Course Profile English,
Grade 9 academic, Catholic
Unit #2
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity
5
Title: Novel Study
Time: 20 hours, plus 5 hours for skills
development (Unit 6)
Unit Description
In this unit students will reflect sensitively upon the saving story of our Christian faith, as they relate it to their understanding of the novel genre. This realization regarding the connectedness of our Christ-centred human experience will form their critical analysis, discussion, and activities as they explore the text.
Strands and Expectations
Ontario Catholic School Graduate
Expectations: 1a, 2a, 2c, 3a, 3b, 3c, 4a, 4c, 4f, 5a, 5e, 7b
Strand(s): Literature Studies and Reading; Language;
Writing
Overall Expectations: LIV.01-02D, 03B; WRV.04-05B; LGV.01D, 02B; MDV.02D
Specific Expectations: LI1.01D, 03B, 06-07D; LI3.03D; WRI.03D; WR2.01D;
WR3.03-06D; WR4.01D, 02B, 03D, 04B; WR5.01D, 02B, 03D, 04B;
LG1.04B, 05D, 06-07B; LG2.01-05D; MD2.01D
Activity Titles (Time and Sequence)
|
Activity 1 |
Let's Get Started:
Pre-reading, Reading, and Post-reading Content Quiz on the Assigned Novel |
90 minutes |
|
Activity 2 |
Response Journals:
Tell Me What You Think |
120 minutes,
interspersed |
|
Activity 3 |
Exploring the Novel:
Examining Literary Terms and Themes in the Novel |
300-420 minutes |
|
Activity 4 |
Taking the Novel to Another
Level: Creative Extension Activity |
420-600 minutes |
|
Activity 5 |
An Expository Essay |
300-420 minutes |
Unit Planning Notes
• The time required for students to complete all of the steps in the writing process connected to the instruction of the five paragraph expository writing piece should be taken from the time allowed in Skills Unit 6.
• For the creative extension activity students may choose between a dramatization and a video project, based on availability of resources and student preference.
• The study of the novel genre should alert students to the themes which either support or challenge the values of Jesus' kingdom of God.
Teaching/Learning Strategies
• Reflect in written form on the literature.
• Reflect upon self and peer's contribution.
• Discuss and collaborate in a group setting.
• Participate in daily discussion in small and large group settings.
• Conference with peers and teacher.
• Prepare an analysis of prescribed texts based on literary terms and/or issues.
• Respond to questions as assigned.
• Explore and respond creatively to the texts studied.
• Explore, through critical analysis, the issues and themes of the text(s) under study.
Assessment/Evaluation
Diagnostic and Formative Assessment:
• Reader response journals
• Informal and formal teacher observation
• Checklist
• Content quiz
• Analysis questions
• Script-writing and rehearsals
• Completion of steps in writing of expository writing piece
Summative Evaluation:
• Dramatization or video product
• Five-paragraph expository writing piece
Resources
• some suggested novels: The Giver; The Chrysalids; Z for Zachariah; Forbidden City; Cue for Treason; I Heard the Caged Bird Sing; Bessy Brown; The Friends; Of Mice and Men; The Island Keeper; The Leaving; Roll of Thunder Hear My Cry; Who Has Seen the Wind; Never Cry Wolf
• Video in Focus, Rick Hone & Liz Flynn
• a glossary of literary terms, e.g., A Glossary of Literary Terms, Abrams; A Dictionary of Literary Terms, Holman
• video camera, VCR, videotapes
Title: Let's Get
Started: Pre-Reading, Reading, and Post-Reading Content Quiz
on the Assigned Novel
Time: 90 minutes
Description
Students will have been
assigned a novel to read in advance of this unit (approximately 2-3 weeks).
