Assignment Template

This template presents a process for helping your students read, comprehend, and respond to nonfiction texts. We recommend that, at the beginning of the course, you guide your students through each step of the process. As they become familiar with the reading and writing strategies and internalize some of the basic processes, they will be able to complete some of the steps on their own. By the end of the course, your students should be able to read an appropriate text on their own, without elaborate preparation, and write about it coherently. We recommend that your students read contemporary essays, newspaper and magazine articles, editorials, reports, memos, voting materials, assorted public documents, and other nonfiction texts for the activities.
Template Overview / Reading Rhetorically
Prereading / Getting Ready to Read
Introducing Key Concepts
Surveying the Text
Making Predictions and Asking Questions
Introducing Key Vocabulary
Reading / First Reading
Looking Closely at Language
Rereading the Text
Analyzing Stylistic Choices
Considering the Structure of the Text
Postreading / Summarizing and Responding
Thinking Critically
Connecting Reading to Writing
Writing to Learn
Using the Words of Others
Negotiating Voices
Writing Rhetorically
Prewriting / Reading the Assignment
Getting Ready to Write
Formulating a Working Thesis
Writing / Composing a Draft
Organizing the Essay
Developing the Content
Revising and Editing / Revising the Draft
Revising Rhetorically
Editing the Draft
Reflecting on the Writing
Evaluating and Responding / Grading Holistically
Responding to Student Writing
Using Portfolios
Reading Rhetorically
Prereading
EnglishLanguage Arts (ELA) Content Standard: Writing Applications (Genres and Their Characteristics)
2.3 Write reflectivecompositions:
a. Explore the significance ofpersonal experiences,events, conditions, orconcerns by usingrhetorical strategies(e.g., narration, description, exposition, persuasion). / Getting Ready to Read
Have students complete the Quickwrite
Activity 1:
What experiences would make a person seek revenge? How could a person’s obsession with revenge or vengeance turn out badly? List an example from a movie or story where the character sought revenge.
Once the students are done writing, the class will discuss several student examples.
Word Analysis, Fluency, and Systematic Vocabulary Development
1.0 Students apply theirknowledge of wordorigins to determinethe meaning of newwords encounteredin reading materialsand use those words accurately.
1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. / Introducing Key Concepts
Activity 2:
The key concept of the module is how voice, point of view and choice of narrator affect characterization and the tone, plot, and credibility of a text. To introduce the key concepts, the students will be given a graphic organizer. The elements that they will identify are:
  • Point of view
  • Voice
  • Tone
  • Determine the overall literary effect
As a class, we will read the first two paragraphs of the story, The Cask Of Amontillado, and complete the organizer.
Reading Comprehension(Focus on InformationalMaterials)
2.1 Analyze both thefeatures and therhetorical devices ofdifferent types of publicdocuments (e.g., policystatements, speeches,debates, platforms)and the way in whichauthors use those features and devices. / Surveying the Text
Activity 3:
To understand the concepts of the story, the students will read a short biography on the author of the story, Edgar Allen Poe. The bio gives insight into the darkness that surrounded the author’s life. This will help students anticipate the darker elements within the story.
Word Analysis, Fluency,and Systematic VocabularyDevelopment
1.0 Students apply theirknowledge of wordorigins to determinethe meaning of newwords encounteredin reading materialsand use those words accurately.
1.1 Trace the etymology of significant terms usedin political science and history.
1.2 Apply knowledgeof Greek, Latin, andAnglo-Saxon rootsand affixes to drawinferencesconcerningthe meaning of scientificand mathematical terminology.
COLLEGE EXPECTATIONS
In addition to responding to the ELA standards, this activity is designed to develop the vocabulary skills assessed by college placement exams, such as the California State University English Placement Test and the University of California Analytical Writing Placement Exam. Students should be able to do the following:
 Recognize word meanings in context.
 Respond to tone and connotation. / Introducing Key Vocabulary
Activity 4:
Students will diagram the following vocabulary terms:
  • Retribution
  • Impose
  • Recoiling
  • Endeavored
  • Obstinate
The students will diagram the words using the Frayer Model.
The terms chosen help reiterate the concepts within the story. The students will gain a better understanding of the elements of the story by becoming familiar with the vocabulary within.
Reading
Reading Comprehension (Focus on Informational Materials)
2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.
2.2 Analyze the way inwhich clarity ofmeaning is affectedby the patterns oforganization, hierarchicalstructures, repetition of the main ideas, syntax, and word choice in the text. / First Reading
Activity 5:
Read The Cask of Amontillado as a whole class.
Strategies used for first read:
Chunking- since this is a more difficult read, we will stop frequently throughout the text and students will summarize and/or draw conclusions of the reading. This will help them understand the text in a more condensed version.
Reciprocal teaching- the class will engage in discussion of story throughout the first read. The discussion will be guided towards getting the students to understand and identify the key concepts of the story: the reliability of the narrator, Montressor.
Writing Strategies
1.7 Use systematicstrategies to organizeand record information(e.g., anecdotal scripting, annotated bibliographies).
Reading Comprehension(Focus on InformationalMaterials)
2.2 Analyze the way inwhich clarity of meaning is affectedby the patterns oforganization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text. / Rereading the Text
Activity 6:
Students will reread parts of the text.
Strategies used for the reread:
Think alouds- Students will go back through the text and reread significant areas. As a class, we will discuss the elements of the narrator. Students will be prompted to look in the text and find areas that prove the type of narrator and to show evidence from the text that proves their conclusions.
Graphic Organizer- Students will use the think aloud to guide their thinking. They will then complete the same graphic organizer from the prereading activity. This version is larger. Using their knowledge of the key concepts, the students will complete the second graphic organizer. They will incorporate evidence from the story and identify the following concepts:
  • Point of view
  • Voice
  • Tone
  • Determine the overall literary effect

