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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 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


RESEARCH PROCESS At least 3 credible resources (6) ______

Summaries and notes (7) ______

Sources acknowledged in standard formatting (12) ______

PUBLISHED 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 PRESENTATION

Appropriate language (5) ______

Appropriate delivery techniques

Volume (5) ______

Eye contact (5) ______

Pacing (5) ______

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: 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: 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 ________

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: 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


The opening:

gives a general introduction to the poem (4) ______

clearly states a thesis or main idea (6) ______ The body:

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:

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

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

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: Refrain: Mood: Purpose: Analysis of how these effects create a central idea: Second Title: Refrain: Mood: Purpose: 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) _______

02 english iii blm - tangischools.net curriculum/ela/english... · o semi-colons are used correctly...

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