Silent in-class reading time should be provided during this time (i.e. 15
minutes at the beginning of a class, 5-6 times during the previous unit). As
preparation for their study of the novel, students will be given pre-reading
questions as a means of prompting their reflection and engaging them in their
reading. On the first day of the unit, students will complete a content quiz,
intended to assess knowledge and understanding of the text material.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations The graduate is expected to:
• listen actively and critically to understand and learn in light of gospel values (2a)
• present information and ideas clearly and honestly and with sensitivity to others (2c)
• think reflectively and creatively to evaluate situations and solve problems (3c)
• apply effective communication, decision-making, problem-solving, time and resource management skills (4f)
• respect the rights, responsibilities and contributions of self and others (5e)
• accept accountability for one's own actions (7b)
Strand(s): Literature Studies and Reading; Language
Overall Expectations At the end of Grade 9,
students will:
• read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods (LIV.01D)
• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations Students will:
• describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres (LI1.01D)
• use specific evidence from a text to support opinions and judgements (LI1.06D)
• select words and phrases appropriate to informal and formal styles, to suit the purpose and intended audience of oral and written work (LG1.04B)
• recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage (LG1.05D)
• recognize, describe, and correct sentence errors in oral and written language (LG1.06B)
• recognize, describe, and use correctly, in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation (LG1.07B)
• communicate orally in group discussions for different purposes, with a focus on identifying key ideas and supporting details, distinguishing fact from opinion, asking clarifying questions, and following instructions (LG2.01D)
Planning Notes
• Before the commencement of the unit, teachers will ensure that adequate time has been allowed for students to complete their reading of the assigned text.
• The pre-reading activity can be done several days before the novel is due to be read.
• Teachers will choose a novel that presents
themes that are relevant to young peoples' struggles. This will allow the
teacher and students to explore the moral implications of the novel study and
to see these in light of personal moral development. A class novel or a variety
of novels may be used to complete this activity.
Prior Knowledge Required
• Students must have read the selected novel.
Teaching/Learning Strategies
• The teacher will distribute novels 2-3 weeks in advance of the commencement of the unit.
• The teacher will distribute pre-reading questions to students to help facilitate their comprehension while reading and as prompts to their reader response journals, (e.g., "At this point in the novel what questions do you have that trouble you?", "Have you ever found yourself in a situation similar to the main character?", and "What do you predict will happen next?").
• Students will read the assigned novel(s).
• The teacher will introduce, in a general way, the issues raised in the novel: through large group discussion, written reflection in logs, role playing, and reflection.
• The teacher will administer a content quiz.
Assessment/Evaluation
Formative Assessment:
• informal teacher observation of students' contribution to pre-reading discussions and to the development of their oral and listening skills
• homework checks of written responses to pre-reading questions
Summative Assessment:
• content quiz
Accommodations
• modify the test as needed (e.g., allowing extra time, providing a scribe as required, reading the test aloud, reducing the number of questions, rephrasing of questions)
• audiotapes of the novel/peer helper reading aloud
• place a novel onto audiotape or to create an abridged version, for greater challenge
Resources
• a novel; some suggested titles are The Giver; The Chrysalids; Z for Zachariah; Forbidden City; Cue for Treason; The Friends; The Island Keeper; The Leaving; Of Mice and Men; Dreamspeaker; The Joy Luck Club; Foreigners; I Heard the Caged Bird Sing; Roll of Thunder Hear My Cry; Who Has Seen The Wind; Never Cry Wolf; I Heard the Owl Call My Name.
