NROC Developmental English—An Integrated ProgramInstructor Guide: Unit 1

Unit 1: Introduction to College Reading and Writing

INTRODUCTION ...............................................................................................................2LEARNING OBJECTIVES.............................................................................................2FOUNDATIONS ALIGNED WITH UNIT 1 .....................................................................2NECESSARY BACKGROUND KNOWLEDGE .............................................................3

ABOUT THE READING ASSIGNMENT ...........................................................................3READING SELECTION.................................................................................................3INSIGHT INTO THE READING SELECTION................................................................3VOCABULARY IN CONTEXT FOR “THE PENNY DEBATE” .......................................4TIPS...............................................................................................................................4ENRICHMENT...............................................................................................................6

INTEGRATING GRAMMAR, PUNCTUATION, AND USAGE (GPU)...............................6INSIGHT INTO THE UNIT GPU FOUNDATIONS .........................................................6TIPS...............................................................................................................................6ENRICHMENT...............................................................................................................9

ABOUT THE WRITING ASSIGNMENT ..........................................................................10WRITING ASSIGNMENT ............................................................................................10INSIGHT INTO THE WRITING ASSIGNMENT ...........................................................10UNIT 1 WRITING ACTIVITIES ....................................................................................11TIPS.............................................................................................................................12ENRICHMENT.............................................................................................................13

COMMON CORE STATE STANDARDS ........................................................................14EXTENSION ACTIVITIES ...........................................................................................14

ACCESSIBILITY .............................................................................................................16CLOSED CAPTIONS...................................................................................................16SCREEN READERS ...................................................................................................16ADDITIONAL RESOURCES .......................................................................................17

UNIT ASSESSMENT SAMPLE ANSWERS AND SCORING GUIDES..........................17UNIT 1, FORM A, CONSTRUCTED RESPONSE........................................................17UNIT 1, FORM B, CONSTRUCTED RESPONSE........................................................18UNIT 1, ADDITIONAL CONSTRUCTED RESPONSE QUESTIONS...........................19SCORING GUIDES .....................................................................................................21

MEMBER SUGGESTED SUPPLEMENTS .....................................................................22JOIN THE COMMUNITY.................................................................................................22

Developed by The NROC Project. Copyright ©2014 Monterey Institute for Technology and Education

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IntroductionThe focus of this unit is a basic Introduction to the key concepts of college reading and writing: understanding and applying reading/writing strategies; reading critically to determine what is being said, how it’s stated and whether or not it’s effective; and understanding how being a critical reader informs writing. Students will also recognize the role of facts and opinions as they read, and determine the best uses of these concepts as they write.

LEARNING OBJECTIVES

Identify the author of a reading. Identify the author’s intended audience. Identify the author’s intended purpose. Identify the topic sentence in a paragraph. Develop an effective topic sentence. Recognize the difference between stated facts and opinions in a reading. Use answers from seven key questions to write a one-paragraph response that

reflects an understanding and personal opinion of a reading. Revise, edit, and proofread your writing to make it more effective. Identify the subject and main verb in a sentence. Use prepositional phrases in a sentence. Identify the correct end punctuation to use in a sentence. Use context clues to define unknown vocabulary in a reading. Use word parts to define unknown vocabulary in a reading.

Essential College Skills: Timeliness and Punctuality

FOUNDATIONS ALIGNED WITH UNIT 1You can locate the Foundations for each unit by clicking on the “Resources” button in the top right-hand corner of the screen. We have also provided this separate list of links for the Unit 1 Foundations:Author, Audience, and Purpose

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/author-audience-and-purpose.html

Topic Sentences http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/topic-sentences.html

Fact and Opinion http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/fact-and-opinion.html

Responding to a Reading

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/responding-to-a-reading.html

Revising, Editing, and Proofreading

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/revising-editing-and-proofreading.html

Subjects and Verbs http://content.nroc.org/DevelopmentalEnglish/unit01/

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Foundations/subjects-and-verbs.html End Punctuation http://content.nroc.org/DevelopmentalEnglish/unit01/

Foundations/end-punctuation.html Prepositional Phrases

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/prepositional-phrases.html

Using Context Clues

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/using-context-clues.html

Identifying Word Parts

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/identifying-word-parts.html

Essential College Skills: Timeliness and Punctuality

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/essential-college-skills-timeliness-and-punctuality.html

NECESSARY BACKGROUND KNOWLEDGEReview these concepts with students prior to starting this unit:

Gaining computer access and navigating in an online environment General awareness of the relationships between readers, writers, and the text General understanding that texts have specific and unique writing goals General awareness of the writing process

About the Reading Assignment READING SELECTION“The Penny Debate,” by Brad Andrews

INSIGHT INTO THE READING SELECTIONWhy it was chosen: “The Penny Debate” by Brad Andrews is a commissioned piece that accomplishes one main objective: showing both sides of an issue in a balanced manner but with enough evidence for students to form their own opinion about the topic without additional research. Because it is commissioned, students will not be able to find the article or the author through an Internet search. This may need an explanation for those wanting additional information. The format and style for this reading represent a news magazine article, so students should notice the simple but varied language, the visual presentation of the piece, and the typical purpose and subsequent style of an article written for a news magazine.

