Points possible: 50. Make sure you think about the explicit and the implied elements of the question prompt. What are you really being asked to do?
|
|
- Meghan Walker
- 8 years ago
- Views:
Transcription
1 2.3.6 Practice: Opinion Paper Practice Assignment English II Core (2013) Sem 1 (S ) Points possible: 50 Assignment Write an opinion essay in response to one of the following essay prompts: A. Who is to blame for the tragic events in The Crucible? B. How is The Crucible relevant to present-day audiences? Your essay should consist of at least three paragraphs. Name: Date: It should include an introductory paragraph with an identifiable thesis statement and a concluding paragraph. Each supporting paragraph should begin with a topic sentence. Your essay should be written in a 12-point font with standard margins. For extra help on completing your assignment, click your practice guide. Tips for Success Interpreting the Question/Prompt Make sure you think about the explicit and the implied elements of the question prompt. What are you really being asked to do? Tips for Writing a Thesis and Topic Sentences Your thesis should be specific. For example, "This essay is about Romeo and Juliet" is much too vague. The following is a more specific example: "Mercutio's presence in Romeo and Juliet highlights Romeo's moody temperament, thus rendering his suicide believable and, indeed, inevitable." Your thesis should be an arguable point no one wants to read an essay that simply states a fact. For example, "Moby Dick is a white whale that bit off the leg of Captain Ahab" is not an arguable point; it's a fact about the novel Moby-Dick. Now consider the following thesis statement: "Ahab's mad quest for vengeance is not the central tragic event of Moby-Dick; that honor belongs to Queequeg." Now that's an arguable statement it may not be true, but it's arguable. About Intros and Conclusions Your introduction should provide the broad context your reader will need in order to understand what you are writing about. It should also create interest and draw the reader into your essay. Your conclusion should summarize your argument and contain a restatement of your thesis. About Supporting Your Points Remember to use facts, quotes, examples, or explanations to support your argument. Unless your instructor tells you otherwise, use MLA format when citing your references. 1/11
2 Self-Assessment Checklist Read each question and evaluate your short response. If the answer to the question is yes, check the box to the left. If the answer is no, go back and revise your work. Your teacher will use these same guiding questions to score your short response. Quality of Ideas Did I demonstrate an understanding of the assignment by: Writing an opinion essay on The Crucible? Discussing who was to blame for the tragic events in the play? Discussing how the play is relevant to today s audiences? Did I demonstrate the ability to think critically and creatively by: Using my language or ideas in a creative way? Going beyond basic information to make connections between ideas? Did I demonstrate the ability to write a thesis statement by: Making a claim that requires support? Did I demonstrate the ability to support my ideas by: Referring directly or indirectly to the reading? Addressing all parts of the writing topic? Connecting each supporting sentence to the claim in the thesis statement? Did I demonstrate the ability to conclude by: Summarizing the ideas and/or restating the thesis statement? Did I demonstrate the ability to organize my writing by: Using transitions? Ordering ideas logically? Form and Presentation Did I follow presentation requirements (12-point font, standard margins, length requirements)? Did I properly cite all quotations? Style Did I use a variety of sentence types (simple, compound, and complex)? 2/11
3 Did I avoid run-on sentences and fragments? Did I check for spelling and grammar errors? Did I use an appropriate tone? Copyright 2012 Apex Learning Inc. (See Terms of Use at w w w.apexvs.com/termsofuse) 3/11
4 3.2.6 Practice: Formal-Debate Graphic Organizer Practice Assignment English II Core (2013) Sem 1 (S ) Name: Points possible: 50 Date: Assignment Draft the constructive speeches for both the affirmative and negative sides of a topic of your choice. Each speech should be two paragraphs long. You should express the affirmative side of the argument in one speech and the negative side of the argument in the other speech. Your assignment should be written in a 12-point font with standard margins. For extra help on completing your assignment, click on your practice guide. Self-Assessment Checklist Read each question and evaluate your short response. If the answer to the question is "yes," check the box to the left. If the answer is "no," go back and revise your work. Your teacher will use these same guiding questions to score your short response. Quality of Ideas Did I demonstrate an understanding of the assignment by: Drafting constructive speeches from the affirmative and negative sides on a topic of my choice? Using the Toulmin model for debate as the format for both speeches? Did I demonstrate the ability to think critically and creatively by: Using my language or ideas in a creative way? Going beyond basic information to make connections between ideas? Did I demonstrate the ability to write a topic sentence by: Making a claim that requires support? Did I demonstrate the ability to support my ideas by: Referring directly or indirectly to the reading or readings? Addressing all parts of the writing topic? Connecting each supporting sentence to the claim in the topic sentence? Did I demonstrate the ability to conclude by: Summarizing the ideas and restating the topic sentence? Did I demonstrate the ability to organize my writing by: 4/11
