11th+GRADE+AMERICAN+LITERATURE


 * 11th Grade Language Arts** is designed to teach __students__ to use Language Arts skills to think critically, to communicate with others, and to understand cultures. Students will be able to express their new found knowledge in the written word. In eleventh grade Language Arts students will learn to practice writing as a process of skills. This will allow them to distinguish literal word meanings from more complex meanings through word parts, definitions and context clues; comprehending and evaluating informational texts using text features and structures,using retelling and paraphrasing,and distinguishing main __ideas__ and strategies.These skills will allow them to develop a distinctive writing voice, to create revise and edit a variety of texts. Eleventh grade Language Arts students learn fundamental research and inquiry skills that are needed to investigate a topic or question and learn the process of seeking or giving __information__ in conversations, group discussions, written reports, and oral presentations.

COMMON CORE LINK
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** COMMON CORE **
RL.3 Analyze the impact of the author's choices regarding how to develop and relate items in a story. RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative meanings analyze the impact of specific word choices on meaning and tone. RL.6 Analyzing a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. RL.0 Demonstrate knowledge of how two or more texts from the same period treat similar themes or topics. L3a __Apply__ an understanding of syntax to the study of complex texts when reading. L4 Clarify the meaning of unknown words and phrases. L5a Interpret figures of speech in context and analyze their role in the text. W.11-12.4 Produce clear and concise writing SL.11.21 Initiate and participate effectively in a range of collaborative discussions [|CCSS.ELA-Literacy.L.11-12.5a] Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. [|CCSS.ELA-Literacy.SL.11-12.4] Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [|CCSS.ELA-Literacy.SL.11-12.5] Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. [|CCSS.ELA-Literacy.SL.11-12.1b] Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. [|CCSS.ELA-Literacy.RL.11-12.3] Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). [|CCSS.ELA-Literacy.RL.11-12.4] Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

** OCETI SAKOWIN **

 * Essential Understanding 1 **
 * Indicator 1**
 * Students are able to identify the physical and geographical changes of the land**
 * Indicator 2**
 * Analyze the interrelationships of the Oceti Sakowin people, places, and environment**

11th GRADE AMERICAN LITERATURE
Easter Monday || April 7 Wagner || April 8 "The Devil and Tom Walker" Pgs. 318-333 Read Groups 1 & 2 Two Circles || April 9 TEST "The Devil and Tom Walker" || April 10 PTC ||
 * April 6

Vocabulary 18 || April 14 Read "Fall of the House of Usher" Pgs.410-434 || April 15 Continue Read || April 16 Vocabulary 18 QUIZ || April 17 ||
 * April 13




 * March 16 || March 17 || March 18 || March 19 || March 20 ||

KNOW (__facts__, __details__, dates, definitions, places, people)
 * Definitions
 * Details on Plays
 * Details on setting, quotes, act, etc.
 * The six traits of writing
 * Figurative language
 * Details of graphic organizer

UNDERSTAND (I want the students to understand that...)
 * Reviewing is a skill
 * Cite textual evidence to support text
 * The six traits of writing
 * Analyze multiple themes
 * Interpret facts and fiction

BE ABLE TO DO (specific skills; start with verb; NOT the activity) **Name/Period ___ **
 * Peer Proof
 * Paraphrase mini essays
 * Write a thesis statement
 * Write a "Hook"
 * Read and analytically


 * COMPARE AND CONTRAST ESSAY RUBRIC **
 *  CATEGORY || Exceeds the Standard (10) || Meets the Standard (8) || Does Not Meet the Standard (6) ||
 * Purpose & Supporting Details || The paper compares and contrasts items clearly, points to specific examples to illustrate the comparison, and includes only the information relevant to the comparison. || The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison. || The paper compares and contrasts items clearly, but the supporting information is incomplete, and may include information that is not relevant to the comparison. ||
 * Organization & Structure || The paper breaks the information into point-by-point or block-by-block structure. It follows a consistent order when discussing the comparison. || The paper breaks the information into point-by-point structure or block-by-block, but may not follow a consistent order when discussing the comparison. || Organizational pattern not identifiable. Some details are not in a logical or expected order, and this distracts the reader. ||
 * Transitions || The paper moves smoothly from one idea to the next and uses transition words and subtle transitions to show relationships between ideas. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 12px;">The paper moves from one idea to the next, but may lack or misuse transition words to show relationships between ideas. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 12px;">Transitions may be missing; connections between ideas are fuzzy or illogical. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 12px;">Grammar & Spelling (Conventions) || <span style="font-family: 'Tahoma','sans-serif'; font-size: 12px;">Writer makes no errors in grammar or spelling that distract the reader from the content. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 12px;">Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || <span style="font-family: 'Tahoma','sans-serif'; font-size: 12px;">Writer makes several errors in grammar or spelling that distract the reader from the content. ||

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">THREE-SUBJECT COMPARE AND CONTRAST ESSAY ASSIGNMENT **

<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Using what you have learned about the twins in “The World on the Turtle’s Back” __write an essay of at least five paragraphs__ in which you effectively compare and contrast the twins.

<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Some points you may choose to cover:
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Birth
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Family
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Good and Evil
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Creation


 * 1) <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">The essay must be clearly organized, either **point-by-point** or **block-by-block**.
 * 2) <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Include a **minimum of three points** **of comparison/contrast**.
 * 3) <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Focus on **smooth transitions** that help illuminate the relationships between the ideas in the paper.
 * 4) <span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">At this point in the year, I expect you to be capable of producing an **error-free essay**. (Ask your peers to proof the essay for you)

**<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">VALUE: 40 POINTS ASSIGNED: 2/17/15 DUE: 2/27/15 ** **<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">One peer proof 10 points TOTAL50points ** **<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Peer’s Name _ ** **<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">Date:___ ** **<span style="font-family: 'Tahoma','sans-serif'; font-size: 13.3333px;">This will not be accepted any later than February 27, 2015. **

