Freshman EnglishReference Guide

Lexington High School2013-2014

Name: ________________________________________

Block: _______   Teacher: Ms. Michelle Eaton

Table of Contents

Nuts & BoltsHow and Where to Find Me……………………………………………………………………3Classroom Expectations…………………………………………………………………………3Essential Questions………………………………………………………………………………..3LHS Honor Code…………………………………………………………………………………….4Writing Portfolios……..……………………………………………………………………………5Turnitin.com…………………………………………………………………………….……………5

ReadingReading Reflections………………………………………………………………………………7Annotation Guide………………………………………………………………………………….8Annotation Rubric………………………………………………………………………………...9Proficient Work Sample: Annotation……..……………………………………………..10Literary Terms …………………………………………………………………………………...11Independent Reading Project……..………………………………………………………..12

WritingOnline Writing Guide……………………………………………………………………………13Ways to Prewrite………………………………………………………………………………....14Final Edits: Search and Destroy…………………………………………………………….15Analytical Writing Rubric……………………………………………………………………..16Proficient Work Sample: Analytical Writing…………………..………………………17

Classwork & HomeworkHomework Rubric………………………………………………………………………………..18Journal Set-up Guide…………………………………………………………………………….19Blog Post Assignments………..……………………………………………………….……….19Vocabulary Instructions...……………………………………………………………………..20Prefixes, Suffixes, and Roots………………………………………………………………….21Proficient Work Sample: Vocabulary……………..……………………………………...22Proficient Work Sample: Journal Entry.……………………..………………………….22

ParticipationExpectations for Participation…..…………………………………………………………..24Discussion Rubric………………………………………………………………………………...25Ways to Respond………………………………………………………………………………….26

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Nuts & BoltsHow and Where to Find Me…..3Classroom Expectations……..…3Essential Questions………………3LHS Honor Code……………………4Portfolios……………………………..5Turnitin.com………………………..5

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How and Where to Find MeI teach in 177 and have a desk in the faculty room, room 245. I have schedules posted inside and outside my classroom to help you locate me. I will usually be in 177 at the beginning and end of the school day and in 245 when I am not teaching (unless I am prepping in my classroom). If you cannot find me, the best thing to do is email me: meaton@sch.ci.lexington.ma.us. I do not have a direct phone line.

Remember from our course expectations: if you are absent, or if you need support from home, our class website and your English “buddy” are the BEST ways to get information.

Mseatonsenglishclass.weebly.com

Classroom Expectations: Above all else, this classroom will be a place in which all of its members are respected at all times. Our classroom will be a fun and welcoming place where we listen to each other, encourage each other to share ideas and contribute to class discussion. In order for this to happen, you are expected to come to class ready to learn and ready to be a part of our classroom community.

Academic Goals: This class will be guided by the following school-wide academic expectations. Write clearly and effectively, producing work that is informative, well organized, and

appropriate to its purpose. Read and comprehend varied materials and be able to interpret, analyze, and apply what

you read. Listen actively and respond to communications through inquiry, discussion, writing, and

various forms of art.

Essential Questions: The following questions and key concepts will be used to focus our year. The goal is to have strong and complex answers to each of these questions by the end of the year.

Why do we tell stories?

How can fiction reveal truth?

What are the skills and habits that help a reader understand any text?

How do themes emerge from patterns and details in a text?

How does a writer develop a successful interpretive claim about a text?

What constitutes strong evidence to support a claim? Key Concepts:Archetype Theme DictionFigurative Language Character ObservationInference Claim EvidenceAnalysis Synthesis

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Lexington High School Honor Code

A core value of an institution that seeks to maintain high moral and ethical standards is the intolerance of cheating in any form. Cheating undermines both the integrity of the perpetrator as well as that of the school. In presenting a code of conduct based on individual integrity and ethics, we aim to create a vision of what we would like our community to be. The Honor Code intends to reduce the level of unhealthy competition in the school by shifting peer pressure away from cheating and toward ethical behavior.

The following will be considered cheating: The willful giving or receiving of an unauthorized, dishonest, or unscrupulous advantage in

academic work. The above may be accomplished by any means whatsoever, including, but not limited to, the

following: fraud, duress, deception, theft, talking, signs, gestures, copying from another student, unauthorized collaboration, and the unauthorized use of study aids, memoranda, books, electronic programs, data or other information.

