semester 1 - mrsfewinslit1.weebly.commrsfewinslit1.weebly.com/uploads/1/3/0/7/...arts9.docx ·...

BENICIA UNIFIED SCHOOL DISTRICT

English Language Arts 9

COURSE TITLE: English Language Arts 9COURSE CODE: 1066COURSE LENGTH: One YearPREREQUISITE: NoneCREDIT: 10 unitsUC/CSU CREDIT: Meets UC/CSU English requirement “b”GRADUATION REQUIREMENT: Fulfills one year of four-year English requirement for graduation.

COURSE OUTLINE :

English Language Arts 9 is a foundational course aligned to the Common Core State Standards (CCSS) that instructs students in critical reading and writing strategies, and allows students to practice these strategies with complex literary works and non-fiction texts. The goal of the course is to teach students how to read critically and analytically, working first with shorter non-fiction texts and short stories while scaffolding instruction and allowing students to develop the skills they need in order to be able to read and comprehend complex literary and non-fiction texts “independently and proficiently” (CCSS RL 9.10, RI 9. 10). Students will read, analyze, and discuss works of Literature including Harper Lee’s To Kill a Mockingbird, William Shakespeare’s Romeo and Juliet¸ Ellie Wiesel’s Night, and study selected poetry, short stories, and tales from Greek Mythology. Students will develop academic and literary vocabulary, and use this vocabulary to discuss and analyze the structure of the texts and specific choices that the authors make including use of details, characterization, figurative language, and tone.

Using Common Threads as central textbook, students will receive grammar and syntax instruction, learn the writing process, read and explore various expository essays and speeches written by a wide variety of professional writers from different eras, backgrounds and genres. Students will receive guided instruction in writing essays, and take their writing through the writing process. After studying professional examples of a specific type of writing (narrative, definition, analysis) students will work through the writing process (pre-writing, organizing,

Pending Board Approval, June 2014 1

initial drafts, self and peer editing, and revision) to create their own essays. Assignments will vary to allow students opportunities to write for a variety of different audiences and purposes. Heavy emphasis will be placed on integrating and citing appropriate evidence. Students also receive instruction in research methods, note taking and proper formatting of academic papers using the MLA style guide. Students will conduct mini-research assignments and learn how to find accurate, authoritative, and verifiable information, sift through information on the web, and learn how to cite information according to MLA format.

STUDENT LEARNING OUTCOMES:

A. Reading Literature and Informational TextsBy the end of the course students will be able to:

Read critically and comprehend works of Literature and non-fiction (RL 9.2, 9.4, 9.6, 9.10; RI 9.2, 9.4, 9.6, 9.9, 9.10)

Engage with and analyze text—ask questions, look for answers, cite textual evidence, draw and support inferences, understand and

identify point of view. (RL 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.10, RI 9.1, 9.2, 9.6, RI 9.8)

Decode and decipher vocabulary terms in context (RL 9.4; RI 9.4)

Identify specific techniques that an author is using (characterization, sensory detail, metaphor, tone, plot development, workplace

documents, graphics, and subheadings) and begin to analyze why the author might be using the techniques and how the techniques

contribute to the meaning of the text. (RL 9.1, 9.2, 9.3, 9.4, 9.5, 9.9, RI 9.3, 9.4, 9.5 9.9)

Identify common themes and techniques in writing and begin to notice how different authors use the same techniques to achieve

different effects (rhetoric devices such as repetition, parallel plots, rhetorical questions) (RL 9.2, 9.3, 9.5 RI 9.6)

Analyze the structure of a given text (how sentence structure, paragraph order, parallel structure) are used to develop an author’s

claims or perspectives. (RL 9.5; RI 9.5, 9.8)

Analyze how two or more texts address similar themes (RL 9.9; RI 9.9)

Evaluate the differences and effectiveness of using different mediums (print, video, multimedia). (RI 9.7)


B. Writing

By the end of the course students will be able to:

Write to question, and write to explore meaning (W 9.1)