= Informative Essay = = "Hook" = = "Thesis Statement" = = The thesis statement should do more than merely announce the topic; it must reveal what position you will take in relation to that topic, how you plan to analyze/evaluate the subject or the issue. In short, instead of merely stating a general fact or resorting to a simplistic pro/con statement, you must decide what it is you have to say. =

Teaching Basic Poetry
After having taught the basic forms of poetry such as rhyme schemes and metric patterns to ninth graders, I decided that I was getting some apt creations following the 'letter of the law' but not having any of the 'spirit' of poetry. I had seen some spontaneous poetry by students that was charming, but when they tried to follow forms, the feeling of the poetry suffered. So I devised these assignments to try to approach poetry from a different direction. I am not claiming that these techniques make anyone into a poet. Also, I am not saying that this method is superior to the more formal method. I am simply saying that I had some interesting results and would like to share them, perhaps as a supplement or an alternative to a more traditional method. The unit may last up to a week, but be aware that you will be asking the students to shift into their right brains, and then they talk, have to show their poems to each other, need you to look at each poem right away, etc. Depending on the class and their discipline needs, you may have to shorten the time you planned for these activities and leave some out or use them at a later date.

1.) Read "Beware do not read this poem" by Ismael Reed 2.) Write a 'name' poem. A name poem, is perhaps not a poem, but it is a 'right brain' assignment that most students can do to begin poem writing. The pattern is as follows: 1 A- alert 2 L- likable, lean 3 L- lucky, light, lazy 2 A- amiable, active 1 N- Nice In the assignment above, the students spell their names vertically, first and last names. [just the first name was used for the example] Then they follow the numbering pattern shown above. First and last letters of the name have one word which describe the student beginning with the same letter. Then the next letter in, [first and ending] have two words beginning with the same letter, etc. students with longer names have a longer assignment and may grump a little, but they all enjoy it, some saying "well I have to find eight words," beginning with l, etc. At first don't let them use dictionaries or you will end up with a string of dictionary words, but if the students work all class period without mentally finding the words, you might as well allow them. Don't grade this or any of the poetry assignments too rigorously. Their right brains are doing this, and a harsh grade may do the students and your teaching efforts much more harm than good. Also, don't overly comment on the choice of words that they use to describe themselves and don't misuse their unconscious disclosure of their self-image. 3.) Write a poem about water, describing water as pleasant. Make the poem specific and write three lines of any length. [|Water Poems] 4.) Write a poem about fire that is pleasant using specific senses. The poem should be five lines, with three to five words per line. [|Fire Poems] 5.) Write a poem about a wave of the hand that conveys 'good vibes.' The poem should be three lines, no limit in length. [|Wave Poems] 6.) The students now show their poems to each other according to their choice. They must follow two rules. One: say nothing bad about another's poems. Two: Say nothing bad about their own poems. 7.) Write a poem about things that fly. The poem should have five lines, with three to five words per line. [|'Fly' Poems] 8.) Write a poem about things bigger than expected. [Examples- train at night, brown bear in Canada, blood sucker (leech) in a Canadian lake.] Describe three things, one to two lines per thing, with lines two to seven words long. A student asked, 'can we write about colors?' I thought, 'why not?' [|Bigger Poems] 9.) Write five five word sentences in a pinwheel form. The middle word should be the same for each sentence. That is, the five sentences each share the same word on the page. [|Pinwheel Poems] 10.) Write a poem in the form of a square. First, write a six word sentence horizontally. Then write a downward vertical sentence using the first word of the first sentence. Then write a downward vertical sentence using the last word of the horizontal sentence. Then write a second horizontal sentence using the last words of the vertical sentences as the first and last words of the second horizontal sentence. [|'Square' Poems] 11.) Write a poem about three great tastes in three lines with three to seven words per line. 12.) Write a poem about three scary sounds in three lines of seven, three, and eight words respectively. Then add one extra word at the end of each line which makes the sound being described, such as 'hiss', 'whump', 'creak', etc.

= Informative Essay = = "Hook" = = "Thesis Statement" = = The thesis statement should do more than merely announce the topic; it must reveal what position you will take in relation to that topic, how you plan to analyze/evaluate the subject or the issue. In short, instead of merely stating a general fact or resorting to a simplistic pro/con statement, you must decide what it is you have to say. =

<span style="display: block; font-family: Baskerville; font-size: 16pt; line-height: normal; margin-bottom: 0in; text-align: center;">THE SECRET LIFE OF WALTER MITTY”

<span style="color: #000000; font-family: Baskerville; font-size: 12pt; line-height: normal; margin-bottom: 0in;">I will divide the class into groups. Each group is assigned one of the five daydreams that Walter Mitty experiences. The groups do the following: 4 Reread the assigned daydream and discuss what happens. 4 Prepare and perform a brief dramatization or pantomime of the daydream. (The dramatization doesn’t need to encompass the entire dream sequence; a quick scene or bit will suffice!) <span style="color: #000000; font-family: Baskerville; font-size: 12pt; line-height: normal; margin-bottom: 0in;">Explain what happens to Mitty in the daydream, what happens to him immediately after he awakes from his reverie, and why this is comical. (Don’t forget to explain the significance of the group’s dramatization.) 4 How does the imaginary Walter Mitty differ from the real Walter Mitty? 4 Which of his daydreams appealed to you most? Why? 4 Why did Walter Mitty imagine himself facing a firing squad? Evaluate what he was saying about his life with such a statement. 4 Why would Thurber end the story with a fantasy sequence? 4 Besides daydreaming, what other things could Walter Mitty do to change his life? 4 How are Walter Mitty and Tom Walker (the main character in “The Devil and Tom Walker”) similar? How are they different? 4 Does “The Secret Life of Walter Mitty” contain a climax and/or a resolution? Speculate on why Thurber did or did not include these conventional story elements. ** Student writing assignment ** Put yourself in Thurber’s place and create an additional daydream for Walter. It can occur at any place in the story, but you need to capture Thurber’s sense of humour, drama, and mood in Walter’s daydream. Maximum of 250 words.