5 Using transitions? Ordering ideas logically? Form and Presentation Did I follow presentation requirements (12-point font, standard margins, and required length)? Did I properly cite all quotations? Style Did I use a variety of sentence types (simple, compound, and complex)? Did I avoid run-on sentences and fragments? Did I check for spelling and grammar errors? Did I use an appropriate tone? Copyright 2012 Apex Learning Inc. (See Terms of Use at w w w.apexvs.com/termsofuse) 5/11
6 4.3.7 Practice: Poem Commentary Practice Assignment English II Core (2013) Sem 1 (S ) Name: Points possible: 50 Date: Assignment Based on a poem from the lesson, write a short commentary answering the following question: How do specific motifs (patterns) in the poem help to present ideas or impressions that are central to the work? Choose one of the following poems (found in The Best Poems Ever: A Collection of Poetry's Greatest Voices) and color mark and annotate it. 1. "Which Recounts How Fantasy Contents Itself With Honorable Love" by Sor Juana Inés de la Cruz on page "The Triple Fool" by John Donne on page "Archaic Torso of Apollo" by Rainer Maria Rilke on page "Ode to Enchanted Light" by Pablo Neruda on page 14 Present your response in a short-essay format with an introductory paragraph, a supporting paragraph, and a brief concluding paragraph. Your commentary should discuss at least two motifs (patterns) you found in the poem, show how those motifs are connected to the ideas or impressions created in the work, and discuss how the work affected you. Tips for Success As you draft your commentary, consider that many of the same ideas and standards that you would follow to create a formal essay still apply. Go back to your color-marked annotations and analyze each pattern in relation to the poem as a whole. Each clear pattern provides you with a basis for a topic paragraph. After creating at least two topic paragraphs based on two observed patterns, consider your thesis. Base your thesis on the information you've gathered from the patterns. How do the patterns work as a whole, or what do they yield? How do they ask the reader to engage the poem in a particular way? Your thesis should be a precise answer to the commentary question above. Since this is a commentary, you will be including a paragraph on how the poem has affected you as its reader. What have you personally taken away from it? Your personal reading may provide a fantastic introduction to your commentary, provide support for your assertions about the patterns you've identified, or even work well as part of your conclusion. Remember to borrow extensively from the poem, including quotes and support to back up your claims and assertions. A good commentary is full of direct references to the poem. In many cases, showing your reader what you mean is more powerful than simply telling the reader. Self-Assessment Checklist 6/11
7 This is the self-assessment checklist. After you've completed your assignment and before you submit your work, read each question and evaluate your essay. If the answer to the question is yes, check the box to the left. If the answer is no, go back and revise your work. Your teacher will use these same guiding questions to score your essay. Quality of Ideas Did I demonstrate an understanding of the assignment by: Discussing at least two motifs (patterns) found in one of four assigned poems? Showing how those motifs connect to ideas created in the work? Relaying how one of the assigned poems affected me? Did I demonstrate the ability to think critically and creatively by: Using my language or ideas in a creative way? Going beyond basic information to make connections between ideas? Did I demonstrate the ability to write a thesis statement by: Making a claim that requires support? Did I demonstrate the ability to support my ideas by: Referring directly or indirectly to the reading or readings? Addressing all parts of the writing topic? Connecting each supporting sentence to the claim in the thesis statement? Did I demonstrate the ability to conclude by: Summarizing the ideas and/or restating the thesis statement? Did I demonstrate the ability to organize my writing by: Using transitions? Ordering ideas logically? Form and Presentation Did I follow presentation requirements (12-point font, standard margins, and required length)? Did I properly cite all quotations? Style Did I use a variety of sentence types (simple, compound, and complex)? 7/11