Literary Response and Analysis
3.3 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both.
COLLEGE EXPECTATIONS
In addition to responding to the ELA standards, this activity is designed to develop the close reading skills assessed by college placement exams, such as the English Placement Test and the Analytical Writing Placement Exam. Students should be able to do the following:
 Draw inferences and conclusions.
 Respond to tone and connotation. / Analyzing Stylistic Choices
Activity 7:
Students will choose two words and give the connotative and denotative meanings of the words.
They must also choose two pieces of evidence from the text that help prove the overall tone of the story.
Example:
“Mysmile…was at the thought of his immolation.”
Rationale: In this example, Montressor is explaining how he is smiling at the thought of Fortunato’s death. Montressor finds joy when he thinks of his supposed friend dying. This alludes to the overall dark and haunting end that awaits Fortunato, thus providing evidence of the malicious tone of the narrator.
Reading Comprehension (Focus on InformationalMaterials)
2.4 Make warranted andreasonable assertionsabout the author’sarguments by usingelements of the textto defend and clarify interpretations.
2.5 Analyze an author’simplicit and explicit philosophical assumptionsand beliefs about a subject.
2.6 Critique the power,validity, and truthfulnessof arguments set forth in public documents; theirappeal to both friendlyand hostile audiences;and the extent towhich the argumentsanticipate and addressreader concerns andcounterclaims (e.g.,appeal to reason, to authority, to pathos and emotion).
COLLEGE EXPECTATIONS
In addition to respondingto the ELA standards, these questions are designed to develop the skills assessedby college placement exams, such as the English PlacementTest and the AnalyticalWriting Placement Exam. Students should be able to do the following:
 Identify important ideas.
 Understand direct statements.
 Draw inferences and conclusions.
 Detect underlying assumptions.
 Recognize word meanings in context.
 Respond to tone and connotation. / Thinking Critically
Activity 8:
Students will answers the following questions as homework. These questions will generate ideas that will relate to the writing assignment.
Questions about the writer (ethos)
  1. How would you describe the persona that Poe has created for Montressor?
  2. Why might Poe have chosen someone like Montressor to tell his story?
Questions to develop critical thinking
  1. Think about whether or not Montressor was an unreliable narrator. Do any details suggest that he might have imagined the wrong doings towards him by Fortunato?
  2. Can you find evidence from the story to support Montressor’s claim that Fortunato did in fact cause Montressor harm?
  3. Could Montressor have made the feud up? Was he mad?
*These questions will help the students draw conclusions and prepare them for the writing task.
Connecting Reading to Writing
Writing to Learn
Writing Rhetorically
Prewriting
Writing Strategies
1.0 Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. / Reading the Assignment
Read essay topic with students.
Topic: Is Monstressor an unreliable narrator? Use details and evidence from the text to support your opinions.
Activity 9:
Once students have read through the essay topic, they must take a position. Once they have decided what they will right about, they must complete a web chart that shows three reasons for their positions.
Activity 10:
Once the students have come up with three reasons for their position, they must find evidence from the story to support their claims. They will complete a graphic organizer that includes the following information:
Example:
Page # Evidence: Quote/Paraphrase/Summary

Writing Strategies
1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. / Getting Ready to Write
Activity 11:
Outlining
Students will complete a Response to Literature outline. They will use this outline to organize their ideas.
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. / Formulating a Working Thesis
Activity 12:
The students will use the outline to formulate a working thesis statement. They will follow this formulas:
Helpful patterns for Thesis Statements:
(Something) [Does Something] because {Reason(s)}.
Or
Although (Opposing Evidence), [Reasons] show or another verb {something} (Does Something).
Writing
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. / Composing a Draft
Activity 13:
Students will begin by:
Writing the rough draft
Incorporating quotes from story
Using parenthetical citations
Writing Strategies
1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples. / Organizing the Essay
Activity 14:
As students write, they will include:
  • Follow outline
  • Introduction with hook/lead and thesis statement
  • Body with evidence and new insight
  • Integrate quotes
  • Conclusion- restate thesis in different words, summarize general ideas, and make a broad or general statement.