Reading difficulty: This piece represents a fairly simple, conversational presentation of the current penny debate. The vocabulary term list is a preemptive reference tool that can be used throughout each of the reading stages. To aid comprehension, instructors can supplement the unit with discussions about the pros and cons of discontinuing the penny and how the author informs the audience about the issue. Use the following guiding questions: Is Andrews truly unbiased? How can you tell? Does he devote equal time to both sides of the argument? Is the evidence equally persuasive for both sides?

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VOCABULARY IN CONTEXT FOR “THE PENNY DEBATE”Abraham LincolnargumentscharitiescirculatecomplexCongressconsumersdebatedeclinesdistributingeconomiesefficienteliminatingexchangefamiliarityfederalfinancialissuingmanufacturingmintingopponentsphased outpiggy banksproverbsresourcesretireroundingsentimentaltraditionTreasury

TIPSIf students have difficulty recognizing facts and opinions:

Find quotes by popular culture figures and decide as a group if they are facts or opinions (could be offered individually online).

Provide additional writing-sample paragraphs and have students work in pairs or small groups to identify the facts and opinions.

If students have trouble with vocabulary: Review the terms together before pre-reading. Play quiz games with the students post-reading.

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Divide the terms equally among several small groups and ask students to discuss the terms and/or apply them to a different context. This can include making a visual representation of the assigned word(s).

If students struggle with the reading: Sit with the students as they complete the reading and discuss how to approach

and process the text. Have students discuss their reactions in pairs or small groups before moving

onto the next reading stage. Ask students to respond to reading prompts, such as: “I noticed that…”, “I want to know more about this…”, or have students ask each other “How did you approach this part of the task (pre, during or post reading)…”.

Find a short reading (could be one paragraph in length) and duplicate the process before moving on to the writing assignment.

Continue to offer guided practice until concepts are closer to mastery.

Helping students connect reading and writing: Before beginning the pre-reading presentation, model the My Journal feature

together in class and show how it collects the students’ work as they move through the process.

During post-reading, ask students (in class or in an online discussion group) how the author might have prepared for writing this text. What were his goals? How did they affect his process? What did he do well? What choices did he make in order to write those sections effectively?

Point out that the students will move to a writing assignment, during which they will consider similar questions and anticipate the needs of their own readers. As with reading, writing is a process that they will break down into manageable segments, just as Andrews did when he wrote this text.

Tips for Teaching English Language LearnersRoots/suffixes/prefixes: The focus on word roots, suffixes, and prefixes is tremendously helpful in building the vocabulary of English language learners. Instructors are encouraged to spend additional time on this section with ELLs and to supplement with additional practice as needed. (Online practices are widely available.)

Cultural knowledge and background information: Students who have lived in the U.S. for a period of time will not need an introduction to the penny. Students newer to the U.S. could benefit from making connections to a similarly small-valued currency in their home countries. Instructors can ask students what the smallest coin denomination was, and how much buying power it had. Likewise, all of the students in the class can be asked if they have ever bought anything for a penny, what their smallest purchase has been here, etc.

Comprehension and text organization: The text is organized to include reasons for keeping the penny and for discontinuing its use. As a class, make lists of the arguments for both sides. Identify the transition words (also, in addition, as well, etc.) that introduce each new argument. Remind students that when they write, they will need to use transitions to signal a new idea.

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ENRICHMENTSuggested activities

Instructors can find another article about an opinion that the class chooses to explore and work with it as additional practice. We do not recommend replacing the reading, despite perceived student struggle, because a little struggle with appropriate support leads to growth. Refer to sites such as http://www.debate.org* or http://www.procon.org* to find suitable options.

Find an additional well-balanced article on the penny debate issue, and ask students to compare the two articles in terms of format, strategy, style, evidence usage, etc. Ask students to consider which is more effective and why. This can be done individually in class or online, in pairs, in groups, or in a whole class discussion.

Show students an additional article on the same topic that presents both sides of the issue in a much more opinioned way, such as “The American Penny: How It’s Stuck Around All These Years”; http://money.usnews.com/money/personal-finance/articles/2013/02/14/the-american-penny-how-its-managed-to-stick-around-all-these-years?page=2*). Have students note where the opinionated author’s feelings about the issue surface, how those feelings appear when they do surface, and what the effects of these statements are (overall and for that point).

