Appendix a for First Nine Weeks

Appendix A for First Nine Weeks

Websites

“Holding Out for a Hero” (Bonnie Tyler from Footlose or Jennifer Saunder from Shrek 2:
“The Devil Went Down to Georgia”” http:ww.songmeanings.net/songs/view114652
“Strange Fruit” from To Kill a Mockingbird:
Qualities of a HeroGraphic Organizer
“Baptism” by Claude McKay:
“If We Must Die” by Claude McKay:
“Sympathy” by Paul Lawrence Dunbar:
“The Ballad of Birmingham” by Dudley Randall:
“To a Mouse” by Robert Burns (use with Of Mice and Men):

Teacher Resources for First Nine Weeks

The Qualities of a Hero Template

The Paragraph Chart (for planning the hero paragraph)

Writing prompts

Essay Planning Form

The Hero Essay (rubric for essay)

Points Possible (rubric for paragraph chart)

QOEGV for Pre-AP (holistic scoring rubric adapted from Steve Olsen’s QOEGV rubric for AP)

QUALITIES OF A HEROName______

Title:

Author:

Think about what qualities are found in someone who is a hero. You might like to consider:

Strength KindnessWisdomBravery

IntelligenceAgeDangerIndependence

GoalsLoneliness

Then think about the main character in your song. How is the main character a hero? List the qualities you choose on the left side of the chart and your evidence from the song on the right side of the chart.

Qualities of a Hero / Evidence

Kathleen Dotts, Huntsville High School

The Paragraph Chart

Topic Sentence: State what the main idea of the paragraph is to be and what are you going to do to prove it.

A Your assertion. This is the first of three examples that prove the point of the topic sentence.
B Back it up: You back up the assertion first with evidence, perhaps a quotation or significant detail from the novel, play, or poem.
C Commentary: This is absolutely necessary. This is the place where you explain, interpret, analyze and comment on how the evidence proves the assertion. Here is the time that you demonstrate what you have learned. This is the 123 of the paragraph.
1st statement:
2nd statement:
3rd statement:
2nd assertion:
2nd back up:
2nd commentary:
1st statement:
2nd statement:
3rd statement:
3rd assertion:
3rd back up:
3rd commentary:
1st statement:
2nd statement:
3rd statement:
Concluding statement:

Kathleen Dotts, Huntsville High School

Writing Prompts for First Nine Weeks

Character Analysis Paragraph Prompt:

Using your passage annotations from the passage in the short story, write a paragraph that shows how the author uses such elements as diction, imagery, figurative language, or point of view to characterize ______(character’s name).

Hero Characterization Essay Prompts:

1. Carefully read the following passage from ______by ______. Write an essay (could be paragraph) explaining the ways the author characterizes ______as a ______character. (heroic, sympathetic, evil, humorous, etc)

2.Carefully read the following passage from ______by ______. Write an essay(or paragraph) that explains how the character of ______is used to show the author’s ideas about ______. (theme idea)

Poetry Analysis Prompt:

In at least two paragraphs, explain how ______(the poet) uses diction, detail, or imagery to portray his attitude(s) about injustice. (Hint: you can look for 2 different types of diction, detail, or imagery for each of the two paragraphs, you can show how one of those literary devices develops more than one attitude for each paragraph, or you can choose 2 of the three devices to show how those devices describe a single attitude.)

Timed Essay on Character Analysis that develops theme: Choose one.

1.Use the prompt from the LTF lesson: “In To Kill A Mockingbird, Atticus Finch’s character reveals that ______(thematic idea).

2.In ______(title) by ______(author), develops the character of ______to explore the idea of ______(thematic idea) and its effect on society.

Betsy Brooks, A+ College Ready

ESSAY PLANNING FORM

Thesis Statement with road map
Topic Sentence: / Topic Sentence: / Topic Sentence:
Assertion: / Assertion: / Assertion:
Assertion: / Assertion: / Assertion:
Assertion: / Assertion: / Assertion:
Concluding Statement

Kathleen Dotts, Huntsville High School

Name: ______

English 9 Pre-AP

Grading Criteria for Essay #1

The Hero

Global Issues15 points possible

Thesis statement______/15

Local Issues115 points possible

Body:

Does each body paragraph have a topic sentence?______/15

Does each body paragraph contain?