Attempted cheating

The following will be considered plagiarism: Presenting as one’s own the words, the work, or the opinions of someone else without prior

acknowledgement. Borrowing the sequence of ideas, the arrangement of material, or the pattern of thought of

someone else without proper acknowledgement.

If a student cheats or plagiarizes, s/he may receive zero for the entire assignment and may not qualify for make up of the assignment subject to the teacher’s discretion. The School reserves the right to assign additional penalties based on the severity of the offense up to and including suspension or expulsion.

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Writing Portfolios

All major writing assignments will be kept in a writing portfolio that will remain in the classroom except when sent home for parents to review. The assignments collected in these portfolios will be used throughout the year to practice various aspects of writing instruction and reflect on improvement. At the end of the year, each of you will have a significant collection of your own work demonstrating your hard work and improvement. It is, of course, expected that all written work is original to this class and is your own work.

Turnitin.com

Turnitin is an electronic service we use to submit written work. At the beginning of the year, you will create an account that you will use for both English and history class.

Setting up your account:

1) You need to visit www.turnitin.com.2) In the upper-right-hand corner, you should see:

3) Once you choose “Create Account,” you need to choose “student” in the center of the page.

4) You should be taken to a page looking like this:

5) You will need to fill in all of the information in order to enroll in an online class.

Your class ID is: ______________________________________________

Your class enrollment password is: ________________________

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ReadingReading Reflections……………………………...7Annotation Guide…………………………………8Annotation Rubric………………………………..9Proficient Work Sample: Annotation….10Literary Terms……………………………………11Independent Reading Project……………..12

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Reading ReflectionsReading is one of the most important skills you will hone this year.  As you read, it is good practice to actively engage with the text.  The following are phrases you should be using and questions you should be asking yourself as you read.

Thinking about how you read • I was distracted by…• I started to think about…• I got stuck when…• I was confused/focused because…• One strategy I used to help me read this better was…• When I got distracted I tried to refocus myself by…• This word(s) or phrase(s) was new/interesting to me…I think it means…• When reading I should…because...• When I read today I realized that...• I had a hard time understanding…• I’ll read better next time if I…

Thinking about what you read • Why does the character/author…• Why doesn’t the character/author....• What surprised me most was…• I predict that…• This author’s writing style is…• I noticed that the author uses…• The main character wants/is…• I want to ask the author/character...• The most interesting event/idea in this book is…• I realized…• The main conflict/idea in the book is...• One theme that keeps coming up is…• I found this quote interesting…• I _________ this book because...• I wonder why…

Elaborating on what you think • I think _________ because…• A good example of ________ is…• This reminded me of _____ because…• This was important because…• One thing that surprised me was _______ because I always thought…• The author is saying that…

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Annotation GuideOne of the best ways to improve your reading and to prepare for class discussion is to annotate your reading.  Annotation is the marking up of text.  As you read, you should seek to answer the following questions in the margins of the text.  

Reflective Preface (Pref): Look at the text’s title, its author, the date it was written.  If it is a shorter work, see where it was published (a newspaper, literary journal, a chapter in a book, etc.).  What might these things indicate?  Also, what type of text, or genre, is it?  Based on your preview of the text, write a preface at the top of the page: what you know, feel, or assume about its form and content.

Addressing the Unknown:Define Unfamiliar Words (Def): Identify, box, and define unfamiliar words. Challenging Passages (CP): Underline or bracket a particularly challenging or unclear passage. Paraphrase what you think it means above/next to the actual words in the text. Questions (?): What is confusing? What don’t you get? Why not?

Analyzing the Text:Literary Devices and Diction (LD):• What literary devices does the author employ? These might include: kinds of repetition, such as

parallelism; figurative language, such as simile, metaphor, personification, and hyperbole; etc.• What word choices does the author make (called diction) to achieve the purpose or establish the mood?

Organization and Structure (O&S):• How does the author arrange content to make an argument or tell a story?  What comes first and why? • What patterns do you notice in the text?  When do patterns shift or change?• From whose point of view is it written? Does the point of view ever change?

