The document is a student survey evaluating their teacher, Miss Keigher. Students were asked to rate on a scale of 1 to 5 how much they agreed with statements about Miss Keigher's teaching abilities and the class. They were then asked open-ended questions about what they liked best and least about the class, an enjoyable and unenjoyable activity, how they learn best, and advice for Miss Keigher.
This document contains an argumentative essay rubric for grades 11-12 that assesses writing on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors define performance levels from novice to exceeds to score writing skills from 1 to 4. The rubric provides teachers a framework to evaluate how thoroughly students develop claims, organize arguments, integrate research, and demonstrate writing mechanics.
This document provides guidance and examples for determining themes or central ideas in texts and providing objective summaries. It examines two poems by Langston Hughes that both deal with the theme of dreams. Students are instructed to identify the top two important words and themes in each poem, as well as evidence of those themes. They are also asked to write an objective summary of the text.
This document contains an argumentative essay rubric for grades 11-12 that assesses writing on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors define the expectations for performance levels ranging from novice to exceeds expectations. The rubric provides teachers with a framework to evaluate how well students develop claims, organize ideas, integrate research, and demonstrate writing mechanics.
The document is a student survey evaluating their teacher, Miss Keigher. Students were asked to rate on a scale of 1 to 5 how much they agreed with statements about Miss Keigher's teaching abilities and the class. They were then asked open-ended questions about what they liked best and least about the class, an enjoyable and unenjoyable activity, how they learn best, and advice for Miss Keigher.
This document contains an argumentative essay rubric for grades 11-12 that assesses writing on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors define performance levels from novice to exceeds to score writing skills from 1 to 4. The rubric provides teachers a framework to evaluate how thoroughly students develop claims, organize arguments, integrate research, and demonstrate writing mechanics.
This document provides guidance and examples for determining themes or central ideas in texts and providing objective summaries. It examines two poems by Langston Hughes that both deal with the theme of dreams. Students are instructed to identify the top two important words and themes in each poem, as well as evidence of those themes. They are also asked to write an objective summary of the text.
This document contains an argumentative essay rubric for grades 11-12 that assesses writing on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors define the expectations for performance levels ranging from novice to exceeds expectations. The rubric provides teachers with a framework to evaluate how well students develop claims, organize ideas, integrate research, and demonstrate writing mechanics.
The document outlines the components of an argumentative writing piece, including an introduction with an attention grabber and thesis statement, three body paragraphs with a point, supporting evidence, and explanation for each point, a counterargument and rebuttal, and a conclusion that restates the focus statement and thesis and leaves a lasting impression. It relates to developing and strengthening writing through planning, revising, and addressing the purpose and audience.
This rubric evaluates student presentations on inquiry projects based on knowledge and understanding of content, research, and presentation. For knowledge and understanding, students must demonstrate their learning through research, synthesis and analysis, and articulate an original conclusion. For research, students must incorporate sources from different databases and support their conclusion. For presentation, students must effectively convey their conclusions through visuals, tone, and clear language. Higher scores are given for thoroughness in research and knowledge, supporting conclusions, and engaging presentation skills.
The document analyzes various modern songs and poems that are reflective of American society and culture. It discusses lyrics from songs by artists like Miley Cyrus, Lil Wayne, Green Day, Kanye West, Eminem, and Madonna. It also analyzes the poem "Let America Be America Again" by Langston Hughes. The analysis seeks to understand how these works respond to an essential question about American culture and society.
The document outlines writing goals for the second quarter. It asks the student to identify strengths and areas for improvement in their writing related to development, organization, reading/research, and language/conventions. It also prompts the student to request specific ways their teacher can help them achieve their writing goals.
This rubric evaluates student presentations on inquiry projects based on knowledge and understanding of content, research, and presentation. For knowledge and understanding, students must demonstrate their learning through research, synthesis and analysis, and include an original conclusion. For research, students must incorporate sources from different resources including a credible database, support their conclusion, and include outside perspectives. For presentation, students must effectively convey their conclusions through an engaging format, appeal to their audience, and command standard English conventions. The rubric assigns scores from 1 to 4 in each category based on the level of proficiency demonstrated.
This document provides a graphic organizer called SOAPSTONE that can be used to analyze a text. SOAPSTONE is an acronym that represents six elements to examine in a text: Speaker, Occasion, Audience, Purpose, Subject, and Tone. For each element, probing questions are provided to help determine things like who is speaking, why the text was written, who it is intended for, what is being discussed, and the attitude of the author. Analyzing these elements helps uncover an author's point of view and how style and rhetoric are used effectively in the text.