8 Did I avoid run-on sentences and fragments? Did I check for spelling and grammar errors? Did I use an appropriate tone? Copyright 2012 Apex Learning Inc. (See Terms of Use at w w w.apexvs.com/termsofuse) 8/11
9 5.2.8 Practice: Cultural-Artifact Writing Practice Assignment English II Core (2013) Sem 1 (S ) Name: Points possible: 50 Date: Assignment Write a creative work (poem, internal monologue, or narrative) in which you suggest the cultural significance of an object from your house. Your piece, if in prose, should be a paragraph. Your piece, if a poem, should be one stanza. It should explore how the object in question has meaning for you and for those who share your culture. Prose pieces should be written in a 12-point font with standard margins. Self-Assessment Checklist Read each question and evaluate your short response. If the answer to the question is yes, check the box to the left. If the answer is no, go back and revise your work. Your teacher will use these same guiding questions to score your short response. Poetry Quality of Ideas Did I demonstrate an understanding of the assignment by: Identifying an object of cultural significance from my house? Incorporating the cultural significance of the object being described into a one-stanza poem? Did I demonstrate the ability to think creatively by: Using my language or ideas in a creative way? Did I demonstrate the ability to use imagery by: Using examples that engage the five senses? Did I demonstrate the ability to use other poetic devices by: Using devices such as metaphor, simile, assonance, alliteration, personification and the like? Form and Presentation Did I follow presentation requirements (12-point font, standard margins, and required length)? Grammar and Style Did I use an appropriate number of lines? 9/11
10 Prose Did I demonstrate appropriate line structure? Did I check for spelling and grammar errors? Did I use an appropriate tone or voice? Quality of Ideas Did I demonstrate an understanding of the assignment by: Identifying an object of cultural significance from my house? Incorporating the cultural significance of the object being described into a one-paragraph work? Did I demonstrate the ability to think creatively by: Using my language or ideas in a creative way? Did I demonstrate the ability to use correct narrative structure by: Including an introduction, supporting sentences, and a closing clincher? Describing a logical sequence of nonfictional events? Did I demonstrate the ability to use literary devices by: Incorporating at least one simile or metaphor into the prose writing? Including such things as alliteration, irony, or hyperbole if appropriate? Form and Presentation Did I follow presentation requirements (12-point font, standard margins, and required length)? Grammar and Style Did I use a variety of sentence types (simple, compound, and complex)? Did I avoid run-ons and fragments? Did I check for spelling and grammatical errors? Did I use an appropriate tone or voice? 10/11
11 Copyright 2012 Apex Learning Inc. (See Terms of Use at w w w.apexvs.com/termsofuse) 11/11
Grade 4 Writing Curriculum Map
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
More informationFinal Revision Worksheet
Final Revision Worksheet Romeo and Juliet Essay Who s to Blame Author of Essay: Reviewer: Introductory paragraph 1. What opening strategy does the author use? (Descriptive, quote, statistics, anecdote,
More informationAK + ASD Writing Grade Level Expectations For Grades 3-6
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
More informationDevelop Research Skills Emphasize how research informs almost all writing by crafting assignments that require students to draw on traditional and
College Writing Program: What Students Should Learn The following are the core skills and ideas students should gain from the College Writing course sequence: Concepts of Writing Students should understand
More informationLANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
More informationStudents with last names beginning with A-L should sign up for the following class:
***Greetings, rising juniors! This summer you will read BOTH Zeitoun by Dave Eggers AND The Catcher in the Rye by J.D. Salinger. You will upload a Word document onto Turnitin.com answering one of the prompts
More informationMCAS/DCCAS English Language Arts Correlation Chart Grade 7
MCAS/DCCAS English Language Arts Correlation Chart Grade 7 MCAS Finish Line English Language Arts Grade 7 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Vocabulary Strategies Lesson 1:
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More informationAcademic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
More informationGrade Level: 2 nd Grade
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.
More informationEssay Instructions Activity: 1) What do I want you to learn? 2) Why do I want you to learn it? 3) How will I know that you have learned it?
Essay Instructions Activity: 1) What do I want you to learn? 2) Why do I want you to learn it? 3) How will I know that you have learned it? Essay Instructions Activity: 1) What do I want you to learn?