In pairs, small groups, or individually, ask students to go back into the original text and decide:

o Where the author’s opinion would appear if it were included?o How would the presence of an opinion affect the text or their reading of it?

Integrating Grammar, Punctuation, and Usage (GPU)INSIGHT INTO THE UNIT GPU FOUNDATIONSThe three Foundations for this unit integrate basic sentence skills for students by focusing on the correct punctuation to end a sentence, the essential components of a sentence, and how sentences start to become more complex with the addition of prepositional phrases.

GPU Foundations End Punctuation Subjects and Verbs Prepositional Phrases

You can locate the GPU Foundations for each unit by clicking on the “Resources” button in the top right-hand corner of the screen.

TIPSEnd Punctuation: End punctuation can seem like an obvious concept to students – meaning that they know what a period, question mark, and exclamation point are – but they often confuse the way they write when texting with the traditional rules of Standard Written English. This lesson helps students understand the relationship between the words that express their ideas and the punctuation used to make those ideas clear to others who read their writing.

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The Grammar, Punctuation, Usage feature in the Active Reader shows students how end punctuation is used throughout the reading and also gives them non-examples of ellipses and dashes, which can be confused as end punctuation. Guide students to the Foundation before exploring this lens, since the Grammar, Punctuation, Usage mini-lessons build on the content in that lesson.

Tips for Teaching English Language LearnersThe presentation of end punctuation (the period, question mark and exclamation mark) in Unit 1 will likely be clear to most English language learners. A potential trouble spot can occur when students place the punctuation mark at the beginning of a line of writing instead of the end. Some students who are new to the U.S. or the English language need to be explicitly told about the “ragged right” margins and that the end punctuation stays with the sentence and is never separated by a line. This will generally not be a problem in word processing environments.

Subjects and Verbs: Subjects and verbs can be confusing to many students since they seem to hide in many of the sentences they use every day. Statements beginning with “there is/there are” present such challenges as do commands like, “Don’t assume these first lessons will be easy.” The lesson introduces subjects and verbs, which are the core of all sentences, without going to into the great depths that are required for complete understanding of how subjects and verbs work in all instances in Standard Written English. The point of this introductory lesson is to get students to start recognizing the necessary elements of a complete sentence and how they appear in written form.

In the Grammar, Punctuation, Usage lens, learners are presented with the basic rule that “every sentence needs at least one subject and one verb,” and are shown typical examples in the reading where the subject or verb may appear to hide. Going through this lens will introduce the learner to looking at the underlying structure of the written word, helping them decode how the English language works in a much more explicit way.

Tips for Teaching English Language LearnersThe general information about subjects and verbs given above will work well for most ELLs. In addition, consider the following: Instructors could encounter English language learners who, depending upon their

first language, might omit subjects in sentences with be verbs. Examples are, “Is a nice day today,” or “Is a factor in my decision.” Instructors can remind English language learners that it is an important rule in English to have both a subject and a verb.” (In fact, it is such an important rule that in the sentence “It is a factor in my decision, it is actually a “dummy subject”—a placeholder subject. The true subject of the sentence is factor, and the verb, is.)

In many languages, unlike English, it is permissible to have a double subject: “My brother he is an engineer.” If you notice ELLs in your class who transfer this pattern to their writing in English, you can share the reminder phrase: “No double subjects in English,” or something similar.

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Prepositional Phrases: This lesson is included in the first unit because most sentences include additional information beyond the subject and verb. Students use prepositional phrases throughout their everyday conversation, so being prompted to create them in their writing is not as challenging as creating other types of phrases or clauses. This allows the students to create more robust simple sentences.

Tips for Teaching English Language Learners Prepositions are challenging for English language learners. English contains a great number of prepositions, and prepositions in the first language might not correlate to English. (For example, the common English prepositions “of” and “from” are represented by only one word in many other languages.)

The general focus in this lesson—the importance of adding prepositional phrases to writing for greater precision and interest—will likely be clear to most ELLs. However, learning to use prepositions correctly is a years-long process, and even advanced students will frequently make preposition errors in their writing.

General patterns for prepositions of time and place: Many instructors use an “In/On/At” pyramid to help ELLs generalize the broad-to-narrow contexts for these three prepositions in situations of time and place. Doing a web search for “preposition pyramid” will yield several examples, as well as other styles of graphic organizers and charts. Instructors can replicate these on the board, or students could create their own reference chart, using personally meaningful locations and times.

Online preposition resources for students: Students can be encouraged to use an online dictionary to check verb + preposition or adjective + preposition combinations as they write; the example sentences in the dictionaries often show the prepositions used in context. For example, students might be writing about a favorite recipe and use the verb “sprinkle.” A learner’s dictionary, for example the Longman Dictionary of Contemporary English online (http://www.ldoceonline.com/), will show the prepositions that go with “sprinkle” (with, over, on). Beyond a definition, a learner’s dictionary provides information needed to use a word correctly in context.