Making Meaning:Meaning and Purpose (M&P):• What is the author’s purpose in writing this piece?• What is his/her main idea?• To what audience is the piece addressed and how do you know? Inference (Inf): What do you infer from your observations about the author’s descriptions? Why are your observations significant? Predictions (Pred): What might happen next? Why do you think so?

Making Connections:Connections (||):• Does this remind you of a character or event in another text?• Does this remind you of something that happened in your own life?• Does this remind you of something we discussed in class?

Others: Mark surprises (!) or moods/emotions/your reactions (); sketch out places described or map relationships and family trees; color-code your types of annotations. Reflective Postscript (PS): Ideally written below your preface to respond to/set straight your initial assumptions, write what you think about what you read.  Make sure your annotations can help you support

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these thoughts.

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Annotation Rubric Exemplary Proficient Developing Beginning

Identifying

Addressing the

Unknown

Identifies and defines unfamiliar words

Identifies and attempts to paraphrase challenging passages

Asks and tries to answer questions of the text

Identifies and defines most unfamiliar words

Identifies and attempts to paraphrase most challenging passages

Asks and tries to answer questions of the text

Identifies but does not define all unfamiliar words

Identifies but rarely attempts to paraphrase challenging passages

Asks but rarely attempts to answer questions of the of the text

Sometimes identifies but does not define unfamiliar words

Sometimes identifies but does not attempt to paraphrase challenging passages

Rarely asks questions of the of the text

Analyzing the Text

Thoroughly identifies literary devices throughout the text

Identifies point of view Successfully identifies patterns in

the text Successfully identifies specific

genre characteristics

Identifies most literary devices Usually identifies point of view Identifies patterns in the text Identifies specific genre

characteristics

Identifies some literary devices Sometimes identifies point of

view Identifies some patterns in the

text Identifies some genre

characteristics

Identifies few literary devices Fails to or incorrectly identifies

point of view Fails to or incorrectly identifies

patterns in the text Fails to or incorrectly identifies

genre characteristics

Analyzing

Making Meaning

Successfully makes claims about purpose throughout the text

Successfully makes claims about where and how ideas emerge from the text

Makes insightful inferences from observations of the text

Takes risks in making predictions about the text

Makes claims about purpose throughout the text

Makes claims about where and how ideas emerge from the text

Makes inferences from observations of the text

Sometimes takes risks in making predictions about the text

Occasionally makes claims about purpose throughout the text

Occasionally makes claims about where and how ideas emerge from the text

Makes few inferences from observations of the text

Makes few predictions about the text

Rarely or fails to makes claims about purpose throughout the text

Rarely or fails to makes claims about where and how ideas emerge from the text

Rarely or fails to make inferences from observations of the text

Rarely or fails to make predictions about the text

MakingConnections

Draws insightful connections between text and other texts, self, and world

Draws connections between text and other texts, self, and world

Occasionally draws connections between text and other texts, self, and world

Rarely or fails to draw connections between text and other texts, self, and world

Publishing Presenting Your Work

Final product is clear and easy to read

Final product is thoroughly labeled according to the annotation guide

Final product is generally clear and easy to read

Final product is generally labeled according to the annotation guide

Final product sometimes lacks clarity and readability

Final product is sometimes labeled according to the annotation guide

Final product lacks clarity and readability

Final product is not labeled according to the annotation guide

Comments: Grade:

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Proficient Work Sample: Annotation

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Literary TermsLiterary terms are words that we use to discuss different aspects of literature. These terms give us a common vocabulary with which to describe how authors create meaning. These are concepts that you need to be able to recognize and employ in your discussion of literature.

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Alliteration – A repetition of sounds at the beginnings of words in sequence

Archetype – A pattern of storytelling or character development that is repeated throughout literature

Character – Any representation of an individual in a dramatic or narrative work. The reader can interpret characters as having moral and emotional qualities expressed in what they say and what they do.

Diction – The word choices an author makes

Figurative Language – The use of language to achieve effects beyond the range of literal language. Examples of figurative language include simile, metaphor, hyperbole, and personification.