More informationLearner Guide. Cambridge IGCSE Literature (English) Cambridge Secondary 2
Learner Guide Cambridge IGCSE Literature (English) 0486 Cambridge Secondary 2 Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy
More informationMontgomery County Public Schools English 9B Exam Review
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
More informationWriting Essays. SAS 25 W11 Karen Kostan, Margaret Swisher
Writing Essays A GOOD ESSAY CONTAINS: 1. An introductory paragraph 2. A clear thesis statement 3. A body consisting of supporting paragraphs 4. A concluding paragraph Step 1: Review Assignment Read the
More informationTeacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008
Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................
More informationeday Lessons KAP Political Science
KAP Political Science Standards Topic: Basic Principles of the U.S. Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationMcDougal Littell Bridges to Literature Level III. Alaska Reading and Writing Performance Standards Grade 8
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
More informationCommon Core Progress English Language Arts
[ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards
More informationGrade: 9 (1) Students will build a framework for high school level academic writing by understanding the what of language, including:
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
More informationREADING. Common Core Standards-Based. Graphic Organizers for GRADES 9-10. In-Depth Analysis. Created by Tracee Orman
Graphic Organizers for Common Core Standards-Based READING In-Depth Analysis GRADES 9-10 Created by Tracee Orman www.traceeorman.com www.teacherspayteachers.com/store/tracee-orman CCS RL Graphic Organizers
More informationConventions for Writing a Literary Analysis Paper
Conventions for Writing a Literary Analysis Paper BCCC Tutoring Center This handout can be used in conjunction with the Tutoring Center s resource, How to Write a Literary Analysis Paper. Your Writing
More informationAcademic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
More informationCRCT Content Descriptions based on the Georgia Performance Standards. Reading Grades 1-8
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
More informationHigh School Communications Curriculum Indicators tested/taught indicator
Freshman Sophomore Junior Senior adjusts reading rate to support comprehension when reading HS.1.2.1 narrative, and persuasive texts. determines meaning of words or phrases using context clues (e.g., definitions,
More informationCheck in and introductions Reading academic articles - strategies Essay Basics : The assignment fulfilling requirements Three prewriting strategies &
Check in and introductions Reading academic articles - strategies Essay Basics : The assignment fulfilling requirements Three prewriting strategies & the dynamic outline Genre types of writing: anecdotal
More informationthe treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
More informationStudents will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
More informationMontgomery County Public Schools Advanced English Semester A Exam Review
Montgomery County Public Schools Advanced English Semester A Exam Review Four Readings including a narrative a poem a non-fiction piece a visual FORMAT Thirty Selected Response Items (SRs) Students will
More informationUnits of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationCOM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3
COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write
More information1. UBD Unit Plan 2. Lesson Plan Taxonomy of Love 3. Writing Assignment using the Taxonomy of Love
CARA STEPANIAN SAMPLE SELECTIONS FROM A UBD UNIT ON ROMEO AND JULIET Following is a selection of work from my 9 th grade class. 1. UBD Unit Plan 2. Lesson Plan Taxonomy of Love 3. Writing Assignment using
More informationSIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
More informationResponse to Literature Essay Writing
Response to Literature Essay Writing Intro. Paragraph with thesis statement* Body Par. #1 Body Par. #2 Body Par. #3 (optional) Concluding Paragraph Introductory Paragraph -- Like a funnel, start with a
More informationSTRATEGIES FOR WRITING THE PRIOR LEARNING PORTFOLIO
STRATEGIES FOR WRITING THE PRIOR LEARNING PORTFOLIO DIFFICULTIES IN TEACHING WRITING AND EVALUATION THE PLP Teachers of PLP course are not necessarily trained in composition pedagogy Students writing PLPSs
More informationLanguage Arts Literacy Areas of Focus: Grade 6