Additional work with prepositional phrases: If ELL students in class are having difficulty with prepositional phrases, instructors might wish to go to a language arts website such as IXL (http://www.ixl.com/ela/topics) and do a topic search for prepositions to have additional in-class group presentation and practice, perhaps with a computer and projector. (A membership is not needed for single use at the time of this writing.) Beginning with the highest level, 8th grade, is recommended, but the materials are graded and include simpler examples, if needed.

In the Grammar, Punctuation, Usage lens, learners are shown how prepositional phrases are used in the unit reading to add information about the subject and/or other nouns in the sentences.

The video Writing Workshop 2 (in the Writing Center) offers more instruction on all of the grammar topics in this unit. Students are shown how to find and correct errors with end punctuation and subjects and verbs. Students are also instructed to look for places to add prepositional phrases in their own writing and in the writing of their peers. Adding more information to a piece of writing, such as prepositional phrases, is typically

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enjoyable for students. In contrast, students are generally reticent about giving grammatical advice to others, so prepare them for this by practicing in class with a sample text full of errors. The sample student writing can be used in this regard or an instructor-generated text can be developed to target specific needs. You can view the Student Writing Sample by clicking on the “Resources” button in the top right-hand corner of the screen. The sample is listed under “Unit Resources.”

As a final exercise, students should be instructed to view the Grammar in Context video presentation (located in the Resources for the unit) before editing and proofreading their essay. The video presentation addresses all three topics in order to help students during the editing and proofreading stages of essay development. A good strategy would be to have students watch the video and immediately begin editing and proofreading their final response paragraph.

ENRICHMENTSuggested Activities

Have students complete the Grammar in Context lens and the Foundation lessons as a coordinated assignment, tasking students with reading the first two sections of the Foundation lessons (Lesson & Example), reviewing the unit reading using the Grammar, Punctuation, Usage lens, and then completing the Your Turn exercises in the Foundation lessons.

Create a worksheet using a portion of the reading that has all of the end punctuation removed. Have students insert correct end punctuation.

Print out the sample student writing draft and have students work on correcting end punctuation errors in pairs or small groups, either online or face-to-face. Once complete, students should promptly move to looking at their writing or the writing of their peers.

Create a unique piece of writing that contains end punctuation errors typical to the students at your college and have them do the same activity as above.

Do a variation on the earlier activity by asking students to create versions of their response paragraphs that have all of the punctuation removed. Have students exchange papers and insert punctuation as they see fit. (To work on subjects and verbs, have students exchange papers with a different student (not the original writer), and identify the subjects and verbs in every sentence. Return papers to original writers and have them revise it.)

Have students play Mad Libs as a warm-up exercise for the first few weeks of class. These can be found for free on multiple websites like http://www.madglibs.com*.

Have students create as many prepositional phrases as they can and then have them separate the phrases into three categories: Time (when), Location (where), Other. Modify a section of the reading by removing all prepositional phrases and creating mostly basic simple sentences. Have students add as many prepositional phrases as they can to make all of the sentences more robust.

Have students edit the end of “1/3, 1/3, 1/3” by Richard Brautigan (http://roominate.com/pdfs/Richard_Brautigan_One-Third.pdf*). It is a story written phonetically, and correcting both spelling and grammar create a great warm-up activity for editing. This exercise could be used in Unit 2, Unit 3, or Unit 4 instead of Unit 1.

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About the Writing AssignmentWRITING ASSIGNMENTWrite a one-paragraph response that reflects a personal opinion about “The Penny Debate.”

INSIGHT INTO THE WRITING ASSIGNMENTWhy it was chosen: This particular writing assignment represents a good starting place for college writing because it asks students to form and support an opinion in response to something they have read or experienced. It is also a common assignment in general education classes for gauging homework reading completion, comprehension, and engagement. This assignment is one-paragraph in length, so students can devote their attention to forming an opinion, stating that opinion well, and substantiating that opinion with proof + analysis. Students tend to be great at stating their opinion and even providing support, but they often don’t understand the importance of substantiating that opinion with reasoning.

Task difficulty: A one-paragraph response can be a typical and manageable task to ask of students, so the challenges students experience should be related to going “deep enough” and supporting their evidence and its connection back to the opinion with convincing reasoning.

Rubric: The following rubric can be used to score a student’s response using five separate categories. Each of these five categories will be rated as Proficient, Developing, or Needs Improvement.

Proficient means a student has met the standards of an effective response. Developing means a student has partially met the standards of a response, but it needs some revision. Needs Improvement means the student did not meet the standards of a response.

