Unit 1, Activities 2 and 4, Checklist of Common Errors
Blackline Masters, English III Page 1
Louisiana Comprehensive Curriculum, Revised 2008
English III
Unit 1, Activities 2 and 4, Checklist of Common Errors
Blackline Masters, English III Page 1
Louisiana Comprehensive Curriculum, Revised 2008
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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Quote Type Literal Meaning Purpose
Unit 2, Activity 11, Assessment for an Editorial Analysis
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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
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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
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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
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Unrealistic Situations:
Humor or Satire:
Stereotype Characters:
Evidence of a Life Lesson:
Unit 3, Activity 7, Analysis for “Thanatopsis”
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Louisiana Comprehensive Curriculum, Revised 2008
Section One speaker:
Summary:
Evidence of Romantic Writing:
Section Two speaker:
Summary:
Evidence of Romantic Writing:
Section Three speaker:
Summary:
Evidence of Romantic Writing:
Section Four speaker:
Summary:
Evidence of Romantic Writing:
Unit 3, Activity 7, “Thanatopsis” Composition Rubric
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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
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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
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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
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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
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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
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Louisiana Comprehensive Curriculum, Revised 2008
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
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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
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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
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Section Paraphrasing Device Quote Purpose Lines
Summarize Whitman’s opinion of Lincoln:
Unit 4, Activity 12, Composition Rubric for Whitman
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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
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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
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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
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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”
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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
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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”
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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
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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
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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
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Global
Affairs
Priorities
Attitudes
Media
Attention
Entertainment
Unit 6, Activity 5, Comparing Youth of Today/ Youth of the 20s
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TODAY
1920s
Unit 6, Activity 6, Rubric for Roaring Twenties Research
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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
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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
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Louisiana Comprehensive Curriculum, Revised 2008
CHAPTER:
Was the prediction confirmed?
Details:
Clarification
Before reading prediction:
Reason:
Questions
Summary
Unit 6, Activity 8, Who is Prufrock?
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Louisiana Comprehensive Curriculum, Revised 2008
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
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Louisiana Comprehensive Curriculum, Revised 2008
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
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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
Blackline Masters, English III Page 43
Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, English III Page 44
Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, English III Page 45
Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, English III Page 46
Louisiana Comprehensive Curriculum, Revised 2008
Media
Example
Purpose Audience Techniques Effectiveness
Unit 7, Activity 6, Analyzing Modern Poetry
Blackline Masters, English III Page 47
Louisiana Comprehensive Curriculum, Revised 2008
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
Blackline Masters, English III Page 48
Louisiana Comprehensive Curriculum, Revised 2008
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) _______
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