Foreshadowing – Suggestions of action to come

Imagery – The use of sensory detail to provide rich description

Irony – Verbal Irony – When what is said is not what is meant Situational Irony – When a situation turns out in a way that is different than what is expected Dramatic Irony – When the audience knows something the characters do not

Metaphor – A type of figurative language that involves a comparison between two unlike things

Mood – The feeling of a whole work, expressed as an adjective like “dark” or “playful”

Motif – An image or concept that is repeated throughout a work of literature

Onomatopoeia – When the sounds of words are similar to the things they describe

Oxymoron – Apparently contradictory terms placed side by side to create one concept

Personification – A type of figurative language that involves giving an object human qualities

Pun – A joke exploiting multiple meanings of a word or words that sound alike

Simile – A metaphor that uses like or as

Symbol – An object that stands for an idea, belief, or intangible concept

Theme – The central idea in a piece of literature. A theme is not a single word, but a complete idea. In this class, we often express it as “The author shows the world to be a place where…”

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Independent Reading Project Quarter 2 and Quarter 3

Goal: To explore new genres, to explore new authors and to foster a love for reading.

Expectations: You will read most Fridays in English class, but you will also need to read outside of

school on your own time. You may only read two books by the same author over the course of the whole project. You must read in English. You may read from any genre, including non-fiction. Only one of your books may be a graphic novel. Once per quarter you will need to give a planned book talk to the class. I must approve your book.

Grading: You will receive weekly credit for having a book every Friday, reading diligently and

keeping track of your progress on your reading log bookmark. Once you complete a book, you must have a parent/guardian sign off on the bottom of

your bookmark. This helps me ensure that you are reading outside of school. Your FRP grade for both 2nd and 3rd quarter will be determined as follows:

o 4 books: A rangeo 3 books: B rangeo 2 books: C rangeo 1 book: D range

The quality of your completed bookmark will determine your final IRP grade. A bookmark that is completed thoroughly and thoughtfully will receive a “+,” a bookmark that is adequate will receive no additional credit, and a bookmark that is not completed thoroughly or thoughtfully will receive a “-.“ For example, if you read three books and take time to thoughtfully answer the questions on your bookmark, you will earn a B+ on your IRP for the quarter. This grade is out of 100 points.

You must give a scheduled, well-prepared book talk for the class. Please review the suggestions below and the rubric we discuss in class to prepare for your talk. Your book talk is also evaluated A-F, and is out of 40 points.

If you complete your required number of books before the project is over, you will still be asked to read on Fridays, although you will not need to read outside of class.

Planning your Book Talk: Remember to bring the book to class on the day of your scheduled talk. Introduce the book to the class: title, author, setting, main character(s). Tell the class briefly about the plot, but do not give away the ending! Tell the class about your favorite part of the book or connect the story to something you

read in the past or to the larger world. This is a great place to talk about archetypes. Give a recommendation! (eg. If you like …, you would love this book, or I recommend this

book to anyone who likes …)

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WritingOnline Writing Guide……………………….……………13Ways to Prewrite…………………………………………...14Final Edits: Search and Destroy……………………..15Analytical Writing Rubric………………………………16Proficient Work Sample: Analytical Writing….17

LHS Online Student Writing Guide

Bookmark this page! This is an excellent resource for all stages of the writing process.

http://lps.lexingtonma.org/Page/2120

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Ways To Prewrite

Pre-writing is one of the most important steps in writing an essay. Pre-writing is your chance to brainstorm and get all your ideas down on paper. If you don’t spend time pre-writing, your writing will probably not be very strong or very well organized.

There are many different ways to pre-write or brainstorm; below are four common ways. You can choose which way you want to pre-write, just make sure you choose a method that makes sense for the prompt you are responding to.

1. The List or Outline: Make a list of all of your ideas related to the question or topic. Get all your ideas on paper. When you exhaust your ideas, read back through your list to look for relationships and to group your thoughts.

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2. The T-Chart: Use the T-chart when you are comparing two things (characters, settings, ideas) or two opinions.

Haroun Harry Potter

3. The Web: Put your main idea in the center of the web and supporting ideas around the outside.

4. The Venn Diagram: Use the Venn Diagram when you want to compare both similarities and differences between two things.

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Final Edits for Analytical Writing

1. REMOVE all nonspecific, colorless, boring, dull, NOUNS: thing, stuff, a lot, tons, etc. USE: the specific term or object or number to which you refer: sixteen, old summer clothes, a

broken whistle, bushels of apples, etc.