** Six Traits Writing Rubric ** **Exemplary** || **13** **Strong** || **10** **Proficient** || **8** **Developing** || **6** **Emerging** || **4** **Beginning** || // @ ////main theme// // @ ////supporting details// || · Exceptionally clear, focused, engaging with relevant, strong supporting detail ||  · Clear, focused, interesting ideas with appropriate detail ||  · Evident main idea with some support which may be general or limited ||  · Main idea may be cloudy because supporting detail is too general or even off-topic ||  · Purpose and main idea may be unclear and cluttered by irrelevant detail ||  · Lacks central idea; development is minimal or non-existent || // @ ////structure// // @ ////introduction// // @ ////conclusion// || · Effectively organized in logical and creative manner · Creative and engaging intro and conclusion || · Strong order and structure · Inviting intro and satisfying closure || · Organization is appropriate, but conventional · Attempt at introduction and conclusion || · Attempts at organization; may be a “list” of events · Beginning and ending not developed || · Lack of structure; disorganized and hard to follow · Missing or weak intro and conclusion || · Lack of coherence; confusing · No identifiable introduction or conclusion || // @ ////personality// // @ ////sense of audience// || · Expressive, engaging, sincere · Strong sense of audience · Shows emotion: humour, honesty, suspense or life || · Appropriate to audience and purpose · Writer behind the words comes through || · Evident commitment to topic · Inconsistent or dull personality || · Voice may be inappropriate or non-existent · Writing may seem mechanical || · Writing tends to be flat or stiff · Little or no hint of writer behind words || · Writing is lifeless · No hint of the writer || // @ ////precision// // @ effectiveness// // @ ////imagery// || · Precise, carefully chosen · Strong, fresh, vivid images || · Descriptive, broad range of words · Word choice energizes writing || · Language is functional and appropriate · Descriptions may be overdone at times || · Words may be correct but mundane · No attempt at deliberate choice || · Monotonous, often repetitious, sometimes inappropriate ||  · Limited range of words · Some vocabulary misused || // @ ////rhythm, flow// // @ variety// || · High degree of craftsmanship · Effective variation in sentence patterns || · Easy flow and rhythm · Good variety in length and structure || · Generally in control · Lack variety in length and structure || · Some awkward constructions · Many similar patterns and beginnings || · Often choppy · Monotonous sentence patterns · Frequent run-on sentences || · Difficult to follow or read aloud · Disjointed, confusing, rambling || // @ age appropriate, spelling, caps, punctuation, grammar// || · Exceptionally strong control of standard conventions of writing ||  · Strong control of conventions; errors are few and minor ||  · Control of most writing conventions; occasional errors with high risks ||  · Limited control of conventions; frequent errors do not interfere with understanding ||  · Frequent significant errors may impede readability ||  · Numerous errors distract the reader and make the text difficult to read ||
 * || **15**
 * **Ideas & Content**
 * **Organization**
 * **Voice**
 * **Word Choice**
 * **Sentence Fluency**
 * **Conventions**


 * __ The Devil and Tom Walker by Washington Irving __**

**In your own words, fill in the blanks using details from the story to detail your answer.**

Setting (use examples of detail and imagery from the story): Main Characters (include characteristics and detail about each character): Plot (summarize in your own words the basic storyline): Symbolism (fill in the blanks!): · ** The Devil: ** · ** The shortcut through the swamp: ** · ** The rotted trees in the forest: ** · ** Tom Walker: ** · ** The Bible buried under mortgage papers: ** · ** Tom Walker's new house: ** Study Questions (use details from the story to support your answer):
 * 1) Tom Walker:
 * 2) Tom Walker’s Wife:
 * 3) “Old Scratch”:
 * ** Tom Walker as an evil broker: **
 * ** Money turned to chips: **
 * 1) How does Tom know the man he meets in the forest is the devil?
 * 2) What motivates Tom’s wife to meet with the Devil? What motivates Tom to meet again with the Devil? Explain the differences.
 * 3) What are the conditions of the “deal” made between Tom and the devil?
 * 4) How does Tom try to “cheat” the Devil and their deal?
 * 5) What finally happens to Tom Walker?
 * 6) What can you infer about the narrator’s attitude toward money and the people who care about it? Use support from the story for this inference.

= Analysis of The Secret Life of Walter Mitty = = by James Thurber = __ Rationale: __ This lesson will introduce and explore the short story. The purpose of this lesson is to continue to work as a collaborative to explore and discuss the elements and thematic meaning of short stories. This lesson focuses on Thurber’s use of humor of __The Secret Life of Walter Mitty__, daydreaming as a form of escapism, and the short story element of character. This lesson will continue to encourage students to further explore the short story through class discussion and writing. __ Learning Objectives __ : Students will be able to: 4 articulate their thoughts and concerns regarding __The Secret Life of Walter Mitty__ in a class discussion; 4 journal their responses regarding __The Secret Life of Walter Mitty__; 4 contrast the real Walter Mitty with the dream Walter Mitty; 4 discuss a well known short story and apply each of the elements to it; . __ Activities: __ 1. Introduce __The Secret Life of Walter Mitty__, and explain the following: a. Most people daydream and use daydream as some form of escape, entertainment or vicarious experience. b. Authors write about universal behaviors in order to create characters and situations that have universal appeal. Humorists do this with absurdities or incongruities that they observe in human nature. James Thurber was a humorist who liked to write about peculiarities and quirks of behavior he found in humanity. c. In this short story, Thurber created a character whose daydreams contrast dramatically and comically with his actual life. In reading "The Secret Life of Walter Mitty,” the class will investigate how Thurber creates humor.  2. Teacher reads the story aloud to the class, or a few students share the reading load.  3. Have students journal their responses to __The Secret Life of Walter Mitty__ for 5 minutes paying close attention to what really grabbed them and what they want to explore further. What was particularly effective in this story?   4. The teacher conducts a whole class discussion using the following key questions:    4 How does the imaginary Walter Mitty differ from the real Walter Mitty?    4 Which of his daydreams appealed to you most? Why?    4 Why did Walter Mitty imagine himself facing a firing squad? Evaluate what he was saying about his life with such a statement.    4 Why would Thurber end the story with a fantasy sequence?    4 Besides daydreaming, what other things could Walter Mitty do to change his life? 4 How are Walter Mitty and Tom Walker similar? How are they different? 4 Does “The Secret Life of Walter Mitty” contain a climax and/or a resolution? Speculate on why Thurber did or did not include these conventional story elements. Put yourself in Thurber’s place and create an additional daydream for Walter. It can occur at any place in the story, but you need to capture Thurber’s sense of humor, drama, and mood in Walter’s daydream. Maximum of 250 words.
 * 1) This story contains some obvious stereotypes of male and female roles and behaviors that were common in 1942 when the story was written. In groups of 5, have students identify and comment on the stereotypes. Do they think the stereotypes would appear in an updated version of the story? Why or why not? Discuss with the class.
 * 2) The students create an additional daydream for Walter Mitty.
 * Student writing assignment **

