric for Comparing Autobiographies



Franklin:

Brief historical background (5) _______

Clear description of tone (5) _______

Description/ support author’s style (5) _______

Summary of the content (5) _______

Analysis of Franklin’s significance (5) _______

Douglass:

Brief historical background (5) _______

Clear description of tone (5) _______

Description/ support author’s style (5) _______

Summary of the content (5) _______

Analysis of Douglass’ significance (5) _______

Compare/ Contrast Connections:

Concise discussion of similarities (5) _______

Concise discussion of differences (5) _______ Grammar, Usage, Mechanics:

Sentence structure (6) _______

Verb tense (3) _______

Pronoun reference (3) _______

Spelling (4) _______

Punctuation (4) _______

Total Points: (80) _______

Unit 4, Activity 7, Analyzing the Refrain in a Spiritual



First Title:First Title:First Title:First Title: Refrain:Refrain:Refrain:Refrain: Mood:Mood:Mood:Mood: Purpose:Purpose:Purpose:Purpose: Analysis of how these effects create a central idea:Analysis of how these effects create a central idea:Analysis of how these effects create a central idea:Analysis of how these effects create a central idea:

Second Title:Second Title:Second Title:Second Title: Refrain:Refrain:Refrain:Refrain: MoMoMoMood:od:od:od: Purpose:Purpose:Purpose:Purpose: Analysis of how these effects create a central idea:Analysis of how these effects create a central idea:Analysis of how these effects create a central idea:Analysis of how these effects create a central idea:

Unit 4, Activity 11, Vocabulary Cards for Lincoln’s Address



Use the Vocabulary Cards to note the characteristics of Lincoln’s language devices:

C

In a brief composition, explain how the language in Lincoln’s dedicatory remarks creates

a powerful piece of persuasive writing. Use each of these examples as support.

Define parallellism: General example:

Define antithesis: General example:

Emotional effect: Lincoln’s quote:

Emotional effect: Lincoln’s quote:

Define formal diction: General example:

Lincoln’s quote: Emotional effect:

Unit 4, Activity 12, Analyzing Whitman’s Poetry



Section Paraphrasing Device Quote Purpose Lines

Summarize Whitman’s opinion of Lincoln:

Unit 4, Activity 12, Composition Rubric for Whitman



Focus/ Organization

• States an interpretation of the poem’s meaning in a thesis statement (5) ______

• Includes a well-organized discussion of the techniques used in the poem (5) ______

• Explains how the devices and techniques help to develop the theme (5) ______

• Concludes by making an assessment of the national character of the time (5) ______

Elaboration/ Support

• Provides examples and evidence (5) ______

• Uses quotations from the poem (5) ______

Grammar, Usage, and Mechanics

• The analysis is free of misspellings. (3) ______

• Words are capitalized correctly. (3) ______

• Sentences are punctuated correctly. (3) ______

• The piece is free of fragments and run-ons. (5) ______

• Standard English usage is employed. (6) ______

Total (50) _____

Unit 5, Activity 5, Assessment Rubric for Research Presentation



Information Seeking/Selecting

and Evaluating

Analysis Synthesis Documentation Product/Process

4 Student(s) gathered information from a variety of quality electronic and print sources. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate).

Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident.

Student(s) developed appropriate structure for communicat-ing product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions.

Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free.

Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.

3 Student(s) gathered information from a variety of relevant sources--print and electronic

Student (s) product shows good effort was made in analyzing the evidence collected

Student(s) logically organized the product and made good connections among ideas

Student(s) documented sources with some care. Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted.

Student(s) effectively communicated the results of research to the audience.

2 Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources

Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper.

Student(s) could have put greater effort into organizing the product

Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent.

Student(s) need to work on communicating more effectively

1 Student(s) gathered information that lacked relevance, quality, depth and balance.

Student(s) conclusions involved restating information. Conclusions were not supported by evidence.

Student(s) work is not logically or effectively structured.

Student(s) clearly plagiarized materials.

Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.

Unit 5, Activity 6, Analyzing Emily Dickinson’s Poems



Paraphrase the Poem:

Analyze the Form:

Structure

Punctuation

Note the Language Choices:

Imagery

Figurative Language

Explain the Overall Meaning:

Make a Brief Personal Life Connection:

Unit 5, Activity 8, DR-TA for Chopin’s Work



DR-TA for ____________________________________________

Prediction question(s):____________________________________________________

________________________________________________________________________

Using the title, your own background knowledge, and any other contextual clues, make

your predictions.

Before Reading:

During Reading:

During Reading:

After Reading:

Unit 5, Activity 9, Opinionnaire: “The Outcasts of Poker Flat”



Read each statement and indicate whether you agree (A) or disagree (D). Write your

reason for your opinion in the space below the statement.