Introduce a clear thesis statement supported by well-chosen arguments and relevant evidence (W 9.1, 9.2 , 9.4, 9.9)

Construct arguments in support of their claims using support from multiple sources (W 9.1, 9.2)

Write expository, narrative essay, and argumentative essays in a variety of styles and purposes (W 9.1, 9.2, 9.3, 9.4, 9.10)

“Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and

audience” (W 9.4)

Understand the writing process and take multiple pieces of writing through the writing stages (W9.5, W.10)

Revise and edit writing for clarity and style (W9.2, 9.3, 9.4, 9.5)

Use linking words and phrases, and structure their writing to lead the reader from one idea to the next (W 9.1, 9.2, 9.4)

Respond in writing to the works of other authors and fellow students (W9.1, 9.2, 9.4, 9.9)

Use technology to publish written documents in MLA format (W9.6, 9.7, 9.8)

Research material, identify credible sources, synthesize and summarize information (W9.7, 9.9, 9.10)


C. Speaking and Listening

Throughout the course students will:

Prepare for and engage in discussion about works of Literature and works of non-fiction (pair share, small group, full class discussions, Socratic seminar, etc.) (SL9.1)

Practice listening to their partners or groups, take notes, and report on what has been discussed (SL9.1) Learn to ask relevant questions that help to further discussion (SL9.1) Identify and summarize the main and subordinate ideas presented in lectures and discussions; (SL 9.1, 9.3) Evaluate a speaker’s ideas, claims, evidence, and media graphics for sound reasoning and convincing support (SL 9.2, 9.3) Prepare and give oral presentations to the class (SL9.2, 9.4, 9.6 ) Include appropriate graphics and evidence when giving a multi-media presentation (SL9.2, 9.5) Demonstrate command of formal English when appropriate to the task (group discussions, presentations) (SL 9.1, 9.6)

D. Language Conventions

Throughout the course, students will:

Use the conventions of standard English grammar and usage when writing or speaking (L9.1) Use the conventions of standard English capitalization, punctuation, and spelling (L9.2) Use language to develop style or tone appropriate to audience, task, or purpose (L9.3) Determine or clarify the meaning of unknown words and phrases through context, word patterns, root words (L9.4) Consult reference materials (encyclopedias, dictionaries, thesauri, glossaries, etc.) to acquire knowledge, find correct pronunciation of

a word, or clarify meaning (L9.4, 9.6) Develop understanding of word relationships and the difference between literal and figurative language (L9.5)


CORE TEACHING MATERIALS:

Kuhl Repetto, Ellen and Aaron, Jane. Common Threads: Core Readings by Method and Theme. Boston: Bedford/St. Martins, 2013

Evslin, Bernard. Heroes, Gods and Monsters of the Greek Myths Lee, Harper. To Kill a Mockingbird Shakespeare, William. Romeo and Juliet Wiesel, Ellie. Night Additional selected short stories and poetry as determined by instructor.

TEACHER RESOURCES: Common Threads Teacher’s Edition, departmental book repository, anthologies and supplemental materials, MLA Handbook, department remediation binder, department writing college binder, [email protected], BHS Library, and computer labs.

GRADING CRITERIA

General Class Assignments: 40%Summative Assessments: 50%Participation: 10%


COURSE OUTLINE:

Semester 1

Unit 1- How to Read Critically and AttentivelyCommon Threads Ch. 1

Lazear Ascher, Barbara. “The Box Man”

In this introductory unit, students will learn how to be active and critical readers. Using Ascher's essay, "The Box Man," students will practice critical reading strategies, engage in discussions, build key vocabulary skills. Students will also practice critical reading strategies with visual elements, learning how to make inferences from written or visual texts.

Unit 2- Teaching the Writing ProcessCommon Threads Ch. 2 --Developing an EssayCommon Threads Ch. 3--Revising Common Threads Ch. 4 --EditingCommon Threads Ch. 5-- Working with Sources

In this unit, students will take an initial piece of writing through the writing process. Lessons begin with generating ideas, forming a thesis and arguments, developing the arguments, evaluating and integrating textual evidence, revising for clarity and coherence, and using MLA format. Students will share and discuss their work with others and collaborate on ways to improve their writing throughout the process. Students will use a Checklist for Revision and Checklist for Editing before submitting their final drafts. Students will read sample student essays to see how other writers use the writing process.