RESPONSE PARAGRAPHProficient Developing Needs

ImprovementIntroductory Sentence

Clearly states the title, topic, author,

and author’s purpose expressed

in the reading.

States some information about the reading and

partially identifies the topic.

Does not include information about or

ideas from the reading.

Topic Sentence Clearly states your opinion of the issue

expressed in the reading.

States an opinion of the issue, but it’s

not clear if it’s yours or the author’s.

Does not include an opinion of the issue

expressed in the reading.

Supporting Ideas Uses examples and further develops a personal opinion of the reading’s issue.

Partially uses examples and

develops support for a personal

opinion.

Does not develop or provide examples

for a personal opinion.

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Concluding Sentence

Clearly makes a final, interesting statement on the

issue.

Attempts to wrap-up the issue with a

moderately interesting final

statement.

No concluding sentence is present.

Grammar & Punctuation

Paragraph contains sentences with

correct subject-verb agreement and has

few or no prepositional phrase or end punctuation

errors.

Paragraph contains some subject-verb issues and/or some prepositional phrase

and end punctuation problems.

A lack of editing distracts the reader,

making the paragraph feel like a

rough draft.

UNIT 1 WRITING ACTIVITIES

Pre-Reading: Reading Overview: Characteristics of Magazine Writing

List three characteristics, or features, of The Penny Debate that help to identify it as a magazine-style article.

Preview: Scanning The Penny DebateWe just learned there are two sides to The Penny Debate with major points on one side of the debate detailing financial arguments and the other side of the debate discussing sentimental arguments. Identify which side of The Penny Debate you think will most influence you, and briefly explain why you chose this side.

Connect to the Reading: FreewriteWrite down all the feelings, thoughts, or ideas you have about the penny. Ignore spelling, punctuation, and grammar. Brainstorm about the penny and record your thoughts.

Make Predictions and Ask Questions: Predictions and Questionso List one prediction about what you think the author might state in The

Penny Debate.o List one question you have about the reading selection.

Post-Reading: Review: Understanding the Debate

When reading an article, it is important to note the difference between facts and opinions.

o List one FACT found in The Penny Debate.o List one OPINION found in The Penny Debate.

Discuss: Author’s Purpose and Audienceo Make a list of the points on each side of the debate. What are two

arguments for keeping the penny?o What are two arguments for eliminating the penny?

Reflect: FreewriteNow that you’ve had a chance to read, review, and reflect on The Penny Debate, record your thoughts and feelings about whether to keep or eliminate the penny. Remember to focus on content rather than grammar or mechanics.

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Pre-Writing: Understand the Assignment: Response

List at least five key features needed in a response essay. Generate Ideas: 10 Key Ideas

List ten ideas that you could include in your response assignment. These ideas could be reasons that support your position on keeping or eliminating the penny, personal examples from your experience, and answers to questions that you ask yourself about the penny.

Organize Ideas: Best Ideas and Main Ideao Look at the 10 Key Ideas that you generated and saved in My Journal.

From this list of ideas, list the top four ideas. These should be the strongest points from your list.

o From the list of your top four ideas, consider which of these ideas is the most important, or Main Idea.

TIPSHelping students connect reading and writing:

Prior to beginning the writing assignment, ask students (in class or in an online discussion group) how the author might have prepared for writing this text. What were his goals? How did they affect his process? What did he do well? What choices did he make in order to write those sections effectively? If you already discussed these questions in post-reading, review them briefly.

Point out that the students now face their own writing task, during which they will consider similar questions and anticipate the needs of their reader. As with reading, writing is a process that they will break down into manageable segments, just as Andrews did when he wrote his text.

Remind students to make use of the My Journal feature. Review their responses to the writing prompts together in class or online, and reinforce the value of using the reading process to inform the writing process.

Remind students that the subject of their writing is the same as Andrew’s article, so all of the responses and questions they have will be ones their readers have as they read their final draft. The reading informs the writing and the writing is a reaction to the reading.

If students have difficulty: The unit walks students through each aspect of full paragraph development, but they often need further practice and/or prodding with telling what the point they just stated means (why is their evidence valid/convincing?) and why the reader should care about it (“so what?”). Students sometimes need help stating a clear opinion or topic sentence, but going through each phase of the writing process can help them finesse their opinion and provide the support to justify it. Instructors may need to observe or intervene, especially during the first draft review in the Writing Center. If students need additional support, break the task down into stages and ask students to show their work before moving to the next section of the presentation.

Additionally, some students have trouble staying on topic, but the task’s length (one paragraph) should help avoid this issue. Remind students about the importance of supporting their original point rather than one that might be related tangentially. If

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students seem to digress, instructors may implement more review checks in the process to check for coherency.

