Unit 1, Activities 2 and 4, Checklist of Common Errors

Blackline Masters, English IIIPage 1

Louisiana Comprehensive Curriculum, Revised 2008

Unit 1, Activities 2 and 4, Checklist of Common Errors

CHECKLIST FOR EDITING

STYLE

  • Words, phrases, or clauses used as a series have parallel structure.
  • Sentences lengths are varied.
  • Sentences are concise without wordiness or empty expressions.

GRAMMAR

  • All sentences are complete. There are no fragments.
  • There are no run-on sentences.
  • Subjects and verbs agree in number.
  • Verb tenses are correct and consistent. Tenses shift to show sequence of events.
  • All pronouns agree with their antecedents in number and gender.
  • All pronouns are used consistently, maintaining proper case, person, and number.
  • All pronouns clearly refer to their antecedents.

USAGE

  • Irregular verbs are used in the correct form.
  • Frequently confused words (such as affect and effect) are used correctly.
  • Standard English is used; slang is avoided.
  • There is no use of a double negative.

MECHANICS

  • Every sentence ends with an appropriate punctuation mark.
  • Commas are correctly used in compound sentences.
  • Commas are correctly used with non-essential elements.
  • Commas are correctly used in series.
  • Commas are correctly used with coordinate adjectives that precede nouns.
  • Semi-colons are used correctly when they separate main clauses.
  • Quotation marks enclose direct quotations.
  • Quotation marks are correctly used with titles and unusual expressions.
  • Quotation marks are correctly used with other marks of punctuation.
  • Titles are correctly noted with underlining or italics.
  • Apostrophes are correctly used in possessive nouns and in contractions.
  • All proper nouns and proper adjectives are correctly capitalized.
  • The first word of every sentence is correctly capitalized.

SPELLING

  • All words are spelled correctly, and unfamiliar words have been checked in a dictionary.
  • Root words have been changed correctly before suffixes are added.
  • The spellings of proper nouns have been checked in a reference book.
  • All typographical errors have been corrected.

Blackline Masters, English IIIPage 1

Louisiana Comprehensive Curriculum, Revised 2008

Unit 1, Activity 6, Researching a Native American Tribe

RESEARCH PROCESS

At least 3 credible resources (6)______

Summaries and notes (7)______

Sources acknowledged in standard formatting (12)______

PUBLISHED DOCUMENT

Content Detail

Location (5)______

History (5)______

Famous members (5)______

Lifestyle (5)______

Unique customs (5)______

Belief system (5)______

Contemporary life (5)______

Format Detail

Text (5)______

Illustrations (10)______

Organization (5)______

ORAL PRESENTATION

Appropriate language (5)______

Appropriate delivery techniques

Volume (5)______

Eye contact (5)______

Pacing (5)______

TOTAL POINTS (100)______

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Unit 1, Activity 8, Analyzing an Explorer’s Historical Account

Focus/ Organization (15)
States an interpretation of the essay’s purpose in a thesis statement
Includes a well-organized discussion of the explorer and his situation
Refers to initial predictions and their validity
Comments on the author’s bias or personal perceptions
Concludes by referring to the main idea / Comments:
Points ______
Elaboration/ Support (15)
Provides specific examples and evidence to support the evidence of bias
Uses quotations from the story to support the thesis / Comments:
Points ______
Grammar, Usage, and Mechanics (15)
Uses correct spelling, capitalization, and punctuation
Uses clear syntax
Avoids fragments and run-ons
Presents text in an appropriate format / Comments:
Points ______

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Unit 1, Activity 9, RAFT Writing Assessment

Group Members:

Role:

Audience:

Format:

Topic:

TOTAL POINTS: (40)

Blackline Masters, English IIIPage 1

Louisiana Comprehensive Curriculum, Revised 2008

Unit 1, Activity 10, Connecting Music Lyrics and Poetry

TOTAL POINTS: (50)

Blackline Masters, English IIIPage 1

Louisiana Comprehensive Curriculum, Revised 2008

Unit 1, Activity 11, Introductory Opinionnaire for The Crucible

Discuss each opinionnaire statement and circle the appropriate evaluation. Below each statement give examples in support or explain your reasons for disagreeing.