Ongoing Assignment: Article of the Week/ Op-Ed Fridays (one quarter)

Friday’s lessons will center on a specific article or a current Opinion-Editorial piece. Students will practice the SOAPSTONE strategy to analyze the Speaker, Occasion, Audience, Purpose, Subject, and Tone of the article. Students will practice identifying rhetorical strategies and appeals. The articles are chosen to spark student interest and foster discussion and debate.


Alternate Ongoing Assignment: Independent Reading/ Literary CirclesStudents will read a work of Literary merit (fiction or non-fiction) independently or the same text as a small group of students (Lit Circles). Students will meet during class to discuss aspects of the text, analyze quotations, discuss literary elements such as structure, point of view, tone, figurative language, character development. Students will have informal and formal writing assignments throughout their reading culminating in a final formative assessment demonstrating their understanding of the text and specific literary elements.

Unit 3 CORE Literary Work 1 While reading Core Literary Work 1, students will engage with the text by asking and writing questions, analyzing details, making predictions, looking for similarities, tracing the development of themes and analyzing the author’s use of structure and style.

Assignments include: dialectical journals, conducting background research activities, writing as a character (narrative structure), personal journals and free writes, study guides, vocabulary development, quizzes to check for understanding, small group and full group discussion.

Unit 4- Writing a Narrative EssayCommon Threads Ch. 6 “Narration: Growing Up”

Douglass, Fredrick. “Learning to Read and Write” Angelou, Maya. “Champion of the World”Tan, Amy. “Pretty Beyond Belief”

This unit teaches students what features to look for when reading narrative writing: point of view, structure, detail, and word choice. At the end of the unit, after reading a series of narrative essays from American authors, students will craft their own narrative essay paying specific attention to narrative structure, point of view, details, and active verbs. This unit can be taught concurrently with CORE Literary Work 1.

Unit 5- CORE Literary Work 2 While reading CORE Literary Work 2, students will engage with the text by asking and writing questions, analyzing details, making predictions, looking for similarities, tracing the development of characters and themes and analyzing the author’s use of structure and style.


Unit 6 Writing Descriptive NarrativesPending Board Approval, June 2014 7

Common Threads Ch. 7 “Description--Sensing our Natural Surroundings”Didion, Joan. “The Santa Ana”Gilb, Dagoberto. “My Landlady’s Yard”Dillard, Annie. “Living like Weasels”

This unit teaches students the features of descriptive writing (sensory details, objective and subjective description, point of view, concrete and specific details, figurative language such as metaphor, simile and personification.) Throughout the unit, students will practice descriptive writing strategies through journal writing activities and quick writes. Students read, discuss, and analyze descriptive passages and essays. At the end of the unit, students will write a narrative essay focusing on incorporating the elements of descriptive writing.

Benchmark Writing Prompt

In the second half of the semester, students will write a narrative essay that will be graded using the Benicia High School Grade 9-10 Narrative Writing Rubric. These essays will be scored by the English Department and used as a formative assessment.

Semester 2

Unit 1 CORE Literary Work 3While reading CORE Literary Work 3, students will engage with the text by asking and writing questions, analyzing details, making predictions, looking for similarities, tracing the development of characters and themes and analyzing the author’s use of structure and style.



Unit 2 Writing a Division or Analysis Essay--

Common Threads Ch. 9 Looking at Popular CultureReading Selections:Visser, Margaret. "The Ritual of Fast Food"DeZengotita, Thomas. "American Idol Worship"Mora, Pat. "Great Expectations"

In this unit, students will examine cultural issues in our society and learn how to structure an essay by division or analysis. Students will learn how authors break down a topic by dividing it into pieces and analyzing each piece separately. This unit takes students through the writing process as they develop their own analysis essay on an issue or piece of contemporary society.