Title: Response Journals: Tell Me What You Think
Time: 120 minutes (integrated throughout the
unit)
Description
The response journal is intended to be a vehicle for
students' personal dialogue with the text. Students will be invited to share
feelings, thoughts, questions, and observations regarding novel themes,
characters, or issues. Response journals will be employed throughout students'
reading of the novel.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations The graduate is expected to:
• illustrate a basic understanding of the saving story of our Christian faith (1a)
• present information and ideas clearly and honestly and with sensitivity to others (2c)
• create, adapt, evaluate new ideas in light of the common good (3b)
• think reflectively and creatively to evaluate situations and solve problems (3c)
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of
others (4a)
• apply effective communication, decision-making, problem-solving, time and resource
management skills (4f)
• respect the rights, responsibilities and contributions of self and others (5e)
Strand(s): Literature Studies and Reading; Writing;
Language
Overall Expectations At the end of Grade 9,
students will:
• read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods (LIV.01D)
• identify the literary and informational forms suited to various purposes and audiences and use the forms appropriately in their own writing, with an emphasis on supporting opinions or interpretations with specific information (WRV.02D)
• use a variety of organizational techniques to present ideas and supporting details logically and coherently in written work (WRV.03D)
• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)
Specific Expectations Students will:
• describe information, ideas, opinions, and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres (LI1.01D)
• describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts (LI1.03B)
• use specific evidence from a text to support opinions and judgements (LI1.06D)
• explain how readers' different backgrounds might influence the way they understand and interpret the text (LI1.07D)
• demonstrate an understanding of literary and informational forms, such as myths, poems, short stories, scripts, advertisements, formal letters, reviews, and supported opinion essays by selecting and using forms of writing appropriate to different purposes and audiences (WR2.01D)
• use key words from questions or prompts to organize ideas, information, and evidence in homework answers (WR3.04D)
• recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage (LG1.05D)
• recognize, describe, and use correctly in oral and written language, the conventions of standard Canadian English for spelling, capitalization, and punctuation (LG1.07B)
Planning Notes
• The students' reflection in their journal is ongoing as they read the novel.
• Teachers
will foster an atmosphere of collegial sharing of responses and ideas from
students' journals.
• Teachers
will allow journal writing 6-8 times during the course of this unit,
(approximately 15-20 minutes per journal).
Teaching/Learning Strategies
• Students will reflect in written form on the literature.
• The teacher will provide sample prompt questions which might include:
• What is your first reaction to the story?
• What visual images are called to mind?
• Reflect on what has happened in the story.
• Tell me what you think and feel about an event and why.
• Does anything in the story you are reading remind you of something in your own life?
• Has anything the main character said or done caused you to question your own code of values?
• Does anyone in the novel act as a mentor to, or "moral compass" for, the main character?
Assessment/Evaluation
Formative Assessment:
• reader response journals for completion and thoroughness of reflection (Appendix 2.1)
Accommodations
• number and length of reflections may be reduced
• a scribe may be provided
Resources
• "Reader Response Theory and the English Curriculum" in The English Journal, 1994, pp.37 - 44, Robert E. Probst
• Reader Response Criticism: From Formalism to Post-Structuralism, Jane Tompkins (ed.)
Title: Exploring the Novel - Examining Literary Terms and Themes in the Novel
Time: 300 - 420 minutes
Description
In this activity teachers will
encourage students to examine literary terms and themes in the assigned novel.
Teachers may have students complete this exploration via the use of small group
discussions and assignments. Concepts that should be included are setting,
plot, conflict, character, theme, inference, foreshadowing, and symbols. The
vehicle to promote this study would be general questions, specific intensive
questions and issue-related questions. In this activity students are exploring
issues which support or are in opposition to Jesus' message of compassion and justice.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations The graduate is expected to:
• illustrate a basic understanding of the saving story of our Christian faith (1a)
• listen actively and critically to understand and learn in light of gospel values (2a)
• present information and ideas clearly and honestly and with sensitivity to others (2c)
• create, adapt, evaluate new ideas in light of the common good (3b)
• think reflectively and creatively to evaluate situations and solve problems (3c)
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)
• apply effective communication, decision-making, problem-solving, time and resource management skills (4f)
• work effectively as an interdependent team member (5a)
• respect the rights, responsibilities and contributions of self and others (5e)
• accept accountability for one's own actions (7b)
Strand(s): Literature Studies and Reading; Writing;
Language
Overall Expectations At the end of Grade 9, students will:
• read and demonstrate an understanding of a variety of literary and informational texts, from contemporary and historical periods (LIV.01D)
• identify and explain the effect of specific elements of style in a variety of literary and informational texts (LIV.03B)
• revise the written work, independently and collaboratively, with a focus on support for ideas and opinions, accuracy, clarity, and unity (WRV.04D)
• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)
• use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences (LGV.02B)
Specific Expectations Students will:
• describe information, ideas, opinions and themes in print and electronic texts they have read during the year from different cultures and historical periods and in a variety of genres (LI1.01D)
• describe a variety of reading strategies and select and use them effectively to understand texts (LI1.03B)
• use specific evidence from a text to support opinions and judgements (LI1.06D)
• explain how readers' different backgrounds might influence the way they understand and interpret the text (LI1.07D)
• explain how authors and editors use design elements to help communicate ideas (LI3.03D)
• group and label information and ideas; evaluate the relevance, accuracy, and completeness of the information and ideas and discard irrelevant material (WR1.03D)
• recognize, describe, and use correctly, in oral and written language, the language structures and conventions of standard Canadian English (LG1.05D, LG1.07B)
• communicate orally in group discussions for different purposes (LG2.01D)
• plan and make oral presentations to a small group or the class, selecting and using vocabulary and methods of delivery to suit audience and purpose (LG2.03D)
Planning Notes
• Students will have successfully completed the content test (Activity 1); if not, they will be retested via an oral conference with the teacher.