Jobs delivered a commencement address at Stanford University where he advised graduates to "stay hungry, stay foolish." He conveyed this advice by encouraging them to always keep learning, think differently, and follow their passions. Jobs' overall purpose was to inspire the graduates to ignore critics and pursue meaningful work through creativity and curiosity. He established this purpose through rhetorical appeals to the graduates' emotions, ambitions, and sense of possibility.
This document compares the short stories "The Story of an Hour" and "The Yellow Wallpaper". Both stories feature female main characters who are oppressed in their marriages and societies of the time. In "The Story of an Hour", the main character is told her husband died but is then devastated to learn he is alive, dying of heart problems from the shock. In "The Yellow Wallpaper", the main character is confined on her husband's orders due to anxiety and depression, and her mental state deteriorates while imprisoned in the house. The stories share themes of women trapped in their circumstances and marriages, facing societal expectations that dismissed their feelings and health issues.
A character's motivation is what drives their actions and is determined by both their personality and the current situation. Motivation stems from the interaction between a character's inherent traits and how they respond to what is happening around them. Understanding motivation allows readers to predict how a character will behave based on their personality and circumstances.
This document contains an argumentative essay rubric for grades 11-12 that assesses student writing based on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors are provided for performance levels ranging from novice to exceeds expectations. The rubric is designed to evaluate how well students address the writing task, develop and support claims, organize ideas, incorporate research, and employ standard writing mechanics.
This document provides a graphic organizer for writing an argumentative essay. It outlines the key components of an introduction with an attention grabber and thesis statement. The body should include topic sentences, evidence from credible sources to support claims, and reasoning. A conclusion restates the focus statement and thesis, and leaves a lasting impression. It also notes that a counterclaim and rebuttal can be included. The overall goal is to support a claim using valid reasoning and sufficient evidence per the Common Core standard presented.
Both articles discuss the rising rates of student cheating. The central idea that emerges is that more students are cheating today than in the past, including high-achieving students. This central idea is supported by evidence that cheating has become more accepted and easier to do due to factors like the internet and views of cheating as a means to success rather than a problem.
The document provides instructions for students to analyze a speech by J.K. Rowling by highlighting examples of logical appeals (logos), emotional appeals (pathos), credibility and authority (ethos), imagery, shifts in tone, and passages that appeal to the intended audience. Students are asked to mark the text to identify these rhetorical devices and techniques.
This document outlines the Common Core State Standard for determining the central idea of a text, analyzing how it develops through specific details, and providing an objective summary. It instructs students to identify the author's point, examine supporting details, and summarize the text. It also suggests breaking down the standard into determining the central idea, analyzing its development, considering supporting details, and writing an objective summary.
Address specific audience in writing (w.9 10.4)Jkeigher
The document discusses how to write for an audience by choosing an intended audience, understanding what they believe, and addressing them in the writing. It suggests considering how the audience affects the purpose and strategy by influencing the style, support, tone and vocabulary used. The writer should indicate who the audience is, establish rapport with them, direct their attention, and wrap up by addressing the audience.
The document provides guidance on writing an effective essay, outlining five key elements:
1. Use an attention-grabbing introduction to engage the reader.
2. Include a clear focus statement and thesis statement that previews the main points to be covered.
3. The thesis statement should be supported by topic sentences in each body paragraph that summarize the main claim.
4. Within each paragraph, use a Point-Evidence-Explanation structure to first state the main point, then provide concrete evidence to support it, and finally explain the significance of the evidence to the overall argument.
5. Include transitions between paragraphs to guide the reader through the logical flow of ideas.
The document provides guidelines for formatting a paper in MLA style, including general guidelines, formatting the first page, in-text citations, works cited pages, and examples of citations for different source types like books, articles, websites. Key guidelines include double spacing, 1-inch margins, indented paragraphs, and parenthetical citations with corresponding references in an alphabetized works cited list.
This unit focuses on analyzing an author's choices in developing elements of stories such as setting, characterization, and plot sequence. Students will analyze short stories and plays to understand how these elements are used and how they impact the overall work. Assessment tools include analyzing character charts, determining an author's purpose, and weekly writing assignments reflecting on news articles. The goal is for students to understand the purpose behind an author's choices in constructing their narratives.
