Exploration in Literature and Composition Grade 9 Course Expectations

Transcription

1 Exploration in Literature and Composition Grade 9 Course Expectations Course Description: Students will engage in integrated reading, writing, listening, speaking, visual literacy, and critical thinking activities. Students will use textual proof to support their opinions. They will read a variety of selections, both fiction and nonfiction, classic and contemporary, representing diverse cultures and viewpoints. Students will write in a wide variety of forms including narrative, expository, persuasive, and response to text. They will concentrate on developing and sharpening their own reading, writing, and thinking strategies. Students will also refine research, study, and test taking skills. Ohio Graduation Test reading and writing competencies will be integrated into all aspects of the curriculum which may include interdisciplinary connections. Textbooks: Literature: Language and Literacy, Grade 9, Pearson Education, Inc., 2010 Writing and Grammar, Grade 9, Pearson Education, Inc., 2008 Credit by Examination and Demonstration To receive credit for English 9, the student needs to successfully complete 3 of the following tasks. The task in Group A is a requirement for all students. Two of the remaining 3 selections must come from Group B. Group A A timed writing in front of a proctor in which the student creates a well crafted essay based on grade appropriate and content appropriate prose literature* (The student will choose 1 essay prompt from a list of 5 and will have 2 hours in which to complete the essay. He/She may bring a copy of the book, post it notes and a highlighter.) Group B Research paper based on a real world problem with a proposed solution. The research paper must be pages in length (not counting the title page or appendices). See rubric for additional requirements. Media of minutes in length that demonstrates knowledge of the curriculum (both reading and writing) as outlined by the Ohio Department of Education and the Columbus City Schools. (See the attached Academic Content Standards for the course.) This media includes a speaking component, a documentary video project, and a PowerPoint. For

2 example, the documentary video project could focus on literacy in the U.S. today; the PowerPoint could focus on the importance of reading and writing in today s global society; the speaking component would be the of the video and the PowerPoint before a panel of teachers and administrators. See rubric for additional requirements. Portfolio that shows knowledge of the curriculum as outlined by the Ohio Department of Education and the Columbus City Schools. Items to be placed in the portfolio include but are not limited to the following: 1) a table of contents, 2) a personal statement written by the student in the format of a letter that introduces himself/herself and describes his/her educational and career goals, 3) a 3 5 page personal or fictional narrative including writing that shows use of the writing process (prewriting, drafting, revising, editing, publishing), 4) a persuasive essay in business letter format, 5) an explanation of the following literary terms along with examples taken from reading: irony, symbolism, theme, setting, conflict, point of view, plot, subplot, characterization, stereotyping, foreshadowing, flashback, mood, tone, style, simile, metaphor, alliteration, personification, onomatopoeia, dialogue, monologue, soliloquy, and sonnet, 6) a list of 15 favorite quotations taken from literature of merit, and 7) a 1 2 page writing that reflects upon what the student has learned as a result of this portfolio project, with oral of the portfolio before a panel of teachers and administrators. See rubric for additional requirements. *In keeping with Ohio s common core standards document, students will be provided with sample book lists at the 9 10 and grade levels. The book lists contain titles recommended by the Ohio Department of Education as well as Columbus City Schools English teachers. The students would not need to select one of the titles on the lists, but the title chosen must be equivalent in complexity and quality. Scoring Guidelines for Credit by Examination and Demonstration: Group A: Written Exam 40% Group B: Selection 1 30% Group B: Selection 2 30% Grading Scale: 90% - 100% = A 80% - 89% = B 70% - 79% = C 60% - 69% = D Below 60% = F

3 Examples of Grade Appropriate and Content Appropriate Prose Literature* Grades 9 10: Alexie, Sherman. The Absolutely True Diary of a Part Time Indian Bradbury, Ray. Fahrenheit 451 Cisneros, Sandra. House on Mango Street Douglass, Frederick. Narrative of the Life of Frederick Douglass, an American Slave Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott Golding, William. Lord of the Flies Lee, Harper. To Kill a Mockingbird Orwell, George. Animal Farm Shelley, Mary. Frankenstein Steinbeck, John. The Grapes of Wrath Tan, Amy. The Joy Luck Club Wright, Richard. Black Boy Yang, Gene Luen. American Born Chinese Zusak, Markus. The Book Thief Grades 11 12: Achebe, Chinua. Things Fall Apart Austen, Jane. Pride and Prejudice Brontë, Charlotte. Jane Eyre Brontë, Emily. Wuthering Heights Conrad, Joseph. Heart of Darkness Ellison, Ralph. Invisible Man Faulkner, William. As I Lay Dying Fitzgerald, F. Scott. The Great Gatsby Gaines, Ernest J. A Lesson Before Dying Haley, Alex. The Autobiography of Malcolm X Hurston, Zora Neale. Their Eyes Were Watching God Kidd, Sue Monk. The Secret Life of Bees Thackeray, William Makepeace. Vanity Fair Thoreau, Henry David. Walden *To the student: You do not need to select one of the titles from the above lists. However, the book that you choose must be equivalent to the above titles in complexity and quality. If you elect to read a book that is not on the above lists and would like to make certain that it is acceptable for this credit flexibility project, the title of the book to Ms. Cox at scox7639@columbus.k12.oh.us.