• Teachers will attempt to ensure that the
organization of the groups is as heterogeneous as possible, reflecting varying
levels of ability and differing learning styles.
• General questions are typically content and
comprehension based, specific intensive questions are primarily concerned with
analysis, evaluation and application of ideas, and issue-related questions
involve synthesis and application of thematic concerns introduced by the
literature.
• When formulating issues for consideration
teachers will design questions which help students to explore moral issues and
aid in their moral development, as relevant to the novel under study.
• This activity provides teachers with an ideal
opportunity to re-introduce the concept of archetype and to invite students to
explore its further application to the novel under study.
Prior Knowledge Required
• Students will have read the assigned novel.
• Students will have completed Unit 1: Storytelling, where they have been introduced to the relevant literary terms and the basics of group dynamics i.e. Chairperson, Recorder, Timekeeper,
Observer, Facilitator.
Teaching/Learning Strategies
• The teacher will introduce and explain the assignment expectations and assessment criteria.
• The teacher will facilitate discussions for the whole class and facilitate small group discussions by setting up student groupings.
• The teacher will review literary terms with the whole group.
• Students will discuss and collaborate in a group setting on assigned questions (Appendix 2.2).
• Students will participate in daily discussions in small and large group settings.
• Students will formulate written answers to questions as assigned.
• Students will examine, through critical analysis, the issues and themes of the text(s) under study.
Assessment/Evaluation
Formative Assessment:
• informal and formal teacher observation of collaboration, cooperation, preparation, commitment
• a checklist for assessing group dynamics (Appendix 1.1)
• evaluate analysis questions for completion and quality of responses, via anecdotal feedback and a numeric grade based on established criteria
Accommodations
• provide a scribe or NCR paper
• rephrase questions
• reduce content/number of terms required by the student
Resources
Teacher reference:
• analysis questions (Appendix 2.2)
• glossary of terms, such as A Glossary of
Literary Terms, Abrams; A Dictionary of Literary Terms, Holman.
Title: Taking the Novel to Another Level: Creative Extension Activity
Time:
420 - 600 minutes
Description
In this activity students will extend their knowledge of the novel, by designing, scripting and performing either a dramatization or a video scene. Students will work in small groups and will be encouraged to apply their knowledge of the text, by extending the narrative or altering the original storyline, while at the same time preserving its central themes. Students are expected to work in a spirit of collaboration, with respect and sensitivity for the common good of the group.