This document outlines targets and assessments for teaching students to analyze how an author's choices impact elements in a story or drama. Students will analyze settings, characters, plot sequences and their development and relationships. They will determine how these elements support themes. Assessments include analyzing story elements, character analyses, determining author's purpose, and evaluating how setting impacts tone and plot supports themes. Students will also write reflections on weekly news articles. The goal is for students to understand how author choices develop a story and how elements relate.
This unit introduces students to argumentative writing. Students will learn the elements of an effective argument, including claims, counterclaims, reasoning, evidence, and rebuttals. They will apply these skills by writing an argumentative essay. Additionally, students will read a news article each week and write a short reflection to develop their routine writing abilities. The unit is designed to help students meet the standards of writing arguments using valid reasoning and evidence and writing routinely over different time frames. An essential question is what elements are necessary for an effective argument. Formative and summative assessments include introductory activities, practice identifying elements, self-assessments, essays, and article reflections.
The document outlines the components of an argumentative writing piece, including an introduction with an attention grabber and thesis statement, three body paragraphs with a point, supporting evidence, and explanation for each point, a counterargument and rebuttal, and a conclusion that restates the focus statement and thesis and leaves a lasting impression. It relates to developing and strengthening writing through planning, revising, and addressing the purpose and audience.
This rubric evaluates student presentations on inquiry projects based on knowledge and understanding of content, research, and presentation. For knowledge and understanding, students must demonstrate their learning through research, synthesis and analysis, and articulate an original conclusion. For research, students must incorporate sources from different databases and support their conclusion. For presentation, students must effectively convey their conclusions through visuals, tone, and clear language. Higher scores are given for thoroughness in research and knowledge, supporting conclusions, and engaging presentation skills.
The document analyzes various modern songs and poems that are reflective of American society and culture. It discusses lyrics from songs by artists like Miley Cyrus, Lil Wayne, Green Day, Kanye West, Eminem, and Madonna. It also analyzes the poem "Let America Be America Again" by Langston Hughes. The analysis seeks to understand how these works respond to an essential question about American culture and society.
The document outlines writing goals for the second quarter. It asks the student to identify strengths and areas for improvement in their writing related to development, organization, reading/research, and language/conventions. It also prompts the student to request specific ways their teacher can help them achieve their writing goals.
This rubric evaluates student presentations on inquiry projects based on knowledge and understanding of content, research, and presentation. For knowledge and understanding, students must demonstrate their learning through research, synthesis and analysis, and include an original conclusion. For research, students must incorporate sources from different resources including a credible database, support their conclusion, and include outside perspectives. For presentation, students must effectively convey their conclusions through an engaging format, appeal to their audience, and command standard English conventions. The rubric assigns scores from 1 to 4 in each category based on the level of proficiency demonstrated.
This document provides a graphic organizer called SOAPSTONE that can be used to analyze a text. SOAPSTONE is an acronym that represents six elements to examine in a text: Speaker, Occasion, Audience, Purpose, Subject, and Tone. For each element, probing questions are provided to help determine things like who is speaking, why the text was written, who it is intended for, what is being discussed, and the attitude of the author. Analyzing these elements helps uncover an author's point of view and how style and rhetoric are used effectively in the text.
Jobs delivered a commencement address at Stanford University where he advised graduates to "stay hungry, stay foolish." He conveyed this advice by encouraging them to always keep learning, think differently, and follow their passions. Jobs' overall purpose was to inspire the graduates to ignore critics and pursue meaningful work through creativity and curiosity. He established this purpose through rhetorical appeals to the graduates' emotions, ambitions, and sense of possibility.
This document compares the short stories "The Story of an Hour" and "The Yellow Wallpaper". Both stories feature female main characters who are oppressed in their marriages and societies of the time. In "The Story of an Hour", the main character is told her husband died but is then devastated to learn he is alive, dying of heart problems from the shock. In "The Yellow Wallpaper", the main character is confined on her husband's orders due to anxiety and depression, and her mental state deteriorates while imprisoned in the house. The stories share themes of women trapped in their circumstances and marriages, facing societal expectations that dismissed their feelings and health issues.
A character's motivation is what drives their actions and is determined by both their personality and the current situation. Motivation stems from the interaction between a character's inherent traits and how they respond to what is happening around them. Understanding motivation allows readers to predict how a character will behave based on their personality and circumstances.
This document contains an argumentative essay rubric for grades 11-12 that assesses student writing based on four criteria: development, organization, reading/research, and language/conventions. For each criterion, descriptors are provided for performance levels ranging from novice to exceeds expectations. The rubric is designed to evaluate how well students address the writing task, develop and support claims, organize ideas, incorporate research, and employ standard writing mechanics.