______ Modern films depict life in small towns in “The Wild West” in a realistic way.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______ People who are cheated out of their money deserve what they get.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______Those who are considered outcasts by society can never change.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______There are sometimes good people who do bad things.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

______ Americans living in Seattle are very different from Americans living in Miami.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Unit 5, Activity 9, Charting Local Color for Bret Harte’s Story



Name of

Character

Profession and/or

Lifestyle

Appearance Traits/ Behavior to support

John

Oakhurst

Mother

Shipton

The

Duchess

Uncle

Billy

The

Innocent

Piney

Woods

Unit 5, Activity 9, Assessing the Composition for “Poker Flats”



The essay includes:

� Evident use of a writing process (10) _____

� a clearly stated central idea (5) _____

� detailed support from the text (15) _____

� logical sequence of information (5) _____

� use of transitional devices (5) _____

� understanding of the story’s elements (10) _____

� understanding of the concepts of

regionalism and local color (10) _____

� application of standard rules of usage,

mechanics, and punctuation (15) _____

Total Points: 75 _____

Unit 5, Activity 10, Charting Local Color in Huck Finn



Chapter and Episode:

Explain what Huck learns about life from this situation:

Dialect:

Setting Detail:

Lifestyle:

Character Types:

Unit 5, Activity 10, Huck Finn Character Development Rubric



Introduction

Appropriate general background (5) _______

Clearly established tone (5) _______

Evident thesis or controlling statement (7) _______

Interesting transition to the body (3) _______

Body

Chronological order of ideas (5) _______

Relevant events document change (10) _______

Detail of Jim’s behavior (15) _______

Detail of Huck’s reactions (15) _______

Documented quotes correctly inserted (5) _______

Conclusion

Final assessment of Huck’s awareness (10) _______

Usage and Mechanics

Clear, concise sentence structure (10) _______

Correct verb tense (5) _______

Correct pronoun use (10) _______

Appropriate word choice (5) _______

Correct spelling, punctuation, capitalization (10) _______

Total: (120) _______

Unit 6, Activity 5, Comparing Youth of Today/ Youth of the 20s



Global

Affairs

Priorities

Attitudes

Media

Attention

Entertainment

Unit 6, Activity 5, Comparing Youth of Today/ Youth of the 20s



TODAY

1920s

Unit 6, Activity 6, Rubric for Roaring Twenties Research



Content

Introduction:

Opening statement (3) ______

General background (6) ______

Thesis statement (6) ______

Body:

Length (5) ______

Organization (5) ______

Support details (12) ______

Internal Documentation (10) ______

Conclusion (10) ______

Works-Cited Page (15) ______

Mechanics and Usage

Manuscript Form

Title (2) ______

Margins/ spacing (5) ______

Parenthetical form (6) ______

Works Cited form (10) ______

Sentence Structure

Fragments (8) ______

Run-ons (8) ______

Syntax (6) ______

Word choice (6) ______

Verb use (5) ______

Pronoun use (5) ______

Punctuation (5) ______

Capitalization (5) ______

Spelling (7) ______

Total Points: (150)

Unit 6, Activity 7, Student Notes for Chapter 1 Reciprocal Teaching



Predictor: (serves as a motivator to confirm or disconfirm the prediction)

Was the prediction confirmed? YES NO

Details:

Predictor: (activates background knowledge/ determines purpose for reading/ gets group

consensus for educated guess about the text)

Questioner: (asks the group questions that might help focus understanding of the main

idea or access information in the text/encourages further higher-order questioning)

Clarifier: (leads discussion to understand vocabulary, particular devices, or references to

unknown events/makes connections to themselves, other texts, or the world)

Summarizer: (gets group consensus for a summary statement for the section)

Unit 6, Activity 7, Student Notes for Reciprocal Teaching #2



CHAPTER:

Was the prediction confirmed?

Details:

Clarification

Before reading prediction:

Reason:

Questions

Summary

Unit 6, Activity 8, Who is Prufrock?



Section Quote Device Purpose

On the back of the page: Answer the question, “Who is Prufrock?”

Unit 6, Activity 9, Connecting Poetry, Art, and Music in Harlem



Poet’s Life

In Harlem

Poet’s Influence

Poem’s

Emotions

Quote:

Poem’s Language Quote:

Poem’s Insights Quote:

Art or Music:

Emotions

Detail

Insights

Unit 6, Activity 9, Assessing the Presentation



1= needs improvement 3= competent

2= acceptable 4= exemplary

The Group’s Work:

• Meets the requirements of the task 1 2 3 4

• Reflects an understanding of the time 1 2 3 4

• Displays knowledge of the poet’s life 1 2 3 4

• Demonstrates a clear purpose and focus 1 2 3 4

• Demonstrates evidence of thorough research 1 2 3 4

• Properly documents sources 1 2 3 4

• Clearly integrates themes for poem and visual 1 2 3 4

• Presents ideas in a logical order 1 2 3 4

• Uses voice and gestures effectively in delivery 1 2 3 4

• Projects confidence with the subject 1 2 3 4

• Maintains appropriate posture and demeanor 1 2 3 4

• Uses correct grammar and vocabulary 1 2 3 4

Overall Score:

Notes and Comments:

Unit 6, Activity 9, Assessing the Composition



Content:

Clearly stated main idea (5) _______

General background on 1920s Harlem (5) _______

Clear focus on cultural identity (10) _______

Examples and evidence including: (15) _______

art

music

literature

Sufficient discussion and elaboration (10) _______

Logical organization (5) _______

Appropriate closure (5) _______

Grammar, Usage, Mechanics

Use of clear syntax (5) _______

Appropriate, varied sentence lengths (10) _______

Correct use of pronouns (5) _______

Correct spelling, capitalization (10) _______

Proper punctuation for (15) _______

Titles

Sentences

Total Points (100) ______

Unit 6, Activity 10, Analyzing the Hemingway Hero



Focus/ Organization (15)

States an interpretation of the essay’s

purpose in a thesis statement

Includes a well-organized discussion of

the character and attributes

Comments on Hemingway’s hero

Concludes by referring to the main idea

Comments

Points _________

Elaboration/ Support (15)

Provides specific examples and evidence

to support the qualities the character

displays

Uses quotations from the story to support

the thesis

Comments

Points _________

Grammar, Usage, and Mechanics (15)

Uses correct spelling, capitalization, and

punctuation

Uses clear syntax

Avoids fragments and run-ons

Presents text in an appropriate format

Comments

Points _______

Writing Process: The student

______ made a prewriting plan

______revised the rough draft

______ proofread the final draft

Unit 6, Activity 12, Connecting Setting and Theme in Southern Writing



Total Points (80): ___________

Comments:

Grammar, Usage, and Mechanics:

• Use of clear syntax (5)

• Appropriate, varied sentence lengths (5)

• Correct use of pronouns (5)

• Correct spelling, capitalization (10)

• Proper punctuation (10)

Total ________

Focus and Organization:

• Clearly states a main idea (10)

• Connections between the author and the setting (5)

• Use of story detail in proper order (5)

• Conclusion refers to the main idea (5)

Total ________

Support and Elaboration:

• Specific detail of time (5)

• Specific detail of place (5)

• Brief plot summary for transition (5)

• Support directly connects to the main idea (5)

Total ________

Unit 7, Activity 5, Analysis of Media Presentations



Media

Example

Purpose Audience Techniques Effectiveness

Unit 7, Activity 6, Analyzing Modern Poetry



Read each poem aloud. Note quotes that contain language that appeals to your senses or convey strong meaning. Record the quote and your notes in the charts below.

Poet: Title:

Poet: Title:

Quote

Style

Tone

Idea suggested

Quote

Style

Tone

Idea suggested

Unit 7, Activity 7, Literary Analysis Assessment Rubric



SECTION I: CONTENT Opening: General background (6) _______

Clear thesis (15) _______

Body: Logical order (10) _______

Cohesive paragraphs (10) _______

Author’s biography (12) _______

Analysis of writing style (12) _______

Critical analysis of a short story (15) _______

Use of appropriate transitional language (10) _______

Conclusion: Revisits the thesis (3) _______

Summarizes the author’s impact (7) _______

TOTAL (100) _______

SECTION II: STRUCTURE, USAGE, MECHANICS

Sentence Structure

Run on/ Fragment (10) _______

Syntax (10) _______

Word Omission/ Word Choice (5) _______

Verb Use (10) _______

Pronoun Use (10) _______

Punctuation (15) _______

Spelling/ Capitalization (15) _______

TOTAL (75) _______

SECTION III: MLA FORMAT

Margins (5) _______

Heading/ Title (5) _______

Page Numbering (5) _______

Spacing (5) _______

Internal Citations (30) _______

Works Cited (30) _______

Revised Outline (10) _______

TOTAL (90) _______

Unit 7, Activity 8, Final Composition: Qualities of an American

Unit 7, Grade 11, Blackline Masters Page 6

Focus, Organization, and Support

• Gives general background that introduces the topic (3) _______

• States the main idea in a clear thesis statement (5) _______

• Includes a discussion of one or two major qualities (8) _______

• Uses chronological organization (5) _______

• Supported by several different time periods (8) _______

• Provides examples from literary selections as support (10) _______

• Uses transitional devices to connect ideas (5) _______

• Concludes with a final assessment of the thesis (5) _______

Grammar, Usage, and Mechanics

• The analysis is free of misspellings. (5) _______

• Syntax is clear and word choices are appropriate (5) _______

• Words are capitalized correctly. (3) _______

• Sentences are punctuated correctly. (5) _______

• Standard English usage is employed. (8) _______

Total Points: (75) _______

English III - LPSS 1, Activities 2 and 4, Checklist of Common Errors Blackline Masters, English III...

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