  1. “In America justice always prevails.”

strongly agree agree disagree strongly disagree

______
______

  1. “It is better to die for a cause than live in fear.”

strongly agree agree disagree strongly disagree

______
______

  1. “A lie to stay out of harm’s way is acceptable.”

strongly agree agree disagree strongly disagree

______
______

  1. “Superstition is a harmless thing.”

strongly agree agree disagree strongly disagree

______
______

  1. “It is acceptable to question authority in a time of crisis.”

strongly agree agree disagree strongly disagree

______
______

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Unit 1, Activity 11, Analyzing a Dynamic Character

Description of a Dynamic Character from The Crucible

Introduction

Appropriate general background (5)____

Clearly established tone (5)______

Evident thesis or controlling statement (7)____

Interesting transition to the body (3)____

Body ______

Logical order of ideas (5)______

Strong character traits developed (5)____

Specific examples/ discussion/ quotes for support (10)____

Clear discussion of change (10) ____ Detailed evidence for support (10) ______

Documented quotes correctly inserted (5)____

Conclusion

Final assessment of the situation (10)____

Usage and Mechanics

Clear, concise sentence structure (10) ____

Correct verb tense (5)____

Correct pronoun use (5)____

Appropriate word choice (5)____

Correct spelling, punctuation, capitalization (10) ____

Total: (100) ____

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Unit 1, Activity 12, Topic Evaluation for a Personal Narrative

Prewriting Checklist for Interpreting an Experience

The experience is important to me now because it:

Helped me see something in a new way.

Changed the way I feel about myself.

I will always remember this experience because it:

strongly affected my attitudes.

had important consequences.

The experience is worth relating because it:

will be familiar to my readers.

gave me insight that will help others.

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Unit 1, Activity 12, Assessing the Personal Narrative

CONTENT

Introduction:

Establishes the time and place (5)______

Hints at the meaning of the experience (5)______

Sets a reflective tone (5)______

Establishes a personal voice (5)______

Body:

Narrates events in chronological order (10)______

Uses specific narrative detail (15)______

Includes illustrative description (10)______

Includes imagery/ figurative language (10)______

Works toward an unfolding meaning (10)______

Conclusion:

Summarizes the content (5)______

Directly states the meaning of the experience (5)______

USAGE AND MECHANICS

Clear, concise syntax (10)______

Varied appropriate sentence structure (10)______

Appropriate word choice (10)______

Correct pronoun usage (15)______

Applies standard rules for punctuation (10)______

Applies standard rules for spelling (10)______

TOTAL (150)_____

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Unit 2, Activity 6, Questioning the Author

Questioning the Author Prompts:

Purpose:Possible Questions:

Analyze purposeWhat is the author trying to say?

What is the author’s message?

What is the author talking about?

Focus on developmentThe author says this/ what does it mean?

Why did the author choose this word?

Link informationHow does that connect with what the author

already told us?

What information has the author added here

that connects with ______?

Identify difficulties with theDoes that make sense?

way the author has presentedDid the author state or explain that clearly?

the information or ideasWhy or why not? What do we need to find

out or figure out?

Encourage students to referDid the author tell us that?

to the text to check misinterpretationsDid the author give us the answer to that?

or to recognize they have made

an inference

Blackline Masters, English IIIPage 1

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Unit 2, Activity 9, Analyzing Paine’s Essay

Quote Type Literal MeaningPurpose

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Louisiana Comprehensive Curriculum, Revised 2008

Unit 2, Activity 11, Assessment for an Editorial Analysis

Title, Author, Date, Source (4) ______

Author’s tone (2) ______

Author’s purpose (2) ______

Topic/ Thesis (4)______

Outline: structure main ideas and support (12) ______

List of devices with support:

Devices (8)______

Quotes (8)______

Purpose for each (8)______

Paragraph of Analysis:

Agree or Disagree (3)______

Questions to ask (3)______

Overall effectiveness (3)______

Personal Opinion (3)______

TOTAL POINTS: (60)

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Unit 2, Activity 13, Assessment for the Persuasive Essay

CONTENT

Introduction includes:

Sufficient general background (5)_____

Clearly established tone, voice (5)_____

Strong statement of position or thesis (5) _____

Body contains:

Effective organization (5)_____

Clear logic (3)_____

Detailed support (10)_____

Transitional words or phrases (2)_____

Unified paragraphs (2)_____

Effective word choice (3)_____ Concise opposition (5) _____

Strong rebuttal (5)_____

Conclusion

Summarizes the strongest arguments (5) _____

Reaffirms the position (5)_____

USAGE/MECHANICS

The essay contains:

Effective sentence structure (15)_____

Correct use of verbs (5)_____

Correct use of pronouns (5)_____

Few spelling errors (5)_____

Properly applied punctuation (10)_____

TOTAL POINTS 100

Blackline Masters, English IIIPage 1

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Unit 2, Activity 13, Peer Evaluation Form

1. What is the strongest part of this essay?

______

2. How could the writer state the issue or position more clearly?

______

3. What could the writer do to present the evidence in a more effective order?

______

4. What could the writer do to make all details support the main idea?

______

5. How could the writer strengthen examples or make the evidence more convincing?

______

______

6. How could the writer express the opposing view in a more concise manner?

______7. What could the writer do to strengthen any rebuttal to the opposing view?

______

8. What could the writer do to strengthen or clarify the tone of the argument?

______

9. Can you suggest a way to strengthen the opening?

______

10. What words could be replaced with stronger, clearer, or more specific words?

______

11. What could the writer do to strengthen the ending?

Blackline Masters, English IIIPage 1

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Unit 3, Activity 6, Analysis of a Folktale

Blackline Masters, English IIIPage 1

Louisiana Comprehensive Curriculum, Revised 2008

Unit 3, Activity 7, Analysis for “Thanatopsis”

Section One speaker:

Summary:

Evidence of Romantic Writing:

Section Twospeaker:

Summary:

Evidence of Romantic Writing:

Section Three speaker:

Summary:

Evidence of Romantic Writing:

Section Four speaker:

Summary:

Evidence of Romantic Writing:

Blackline Masters, English IIIPage 1

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Unit 3, Activity 7, “Thanatopsis” Composition Rubric

The opening:

gives a general introduction to the poem (4)______

clearly states a thesis or main idea (6) ______

The body:

gives a brief general description

of Romantic writing(4)______

connects specific support from the poem

to the qualities of Romantic writing (8)______

uses quotes to support main points (8)______

clearly explains the theme of the poem (10)______

The closing:

sums up major points made in the body (4)______

discusses of a personal reaction to the

impact of the poem (6)______

Total Points:(50)`______

Blackline Masters, English IIIPage 1

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Unit 3, Activity 9, Contemporary Nonconformists and Transcendentalism

Section One:

Who is this article about?

What are this innovator’s profession or credentials?

What is the proposal or new idea?

How will the plan be implemented?

What costs are involved?

What are the drawbacks to the plan?

What benefits are there to the plan?

Section Two: How is this situation a representation of the philosophy of transcendentalism?

Blackline Masters, English IIIPage 1

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Unit 3, Activity 11, Using QtA to Analyze Thoreau’s Essay

Questioning the Author Prompts:

Initiate discussionWhat is the author trying to say?

What is the author’s message?

What is the author talking about?

Focus on author’s messageThe author says this/ what does it mean?

Why did the author choose this word?

Link informationHow does that connect with what the author

already told us?

What information has the author added here

that connects with ______?

Identify difficulties with theDoes that make sense?

way the author has presentedDid the author state or explain that clearly?

the information or ideasWhy or why not?

Blackline Masters, English IIIPage 1

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Unit 3, Activity 13, Opinionnaire for Hawthorne’s Fiction

Your group should DISCUSS, SURVEY, RECORD, and REPORT a final group consensus for each of the following situations:

1. Should students who are caught smoking in the bathrooms be publicly punished? List possible ways this could occur or alternatives if you all believe the punishment should not be public.

2. You know that a friend has hit someone else’s car leaving a party and then left without identifying him/herself. The damages to the car will be expensive to repair. Should you reveal that person’s identity to the owner of the car?

3. Not realizing that what a friend told you was to remain secret, you told two other people. They spread the secret around and now your friend is very angry. Should you admit to your friend that it came from you?

4. You and a friend cheat together on a test, but only your friend is caught by the teacher. Your friend has received a failing grade for the class, which has also led to a failing grade for the course. This friend would not admit your involvement which might have helped the situation. Should you confess your involvement now?