Students who experience challenges with this task need someone to help them through the process. This can be accomplished through peer or guided work, as long as the instructor observes all interactions and steps in the writing process. Instructors can also ask students to complete individual portions of the writing assignment (topic sentences, evidence, reasoning, etc.) and provide feedback along the way. For students who managed this process but might have trouble transferring their new strategies to future tasks, create a similar writing prompt (ex. pick a current event and ask students to write a one-paragraph response showing and supporting their opinion of the topic) and ask students to repeat the process until confidence and/or mastery is achieved.

Tips for Teaching English Language Learners Developing Writing The tips above are useful for English language learners. If students have

difficulty producing logical reasons to support their topic sentence, encourage them to ask themselves if they can put the word “because” in front of their supporting statements: if the statements are logical, then they likely have acceptable reasons. This technique can also be presented at the beginning of the assignment.

To model and practice paragraph development, in addition to the activities below, instructors can provide a “naked paragraph” containing only a topic sentence and three major supporting details. (These are relatively easy to create, with obvious topic sentences such as “Americans are out of shape for several reasons.”) Instructors can add 3 complete sentences as major details, taking the cognitive load away from the students so that they can focus on the minor details. As a class or individually, students can provide relevant and appropriate minor details (specific examples and explanations) for the major details, building skills and familiarity with this process. Writing conventions in other languages do not always value specific details; public praise for students who are able to successfully add interesting and specific details—(vs. criticism of overly-general writing)—can establish expectations in a positive way.

ENRICHMENTOptional activities:

For students needing additional practice, pick a current-events topic and ask students to provide a supported response. In other words, duplicate the writing task as often as necessary to ensure mastery of the concepts before moving on. As long as the topic changes, students won’t object if they are unsure of their abilities to complete the assignment and the task seems different.

Have students work in groups (online or in class) to develop each phase of the writing assignment progressively and collaboratively. One student starts the topic by creating the topic sentence, and then passes his/her work to the next student who must convincingly add the next component of the paragraph (the evidence). This continues until each aspect of the paragraph is complete. Each group member must then evaluate the strength of and connection between each component to see if it “fits” and “advances” the intent of the original opinion. Each member can come up with a topic sentence and send it around the group, giving

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each student a continuous task as well as the chance to create and support the group’s work and develop different skills.

Create a poorly written example of the writing task and give it to the students to evaluate, diagnosis, and fix. This can also be offered online.

Provide student work models, either real or simulated, and ask students to grade and/or rank each response (in class or online). Students must be able to defend their choices according to the rubric.

Common Core State StandardsEXTENSION ACTIVITIESOnce your students have completed Unit 1: Introduction to College Reading and Writing, you can continue teaching with these extension activities. These activities build upon the skills learned in the unit and correlate with the reading selections. The material is designed to assist in addressing Common Core State Standards. The content is organized by grade level to mirror the organization of the standards.

Grades 9-10 students:

1. Conduct a classroom penny debate. To begin, create small teams or pairs to use the SPAR (or similar) format. Click here to learn more about the SPAR format*. SPAR debates do not require outside research, so debaters would need to rely only on the reading selection in the unit, “The Penny Debate.” Debaters have five minutes to prepare after being given a side, pro or con. The debate follows this format: affirmative opening speech (90 seconds), cross-examination (60 seconds), negative opening speech (90 seconds), cross-examination (60 seconds), affirmative closing (45 seconds), negative closing (45 seconds).

2. Ask students to present the paragraphs they completed in the Writing Center to the class or in small groups. Peers can flow the argument, which essentially means that they track the main claim and evidence for the argument, and have a short time for questions and responses to the paragraphs at the end of each presentation.

3. Select a short piece of fiction on a related topic. Examine it using the same pre-reading, active reading, and post-reading strategies presented in the unit. As students:

if strategies used to analyze “The Penny Debate” (pre-reading: reading overview, preview, connect to the reading, make predictions and ask questions; post-reading: review, discuss reflect) would also work to analyze the fiction reading selection.

to determine the theme of the fiction reading and how it emerges.

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to discuss how fiction and non-fiction differ (focus student discussion specifically on the reading selection “The Penny Debate” and the fiction piece you selected for students to read).

For texts that would fit nicely with “The Penny Debate,” we suggest Alice Walker’s “Everyday Use” and Shirley Jackson’s “The Lottery”.*

Grades 11-12 students:

1. Ask students to research and locate an additional article or video for the penny debate. Once they have identified the extra source, ask students to analyze the article or video to identify the central idea and prepare to discuss that idea in class; prepare an objective summary of the text or video; discuss how the idea is shaped by specific details; and analyze the source for any inferences in the text.