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationWRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING. The texts for Unit 1 include essays from: The Kindness of Strangers:
WRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING The texts for Unit 1 include essays from: The Kindness of Strangers: o Mea and Cheese in Turkey by Alice Waters o Everything
More informationStudent Guide for Usage of Criterion
Student Guide for Usage of Criterion Criterion is an Online Writing Evaluation service offered by ETS. It is a computer-based scoring program designed to help you think about your writing process and communicate
More informationGrade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered
Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)
More informationBrought to you by the NVCC-Annandale Reading and Writing Center
Brought to you by the NVCC-Annandale Reading and Writing Center WORKSHOP OBJECTIVES: To understand the steps involved in writing inclass essays To be able to decode the question so that you answer the
More information1. imagery 2. plot 3. foreshadowing. 10. structure 11. symbol 12. narrative. 13. motif 14. conflict 15. theme
Literary Terms: English, R. Clemente name: 9 th Grade Literature Unit Two, study sheet A. Literary Terms... 1. imagery 2. plot 3. foreshadowing 4. alliteration 5. onomatopoeia 6. rhyme scheme 7. personification
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
More informationD36. Core Analysis Frame: Poetry. Examine Content. Examine Form and Structure. (continued on page D37)
Core Analysis Frame: Poetry D36 The questions on this analysis frame will help you achieve a basic understanding of any poem you read. For more advanced, in-depth analysis of each element, use the following
More informationHagerstown Community College OFFICIAL COURSE SYLLABUS DOCUMENT
Hagerstown Community College OFFICIAL COURSE SYLLABUS DOCUMENT COURSE: ENG 112 Technical Writing 3 credits INSTRUCTOR: Drumgoole SEMESTER/YEAR: CONTACT INFORMATION: COURSE DESCRIPTION: This course in the
More informationEnglish Language Proficiency Standards: At A Glance February 19, 2014
English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding
More informationLesson: Editing Guidelines and Response Writing: Essay Exam (Part 1)
Put That In Writing - Level Two 113 UNIT 9 Lesson: Editing Guidelines and Response Writing: Essay Exam (Part 1) 9.1 Learning Objectives A. To know the guidelines for editing an essay. B. To edit and improve
More informationEvaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
More informationENGLISH III-Grade 11 CURRICULUM MAP
ENGLISH III-Grade 11 CURRICULUM MAP English 1: Literary Genres English 2: American Literature English 3: British Literature English 4: World Literature Reading: Night Romeo and Juliet Poetry unit Short
More informationLesson Plan. Date(s)... M Tu W Th F
Grade...Class(es)... Unit 5 Media Connection: Writing in the Real World SE/TWE pp. 198 201 Objectives: To develop an understanding of expository writing and to recognize its many diverse applications Skills:
More informationLDC Template Task Collection 2.0
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
More informationBy completing the Junior Research Paper, students will know and/or be able to do the following:
9/06 History Department Junior Research Paper Guidelines The Junior Research Paper is a graduation requirement for all history and history/social science majors beginning with students who entered Wheaton
More informationNo Evidence. 8.9 f X
Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards
More informationESSAY WRITING COMPETITION READINESS
COMPETITION READINESS AREAS OF FOCUS Individual event Focus is expressing your views on a current educational topic by writing a response to one (1) of the given topics Must be in essay format with 300-500
More informationMs Juliani -Syllabus Special Education-Language/ Writing
Ms Juliani -Syllabus Special Education-Language/ Writing * As a teacher, I have high expectations for my students and believe that they need to be encouraged, nurtured, and rewarded for their efforts.
More informationENGLISH LANGUAGE ARTS TESTING OUT EXAM
ENGLISH 9 ENGLISH LANGUAGE ARTS TESTING OUT EXAM ANN ARBOR PUBLIC SCHOOLS Sytlabns HURON/PIONEER HIGH SCHOOL English 9 2nd semester Passing standard (C+) For the exam, students must provide their own pens,
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationHow To Write An Essay
Essay Writing Mapping for Success for middle and high school students Written by Nicole Welding and Donna Herold 1 Dear Educator: The stakes have risen for students to demonstrate competence in writing.