1st paragraph assertion ______/10

1st paragraph evidence ______/5 1st paragraph commentary ______/15

2nd paragraph assertion______/10

2nd paragraph evidence______/5

2nd paragraph commentary ______/15

3rd paragraph assertion______/10

3rd paragraph evidence______/5

3rd paragraph commentary ______/15

Are quotes woven into the text?______/10

Editing/Proofreading60 points possible

3rd person voice______/5

Literary present______/5

Spelling & Syntax ______/5

Proper citations______/25

Use of Transitions ______/5

Grammar ______/5

Punctuation ______/5

Sentence variations______/5

Format and Preparation10 points possible

MLA format______/5

Preparation (folder, charts, rough draft, final draft)______/5

TOTAL POINTS:______/200

Kathleen Dotts, Huntsville High School

ABC Paragraph Grading Scale

Points Possible / Points Earned
Main Idea / Topic Sentence / 5
A / Three Assertions That Directly Support the Topic Sentence / 15
B / Supporting Evidence for each Assertion: a quote or paraphrase / 15
C / 1st Statement: To explain, analyze; who, when, where, how, why / 10
2nd Statement / 10
3rd Statement / 10
Mechanics / Grammar including Sentence Variations / 5
Literary Present,
Third Person, and Transitions / 5
Spelling and Vocabulary / 5
MLA Format / 10
Punctuation / 5
Parenthetical Notations and the integration of the quotes in the paragraph / 10
Evaluation / 100

Kathleen Dotts, Huntsville High School
Pre-AP QOEGV Grading Guide

Question: (1.) Did you answer the question(all parts of the prompt) and/or fulfill the purpose of the assignment? (2.) Is your thesis clear? Does it: a) relate to the purpose of the essay question? b) include your own position/idea that you are going to argue?(3.)Do you fully prove your thesis? / √+ = 3
√ = 2
√- = 1
Organization: (1.) Does your intro paragraph include the three thesis elements? (2) Is each body paragraph tied to your thesis? (3) Do you have topic sentences? (4.)Do you have concluding sentences?(5) Is transition apparent between paragraphs and sentences within the paragraphs? / √+ = 3
√ = 2
√- = 1
Examples: (1.) Do your examples support your ideas? (2) Have you introduced and incorporated all quotes? (3)Is each quote followed by your further commentary? (4) Do you have at least three solid examples? / √+ = 3
√ = 2
√- = 1
Grammar: Are all sentences complete, clear, and concise?
Do you have distracting punctuation, usage, and spelling errors? / √ = 0
√- = -1
Voice: Is there evidence of your own purposeful use of the elements of voice: diction, detail, tone, figurative language, syntax? / √+ = +2
√ = +1
√- = 0
Scale: 9 = 100%; 8 = 95%; 7 = 90%; 6 = 85%; 5 = 75% / 4 =65; 3 = 60% ; 2 = 55%; 1 = 50%

Betsy Brooks, A+ College Ready : Adapted from Steve Olsen”s QOEGV

Suggested Composition Ideas:

3.Using the annotations and/or the dialectical journals students have completed, have them complete a paragraph template about one of the characters from one of the works they have studied

4.Have students revise the paragraphs using sentence variation strategies so that they have utilized 3 different sentence variations within the paragraph. Have students identify the types of sentences they have created in the revision in the margins.

5.Have students follow the same procedure for two more paragraphs analyzing character development using different characters from different works. Allow students to use the template if needed, but allow them to try to write an original paragraph if they want to do so.

6.Have students edit, peer edit, and revise these new paragraphs in the same way they did the prior paragraph.

7.Using another template, help students create an intro paragraph and thesis statement that weaves the three character analysis paragraphs into a multi-paragraph essay.

8.Allow students to edit, peer edit, and revise these essays

9.After students have been through the process, give them a writing prompt that uses a passage from one of the works that has not been used in the prior writing assignment and have students write a timed essay analyzing a character from that work

10.After writing the timed essay and receiving teacher input, students may revise the timed writing.

Curriculum Team