Ongoing Assignment: Article of the Week/ Op-Ed Fridays (one quarter)

Friday’s lessons will center on a specific article or a current Opinion-Editorial piece. Students will practice the SOAPSTONE strategy to analyze the Speaker, Occasion, Audience, Purpose, Subject, and Tone of the article. Students will practice identifying rhetorical strategies and appeals. The articles are chosen to spark student interest and foster discussion and debate.

Alternate Ongoing Assignment: Independent reading/ Literary CirclesStudents will read a work of Literary merit (fiction or non-fiction) independently or the same text as a small group of students (Lit Circles). Students will meet during class to discuss aspects of the text, analyze quotations, and discuss literary elements such as structure, point of view, tone, figurative language, character development. Students will have informal and formal writing assignments throughout their reading culminating in a final formative assessment demonstrating their understanding of the text and specific literary elements.

Unit 3 Argumentation WritingCommon Threads Ch. 15 Argumentation-- Debating Law and OrderCommon Threads Ch. 5 Writing Research Papers

Reading Selections:Quindlen, Anna. “The C Word in the Hallways”Rideau, Wilbert. “Why Prisons Don’t Work”Myung-Ok Lee, Marie. “I Was an Anchor Baby”

In this unit, students will learn about the elements of argument and how authors construct arguments. Students will learn about rhetorical appeals including: ethical appeals, emotional appeals, and rational appeals as well as logical fallacies. Emphasis will be placed on


incorporating evidence to support their claims. Students will practice analyzing argument in the essays we read. At the end of the unit, students will write their own argumentation essay.

Semester 2 Benchmark Writing Prompt (Argument essay)

Students will write an argument essay on a given topic with source material that they are intended to reference and to use as evidence in their writing. These essays will be scored by the English Department using the grade 9-10 argument essay rubric. Essays will receive a score based on the strength of the student's arguments and claims, the student's ability to incorporate and cite evidence, the essay's organization, and the student's command of English grammar, spelling, and mechanics.

Unit 4 CORE literary Work 4While reading CORE Literary Work 4, students will engage with the text by asking and writing questions, analyzing details, making predictions, looking for similarities, tracing the development of characters and themes and analyzing the author’s use of structure and style.


Research ProjectStudents will learn how to research a topic by evaluating sources, searching the internet and online databases. Students will learn how to take and organize notes, search viable sources, and incorporate appropriate and compelling evidence into their arguments. At the end of the unit, students will produce a published document in MLA format. Students may be asked to give a presentation on their research and use appropriate images and graphs to support their findings.


Additional units of instruction may include:

Additional full-length fiction or non-fiction titles (see Appendix D) Poetry or Short Story Unit ERWC modules for grade 9

o “Hip-Hop Goes Global” -- influence of modern music on cultureo “The Undercover Parent”--right of parents to install spyware on children’s devices o “Extreme Sports: What’s the Deal?”-- explores the benefits and risks of extreme sportso “Threatening Stereotypes”-- article on stereotypes and the performance gap on SATs

Common Threads Ch. 11 Process Analysis--Eating Well Readings Include:

Dumas, Firoozeh. “Sweet, Sour, and Resentful”Eighner, Lars. “Dumpster Diving”Kingsolver, Barbra. “Stalking the Vegetannual”


SUGGESTED PAIRINGS

Common Threads chapters can be paired with different CORE texts, other Literature selections, ERWC grade 9 modules, or serve as stand-alone units. Below are some suggested ways that the Common Threads chapters can be combined thematically with CORE Literature texts.