4 Timed Writing Assessment Rubric CATEGORY Thinking Development of ideas, clarity of purpose Organization Arrangement and flow of logic Content Supporting details Diction Use of language, sentence structure Mechanics Spelling, punctuation, grammar, paragraphing Writer generates original ideas, provides a compelling thesis, synthesizes complex concepts, and offers keen insights. Writer s theme/thesis and supporting evidence are presented clearly and artfully, enhancing impact. Writer s choice of supporting evidence is rich and substantive; sources are integrated in a sophisticated manner. Writer s voice is clear. Varied and elegant sentences enhance impact. Rich, effective vocabulary and figurative language. Writing contains very few or no errors. Use of mechanics enhances meaning. Writer breaks rules artfully. Writer demonstrates evidence of original thinking, offers a clear thesis, synthesizes concepts, and displays insight. Writing contains clear focus and flow of logic, including an effective introduction and conclusion, and skillful transitions. Writer s choice of content is interesting and meaningful, with effective details and integration of sources. Writer demonstrates an awareness of the value of good sentence variety and generally rich language in enhancing meaning. Writing contains few errors, sophisticated use of grammar and punctuation, and effective paragraphing. Writer attempts analysis, but demonstrates little or no original thought or insight; thesis is present but weak. Writing is generally focused; some attempt at flow of logic, but with limited success; adequate but mechanical introduction/conclusion. Writer uses correct information and sufficient details to support focus, but does not always attach the evidence to the thesis. Writing contains some sentence variety, correct word usage, and acceptable vocabulary, but lacks richness. Writing features generally correct spelling, paragraph structure and grammar. Errors do not interfere with meaning. Writer shows little or no understanding of purpose; thinking lacks coherence. Writer s focus is unclear, with poor organization, lack of transitions; introduction and/or conclusion is missing. Writing contains details that are confusing, irrelevant or repetitive; no integration of sources. Writing contains no sentence variety, some sentence fragments and/or run on sentences; simplistic vocabulary. Writing contains many errors in spelling, capitalization, punctuation and/or paragraphing. Errors seriously interfere with meaning.

5 Research Paper Assessment Rubric CATEGORY Audience and Purpose Organization Sources Evidence and Examples Accuracy Use of Language and Mechanics Focuses on a clearly stated thesis statement that outlines the main points to be discussed. Presents information in logical order, emphasizing details of central importance. All sources used for quotes, statistics, and facts are credible and cited correctly in MLA format. All of the evidence and examples are specific and relevant. Draws clear conclusions from information gathered. All supported facts and statistics are reported accurately. Shows overall clarity and fluency; contains few mechanical errors. Focuses on a clearly stated thesis statement that outlines some of the main points to be discussed. Presents information in logical order. All sources used for quotes, statistics, and facts are credible and most are cited correctly in MLA format. Most of the evidence and examples are specific and relevant. Draws conclusions from information gathered. Almost all supported facts and statistics are reported accurately. Shows good sentence variety; contains some mechanical errors. Focuses mainly on the chosen topic but does not outline the main points to be discussed. Presents information logically, but organization is inconsistent. Most sources used for quotes, statistics, and facts are credible. Few pieces of evidence and examples are specific and relevant. Explains and interprets some information. Most supported facts and statistics are reported accurately. Uses awkward or overly simple sentence structures; contains many mechanical errors. Presents information without a focus. Presents information in a scattered, disorganized manner. Many sources are not credible and/or are not cited correctly. Evidence and examples are not relevant and/or are not explained. Most supported facts and statistics are reported inaccurately. Contains incomplete thoughts and mechanical errors that make the writing confusing.