Revising and Editing
Prerequisite Ninth andTenth Grade: WritingStrategies
1.9 Revise writing toimprove the logic andcoherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
Writing Strategies
1.4 Enhance meaning byemploying rhetorical devices, including the extended use ofparallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action.
1.5 Use language in natural, fresh, and vivid ways to establish a specific tone.
1.9 Revise text to highlight the individual voice, improve sentence variety and style, and enhance subtlety of meaning and tone in ways that are consistent with the purpose, audience, and genre. / Revising the Draft
Once students have completed the first draft, they will examine their writing and revise before writing the final draft.
Activity 15:
Editing checklist
What do I want to keep?
What do I want to add?
What should I change?
What should I remove?
Rethink- take a closer look at your details and evidence. Do they support your claims?
Rearrange- take a closer look at your organization. Does your paper flow? Do you have a developed introduction, body, and conclusion? Does my conclusion show the significance of my essay?
(Make sure no two sentences begin with the same first word within the same paragraph.)
Prerequisite Ninth and Tenth Grade: Written and Oral English Language Conventions
1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial), and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).
1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and proper English usage (e.g., consistency of verb tenses).
1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence structure, diction, and syntax.
Written and Oral English Language Conventions
1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage.
1.2 Produce legible workthat shows accurate spelling and correct punctuation and capitalization.
1.3 Reflect appropriatemanuscript requirements in writing. / Editing the Draft
After the revising process, the students will edit their paper before writing their final draft.
Activity 16:
Editing checklist
  • check for errors in grammar, punctuation, and spelling.
  • read essay aloud
  • read essay backwards

Reflecting on the Writing
Activity 17:
Have students reflect on the following questions:
What did you learn?
What did you do well?
What would you change?
Evaluating and Responding
Grading Holistically
Prewriting Process:
  • Students will be graded on their prewriting process. They will receive credit/no credit if they followed all steps.
Writing Process
  • Student essays will be graded using the KHSD Cross Curricular Writing Rubric.

Responding to Student Writing
Feedback:
  • Provide student with no more than two writing issues for them to work on.
  • Provide student with at least one praise in an area they did well.

CSU EXPOSITORY READING AND WRITING COURSE ASSIGNMENT TEMPLATE | 1

APPENDIX A

Reading Strategies

Book marks. Book marks can be used to help students think about how they read (reflecting on the mental process itself) and what they read (focusing strategically on content, style, and form). They can also beused to facilitate a reader’s ability to develop interpretations and aid intheir formulation of questions to help anchor reading in the text. SeeBurke for examples of classroom uses.

Chunking. Proficient readers monitor their comprehension and often “chunk” language—break it up into smaller units—within sentences to help them understand what they read. Chunking can be used with complex sentences or with longer passages, depending on the reader’s needs. Such divisions will vary from person to person. See Schoenbach et al. and Burke for examples of classroom uses.

GIST (Generating Interactions between Schemata and Text). Involving five major steps, this strategy is an excellent way to show students how to write a summary: (1) read the passage or chapter; (2) circle or list the important words, phrases, and ideas; (3) put the reading material aside; (4) use the important words, phrases, and ideas to generate summary sentences; and (5) add a topic sentence. See Cunningham et al. for more information on this strategy.

Graphic organizers. By visually representing a text, graphic organizers help students understand textual and informational structures and perceive connections between ideas. Graphic organizers can also support comprehension and help students reflect on which parts of a text are the most important. See Schoenbach et al. and Burke for examples of classroom uses.

Quickwrites. A form of freewriting, quickwrites are spontaneous, stream-of-consciousness responses to a single issue or related issues (Fulwiler).

Reciprocal Teaching. Reciprocal Teaching entails taking turns in leading a discussion on a reading selection with the intention of helping oneself and others understand and retain the author’s main points. It involves guiding the group toward reasonable predictions, important questions, essential clarifications or explanations, and coherent summaries. See Schoenbach et al. and Burke for examples of classroom uses. Also see Palincsar and Brown.

Rereading or repeated reading. Rereading increases readers’ comprehension and raises their confidence, especially with challenging texts. It also helps less-skilled readers develop fluency. See Schoenbach et al. and Burke for examples of classroom uses.