__ Homework: __ Finish writing assignment.

__ Possible additional activity for double block class: __ The teacher divides the class into five groups. Each group is assigned one of the five daydreams that Walter Mitty experiences. The groups do the following: 4 Reread the assigned daydream and discuss what happens. 4 Prepare and perform a brief dramatization or pantomime of the daydream. (The dramatization doesn’t need to encompass the entire dream sequence; a quick scene or bit will suffice!) 4 Explain what happens to Mitty in the daydream, what happens to him immediately after he awakes from his reverie, and why this is comical. (Don’t forget to explain the significance of the group’s dramatization.)

Who wrote the //Brave New World//? Define the “American dream” and give an example from a novel you’ve read. Who wrote the “Lord of the Flies” and under what circumstances? Name a nature writer from the school of American Romanticism. What is the setting of //To Kill a Mockingbird//? Name Three classic American novels that were banned and the date they were first banned. Who wrote //The Glass Menagerie//? In the readings from your American Literature book, do you prefer myths, poetry, short stories or plays? Why? ||
 * WELCOME BACK! **
 * Enjoy this scavenger hunt and have fun! **
 * || ==== Name two novels by Ernest Hemingway. When were they were published? ==== ||
 * || Who wrote //Travels with Charlie//? Describe Charlie. ||
 * || Who wrote //The Lord of the Flies//? Briefly describe the setting and theme. ||
 * || What do the protagonists in //The Scarlet Letter// and //Fahrenheit 451// have in common? ||
 * || What is the nature of the conflict in //To Kill A Mockingbird//? ||
 * || Who wrote //1984//? What is the protagonist's greatest fear? ||
 * || Name two plays by Arthur Miller. Give a one-sentence description of each. ||
 * || Where does a symbol of God appear in //The Great Gatsby//? ||
 * || Who is the narrator of Mary Shelley's epistolary novel //Frankenstein//? What is the basic conflict in this story? ||
 * || Name a nature writer from the school of American Romanticism. ||
 * || What new kind of story is Jo trying to write to win a contest in Louisa May Alcott's //Little Women//, and what kind of story had she been writing before? ||
 * || Who wrote the novel Jane Eyre? The novel uses the motifs of an old manor, a Byronic hero, the madwoman in the attic, and "the vampire." What is the name for these kinds of motif? ||
 * || What was the name of the periodical that Charles Dickens published //Great Expectations// in from 1860-1861 in serial form? ||
 * || In which chapters do you find the two famous death scenes in //Uncle Tom's Cabin//? Who dies in each scene? ||
 * || In his memoir //A Narrative of the Life of Frederick Douglass//, Douglass identifies what enabled him to free himself and work to free other slaves. What is it? ||
 * || What year was Jane Austen's //Pride and Prejudice// first published? What year was it first published under her name instead of as "Anonymous"? ||
 * || What is the devastating natural disaster in Zora Neale Hurston's novel //Their Eyes Were Watching God//? ||
 * || Who is the one man Buck will not steal from in Jack London's //Call of the Wild//? Why won't he steal from him? ||
 * || How many chairs did Henry David Thoreau have in his house on Walden Pond and what was each one for? ||
 * || Name three classic American novels that were banned and the (first) date they were banned.