Strand(s) and Expectations
Ontario Catholic School Graduate
Expectations The graduate is expected to:
• listen actively and critically to understand and learn in light of gospel values (2a)
• present information and ideas clearly and honestly and with sensitivity to others (2c)
• create, adapt, evaluate new ideas in light of the common good (3b)
• think reflectively and creatively to evaluate situations and solve problems (3c)
• demonstrate a confident and positive sense of self and respect for the dignity and welfare of others (4a)
• take initiative and demonstrate Christian leadership (4c)
• apply effective communication, decision-making, problem-solving, time and resource management skills (4f)
• work effectively as an interdependent team member (5a)
• respect the rights, responsibilities and contributions of self and others (5e)
• exercise Christian leadership in the achievement of individual and group goals (5f)
• accept accountability for one's own actions (7b)
Strand(s): Reading and Literature Studies; Writing;
Language; Media
Overall Expectations At the end of Grade 9,
students will:
• read and demonstrate an understanding of a variety of literary and informational texts from contemporary and historical periods (LIV.01D)
• demonstrate an understanding of the elements of a variety of literary and informational forms (LIV.02D)
• revise their written work, independently and
collaboratively with a focus on support for ideas and opinions, accuracy,
clarity and unity (WRV.04D)
• edit and proofread to produce final drafts
(WRV.05D)
• use knowledge of vocabulary and language
conventions to speak, write, and read competently using the level of language
appropriate to the purpose and audience (LGV.01D)
• use listening techniques and oral
communication skills to participate in classroom discussions and more formal activities
such as storytelling, role playing and reporting/presenting, for specific
purposes and audiences (LGV.02B)
• use knowledge of a variety of media forms,
purposes and audiences to create media works and describe their intended effect
(MDV.02D)
Specific Expectations Students will:
• describe information, ideas, opinions, and themes in print and electronic texts (LI1.010)
• describe a variety of reading strategies and select and use them effectively to understand texts (LI1.03B)
• use specific evidence from a text to support opinions and judgements (LI1.06D)
• explain how readers' different backgrounds might influence the way they understand and interpret the text (LI1.07D)
• recognize, describe, and use correctly, in
oral and written language, the language structures and conventions of standard
Canadian English (LG1.05D, LG1.07B)
Planning Notes
• Students have the option of creating either a dramatization or a video, based on personal preference and availability of materials.
• It is recommended that the target time of the dramatization be 10 minutes and 5-7 minutes for the video.
• The expectation is that students will build on
their knowledge of the novel, by creating a scene which extends the original
narrative in some way, e.g., via an alternative ending, re-writing of a scene,
positioning characters in a new scenario or time period.
• Teachers will review the procedures and roles
of group work. Emphasis will be placed on group dynamics that are
collaborative, respectful, and that recognize and foster the contribution of
all.
• If the video option is selected, the teachers
will instruct students in the proper use and care of a video camera.
Prior Knowledge Required
• Students will have read the assigned novel.
Teaching/Learning Strategies
• The teacher will introduce and explain the assignment and its assessment criteria.
• In groups, students will brainstorm and select a method of presentation.
• The teacher will provide the necessary resources to complete the assignment and assist students in establishing groups.
• Students will discuss and collaborate, in a group setting, the scripting and rehearsing of a scene adaptation of the novel.
• Students will conference with peers and teacher regarding their progress during all phases of the process.
• Students will present the finished product to the class.
• Students will evaluate self and peer's contribution to both the process and product.
Assessment/Evaluation
Formative Assessment:
• informal and formal teacher observation of script-writing and rehearsal process (Appendix 2.3)
Summative Assessment:
• script product (written form) via criteria checklist (Appendix 2.3)
• dramatization or video product based on pre-established criteria (Appendix 2.3)
Accommodations
• ensure that groups include students with a variety of abilities and interests
• use editing equipment, if available, to create a more polished video product, for greater challenge
Resources
• video cameras and videotapes for video option
Teacher Reference:
• Video in Focus, Flynn & Hone
• Teaching Guide for Media Literacy, Walker
• Media Works, Anderson
Title: An Expository Essay
Time: 300- 420 minutes
Description
In this activity students will
critically analyze the novel, as they are introduced to the conventions of a five-paragraph
expository essay. Students will formulate a thesis, find textual proof to
support the thesis, follow the basic structure of an essay that is concerned
with a logical development of their argument. Students will also demonstrate an
ability to write with clarity, adhering to the standard conventions of grammar
and language.