2. REMOVE all redundant or useless qualifying ADVERBS: Very, quite, too, so, extremely, really, completely, totally, etc.

3. REMOVE all extra non-specific modifying PHRASES: In many ways, Very important concept, etc.

4. REMOVE all weak VERBS: shows, means, says, etc. Instead of “shows” USE: reveals, demonstrates, indicates, illuminates, etc. Instead of “means” USE: signifies, symbolizes, captures, etc. Instead of “says” USE: boasts, states, replies, shouts, cries, whimpers, announces, etc.

5. REMOVE all contractions in formal writing. Instead, you must write out: cannot, do not, has not, would not, etc. Contractions are too

informal for critical essays.

6. REMOVE all non-specific references: Instead of that character, name the character (Haroun) Instead of that idea, name the idea (the importance of storytelling) Instead of this shows, be specific about your observation (the relationship between Haroun and

his father demonstrates…)

7. REMOVE all references to a nameless “you.” For example: “Fear of humiliation makes you self-conscious.” (How do you know? I might like being

humiliated.) “As you can see…” (Are you sure I am seeing the same thing you are?) “Now that I have told you about….” (Who is your audience? Just me?)

8. REMOVE all first person references: Do not use “I,”  “In my opinion, “ “I think,” etc.

9. REMOVE symbols and numerals. USE one, two, three, and instead of 1,2,3, &

10. REMOVE all wishy-washy words: may, might, seems, could, possibly, probably, etc. These suggest you do not really know what you are talking about.

11. REMOVE all over-the-top SAT words. Use the best word. A simple and accurate word is often the most clear. For example, instead of: “The pulchritudinous centerpiece drew all eyes to the table,” say: “The brilliantly colored centerpiece drew all eyes to the table.”

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12. REMOVE past tense when referring to literature: Instead of: At first, Jack convinced the boys that hunting was for a civilized reason, eating, but as

the book progressed, killing a pig to eat transformed into killing each other for no reason. USE present tense: At first, Jack convinces the boys that hunting is for a civilized reason, eating,

but as the book progresses, killing a pig to eat transforms into killing each other for no reason.

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AnalyticalWriting Rubric Exemplary Proficient Developing Beginning

Content

Claim

Expresses an idea-driven, specific, supportable claim in a clear and concise manner. It is interesting and sophisticated.

Topic sentences substantiate claim and unify content

Expresses an idea-driven, specific, supportable claim in a clear and concise manner

Topic sentences relate to claim and unify content

Expresses a vague, trite, or somewhat supportable claim

Topic sentences somewhat relate to claim

Expresses no claim or an unsupportable claim

No topic sentences

Evidence

Employs sufficient and well-chosen evidence that is relevant to the argument

Provides enough context to understand evidence while avoiding plot summary

Employs sufficient evidence that is relevant to the argument

Provides context for evidence while mostly avoiding plot summary

Provides some evidence that may or may not be relevant to the argument

Provides little or no context for evidence and/or excessive plot summary

Provides excessive, little, or no evidence relevant to argument

Provides no context for evidence

Analysis

Analyzes how and why specific evidence supports the claim, using all relevant literary terms correctly

Develops and analyzes content with sophistication and originality, taking risks with ideas

Analyzes how and why evidence supports the claim, using some relevant literary terms

Develops and analyzes content, taking limited risks with ideas

Explains plot rather than analyzing and/or makes claims that are not clearly supported by evidence

Identifies content with little analysis

Does not include analysis Reaches faulty conclusion

Clarity

Structure

Develops a logical and coherent structure that flows smoothly

Organizes ideas that build upon one another in an effective fashion

Provides a strong reflective sense of closure

Develops a logical and coherent structure

Provides a sense of closure

Develops a structure that is confusing

Provides a limited sense of closure

Neglects to develop a structure Provides no closure

Style

Demonstrates an insightful awareness of audience and purpose

Uses sophisticated vocabulary without distracting from the purpose

Demonstrates meaningful variety in sentence structures

Consistently embeds quotations within the syntax

Demonstrates an awareness of audience and purpose

Uses appropriate vocabulary Demonstrates variety in sentence

structures Embeds quotations using

punctuation

Demonstrates a limited awareness of audience and purpose

Uses generally appropriate vocabulary

Demonstrates some variety in sentence structures

Attempts to embed quotations

Demonstrates no awareness of audience and purpose

Uses weak or inappropriate vocabulary

Lacks variety or demonstrates problems in sentence structure

Neglects to embed to quotations

Conventions

Contains no spelling or usage errors Uses present tense and third person Cites text correctly