This document provides a graphic organizer for writing an argumentative essay. It outlines the key components of an introduction with an attention grabber and thesis statement. The body should include topic sentences, evidence from credible sources to support claims, and reasoning. A conclusion restates the focus statement and thesis, and leaves a lasting impression. It also notes that a counterclaim and rebuttal can be included. The overall goal is to support a claim using valid reasoning and sufficient evidence per the Common Core standard presented.
Both articles discuss the rising rates of student cheating. The central idea that emerges is that more students are cheating today than in the past, including high-achieving students. This central idea is supported by evidence that cheating has become more accepted and easier to do due to factors like the internet and views of cheating as a means to success rather than a problem.
The document provides instructions for students to analyze a speech by J.K. Rowling by highlighting examples of logical appeals (logos), emotional appeals (pathos), credibility and authority (ethos), imagery, shifts in tone, and passages that appeal to the intended audience. Students are asked to mark the text to identify these rhetorical devices and techniques.
This document outlines the Common Core State Standard for determining the central idea of a text, analyzing how it develops through specific details, and providing an objective summary. It instructs students to identify the author's point, examine supporting details, and summarize the text. It also suggests breaking down the standard into determining the central idea, analyzing its development, considering supporting details, and writing an objective summary.
Address specific audience in writing (w.9 10.4)Jkeigher
The document discusses how to write for an audience by choosing an intended audience, understanding what they believe, and addressing them in the writing. It suggests considering how the audience affects the purpose and strategy by influencing the style, support, tone and vocabulary used. The writer should indicate who the audience is, establish rapport with them, direct their attention, and wrap up by addressing the audience.
The document provides guidance on writing an effective essay, outlining five key elements:
1. Use an attention-grabbing introduction to engage the reader.
2. Include a clear focus statement and thesis statement that previews the main points to be covered.
3. The thesis statement should be supported by topic sentences in each body paragraph that summarize the main claim.
4. Within each paragraph, use a Point-Evidence-Explanation structure to first state the main point, then provide concrete evidence to support it, and finally explain the significance of the evidence to the overall argument.
5. Include transitions between paragraphs to guide the reader through the logical flow of ideas.
The document provides guidelines for formatting a paper in MLA style, including general guidelines, formatting the first page, in-text citations, works cited pages, and examples of citations for different source types like books, articles, websites. Key guidelines include double spacing, 1-inch margins, indented paragraphs, and parenthetical citations with corresponding references in an alphabetized works cited list.
This unit focuses on analyzing an author's choices in developing elements of stories such as setting, characterization, and plot sequence. Students will analyze short stories and plays to understand how these elements are used and how they impact the overall work. Assessment tools include analyzing character charts, determining an author's purpose, and weekly writing assignments reflecting on news articles. The goal is for students to understand the purpose behind an author's choices in constructing their narratives.
This document outlines targets and assessments for teaching students to analyze how an author's choices impact elements in a story or drama. Students will analyze settings, characters, plot sequences and their development and relationships. They will determine how these elements support themes. Assessments include analyzing story elements, character analyses, determining author's purpose, and evaluating how setting impacts tone and plot supports themes. Students will also write reflections on weekly news articles. The goal is for students to understand how author choices develop a story and how elements relate.
This unit introduces students to argumentative writing. Students will learn the elements of an effective argument, including claims, counterclaims, reasoning, evidence, and rebuttals. They will apply these skills by writing an argumentative essay. Additionally, students will read a news article each week and write a short reflection to develop their routine writing abilities. The unit is designed to help students meet the standards of writing arguments using valid reasoning and evidence and writing routinely over different time frames. An essential question is what elements are necessary for an effective argument. Formative and summative assessments include introductory activities, practice identifying elements, self-assessments, essays, and article reflections.
1. CCSS.ELA-LITERACY.RL.11-12.2:Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.11-12.2: Assessment
Comparing Theme: Langston Hughes’ Poetry
Dreams
Langston Hughes
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Top 2 Important Words
Theme Evidence
Objective Summary:
2. CCSS.ELA-LITERACY.RL.11-12.2:Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Harlem (Dream Deferred)
Langston Hughes
What happens to a dream deferred?
Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Top 2 Important Words
Theme Evidence
Objective Summary:
3. CCSS.ELA-LITERACY.RL.11-12.2:Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on one another to produce a complex
account; provide an objective summary of the text.
Dreams Similarities Harlem