2. Read The Great Gatsby by F. Scott Fitzgerald. After completing the novel, students will work in groups to create a final project—a presentation using various forms of media and technology in which they examine the following questions:

● Evaluate two or more themes in the novel and evaluate how they develop over the course of the text. How do they build on one another? Discuss how other literary elements create the theme.

● The reader learns the truth about Jay Gatsby's past through flashbacks. This makes the story move from the present to the past several times. Why do you believe the author, Fitzgerald, chose this writing technique instead of writing the story in sequential order? How does this impact the novel? As a reader, do you believe this decision was effective? Why or why not?

● The narrator Nick claims to be the most honest person he has ever met. Jordan states that Nick is a dishonest person. Using evidence from the text, evaluate whether Nick is or is not an honest person.

3. Study “Richard Cory” by Edwin Arlington Robinson.

● Read the poem and discuss with the class why they believe Richard Cory committed suicide. The students should formulate a rationale using evidence from the poem, and evaluating where the text leaves matters uncertain.

● Listen to “Richard Cory” by Simon and Garfunkel, providing a copy of the lyrics to the students. Discuss with the class how the lyrics of the song vary from the original poem. Direct students to use evidence to answer the following questions: What creative liberties did the artist take when writing the song? How do these changes impact the audience’s

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understanding of the poem? What are the similarities and differences between the two pieces? After the class discussion, have students write a personal summary answering the previously stated questions.

AccessibilityCLOSED CAPTIONSAll of the videos in NROC English include Closed Captions (CC)—text versions of what is being spoken. To access the Closed Captions, click on the CC button in the controller bar for each video.

Once you click the CC button, the captions will open to the right of the video and will automatically advance as the video progresses.

To close the captions window, click the CC button again.

SCREEN READERSThe NROC English Unit Player has been designed for use with screen readers. We have provided an Accessibility Guide, which you can share with anyone who will be using NROC English with a screen reader. You can also put the link to this accessibility guide directly into your course: http://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/files/Accessibility.html

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We have also provided a video that demonstrates how to use the NROC English Unit Player with a screen reader. The demonstration video can be accessed from the Accessibility Guide or directly at this URL: https://player.vimeo.com/video/132236450

ADDITIONAL RESOURCESWe have also provided an alternate form of two Active Reader lenses since they are not implemented for a screen reader:

Grammar, Punctuation, Usage lens: http://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/files/U01GPU.html

Vocabulary lens: http://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/files/U01Vocab.html

Unit Assessment Sample Answers and Scoring GuidesFor each of the constructed response questions (short answer) in the Unit Assessment, we provide you with a suggested point value, sample answer, and scoring guide (below).

UNIT 1, FORM A, CONSTRUCTED RESPONSE Question 19

Question 20

Learning Objective text

Use prepositional phrases in a sentence.

Point Value 2Prompt Read this sentence.

The protesters were concerned about traffic congestion.

Revise the sentence using prepositional phrases to make it more descriptive.

Sample Answer: The protesters at City Hall were concerned about traffic congestion around their neighborhood.

Learning Objective text

Develop an effective topic sentence.

Point Value 2Prompt Read this paragraph, which is missing a topic sentence.

It is the story of a boy who conquers his fear with the help of a deaf dog. This independent film doesn’t have any major stars, but it deserves to be a box office hit. The writing, cinematography, and acting are superb. Find Your Way Home is the second film from director Ahmed Rahman. His first effort, Dust, also received critical acclaim.

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UNIT 1, FORM B, CONSTRUCTED RESPONSE Question 19

Question 20

Write an effective topic sentence for this paragraph.

Sample Answer: The movie Find Your Way Home is a must-see.

Or

Director Ahmed Rahman has scored another hit with the film Find Your Way Home.

Learning Objective text

Use prepositional phrases in a sentence.

Point Value 2Prompt Read this sentence.

Susan was late.

Revise the sentence using prepositional phrases to make it more descriptive.

Sample Answer: Susan was late for the class in the auditorium.

Learning Objective text

Develop an effective topic sentence.

Point Value 2Prompt Read this paragraph, which is missing a topic sentence.

It is the story of a boy who conquers his fear with the help of a deaf dog. This independent film doesn’t have any major stars, but it deserves to be a box office hit. The writing, cinematography, and acting are superb. Find Your Way Home is the second film from director Ahmed Rahman. His first effort, Dust, also received critical acclaim.

Write an effective topic sentence for this paragraph.

Sample Answer: The movie Find Your Way Home is a must-see.

Or

Director Ahmed Rahman has scored another hit with the film Find Your Way Home.

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UNIT 1, ADDITIONAL CONSTRUCTED RESPONSE QUESTIONS These questions are not included in the course itself, but are included here for your use.

Learning Objective text

Develop an effective topic sentence.