6 Multimedia Project Assessment Rubric CATEGORY Content Format Organization Author s voice/awareness of Audience Mechanics of essays and other writing Sources Technical Competence Components of the project cover the topic in depth with details and examples. Subject knowledge is excellent. Makes excellent use of font, color, graphics, effects etc. to enhance the. A professional and academic. Content is wellorganized using headings or bulleted lists to group related material. Uses appropriate, sophisticated, precise vocabulary. There is a clear sense of audience. No misspellings or grammatical errors. Source information collected for all graphics, facts and quotes. All documented in MLA format. Documentary video and PowerPoint demonstrate competency in technology. A professional look. Operation of equipment runs smoothly. Includes essential knowledge about the topic. Subject knowledge appears to be good. Makes good use of font, color, graphics, effects etc. to enhance the. A professional and academic employed most of the time. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Uses many effective and appropriate words. A sense of audience is evident. Three or fewer misspellings and/or grammatical errors. Source information collected for all graphics, facts and quotes. Most documented in MLA format. Documentary video and PowerPoint demonstrate competency in technology. A mostly professional look. Operation of equipment runs smoothly for the most part. Includes essential information about the topic but there are 1 2 factual errors. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the content. Content is logically organized for the most part. Uses some effective and appropriate words. There is some sense of audience. Four misspellings and/or grammatical errors. Source information collected for all graphics, facts and quotes, but not documented in MLA format. Documentary video and PowerPoint lack a sense of professionalism. There are several incidents of equipment malfunction. Content is minimal or there are several factual errors. Makes use of font, color, graphics, effects, etc. but these often detract from the content. There was no clear or logical organizational structure. Uses few or no correct or effective words. There is little or no sense of audience. More than four errors in spelling and grammar. Very little or no source information was collected. Documentary video and PowerPoint are poorly organized and executed. There are multiple incidents of equipment malfunction.

7 Portfolio Assessment Rubric CATEGORY Assembly of Artifacts Format Organization Mechanics of essays and other writing Sources Oral Presentation All portfolio artifacts are present and in the correct order. There is a clear understanding of the assembly of artifacts. Makes excellent use of font, color, graphics, effects etc. to enhance the. A professional and academic. Content is wellorganized using headings or bulleted lists to group related material. No misspellings or grammatical errors. Source information collected for all graphics, facts and quotes. All documented in MLA format. Well rehearsed with smooth delivery that holds audience attention. All portfolio artifacts are present, but a few are not in the correct order. There is a general understanding of assembly of artifacts. Makes good use of font, color, graphics, effects etc. to enhance the. A professional and academic employed most of the time. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Three or fewer misspellings and/or grammatical errors. Source information collected for all graphics, facts and quotes. Most documented in MLA format. Rehearsed with fairly smooth delivery that holds audience attention most of the time. One key artifact of the portfolio assembly is missing. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the content. Content is logically organized for the most part. Four misspellings and/or grammatical errors. Source information collected for all graphics, facts and quotes, but not documented in MLA format. Delivery not smooth, but able to maintain interest of the audience most of the time. Several key artifacts of the portfolio assembly are missing. Makes use of font, color, graphics, effects, etc. but these often detract from the content. There was no clear or logical organizational structure. More than four errors in spelling and grammar. Very little or no source information was collected. Delivery not smooth and audience attention often lost.

8 Benchmarks and Grade Level Indicators Acquisition of Vocabulary Benchmark A: Use context clues and text structures to determine the meaning of new vocabulary. 1. Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. Benchmark B: Examine the relationships of analogical statements to infer word meanings. 1. Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships. Benchmark C: Recognize the importance and function of figurative language. 1. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns. Benchmark D: Explain how different events have influenced and changed the English language. 1. Examine and discuss ways historical events have influenced the English language. Benchmark E: Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary. 1. Use knowledge of Greek, Latin and Anglo Saxon roots, prefixes and suffixes to understand complex words and new subject area vocabulary (e.g., unknown words in science, mathematics and social studies). Benchmark F: Use multiple resources to enhance comprehension of vocabulary. 1. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

9 Concepts of Print, Comprehension Strategies and Self Monitoring Strategies Benchmark A: Apply reading comprehension strategies to understand gradeappropriate text. 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. Benchmark B: Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing). 1. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade appropriate prints texts and electronic and visual media. Benchmark C: Use appropriate self monitoring strategies for comprehension. 1. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. Informational, Technical and Persuasive Text Benchmark A: Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes. 1. Identify and understand organizational patterns (e.g., cause effect, problemsolution) and techniques, including repletion of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience. 2. Compare and contrast the effectiveness of the features (e.g., format, sequence, headers) used in various consumer documents (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). Benchmark B: Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences. 1. Assess the adequacy, accuracy and appropriateness of an author s details, identifying persuasive techniques (e.g., bandwagon, testimonial, transfer, glittering generalities, emotional word repetition, bait and switch) and examples of propaganda, bias and stereotyping.