Common Threads chapter CORE text or alternate Reading selection

Ch. 6 Narration Growing Up

To Kill a MockingbirdNight

Ch. 7 Description Sensing our Natural Surroundings

Heroes, Gods, Monsters, (mythology)To Kill a MockingbirdNightFahrenheit 451

Ch. 9 Division or Analysis Looking at Popular Culture

Romeo and JulietTo Kill a Mockingbird“Hip Hop Goes Global” (ERWC)“The Undercover Parent” (ERWC)“Extreme Sports” (ERWC)

Ch. 15 Argument and Persuasion Debating Law and Order

To Kill a MockingbirdRomeo and JulietFahrenheit 451“The Undercover Parent” (ERWC)


ASSESSMENT

Students will be assessed through a variety of formal and informal assessments including homework, group work, oral presentations, visuals related to the reading, quizzes on the literature, essays, and other writing assignments. Students will be expected to take essay and objective exams that require them to apply the thinking and writing skills they have developed in order to synthesize and analyze material from at least four works on the reading list. Students will be expected to support their main ideas with specific examples from the works under discussion.

Formal student writing will be assessed using the appropriate rubric for the style of essay: Benicia High School Grade 9-10 Narrative Essay Rubric, Benicia High School Grade 9-10 Informative/Expository Essay Rubric, Benicia High School Grade 9-10 Argumentative Essay Rubric

METHODS

ReadingTeachers of ELA 9 will employ a variety of strategies to teach reading including: prediction, paraphrasing, challenging and evaluating the text, appreciation of style and making personal connections to their own experience or prior knowledge in order to move from experience to ideas. Students are taught to use context clues, questioning strategies, root words and similar word construction to understand unknown words and clauses and increase comprehension.

Students will be taught annotation and close reading strategies, to converse with the author and ask questions of the text by writing in the margins and through dialectical journals. Students will use the SOAPSTONE strategy for non-fiction, and graphic organizers such as character webs while reading Literature.

Students will read multiple non-fiction selections from Common Threads and at least two (2) major works of Literature/ Literary Non-Fiction per semester. Students are expected to read individually and read for homework. Students are expected to come into class prepared to discuss the reading. Students are taught to be able to paraphrase and summarize what they have read, and to discuss the methods an author has used to create tone, mood, or achieve a desired purpose.


WritingIn ELA 9, purposeful writing is practiced within a supportive and constructive environment and a meaningful context. Teachers encourage students to generate, refine, and develop their ideas on a variety of engaging topics. Throughout the writing process, students support each other through carefully structured peer response activities facilitated by the teacher. Both large and small writing assignments are produced within a meaningful context, rooted in the study of certain literary works, the personal experiences of the students, interdisciplinary studies, or long term projects. Writing is not taught in isolation; it is integrated with reading, listening and speaking. Students regularly participate in the writing process to produce purposeful, coherent, well-developed essays.

Students are taught a variety of pre-writing strategies, such as free-writing, journaling, listing, and responding, and to use graphic organizers, outlines, maps, and clusters to organize ideas. Students take writing assignments through the writing process from pre-writing, rough drafts, re-reading, self and peer editing, refining and revising; final papers are prepared for publication using technology and must adhere to the conventions of MLA format. Throughout the process, conventions of Standard English are modeled, examined, and applied; close attention is paid to grammar, sentence structure, usage, punctuation, and mechanics. Students become well-versed in the elements of the academic essay: introduction, thesis, body, and conclusion. Emphasis is placed on crafting precise, clear, direct, and complete thesis statements that are well supported by specific details and text-based evidence. Supporting ideas are developed through logical reasoning, illustrative examples, useful comparisons, meaningful text references, and detailed descriptions. Students are expected to create a meaningful conclusion to their essay that addresses audience, purpose, and greater meaning.

In each semester, students will write several informal pieces including journal entries, personal response, and summary/reflection. Students will write at least one narrative, expository, and argumentative piece of formal writing (essay, speech, letter, research paper) per semester. Teachers will offer feedback on student writing and indicate areas of strength as well as target specific areas for growth in the students’ writing.


Appendix A BUSD Grade 9-10 Argument Essay RubricABOVE GRADE LEVEL PERFORMING AT GRADE LEVEL PERFORMING BELOW GRADE LEVEL

Criterion 5 - Advanced 4 - Proficient 3 - Basic 2 - Below Basic 1 - Far Below Basic

Focus/ Claim

Insightfully and skillfully addresses all aspects of the prompt

Introduces artful and precise claim(s) in a sophisticated thesis statement.