More informationWriting an Introductory Paragraph for an Expository Essay
Handout 27 (1 of 1) Writing an Introductory Paragraph for an Expository Essay Prompt Read the following: If you re like many Americans, you have just spent a few days in close quarters with your parents,
More informationSOUTH DAKOTA Reading and Communication Arts Standards Grade 9 Literature: The Reader s Choice Course 4 2002
SOUTH DAKOTA Reading and Communication Arts Standards Literature: The Reader s Choice Course 4 2002 OBJECTIVES Reading Goals and Indicators Ninth Grade Reading Goal 1: Students are able to read at increasing
More informationparent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS
TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past
More information9 th Grade English Language Arts Romeo and Juliet 6 th Marking Period
Disposition: Inter-Relationships and Self-Reliance 9 th Grade Big Ideas: Decisions can have long-term effects. The quality of relationships defines lives. We can avoid repeating mistakes we have made only
More informationMichigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School
Michigan High School Content Expectations for English Language Arts correlated to EDGE Fundamentals National Geographic School Publishing/Hampton-Brown Michigan High School Content Expectations for English
More informationPENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
More informationOnline Resources to Help Students Review for the VPT-English
This document is intended to help students review for the VPT-English Test. It should prove useful whether students use these resources before or after taking the VPT-English Practice Test. The document
More informationA Student s Guide to Beginning Criterion. You re on your way to becoming a better writer!
A Student s Guide to Beginning Criterion You re on your way to becoming a better writer! What does it take to become a better writer? More Pre- Writing More Drafting More Feedback 24/7 Online Access Criterion
More informationLanguage Arts Literacy Areas of Focus: Grade 5
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
More informationIntroduction HOOK. THESIS statement
Parts of a Paper Before you even begin a paper you have to imagine who your audience will be: your nurse peers? The general public? a sixth grade class? The graduate school admission committee? Then when
More informationThe Great Debate. Handouts: (1) Famous Supreme Court Cases, (2) Persuasive Essay Outline, (3) Persuasive Essay Score Sheet 1 per student
The Great Debate OVERVIEW This lesson introduces students to the judicial branch and the Constitution, and engages students in creating a debate. First, the teacher has students review one of four landmark
More informationactivity 7 Section II: Digging Deeper Who s Against Renewable Energy (And Why!)?
Section II: Digging Deeper Who s Against Renewable Energy (And Why!)? Summary This activity introduces students to public opposition to renewable energy. Student groups are assigned to research a Web site
More information10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
More informationHeads Up! Step 2: Gather Evidence
Heads Up! Step 2: Gather Evidence Response to Literature - Step 2: Heads Up! By now, students have selected a theme to expand upon in writing. Through close analysis of short stories, students find examples
More informationAP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES (Form B)
AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES (Form B) Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read
More informationAppendix: W. Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services
Appendix: W Item: Curriculum Course Guide - New High School Course/Honors Creative Writing Department: Instructional Services Background/Historical Context: Creative Writing has been offered in our school
More informationWriting Rubrics. Eighth Grade. Based on the California State Writing Standards. Created by Miller seventh grade team 4/05..
Writing Rubrics Eighth Grade Based on the California State Writing Standards Created by Miller seventh grade team 4/05 1 Table of Contents Section 1: Student Rubrics Six Plus One Traits: Eighth Grade Writing
More informationMILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005
MILWAUKEE AREA TECHNICAL COLLEGE Course Syllabus Fall 2005 Course: Communication Skills English 801-151-504 Credits: 3 Class Meets: Mondays in M 677 5:00 to 7:55pm Writing Lab is in C 281 Instructor: Office:
More informationCritical Reading & The Literary Lenses
Critical Reading & The Literary Lenses What is Covered / Included in the Lesson Reading Levels: three levels of reading The Literary Lenses: there are five Assignment for reading A Horrible Waste of War
More informationThe Art of Rhetoric. Rhetorical Appeals. Logos The intellectual power of one s speech or writing. The Five Rhetorical Canons
The Art of Rhetoric Rhetoric, whether spoken or written, is the art of using language effectively to inform and persuade. It includes the use of three types of appeal to the audience and can be divided
More informationSLN Course Quality Rubric for Formal Course Review of New Online Faculty/Courses
SLN Course Quality Rubric for Formal Course Review of New Online Faculty/Courses Use this rubric produce formal written course reviews for new online faculty and their courses. ALEANDRA M. PICKETT Associate
More information!!!!!! "#$%&!$'!()&!"*+!,%-(-'.!+&/(!,$0!,%-(-'.!,$%1/)$2! "(34&'(!,&5-'6%!"&%-&/!!