<span style="display: block; font-family: sans-serif; font-size: 16px; left: 114.08px; top: 117.28px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.07125,1);">Mini-Lesson Planning for Compare and Contrast <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 126.15px; top: 176.56px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.00698);">Recognizes the use of comparison and contrast in a text. <span style="display: block; font-family: sans-serif; font-size: 14.64px; left: 96px; top: 208.88px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.12679,1);">Definition <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 96px; top: 225.68px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.0211,1);">Comparison and contrast are ways of looking at objects <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 423.76px; top: 225.68px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.02309,1);">and thinking about how they are similar (alike) and <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 96px; top: 240.96px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03257,1);">different. <span style="display: block; font-family: sans-serif; font-size: 14.64px; left: 96px; top: 273.28px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.06575,1);">Essential Question(s): <span style="display: block; font-family: sans-serif; font-size: 12px; left: 259.04px; top: 275.92px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(0.967635,1);">How do authors use compare/contrast to <span style="display: block; font-family: sans-serif; font-size: 12px; left: 494.39px; top: 275.92px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(0.964494,1);">help readers understand information? How do <span style="display: block; font-family: sans-serif; font-size: 12px; left: 95.99px; top: 290.32px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(0.96592,1);">readers use signal words to identify <span style="display: block; font-family: sans-serif; font-size: 12px; left: 300.08px; top: 290.32px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(0.97267,1);">compare/contrast? How can a <span style="display: block; font-family: sans-serif; font-size: 12px; left: 450.16px; top: 290.32px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(0.973702,1);">graphic organizer be used to compare and contrast <span style="display: block; font-family: sans-serif; font-size: 12px; left: 96px; top: 304.08px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(0.996409);">text or objects? <span style="display: block; font-family: sans-serif; font-size: 14.64px; left: 96px; top: 318.4px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.05224,1);">Stem Questions <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 102.15px; top: 370.96px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03834,1);">Ho**w is_**__**DIFFERENT from**__**?** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 96px; top: 387.21px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.22912,1);">**•** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 102.15px; top: 387.21px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03838,1);">**How is** **__SIMILAR to_____ ?__** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 96px; top: 403.45px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.22912,1);">**•** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 102.15px; top: 403.45px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03202,1);">**What is the DIFFERENCE between** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 96px; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.22912,1);">**•** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 102.15px; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03723,1);">**How is SIMILAR/DISSIMILAR to****?** <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 102.15px; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03723,1);">**Use a VENN Diagram** <span style="display: block; font-family: Verdana; font-size: 13.36px; left: 102.15px; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03723,1);">Once we are done with our Venn Diagram, we can start writing our paper. A Compare and Contrast paper should have > > **COMPARE AND CONTRAST ESSAY RUBRIC** > || Purpose & Supporting Details || The paper compares and contrasts items clearly, points to specific examples to illustrate the comparison, and includes only the information relevant to the comparison. || The paper compares and contrasts items clearly, but the supporting information is general. The paper includes only the information relevant to the comparison. || The paper compares and contrasts items clearly, but the supporting information is incomplete, and may include information that is not relevant to the comparison. || > || Organization & Structure || The paper breaks the information into point-by-point or block-by-block structure. It follows a consistent order when discussing the comparison. || The paper breaks the information into point-by-point structure or block-by-block, but may not follow a consistent order when discussing the comparison. || Organizational pattern not identifiable. Some details are not in a logical or expected order, and this distracts the reader. || > || Transitions || The paper moves smoothly from one idea to the next and uses transition words and subtle transitions to show relationships between ideas. || The paper moves from one idea to the next, but may lack or misuse transition words to show relationships between ideas. || Transitions may be missing; connections between ideas are fuzzy or illogical. || > || Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes several errors in grammar or spelling that distract the reader from the content. || <span style="display: block; font-family: sans-serif; font-size: 13.36px; left: 102.15px; margin-left: -27pt; text-align: center; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03723,1);">**THREE-SUBJECT COMPARE AND CONTRAST ESSAY ASSIGNMENT** > Using what you have learned about the twins in “The World on the Turtle’s Back” __write an essay of at least five paragraphs__ in which you effectively compare and contrast the twins. > Some points you may choose to cover: > Ø Birth > Ø Family > Ø Good and Evil > Ø Creation > 1. The essay must be clearly organized, either **point-by-point** or **block-by-block**. > 2. Include a **minimum of three points** **of comparison/contrast**. > 3. Focus on **smooth transitions** that help illuminate the relationships between the ideas in the paper. > 4. At this point in the year, I expect you to be capable of producing an **error-free essay**. (Ask your peers to proof the essay for you) > **VALUE: 40 POINTS ASSIGNED: 2/26/14 DUE: 3/7/14** > > > > **One peer proof 10 points TOTAL50points** > **Peer’s Name _** > **Date:___**
 * ___ and__ __?__**
 * a lead paragraph that lets our reader know what they will be learning about
 * at least one paragraph that focuses on the similarities
 * at least one paragraph that focuses on the differences
 * and a paragraph that sums up the paper and what we have learned.
 * **Name/Period ___**
 * CATEGORY || Exceeds the Standard (10) || Meets the Standard (8) || Does Not Meet the Standard (6) ||

<span style="display: block; font-family: Verdana; font-size: 13.36px; left: 102.15px; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03723,1);">Keep in mind, the reader does not want to just see a list of similarities and differences. **BORING!** don't just write,"In soccer, the ball is kicked into the goal for a point. In basketball, the ball in thrown into the net for a point." Try **//showing//** the reader, instead: <span style="display: block; font-family: Verdana; font-size: 13.36px; left: 102.15px; top: 419.78px; transform-origin: 0% 0% 0px; transform: rotate(0deg) scale(1.03723,1);">**//"Dribbling the ball on the gym floor, the basketball player weaves in and out through the opposition, his final destination, a 10 foot high net, clearly in his sights. The soccer player, however, dribbles the ball with his feet, kicking his way down the grassy field, finally 'shooting' the ball with all of his might, past the goalie, and into the rectangular net at the end of the field."//**

=Hold a Mock Court: Assign lawyers, judges, and a jury= =Wanted Posters: Make poster of the accused and hang them throughout the room.= =Story Boards: Recognize main events=

Research Topics Houston we have a problem. What will your five-minute summary look like? (a power point, a poster, a read aloud, a…)**Due November 15**
 * //The Crucible//**

Using the supplied search titles and Web sites along with library reference material, your group will prepare a five-minute summary of their research on their allocated topics. In addition, your group will turn in a bibliography of the references used. A minimum of three resources needs to be used. The bibliography will follow MLA guidelines.


 * 1 - Arthur Miller**


 * Key events in his life.
 * Other works (especially Death of a Salesman)
 * His beliefs/political outlook including communist connections.
 * Arraignment by the House Un-American Activities

Search: Arthur Miller

Websites that may be of help: [] []


 * 2 - Witchcraft: Background**


 * What was witchcraft? Who practiced it?
 * Describe the social response to witchcraft in Europe in the 16th and 17th centuries.
 * What social and religious factors are given to account for the harsh response to witchcraft?
 * What can you find out about modern witchcraft or Wicca?

Search: What About Witches, The Witching Hour

Helpful website: []


 * 3 - New England in the 1690's**


 * What type of people settled Massachusetts?
 * How did they survive?
 * What were their main fears and anxieties?
 * What can you find out about their social structures/hierarchies?