Competently addresses all aspects of the prompt

Introduces precise claim(s) in a clear thesis statement

Addresses all aspects of the prompt (some more than others)

Introduces reasonable claim(s) in a thesis statement

Partially addresses aspects of the prompt

Introduces superficial or flawed claim(s) in a weak thesis statement

Minimally addresses some aspect of the prompt

Fails to introduce a relevant claim and/or lacks a thesis statement

Organi- zation/

Structure

Skillfully provides context and sufficient/relevant background information in introduction

Thoroughly develops claim(s) with relevant body paragraphs

Provides a meaningful and reflective conclusion which draws from and supports claim(s)

Creates cohesion through skillful use of linking words, phrases, and clauses within and between paragraphs

Includes purposeful and logical progression of ideas from beginning to end

Provides context /sufficient and relevant information to topic(s) in introduction

Develops claim(s) with relevant body paragraphs

Provides a conclusion that follows from and supports claim(s)

Creates cohesion through linking words, phrases, and clauses within and between paragraphs

Includes logical progression of ideas from beginning to end

Partially provides context and background to topic(s) in introduction

Generally develops claim(s) with body paragraphs

Provides a conclusion which repetitively or partially supports claim(s)

Creates some cohesion through basic linking words, phrases, and/or clauses within or between paragraphs

Includes adequate progression of ideas from beginning to end

Inadequately provides context or gives irrelevant background info to topic(s) in introduction

Inadequately develops claim(s) with minimal body paragraphs

Provides an inadequate conclusion

Uses limited and/or inappropriate linking words, phrases, or clauses

Includes uneven progression of ideas from beginning to end

Fails to provide context in introduction or introduction is missing

Fails to develop claim(s) with body paragraphs

Omits conclusion

Uses few to no linking words, phrases, or clauses

Includes little or no discernible organization of ideas

Evidence/ Support

Provides substantial and pertinent evidence to support claim(s)

Seamlessly and effectively integrates and cites credible sources and/or textual evidence

Convincingly refutes specific counter-claim(s)

Provides sufficient and relevant evidence to support claim(s)

Competently integrates and cites credible sources and/or textual evidence

Competently refutes specific counter-claim(s

Provides limited, partial , or superficial evidence to support claim(s)

Ineffectively integrates and cites adequate sources and/or textual evidence

Minimally refutes counter-claim(s)

Provides minimal and/or irrelevant evidence to support claim(s)

Incorrectly integrates or cites sources and/or textual evidence that may not be credible

Acknowledges alternate or opposing claim(s)

Provides inaccurate, little, or no evidence to support claim(s)

Does not use or cite sources and/or textual evidence

Fails to acknowledge alternate or opposing claim(s)

Analysis Shows insightful understanding of topic/text

Uses persuasive and valid reasoning to connect evidence with claim(s)

Shows competent understanding of topic/text

Uses valid reasoning to connect evidence with claim(s)

Shows a simplistic understanding of topic or text- Writing lacks depth

Uses some valid and accurate reasoning to connect evidence with claim(s)

Shows limited understanding and/or flawed understanding of topic/text

Uses limited, simplistic and/or flawed reasoning to connect evidence with claim(s)

Shows no understanding of topic/text

Reasoning is missing or does not connect evidence with claim(s)

Language Uses purposeful and varied sentence structure

Contains minimal to no errors in conventions (grammar, punctuation, spelling, capitalization)

Strategically uses-specific vocabulary clearly appropriate for the audience, tone, and purpose

Uses correct and varied sentence structure

Contains few, minor errors in conventions

Competently uses vocabulary clearly appropriate for the audience, tone, and purpose

Uses mostly correct and some varied sentence structure

Contains some errors in conventions which may cause confusion

Uses adequate vocabulary appropriate for the audience and purpose

Uses limited and/or repetitive sentence structure

Contains numerous errors in conventions which cause confusion

Vocabulary use is inconsistent or inadequate for the audience, tone, and purpose

Lacks sentence mastery Contains serious and pervasive

errors in conventions Fails to use specific

vocabulary clearly appropriate for the audience and purpose


Appendix B Benicia High School Grade 9-10 Expository Essay RubricABOVE GRADE LEVEL PERFORMING AT GRADE LEVEL PERFORMING BELOW GRADE LEVEL