10 2. Identify the features of rhetorical devices used in common types of public documents, including newspaper editorials and speeches. Benchmark C: Analyze whether graphics supplement textual information and promote the author s purpose. 1. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. Benchmark D: Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text. 1. Analyze an author s implicit and explicit argument, perspective or viewpoint in text. 2. Analyze the author s development of key points to support argument or point of view. Benchmark E: Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization). 1. Critique the treatment, scope and organization of ideas from multiple sources on the same topic. Literary Text Benchmark A: Analyze interactions between characters in literary text and how the interactions affect the plot. 1. Identify and explain an author s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies. Benchmark B: Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. 1. Analyze the influence of setting in relation to other literary elements. Benchmark C: Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text. 1. Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

11 Benchmark D: Identify similar recurring themes across different works. 1. Interpret universal themes across different works by the same author and different authors. Benchmark E: Analyze the use of a genre to express a theme or topic. 1. Analyze how an author s choice of genre affects the expression of a theme or topic. Benchmark F: Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone. 1. Evaluate the point of view used in a literary text. 2. Explain how foreshadowing and flashback are used to shape plot in a literary text. 3. Define and identify types of irony, including verbal, situational and dramatic, used in literary texts. 4. Explain how authors use symbols to create broader meanings. 5. Identify sound devices, including alliteration, assonance, consonance and onomatopoeia, used in literary texts. Benchmark G: Explain techniques used by authors to develop style. 1. Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax. Writing Processes Benchmark A: Formulate writing ideas and identify a topic appropriate to the purpose and audience. 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 2. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. Benchmark B: Determine the usefulness of organizers and apply appropriate pre writing tasks. 1. Determine the usefulness of and apply appropriate pre writing tasks (e.g., background reading, interviews or surveys).

12 2. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. 3. Use organizational strategies (e.g., notes and outlines) to plan writing. 4. Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion, and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. Benchmark C: Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas. 1. Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). 2. Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. 3. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose and use techniques to convey a personal style and voice. 4. Use available technology to compose text. 5. Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. Benchmark D: Edit to improve sentence fluency, grammar and usage. 1. Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. 2. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice. 3. Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. 4. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run ons and eliminate inappropriate slang or informal language. Benchmark E: Apply tools to judge the quality of writing. 1. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

13 Benchmark F: Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics. 1. Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. Writing Applications Benchmark A: Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language. 1. Write narratives that: a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); b. use a range of strategies and literary devices including figurative language and specific narration; and, c. include an organized, well developed structure. Benchmark B: Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge. 1. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. Benchmark C: Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies. 1. Write business letters, letters to the editor and job applications that: a. address audience needs, stated purpose and context in a clear and efficient manner; b. follow the conventional style appropriate to the text using proper technical terms; c. include appropriate facts and details; d. exclude extraneous details and inconsistencies; and e. provide a sense of closure to the writing.

14 Benchmark D: Use documented textual evidence to justify interpretations of literature Or to support a research topic. 1. Write informational essays or reports, including research that: a. pose relevant and tightly drawn questions that engage the reader; b. provide a clear and accurate perspective on the subject; c. create an organizing structure appropriate to the purpose, audience and context; d. support the main ideas with facts, details, examples and explanations from sources; and e. document sources and include bibliographies. Benchmark E: Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details. 1. Write persuasive compositions that: a. establish and develop a controlling idea; b. support arguments with detailed evidence; c. exclude irrelevant information; and d. cite sources of information. 2. Produce informal writings (e.g., journals, notes and poems) for various purposes. Writing Conventions Benchmark A: Use correct spelling conventions. 1. Use correct spelling conventions. Benchmark B: Use correct punctuation and capitalization. 1. Use correct capitalization and punctuation. Benchmark C: Demonstrate understanding of the grammatical conventions of the English language. 1. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). 2. Use parallel structure to present items in a series and items juxtaposed for emphasis. 3. Use proper placement of modifiers. 4. Maintain the use of appropriate verb tenses.