Contains few spelling or usage errors

Uses present tense and third person most of the time

Cites text correctly most of the time

Contains errors that generally do not distract from meaning

Uses past or present progressive tense and/or first or second person

Contains multiple citation errors

Contains errors that significantly interfere with meaning

Does not cite text

Comments: Grade:

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Proficient Work Sample: Analytical Writing

One might think a person can lead a successful life without any companions or

loved ones. However, in The Bean Trees, author Barbara Kingsolver shows that people

need others who love and care for them to live a fulfilling life. This is illustrated when

protagonist Taylor Greer reads a book about flowers and vegetables to her adopted

daughter Turtle at the Oklahoma City Main Library. Taylor shows Turtle how wisteria

vines are helped by little bugs called rhizobia, similar to how humans need others to

thrive in life. Taylor explains to Turtle, "The wisteria vines on their own would just barely

get by,” but when they work with rhizobia, “they make miracles" (305). The rhizobia can

be seen as a metaphor for friends and family, suggesting that everyone needs "rhizobia"

to reach their maximum potential. The word "miracle" in this passage connotes luck and

success, representing how Taylor feels about her new life and friends in Tucson. Taylor

connects the way rhizobia help legumes survive to "the way Edna has Virgie, and Virgie

has Edna and everyone has Mattie" (305). The repetition of the word "and" emphasizes

how many examples there are of people needing each other. Taylor starts out with very

little, living in a poor county with only her mom to support her. She is "barely get[ting]

by" in Pittman County until she travels to Tucson, where new friends encourage her to

transform into a successful and happy person, becoming, like the wisteria, "flowers out of

bare dirt" (152). While the "bare dirt" represents malnourishment and emptiness, the

"flowers" represent life, showing how much a person can learn and grow through friends.

Through the central metaphor of rhizobia, Kingsolver illuminates how strong a person

can become with the help of loved ones.

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Classwork & HomeworkHomework Rubric…………………………….…..18Journal Set-up Guide……………………….…….19Blog Posting………………………………………….19Vocabulary Instructions...………………….…..20Prefixes, Suffixes, and Roots…………….…….22

Proficient Work Sample: Vocabulary…....21 Proficient Work Sample: Journal Entry....21

Homework Rubric

Exemplary Proficient Developing Beginning

Effort

Student thoroughly completes all aspects of assignment.

Work reflects movement toward mastery of skill and/or content. 6 points (+)

Student completes most aspects of assignment.

Work reflects some movement toward mastery of skill and/or content.

5 points ()

Student completes some aspects of assignment.

Work reflects limited movement toward mastery of skill and/or content.

4 points (-)

Student does not complete assignment.

Work does not reflect movement toward mastery of skill and/or content.

3 points (=)

Timeliness

Student is prepared to turn in work at start of class.

4 points

Student turns in work before the end of the day or completes work with the teacher.

3 points

Student turns in work before the next class.

2 points

Student’s work is turned in significantly late.

1 points

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Journal Set-Up Guide

You will have a journal that you will use daily and that will remain in class unless I ask you to bring it home. In your journal you will be completing daily journal prompts, conducting prewriting for larger assignments, reacting to classroom discussions and readings, writing poetry, or just getting down ideas. I expect all entries to show evidence of critical thinking, creativity, and active engagement with the material. While the content of your journal will be largely directed by our class activities, I want you to feel free to make it yours. Use it as a place to record:

What amazes, surprises, or angers you Quotes or inspiring passages from books or poems What you notice when you look more closely at something Small details that intrigue you Snatches of talk you overhear Memories Lists Your own sketches, drawings, or doodles What you wonder about

I will read some of your journal entries periodically, but the journal is yours to use to explore your thoughts and how to best express them in writing. Whatever you do, please show care for your journals as they are an important element in your development as a writer.