Criterion 5 – Advanced(above grade level)

4 – Proficient(at grade level)

3 - Basic 2 - Below Basic 1 - Far Below Basic

Focus Insightfully addresses all aspects of the prompt

Introduces topic(s) in a sophisticated thesis statement

Competently addresses all aspects of the prompt

Introduces topic(s) in a clear thesis statement

Addresses all aspects of the prompt (some more than others)

Introduces topic(s) in a thesis statement. Thesis presents author’s claim, but needs work.

Partially addresses all aspects of the prompt

Introduces superficial or flawed topic(s) in a weak thesis statement

Minimally addresses all aspects of the prompt

Fails to introduces a relevant topic(s) and/or lacks a thesis statement

Organi- zation/

Structure

Skillfully orients reader to topic(s) in introduction

Thoroughly develops complex topic(s) with relevant body paragraphs

Provides a meaningful and reflective conclusion that follows from and supports information or explanation presented, articulating significance of the topic

Creates cohesion through skillful use of transition/linking words, phrases, and clauses within or between paragraphs and sections

Purposefully and logically uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension

Orients reader to topic(s) in introduction

Develops complex topic(s) with relevant body paragraphs

Provides a conclusion that follows from and supports information or explanation presented, articulating significance of the topic

Creates cohesion through transition/linking words, phrases, and clauses within or between paragraphs and sections

Uses a variety of techniques (e.g., headings, charts) to organize ideas, concepts, and information to aid comprehension

Partially provides context and background information in introduction

Generally develops claims with relevant body paragraphs

Provides a conclusion which repetitively or partially follows from and supports information or explanation presented, articulating superficial significance of the topic

Creates some cohesion through transition/linking words, phrases, and clauses within or between paragraphs and sections

Uses some techniques (e.g., headings, charts) to adequately organize ideas, concepts and information to aid comprehension

Inadequately orients reader to topic(s) in introduction

Inadequately develops topic(s) with minimal body paragraphs

Provides a sense of closure, but may weakly articulate significance of the topic.

Uses limited or inappropriate transition/linking words, phrases, and clauses

Uses few techniques (e.g., headings, charts) to inadequately organize ideas, concepts, and information to aid comprehension

Fails to orient reader to topic(s) in introduction or introduction is missing

Fails to develop topic(s) with body paragraphs

Provides an inadequate conclusion or omits conclusion

Uses few to no transition/linking words, phrases, or clauses

Includes little or no discernible organization of ideas

Develop-ment

Skillfully develops the topic using well-chosen facts, definitions, concrete details, quotes, and other examples

Effectively integrates and cites credible sources

Shows insightful understanding of topic or text

Provides sufficient and relevant evidence to develop the topic appropriate to audience

Competently integrates and cites credible sources

Shows competent understanding of topic or text

Provides limited, partial, and/or superficial evidence to develop the topic appropriate to audience

Ineffectively integrates and cites sources and textual evidence

Demonstrates basic or superficial understanding of topic or text

Provides minimal and/or irrelevant evidence to develop the topic appropriate to audience

Incorrectly integrates or cites sources

Shows limited or flawed understanding of topic or text

Provides inaccurate, little, or no evidence to support topic

Does not use or cite sources Shows no and/or inaccurate

understanding of topic or text


Contains minimal to no errors in conventions(grammar, punctuation, spelling, capitalization)

Strategically uses specific vocabulary clearly appropriate for the audience, tone, and purpose



Competently uses specific vocabulary clearly appropriate for the audience, tone, and purpose



Usually uses vocabulary appropriate for the audience, tone, and purpose



Vocabulary use is inconsistent or inadequate for the audience, tone, or purpose

Lacks sentence mastery (e.g., fragments/run-ons)