5. You are aware of the fact that a close friend is involved in something dangerous or illegal. Should you reveal this to your friend’s parents or someone in authority?

Blackline Masters, English IIIPage 1

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Unit 4, Activity 6, Franklin-Douglass Graphic Organizer

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Louisiana Comprehensive Curriculum, Revised 2008

Unit 4, Activity 6, Composition Rubric for Comparing Autobiographies

Franklin:

Brief historical background (5)______

Clear description of tone (5)______

Description/ support author’s style (5)______

Summary of the content (5)______

Analysis of Franklin’s significance (5)______

Douglass:

Brief historical background (5)______

Clear description of tone (5)______

Description/ support author’s style (5)______

Summary of the content (5)______

Analysis of Douglass’ significance (5)______

Compare/ Contrast Connections:

Concise discussion of similarities (5)______

Concise discussion of differences (5)______

Grammar, Usage, Mechanics:

Sentence structure (6)______

Verb tense (3)______

Pronoun reference (3)______

Spelling (4)______

Punctuation (4)______

Total Points: (80)______

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Unit 4, Activity 7, Analyzing the Refrain in a Spiritual

First Title:

Refrain:

Mood:

Purpose:

Analysis of how these effects create a central idea:

Second Title:

Refrain:

Mood:

Purpose:

Analysis of how these effects create a central idea:

Blackline Masters, English IIIPage 1

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Unit 4, Activity 11, Vocabulary Cards for Lincoln’s Address

Use the Vocabulary Cards to note the characteristics of Lincoln’s language devices:

C

In a brief composition, explain how the language in Lincoln’s dedicatory remarks creates a powerful piece of persuasive writing. Use each of these examples as support.

Blackline Masters, English IIIPage 1

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Unit 4, Activity 12, Analyzing Whitman’s Poetry

Section Paraphrasing Device Quote Purpose

Lines

Summarize Whitman’s opinion of Lincoln:

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Unit 4, Activity 12, Composition Rubric for Whitman

Focus/ Organization

  • States an interpretation of the poem’s

meaning in a thesis statement (5)______

  • Includes a well-organized discussion

of the techniques used in the poem (5) ______

  • Explains how the devices and techniques

help to develop the theme (5)______

  • Concludes by making an assessment of

the national character of the time (5)______

Elaboration/ Support

  • Provides examples and evidence (5)______
  • Uses quotations from the poem (5)______

Grammar, Usage, and Mechanics

  • The analysis is free of misspellings. (3)______
  • Words are capitalized correctly. (3)______
  • Sentences are punctuated correctly. (3)______
  • The piece is free of fragments and run-ons. (5)______
  • Standard English usage is employed. (6)______

Total (50)_____

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Unit 5, Activity 5, Assessment Rubric for Research Presentation

Information Seeking/Selecting and Evaluating / Analysis / Synthesis / Documentation / Product/Process
4 / Student(s) gathered information from a variety of quality electronic and print sources. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). / Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident. / Student(s) developed appropriate structure for communicat-ingproduct, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. / Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Documentation is error-free. / Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.
3 / Student(s) gathered information from a variety of relevant sources--print and electronic / Student (s) product shows good effort was made in analyzing the evidence collected / Student(s) logically organized the product and made good connections among ideas / Student(s) documented sources with some care. Sources are cited, both in-text/in-product and on Works-Cited/Works-Consulted pages/slides. Few errors noted. / Student(s) effectively communicated the results of research to the audience.
2 / Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources / Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. / Student(s) could have put greater effort into organizing the product / Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. / Student(s) need to work on communicating more effectively
1 / Student(s) gathered information that lacked relevance, quality, depth and balance. / Student(s) conclusions involved restating information. Conclusions were not supported by evidence. / Student(s) work is not logically or effectively structured. / Student(s) clearly plagiarized materials. / Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.

Blackline Masters, English IIIPage 1

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Unit 5, Activity 6, Analyzing Emily Dickinson’s Poems

Paraphrase the Poem:

Analyze the Form:

Structure

Punctuation

Note the Language Choices:

Imagery

Figurative Language

Explain the Overall Meaning:

Make a Brief Personal Life Connection:

Blackline Masters, English IIIPage 1

Louisiana Comprehensive Curriculum, Revised 2008