Organization: You will set up a Table of Contents for your journal on the first page. Create three columns as follows:

Date Entry Title Page Number

Skip three pages to allow the table of contents to grow and then number the fourth page as “1.” As you write, you are expected to number each page and to date and title each entry. This will make your work easier to find when you need it.

Blog Post Assignments

Class blogs will be a place for you to participate in this class even when we are not all in the room together.  Each week I will pose a question, video, or other information that I want you to think about.  Your job is to respond to my post and to each other on the website. You will receive double homework credit for your participation.

Participants will receive full homework credit if they:Respond to all elements of the promptAre thorough (about 300 words in length) and thoughtful (dig deep!) in responding Show strong evidence of critical thinking, creativity, and active engagement with the

materialReact to other students’ ideasUse proper spelling and grammar

A few guidelines: Only enter your FIRST NAME when you post. Read others’ responses before you post. Remember to address all aspects of the prompt.

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Vocabulary Instructions

Many weeks during the year, we will have a list of four vocabulary words that you will be expected to learn and demonstrate your understanding of. We may also do this with our warm up words. When I assign a vocabulary list, you will receive a sheet with four entries that look like this:

To complete your vocabulary homework, pick TWO of the following tasks for each word:

STORY: Create a mini-story focused on this vocabulary word. Your story should be about a paragraph in length, reveal the meaning of the word, be creative in nature, and make sense.

PICTURE: Depict the vocabulary word visually. Your illustration should reflect effort and understanding of the word’s meaning.

SENTENCES: Write two sentences using your word. Each sentence must use the vocabulary word correctly and reveal the meaning of the word through context.

COLLAGE: Create a collage of the vocabulary word to illustrate its meaning or use. You may want to incorporate the different meanings of the word, its history, etc. The collage may be from magazines, photographs, or a collection of your own images.

ETYMOLOGY: Research the etymology of the vocabulary word. Etymology is the origin of a particular word. If you choose this activity, you should focus on the word’s history, its origins (from which language, country, tradition, etc.), and how the meaning of the word has changed over time. It is important to cite your source and to put this, as much as possible, into your own words.

SYNONYMS AND ANTONYMS: List five words that have the same meaning as the vocabulary word and five words that have an opposite meaning. If you choose this option, be sure to pay attention to parts of speech.

USE IN CLASS: Write a short paragraph that explains why and how we use this word in our English class. If applicable, give an example of its use.

Circle or

highlight your

two

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Prefixes, Suffixes, and Roots

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Proficient Work Sample: Vocabulary

Proficient Work Sample: Journal EntryJournal Prompt: Describe your reaction to a violent or otherwise disturbing scene in a book you have read for the Independent Reading Project. What about it caused the greatest impact for you?

I stopped to reread the words on the seventh page of Ender’s Game by Orson Scott

Card. Ender was trying to act like an animal. Stilson was on the ground, having been brutally

kicked there by Ender. I looked back farther up the page, trying to find where Stilson had

taken the first swing, but it wasn’t there. Ender didn’t stop with the initial attack. He hit the

helpless boy with a barrage of swings, kicking him in the ribs and crotch. I cringed, realizing

that his actions were not out of impulse, but that they were calculated. My stomach began to

sink as it dawned on me that he wasn’t just trying to win the fight, but he was trying to end

the confrontation, forever. I imagined Stilson lying there, curled in a ball, wide eyed,

trembling simply from the effort of breathing.

Ender stopped beating the boy and turned to Stilson’s accomplices, “You might be

having some idea of ganging up on me. You could probably beat me up pretty bad. But just

remember what I do to people who try to hurt me. From then on you’d be wondering when

I’d get you, and how bad it would be”(7). I took a deep breath of relief. Ender had taught

them a lesson. The boy would be all right. But my stomach dropped as Ender kicked Stilson

in the face. I saw blood spraying from his face like water from a broken pipe. This wasn’t

something Ender could take back. This was irreversible.