"#$%&$'()&"*+,%-(-'.+&/(,$0,%-(-'.,$%1/)$2 "(34&'(,&5-'6%"&%-&/ +)&/&)6'4$3(/0&%&4&/-.'&4($6##$726'8()& "#$%&#'&()%&*+&,$-(-'.&+%/(0&5-'6%9 "#$%&'()*&+,-&',. The following guidelines come from the College
More informationLANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET
LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students
More informationENG 138 CREATIVE WRITING I
ENG 138 CREATIVE WRITING I PRESENTED AND APPROVED: APRIL 6, 2012 EFFECTIVE: FALL 2012-13 Prefix & Number ENG 138 Course Title: Creative Writing I Purpose of this submission: New X Change/Updated Retire
More informationEDITING AND PROOFREADING. Read the following statements and identify if they are true (T) or false (F).
EDITING AND PROOFREADING Use this sheet to help you: recognise what is involved in editing and proofreading develop effective editing and proofreading techniques 5 minute self test Read the following statements
More informationPeeling Back the Layers Sister Grade Seven
2-7th pages 68-231.15 8/3/04 9:58 AM Page 178 Peeling Back the Layers Sister Grade Seven Skill Focus Grammar Composition Reading Strategies Annotation Determining Main Idea Generalization Inference Paraphrase
More informationWorld History Modern Times
World History Modern Times Until lions have their historians, tales of the hunt shall always glorify the hunters. ~African Proverb History is a kind of introduction to more interesting people than we can
More informationWriting a Research Paper. a. It is a written document primarily used in academic settings.
Online Writing Center, Darton State College 1 Writing a Research Paper What is a research paper? a. It is a written document primarily used in academic settings. b. It is a document that is used to present
More informationWelcome to AP World History
Welcome to AP World History You signed up for AP World History next year through the course choice sheet. AP (Advanced Placement) is a program that prepares high school students to be successful in college
More informationENL1813S. munications I. (PLAR) Prior Learning Assessment & Recognition Student Resource Guide. www.algonquincollege.com/plar
ENL1813S munications I (PLAR) Prior Learning Assessment & Recognition Student Resource Guide www.algonquincollege.com/plar Table of Contents Introduction... 4 Exemptions... 4 Step1: Awareness (What is
More informationReading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
More informationPlease see current textbook prices at www.rcgc.bncollege.com
ENG235: AMERICAN FILM CLASSICS SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I This survey of the American film industry emphasizes its development as
More informationWriting Guide for Five Paragraph Essays. Grace-St. Luke s Episcopal School
1 Writing Guide for Five Paragraph Essays Grace-St. Luke s Episcopal School 2 Five Paragraph Essays Every five paragraph essay has one thing in common five paragraphs. What a revelation! Even writing them
More informationAnnotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.
Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example
More informationEnglish 102 ONLINE: Reason and Research Winter, 2015
Instructor: Sonya Dunning E-mail: sdunning@cwu.edu English 102 ONLINE: Reason and Research Winter, 2015 Course Description English 102 expands on the skills and techniques honed in English 101. In this
More informationCREATIVE WRITING AT INDIANA STATE UNIVERSITY 2015 INTRODUCTION APPENDIX
CREATIVE WRITING AT INDIANA STATE UNIVERSITY 2015 INTRODUCTION Introduction........................................................... 2 The Creative Writing Committee........................................
More informationThis image cannot currently be displayed. Course Catalog. Language Arts 600. 2016 Glynlyon, Inc.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
More informationDrew University On-Line Resources for Writers
Synthesis Writing Drew University On-Line Resources for Writers Although at its most basic level a synthesis involves combining two or more summaries, synthesis writing is more difficult than it might
More informationIron Chef: Literary Terms. By Jamie Smith, MA. Minarets High School. 45077 Road 200. O Neals, CA 93645. Chawanakee Unified School District
Iron Chef: Literary Terms By Jamie Smith, MA Minarets High School 45077 Road 200 O Neals, CA 93645 Chawanakee Unified School District This strategy is suitable for grades 4-12. The content in this lesson
More informationSUCCESS CRITERIA FOR WRITING. Chris Quigley
SUCCESS CRITERIA FOR WRITING Chris Quigley Introduction Success criteria help children to understand what you are looking for in a piece of writing. These resources help children from Reception to Year
More informationAP Language and Composition Argument
AP Language and Composition Argument Horace Adversity 1 Overview The AP Language & Composition exam s argument essay is a free response question that asks students to respond to a moral or ethical debate
More information