Contains serious and pervasive errors in conventions

Fails to use appropriate vocabulary for the audience, tone, and purpose


Appendix C Benicia High School Grade 9-10 Narrative Essay RubricPERFORMING ABOVE GRADE LEVEL PERFORMING AT GRADE LEVEL PERFORMING BELOW GRADE LEVEL

Criterion 5 – Advanced(above grade level)

4 – Proficient(at grade level)

3 - Basic 2 - Below Basic 1 - Far Below Basic

Focus/Exposition

The narrative insightfully addresses all aspects of the prompt

Purposefully engages and orients the reader by setting out a problem, situation, or observation and its significance, and establishing one or multiple point(s) of view

Expertly introduces a narrative voice and/or characters

The narrative competently addresses all aspects of the prompt

Engages and orients the reader by setting out a problem, situation, and establishing one or multiple point(s) of view

Introduces a specific narrative voice and/or characters

The narrative addresses all aspects of the prompt (some more effectively than others)

Attempts to engage or orient the reader by setting out a problem, situation, and establishing one or multiple point(s) of view

Introduces a narrator and/or characters

The narrative partially addresses aspects of the prompt

Might engage or orient the reader by setting out a problem, situation, and establishing one or multiple point(s) of view

Attempts to introduce a narrator and/or characters

The narrative minimally addresses some aspect of the prompt

Does not engage or orient the reader by setting out a problem, situation, and establishing one or multiple point(s) of view

Does not introduce a narrator and/or characters

Organi- zation/

Plot

Expertly creates a cohesive tone and a smooth progression of experiences or events

Uses a variety of techniques to sequence events that build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution)

Skillfully provides a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative

Creates a clear tone and a smooth progression of experiences or events

Uses a variety of techniques to sequence events that build on one another to create a coherent whole

Provides a conclusion that clearly follows from and reflects on what is experienced, observed or resolved over the course of the narrative

Experiences and events are somewhat connected

Uses techniques to sequence events that build on one another to create a coherent whole

Provides a conclusion that connects to the narrated experiences or event

Progression of experiences or events may be confusing or disjointed

Techniques do not build on one another to create a coherent whole

Provides a weak conclusion that may not connect to the narrated experiences or event

Event sequence unfolds illogically

Does not use sequencing techniques to create coherence

Provides no conclusion or one that is not connected to the narrated experiences or events

Narrative Technique

s

Skillfully uses narrative techniques such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters

Sophisticated use of precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters

Effectively uses a variety of narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters

Uses precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

Adequately uses a variety of narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters

Uses some descriptive details, and sensory language to convey experiences and events

Uses limited narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters

Uses concrete words or phrases with limited use of descriptive details and sensory language

Uses few to no narrative techniques

Does not use sensory language or descriptive details


Contains minimal to no errors in conventions (grammar, punctuation, spelling, capitalization)

Utilizes precise and sophisticated



Utilizes strong and grade-level



Usually utilizes grade-level



Utilizes vague or basic word

Lacks sentence mastery (e.g., fragments/ run-ons)

Contains serious and pervasive errors in conventions

Utilizes incorrect and/or


word choice appropriate word choice appropriate word choice choice simplistic word choice

Appendix DApproved Book List for Alternate Reading Selections:

Animal Farm by George Orwell

Anthem by Ayn Rand

Bread Givers by Anzia Yezierska

Fahrenheit 451 by Ray Bradbury

Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston

Hiroshima by John Hersey

The Holy Bible, King James Version

I Know Why the Caged Bird Sings by Maya Angelou

The Iliad by Homer

Inferno by Dante Alighieri

Inherit the Wind by Jerome Lawrence and Robert E. Lee

Maus I and II by Art Spiegelman

Night by Elie Wiesel

The Pearl by John Steinbeck

The Prime of Miss Jean Brodie by Jay Presson Allen


semester 1 - mrsfewinslit1.weebly.commrsfewinslit1.weebly.com/uploads/1/3/0/7/...arts9.docx ·...

Documents