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ParticipationExpectations for Participation...24Discussion Rubric…………….……..25Ways to Respond……………………..26

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Expectations for ParticipationYour participation in class is an important part of your learning, your grade, and our class function. If all students participate at high levels, we will have greater engagement with the material, a more thorough understanding of concepts, and improved overall progress. The chart below outlines criteria for participation in class—I expect that all students will be responsive at the very least.

If you are not comfortable with regularly speaking in class, here are some ways that you can improve your participation grade:

Always produce quality written work during class. Volunteer content or skill related facts—this is generally easier than sharing your opinions. Actively participate in partner or small group work—let me see you pulling your weight. Conference with me outside of class related to class work. Start small—plan to speak at least once during each class.

Self-evaluation: Periodically, you will be expected to reflect on your class participation. Get in the habit of consulting this rubric regularly and answering the following questions.

1. Which level do you believe you are currently? Explain.2. What are the strengths of your classroom participation?3. What are two ways you could improve your classroom participation?

Expected minimum

level of participation

LEADER

If you have reached this level, you are a leader in our class. You don’t dominate, but you help bring our class to a higher level by engaging classmates with new ideas, explaining something to a classmate who might be confused or need clarification, and by including classmates with diverse views and abilities.

SELF-CHALLENGER

You challenge yourself during class—as well as outside of class—to master concepts, engage with new ideas, and take risks to advance individual accomplishment. (Remember: one person’s challenge might differ greatly from another’s.)

INVOLVED

You demonstrate consistent, active participation in class. You regularly volunteer, including by responding to classmate’s comments and asking thoughtful questions. You visibly try to be interested and committed during class time and occasionally check in outside of class time.

ATTENTIVEYou are always attentive and on-point (responding to the appropriate question) when called upon. In addition, you listen closely to classmates as well as to the teacher.

RESPONSIVE

You follow directions and ask questions for clarification. You rarely distract classmates or talk out of turn. You enter class before the second bell and:

Pick up journal and any new materials, Have class materials out on desk and ready as

class starts: homework, assignment notebook, pencil or pen, book or reading, etc.;

Promptly begin the journal prompt, Copy homework into agenda.

COOPERATIVEYou show some evidence of distracting others or not following directions, but you are generally positive.

DISTRACTED OR DISTRACTING

Your behavior or attendance issues interfere with your work and our class function.

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Discussion Rubric Exemplary Proficient Developing Beginning

Making Meaning

Consistently demonstrates a careful reading of the text

Makes insightful comments and inferences about meaning

Significantly contributes new ideas and synthesizes others’ ideas

Demonstrates a careful reading of the text

Makes some insightful comments and inferences about meaning

Contributes new ideas

Demonstrates a superficial reading of the text

Makes some relevant comments but fails to develop ideas

Reacts primarily on a personal level (“I liked it” or “It was confusing”)

There is little evidence the text was read Says nothing or remarks may be

inaccurate, unclear, or too brief to be helpful

Reacts on a personal level (“I liked it” or “It was confusing”)

Using the Text

Consistently refers to specifics from the text

Compares and contrasts text with related texts, personal experiences and, social and cultural issues

Occasionally refers to specifics from the text

Occasionally compares and contrasts text with related texts and personal experiences

Refers to the text in a general manner without citing specifics

Makes superficial comparisons to personal experiences

Makes no references to the text

Contributing Effectively

Accepts responsibility for making meaning out of literature.

Avoids monopolizing the conversation Listens actively and asks relevant follow-

up questions Successfully and thoughtfully pulls other

students into the discussion Body language and eye contact indicate

substantial involvement in the discussion

Usually avoids monopolizing the conversation

Listens actively and occasionally asks relevant follow-up questions

Attempts to pull other students into the discussion

Body language and eye contact indicate involvement in the discussion

Often monopolizes the conversation or rarely contributes

Rarely asks relevant follow-up questions

Body language and eye contact occasionally indicate involvement in the discussion

May belittle other speakers’ remarks, monopolize the conversation, interrupt other speakers, ignore their remarks when speaking, or talk to those seated nearby rather than to the whole group

Body language might be distracting or show lack of engagement, or student may appear interested but, for whatever reason, does not participate

Teacher

Assessm

entStudentG

oals

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Ways To Respond

When speaking in class, the following phrases are helpful ways to express your thoughts and respond to those of others.

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