Point Value 2Prompt

Read this paragraph, which is missing a topic sentence.

The top two ice cream makers had combined sales of over $950 million in 2013. Ice cream is so popular that in 1984, President Ronald Reagan designated the month of July as National Ice Cream Month. July is traditionally a hot month, and during the summer, ice cream sales soar.

Write an effective topic sentence for this paragraph.

Sample Answer(s): Ice cream is big business in America.

Or

Ice cream is very popular in the United States.

Learning Objective text

Develop an effective topic sentence.

Point Value 2Prompt Read this paragraph, which is missing a topic sentence.

According to the “rare Earth hypothesis,” conditions on our planet are unique, and the possibility of similar conditions being found on another planet is close to zero. There is a flaw in this thinking; the theory takes for granted that life requires conditions identical to those on Earth. If life on other planets exists, it may be completely different from what we find around us.

Write an effective topic sentence for this paragraph.

Sample Answer: The theory that there is no life on any planet except Earth could be wrong.

Or

If you support the “rare Earth hypothesis,” then you believe we won’t find life on other planets.

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Learning Objective text

Develop an effective topic sentence.

Point Value 2Prompt Read this paragraph, which is missing a topic sentence.

Minor issues are bugs, like mosquitos and ants. The pesky insects can drive campers to the nearest hotel. If there are bears around, take extreme care with food and food packaging. If food is stored inside a tent, the tent must never be left open. When hiking, a camper must be careful where he or she steps. According to the Centers for Disease Control, there are between seven and eight thousand people per year who are bitten by venomous snakes.

Write an effective topic sentence for this paragraph.

Sample Answer: Camping can be a dangerous pastime.

Or

As a camper, you may experience dangerous encounters with nature.

Learning Objective text

Use prepositional phrases in a sentence.

Point Value 2Prompt Read this sentence.

They texted their friends.

Revise the sentence using prepositional phrases to make it more descriptive.

Sample Answer: They texted their friends about the new movie at the theater.

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SCORING GUIDESThe following scoring guides are provided as a guide for scoring answers to the Unit 1 Constructed Response questions.

Topic Sentence Scoring GuideLearning Objective: Develop an effective topic sentence.

CATEGORY 2 1 NS/0Content:FOCUS ON TOPIC

There is one clear, well-focused topic. The sentence previews the information and/or structure of the paragraph.

One or more topics may have been introduced in the topic sentence. The sentence does not adequately or clearly preview the information or structure of the paragraph.

The topic is not clear. There is a seemingly random collection of information. The student may not have completed the task.

Illegible or otherwise unscorable: blank responses, restatements of the prompt, responses that are off-topic or incoherent.

CONVENTIONS Exhibits REASONABLE CONTROL of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Exhibits MINIMAL CONTROL of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

LACKS CONTROL of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Content: STYLE - Vocabulary

Exhibits skillful use of vocabulary that is precise and purposeful.

Exhibits minimal use of vocabulary that is precise and purposeful.

Illegible or otherwise unscorable: blank responses, restatements of the prompt, responses that are off-topic or incoherent.

Prepositional Phrases Scoring GuideLearning Objective: Use prepositional phrases in a sentence.

CATEGORY 2 1 NS/0Convention:SENTENCE STRUCTURE (insert correct prepositional phrases into a sentence)

The sentence is well-constructed and uses an appropriate prepositional phrase to complete the structure of the sentence.

The sentence contains a prepositional phrase, although the phrase may not be the appropriate phrase for the sentence.

The student did not include a prepositional phrase. Student did not follow directions or did not complete the task.

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CONVENTIONS Writer makes no errors in conventions that distract the reader from the content: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes 1 or 2 minor errors in conventions appropriate to the task that distract the reader from the content: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes multiple errors in conventions appropriate to the task that distract the reader from the content: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Member Suggested SupplementsWe encourage our members to share teaching ideas, as well as any additional resources they create to pair with NROC English. To find materials other members have donated, go to The NROC Network and select “Professional Development”. http://www.nrocnetwork.org/professional-development

Additional member-suggested resources to use with Unit 1 include: https://www.youtube.com/watch?v=y5UT04p5f7U*

Please email editorial@thenrocproject.org if you would like to contribute resources or suggestions for this Instructor Guide.

Join the CommunityWe recommend that all instructors join the NROC English group at the NROC Community so they have access to all updates and notices about the English course.

The NROC Community is a user community of teachers and administrators who want to learn, share ideas, help each other, and work together to improve educational opportunities for everyone. We encourage all members to actively participate and support each other through posts in the Community.

*Any links to non-NROC, third-party resources listed in this Instructor Guide may change over time. We update the Instructor Guides annually and correct any broken links.

Developed by The NROC Project. Copyright ©2014 Monterey Institute for Technology and Education