Search: The Massachusetts Enquirer Puritanism in New England Puritanism New England Background

Helpful website: [|http://www.aresearchguide.com/crucible.ht**l**]


 * 4 - The Salem Witch Trials of the 1690's**


 * What events led to these trials?
 * Who was involved - as prosecutors? As victims?
 * What were the outcomes of the trials?
 * How do historians interpret these events?

Search:

The Salem Witchcraft Trials Salem Witchcraft Hysteria A Chronology of Events The Carey Document: On The Trial of a Salem Death Warrant Arthur Miller's The Crucible: Fact & Fiction

Helpful website: []


 * 5 - McCarthyism and the crackdown on communists in the 1950's**


 * What was the Cold War?
 * What was McCarthyism? Who was Joe McCarthy? What were his aims? Methods? Who were his victims?
 * What lead to his eventual downfall?

Books and Searches:

Senator Joe McCarthy "The State Steps In: Setting the Anti-Communist Agenda" Communism and National Security: The Menace Emerges by Ellen Schrecker "The Growth of the Anti-Communist Network"

Websites: [] []

Comparison/Contrast Five Paragraphs

 * Writing Effective //Comparison// or //Contrast// Essays [[image:http://eslbee.com/spacer.gif width="1" height="8"]] **

|| A //Comparison// or //Contrast// essay is an essay in which you either compare something or contrast something. A comparison essay is an essay in which you emphasize the similarities, and a contrast essay is an essay in which you emphasize the differences. We use comparison and contrast thinking when deciding which university to attend, which car to buy, or whether to drive a car or take a bus or an airplane to a vacation site. In this section, two classic organizational patterns of a comparison or contrast essay will be discussed. One is called **//block arrangement//** of ideas; the other is called **//point-by-point//** or **//alternating arrangement//** of ideas. Suppose you are interested in showing the differences between vacationing in the mountains and vacationing at the beach. You will then write a contrast composition. One way to arrange your material is to use the //block// arrangement which is to write about vacationing in the mountains in one paragraph and vacationing at the beach in the next. If you mention a particular point in the mountains paragraph, you must mention the same point in the beach paragraph, and //in the same order//. Study the following outline, which shows this kind of organization. The introductory paragraph is followed by the //mountains// paragraph, the //beach// paragraph, then the conclusion; the fully developed essay is just four paragraphs. ||||< **Block Arrangement (four paragraphs)** A. Climate B. Types of Activities C. Location || A. Climate B. Types of Activities C. Location ||
 * ||< **I.** ||< Introduction in which you state your purpose which is to discuss the differences between vacationing in the mountains or at the beach ||
 * < **II.** || Mountain
 * < **III.** || Beach
 * < **IV.** || Conclusion ||

A second way to organize this material is to discuss a particular point about vacationing in the mountains and then immediately to discuss the same point about vacationing at the beach. This is called //point-by-point// or //alternating// arrangement. An outline of this organization follows. |||| **Point-by-Point or Alternating Arrangement (five paragraphs)** A. Mountains B. Beach || A. Mountains B. Beach || A. Mountains B. Beach || ** Application: Block or Point-by-Point ** Examine the comparison or contrast essays that follow, and decide whether the authors used //block// arrangement or //point-by-point// (or //alternating//) arrangement. Notice how other authors structure their essays. Five paragraphs or four? //Block// arrangement or //point-by-point// arrangement? Noticing these things will help you become a better, more conscious reader and writer. || **Vacationing at the Beach or in the Mountains** I’m going to discuss mountains first. The three aspects I’m going to discuss are climate, types of activities and location. Climate is always important in order to enjoy vacations. If a person dislikes cold weather, he or she might have a hard time in the mountains. The cold climate in the mountains is the first barrier to enjoying them, but the climate and the temperature of these zones also determine the types of activities they offer. Snow boarding, mountain climbing, mountain biking, hiking, and skiing are some activities people can enjoy when going to the mountains. There are many regions that have mountains where people can go and have a great vacation. Canada is a country located in North America and contains many mountain vacation sites where people can go and have fun. I’m going to discuss the beach second. The three aspects I’m going to discuss are climate, types of activities and location. Warm climate is one of the most important features that the beach has. Sun and fun are two words that describe the beach. The temperature in those places is always hot. The sea and the warm climate determine the activities that are available at the beach. People can swim, play volleyball, play soccer, and ride water bikes. In most coastal sites, there are discos and restaurants where people can dance or party throughout the night. Mexico offers many amazing coastal sites to visit. Acapulco and Cancun are two of the most beautiful and famous beaches in the word. It doesn’t matter what place a person decides to choose. The fun is 100% guaranteed. People often choose one of these two options to spend their vacations. Depending on what the person likes is what he or she will choose. I like the beach better than the mountains, but sometimes it is better to take a risk and try a different place to enjoy. (399 words) ||
 * ||< **I.** || Introduction in which you state your purpose which is to discuss differences between vacationing in the mountains or at the beach ||
 * < **II.** || First difference between mountains and beaches is climate
 * < **III.** || Second difference between mountains and beaches are types of activities
 * < **IV.** || Third difference between mountains and beaches is the location
 * < **V.** || Conclusion ||
 * || People are always looking forward to their vacation period. There are many options where to choose. I think that the two most common places people choose for taking a vacation are the beaches and the mountains. Both places offer a variety of fun activities. The beach offers activities that the mountain cannot offer and vice versa. The mountain and the beach are totally different. The purpose of this essay is to contrast the climate, types of activities and locations of beaches and mountains.