Strand(s) and Expectations
Ontario Catholic School Graduate Expectations The graduate is expected to:
• think reflectively and creatively to evaluate situations and solve problems (3c)
• apply effective communication, decision-making, problem-solving, time and resource management skills (4f)
• accept accountability for one's own actions (7b)
Strand(s): Writing; Language; Literature Studies
and Reading
Overall Expectations At the end of Grade 9,
students will:
• read and demonstrate an understanding of a variety of literary and informational texts (LIV.01D)
• demonstrate an understanding of the elements of a variety of literary and informational forms (LIV.02D)
• identify and explain the effect of specific elements of style in a variety of literary and informational texts (LIV.03B)
• revise their written work, independently and collaboratively (WRV.02D)
• edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation according to the conventions of standard Canadian English, with the support of print and electronic resources when appropriate (WRV.05D)
• use knowledge of vocabulary and language conventions to speak, write, and read competently using a level of language appropriate to the purpose and audience (LGV.01D)
Specific Expectations Students will:
• describe a variety of reading strategies and select and use them effectively to understand texts (LI1.03B)
• explain how readers' different backgrounds might influence the way they understand and interpret the text (LI1.08D)
• group and label information and ideas; evaluate the relevance, accuracy and completeness of the information and ideas and discard irrelevant material (WR1.03D)
• demonstrate an understanding of literary and informational forms (WR2.01D)
• use a single controlling idea and connecting words to structure a series of paragraphs (WR3.03D)
• structure expository paragraphs using a topic sentence, supporting sentences to develop the topic, connecting words to link the sentences, and a concluding sentence (WR3.05D)
• provide an introduction, body, and conclusion in written reports and short essays (WR3.06D)
• revise drafts to ensure that ideas are adequately developed with relevant supporting details and to achieve clarity and unity (WR4.01D)
• make constructive suggestions to peers and consider reactions from others in revision (WR4.03D, WR4.04B)
• identify sources of ideas, information, and quotations in writing and independent research projects (WR5.01D)
• select the publication method or vehicle most accessible or appealing to the intended audience (WR5.02B)
• recognize, describe, and use correctly, in oral and written language, the language structures and conventions of standard Canadian English (LG1.05D, LG1.07B)
Planning Notes
• This activity builds and extends skills initiated in unit one. As teachers work through this activity they will ensure instruction of clear sentence structure, formal paragraphs, textual analysis, the formulation of a thesis, the grouping of ideas, the outline for a five paragraph essay, and finally the essay itself.
• The time required to complete this activity is considerable and should be drawn from the time allowance in the skills unit, as opposed to the time allowance for the novel.
• Some suggested topics for this activity are: the development of the main character's moral vision throughout the novel, the importance of setting in the development of theme, the importance of three minor characters.
Prior Knowledge Required
• Knowledge of proper sentence structure, grammatical conventions and a proper formal paragraph (The Ontario Curriculum Grades 1-8, Language)
• Solid working knowledge and understanding of the
novel assigned
Teaching/Learning Strategies
• The teacher will introduce and explain the assignment expectations and assessment criteria.
• The teacher will track student progress through the various steps in the writing process.
• The teacher will introduce lessons in grammar and style, based on individual student need.
• Students will explore, through critical analysis, the issues and themes of the text(s) under study.
• Students will complete several steps to lead them towards their final product of a five-paragraph expository essay:
-Select a topic. (The teacher will brainstorm with the students and provide a list of
possible topics related to the novel(s) under study.)
-Write a formal paragraph on the selected topic.
-Brainstorm proofs from the novel related to their topic.
-Write a revised version of their paragraph, incorporating textual proofs.
-Develop a thesis for their essay.
-Develop an outline for a five-paragraph essay. The teacher will provide a template for students to follow.
• Students will further brainstorm textual proofs to support their thesis and draft an essay.
• Students will conference about, edit and revise drafts as needed.
• Students will submit their final polished draft.
Assessment/Evaluation
Formative Assessment:
• a checklist for assessing student completion of the steps in the writing process
Summative Assessment:
• a rubric for evaluating the written essay product (Appendix 2.4)
Accommodations
• Teacher will modify either time requirement and/or length of assignment to accommodate students with special needs
• Provide a scribe
• Attempt a comparative essay, e.g., comparing and contrasting two characters from the novel, for greater challenge
Resources
• an essay package/booklet that takes students through the various steps in writing an essay, i.e., a formal paragraph, textual proofs, thesis development, an outline and drafts of the essay itself
• a style guide, e.g., Reading and Writing for Success, HBJ
Continue to Unit 3 | Back to Unit 1 | Back to Course Profiles main menu