Is the essay above organized using //block// or //point-by-point// arrangement of details? Note first the essay is four paragraphs, (1) an introduction, (2) a paragraph about vacationing in the mountains, (3) a paragraph about vacationing at the beach, and (4) a conclusion. This is the //block// arrangement, the first block containing information about mountains and the second block containing information about the beach. The following essay contrasts eating fresh foods and canned foods. Is its organization //block// or //point-by-point//? How many paragraphs does it contain? How many "differences" between fresh foods and canned foods does the author discuss? The most notable difference between these two kinds of foods is their flavor. Fresh foods have great flavor and taste because they keep all their natural conditions. Canned foods however, lack a lot of its flavor characteristics because there are some other chemical products added to the natural foods. It is logical that the fresh foods will have a greater taste and flavor when consumed just because of the time in which they have been prepared. Comparing both types of foods we notice another difference. There is a health factor that affects both of them. Canned foods lose some of the original fresh food nutrients when stored, and also it has to be tinned with many conservatives and chemical factors that prolong the shelf life and apparent freshness of the food but could also become toxic if consumed too often. Yet another difference between these two types of foods is the cost. Canned foods are much more expensive than fresh foods. Here the benefit of buying tinned foods is that they are easier to find, for example, in a supermarket instead of the market like the fresh foods, and they require less work to prepare than fresh foods, just open and serve. Here are the main three differences between buying fresh foods and buying canned foods. As we can see it comes down to a personal choice, based on the time each person has, the money and the importance he/she gives to his/her nutrition and health. Therefore it is important that you consider your possibilities and choose the best type of foods for your convenience and lifestyle. (347 words) ||
 * **Consuming Fresh Foods Instead of Canned Foods** ||  || Eating is an activity that we as humans do at least two times a day. We live in a world where the variety of food is immense, and we are responsible for what we eat. We decide what we are about to eat and how it will affect our bodies. The purpose of this essay is to compare and contrast the differences between eating fresh foods instead of canned foods. The three main differences are flavor, health benefits, and cost.

The essay above is the "classic" five paragraph essay that all non-native speakers of English should learn to write. This essays also contains the "classic" //point-by-point// organization, each point stated and developed in a single paragraph. The essay contains five paragraphs that contrast three differences between fresh and canned foods. The essay includes (1) an introduction, (2) the development of the first difference (flavor), (3) the development of the second difference (health benefits), (4) the development of the third difference (cost), and (5) a conclusion. In the true classic tradition, the three main differences in this contrast essay — flavor, health benefits, and cost — are stated both in the introduction and the conclusion as well. My own observation is this: US kids are taught to organize and write five paragraph essays like this from early childhood, but they rarely attain the degree of perfection of the essay above. This ends the first part of this page, the explanation of the differences between the classic organizational styles of comparison and contrast essays, (1) //block// and (2) //point-by-point// or //alternating// arrangement.

** How to Support Your Point of View though Comparison and Contrast ** It was stated in the first part of this paper that we use comparison or contrast in nearly everything we do. When deciding what to eat, for example, we often choose between fresh foods or canned foods, exactly as the writer above described. However, do you know the preference of the previous author? Did he state it directly? Why or why not? What other ways could this essay have ended? An important point to remember when writing comparison or contrast essays is that many times writers use comparison or contrast to support a personal point of view. Whenever possible and appropriate, writers //should// support their own views. For example, the following paragraphs are from the book, //Zen and the Art of Motorcycle Maintenance// by Robert Persig. Note that Persig's description of the differences between riding in a car and riding a motorcycle is not neutral. Instead, Persig uses comparison and contrast to serve a //persuasive// aim: to show the reader why riding a motorcycle is more stimulating than driving a car ( [|Persig, by Heffernan and Lincoln] ). || **Which do You Prefer?** On a cycle the frame is gone. You're completely in contact with it all. You're in the scene, not just watching it anymore, and the sense of presence is overwhelming. That concrete whizzing by five inches below your foot is the real thing, the same stuff you walk on. It's right there, so blurred you can't focus on it, yet you can put your foot down and touch it anytime, and the whole thing, the whole experience, is never removed from immediate consciousness. || Persig's choice of travel is obvious. In a car, you are in a //compartment// seeing //just more TV//, a //passing observer//. On a motorcycle, however, you're in //contact with it all//, the //real thing//, the //whole thing//, the //whole experience//, //never removed from immediate consciousness//. In writing a comparison or contrast essay, use contrast to show your own preference, to support your own point of view, to persuade the reader which option you prefer. **How to Write an Effective Comparison or Contrast Essay: Summary** 1. Know what organizational style you are using. Whether you use the //block// arrangement or //point-by-point// arrangement, you should be able to identify it. Being able to identify your organization will not only help you in the organization of your own writing, but it will also help your reader follow the points you make. 2. State your organization. Remember the "straight line of development" that was discussed in the introduction requires that you "tell your audience what you are going to tell them; then tell them; then tell them what you told them." An important objective in academic writing is clarity, and stating your organization always contributes to clarity. Err on the side of clarity! 3. Keep your audience in mind. Be sure your reader can relate to your topic. After you finish writing, read your essay from the perspective of your audience. How will they respond to your ideas? Will they understand what you have written? Will they agree with your main point? Will the support appear logical to them? 4. Say what you want to say. Write like Robert Persig did in his book, //Zen and the Art of Motorcycle Maintenance//. In your essay, make your preference clear as Persig did when he contrasted the difference between vacationing by car or motorcycle. Finally, to further clarify how it would be possible to say what you want to say in your writing, consider which of the following options would YOU prefer, and why? To support your point in each essay, what characteristics would you choose to contrast, and what support would you use? Can you think of any other topics that might be fun to contrast? ||
 * || You see things vacationing on a motorcycle in a way that is completely different from any other. In a car you're always in a compartment, and because you're used to it, you don't realize that through that car window everything you see is just more TV. You're a passive observer, and it is all moving by you boringly in a frame.

For this lesson, students will write a descriptive paragraph about the pictures provided from different area powwows. Goals Students will learn: The definition of a descriptive paragraph How to write a descriptive paragraph How to edit the paragraph First, I will go over the definition of a descriptive paragraph. A descriptive paragraph describes a person, place, or thing. For example, you can describe a person. Here are some questions you would think about when you want to describe a person: What does the person look like? What does the person like to do? What is the person's personality?

You can also describe a setting. For example, you might ask the following questions: Where is the setting? Is it inside or outside? What colors do you see? What odors do you smell? Is there any furniture in the setting? What else do you see?

You can also describe an object. You might ask the following questions: What does the object look like? What color is it? What shape is it?

Students need to use descriptive words to make the person, place, or thing realistic.

Directions: Write a descriptive paragraph on one of the pictures you selected

**Write a one page narrative essay on the importance of your Native American way of life.**

Type of Paper: Narrative

Tips for writing effective narrative and descriptive essays:

 * ==== Tell a story about a moment or event that means a lot to you--it will make it easier for you to tell the story in an interesting way! ====
 * ==== Get right to the action! Avoid long introductions and lengthy descriptions--especially at the beginning of your narrative. ====
 * ==== Make sure your story has a point! Describe what you learned from this experience. ====
 * ==== Use all five of your senses to describe the setting, characters, and the plot of your story. ====

How to Write Vivid Descriptions

 * ==== What do you smell? ==== || ==== What do you taste? ==== || ==== What do you see? ==== || ==== What do you hear? ==== || ==== What might you touch or feel? ==== ||

Effective narrative essays allow readers to visualize everything that's happening, in their minds. One way to make sure that this occurs is to use concrete, rather than abstract, details.

 * ==== Concrete Language… ==== || ==== Abstract Language… ==== ||
 * ==== …makes the story or image seem clearer and more real to us. ==== || ==== ...makes the story or image difficult to visualize. ==== ||
 * ==== …gives us information that we can easily grasp and perhaps empathize with. ==== || ==== …leaves your reader feeling empty, disconnected, and possibly confused. ==== ||

Concrete: I liked writing short, rhythmic poems and hated rambling on about my thoughts in those four-page essays.
You will be writing and reading poetry of different types of poems. Your overall grade will depend on the number of poems you write, the illustrations, and on their quality. You will be given a grading chart to determine the number of poems you must write to earn points.

I plan to write a poetry booklet and will understand poetry terms, styles, and author's viewpoints.

The focus of my presentation will include comparisons or contrasts between

___,therefore; the challenge statement is__ TIMELINE:
 * BRAINSTORM || DESIGN ||

Day One-Sept 10

Day Two-Sept. 11

Day Three-Sept. 12 __Day Four__ _Sept.13

Day Five-Sept.17

Day 6-Sept.18

Day 7-Sept. 19

Day 8-Sept. 20

** Day Five-Peer Evaluation ** **MAKE CORRECTIONS** Day Six_ **PRESENTATION** **What did you learn by doing this project?**
 * Peer Suggestions || Peer Suggestions || Peer Suggestions || Peer Suggestions ||

Day Seven

__

**Poetry** Project Rubric

(rhyme, rhythm, similes, metaphors, personification, onomatopoeia, alliteration…etc.) || Variety of poetic devices used throughout to reinforce theme, purpose, and mood. || Uses poetic techniques to reinforce theme, purpose and mood. || Uses some poetic techniques to reinforce theme, purpose, and mood. || Uses few poetic techniques. || (points will be awarded) || Always works in class and at home 14-13 || Usually works in class and at home 12-10 || Sometimes works in class. 9-7 || Seldom works in class 6-3 || Total:
 * Criteria || ** Exemplary 12 ** || ** Accomplished 10 ** || ** Developing ** || ** Beginning 7 ** ||
 * Poetic Form || Creatively follows poems rules and guidelines || Effectively uses appropriate poetic form || Somewhat adheres to poem rules and guidelines || Poems to not adhere to rules and guidelines ||
 * Poetic Techniques
 * Word Usage || Very high vocabulary, vivid, paints a __clear picture__ in the readers mind. || Use of vocabulary is routine, some descriptive and figurative language. || Vocabulary is more telling that showing. Little description. || Vocabulary is very basic. Little figurative language. ||
 * Language conventions (spelling, grammar, punctuation) || No Errors || Almost no errors || Some errors, but they do not interfere with meaning || Multiple errors, meaning is confusing at times. ||
 * Creativity || Very clever; original; poetic feeling & creativity; many illustrations to enhance the poems meaning || Displays creative thinking; some poetic feelings; some illustrations || Limited creative thinking; limited poetic feelings; very few illustrations || Lacks creativity; no illustrations; very simple expression ||
 * Organization/ Procedure || All 9 items. Very well organized poems, typed, in booklet form with cover and pages neatly secure || All 9 items. Adequately organized poems; pages neat with a secure cover || 8 items. Some organization of poems, no cover; simply stapled; may be an inappropriate final copy || 7 items. Limited organization, inappropriate paper for a final copy. ||
 * Effort
 * Due Date || Turned in on time || One Day late || Two Days late || Three days late. (nothing will be accepted after_) ||

Name Grade

4 points for notes taken in class

**Poetry Booklet:**

You should pick one theme, and write 6 poems about this theme. You could pick someone important to you, and important place, or an important event in your life. You should not pick a common concept such as love. Poems should have a **cover page**, with a **title**. You should also include a **Table of Contents** listing the __poem title and the type of poem__. Your entire booklet should be typed and illustrated. You need to include the following:

1) 1 Bio-Poem

2) 1 Acrostic poems

3) 1 shape poem

4) 1 tongue twister

5) 1 original proverb, and the explanation

6) 1 Free Verse poem

7) 3 of your choice (Haiku, Limerick, free verse) **Important Dates:**  **Rough Draft Due Date**: As assigned- they will be stamped.

(Keep them and turn them in with the final draft)

**Computer Lab Time**: students will need to type poems outside of class time **Final Due Date:** November 30 __no exceptions__

(Rough drafts and poetry booklet should be turned in)

**Poetry Project Rubric** Projects will be graded using the following criteria:
 * Poetic Form (following the correct form of the poem)
 * Poetic Techniques (rhyme, rhythm, similes, metaphors, personification, onomatopoeia, alliteration…etc.)
 * Word Usage (vivid language)
 * Language conventions (spelling, grammar, punctuation)
 * Creativity
 * Organization/ Procedure
 * Effort (points will be awarded)
 * Turned in on time