GRADE 11 Teacher Copy Quarter 4, Week 35: 05/06/13 05/10...

2012-2013 1

GRADE 11– Teacher Copy Quarter 4, Week 35: 05/06/13 – 05/10/13

Learning Objectives This lesson examines the literary criticism of the writings of Phillis Wheatley by her 18

th century contemporaries. Through repeated readings of

targeted sections and the effective use of collaborative discussions (one-on-one, in groups, and teacher-led), students will recognize common themes that emerge regarding America’s first African-American poet. At this point, students should develop text-based questions and actively define unfamiliar words. Varying the length and purpose for writing (paraphrasing, objective summarization, documented analysis) provides time for evidentiary writing that supports deeper understanding of text. Teachers further scaffold activities to address individual students’ needs.

Rationale: This lesson explores the controversy over Wheatley’s literary abilities as reflected in the Wheatley “trials.” By looking at two significant works of Wheatley’s legacy, students will analyze not only the historical literary dispute, but also the artistic merits of Wheatley’s work.

Text Title(s): from The Trials of Phillis Wheatley (Henry Louis Gates, Jr.) , “On Being Brought from Africa to America” (Wheatley) and "To the Right Honourable William Earl of Dartmouth" (Wheatley) - link to the text: http://www.neh.gov/about/awards/jefferson-lecture/henry-louis-gates-jr-lecture Genre/Text Structure: Public documents – Primary Source Informational Nonfiction / Literary Nonfiction (Lecture) and Literary Fiction (Poetry)

Targeted Text Selections excerpt The Trials of Phillis Wheatley

“On Being Brought from Africa to America” "To the Right Honourable William Earl of Dartmouth"

Common Core State Standards (CCSS) RI.11-12; RL.11-12; SL.11-12; W.11-12; L.11-12

http://www.corestandards.org

Lesson Sequence

PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:

Write a 1-2 page documented analysis of the literary criticism of Wheatley and the artistic merits of two of her poems.

Activity 1: GUIDING QUESTION(S):

What is Wheatley’s legacy in the African American literary tradition?

1. Students will read the excerpted section of The Trials of Phillis Wheatley its entirety. For advanced students, consider using the entire lecture by Henry Louis Gates, Jr. “Mister Jefferson and The Trials of Phillis Wheatley” at http://www.neh.gov/about/awards/jefferson-lecture/henry-louis-gates-jr-lecture. Avoid giving any background context or instructional guidance at the outset. Use a close reading approach so that students rely exclusively on the text for meaning.

2. After reading the passage independently, listen as the piece is read aloud by the teacher /or skillful students/or in table groups. The order of the student silent read and the read aloud may be reversed depending on the intent of the lesson and specific learners’ needs.

3. Rereading is embedded in the text-dependent questions and discussion activities. The sequence of questions is not random, but rather carefully crafted to build toward more coherent understanding.

4. As students move through the close reading, check for understanding of academic and domain specific vocabulary. 5. Students write a short impression of Wheatley in their Reader Response journals. By referring to evidence from the text, students repeatedly

encounter the topic to stimulate a deeper, well-reasoned exchange of ideas.


What dilemma does Gates’ lecture introduce?

What inference can you draw about Boston society in 1772?

1. Returning to The Trials of Phillis Wheatley the teacher leads students through a small set of text-dependent questions. Students are urged to develop their own text-dependent questions to compel closer rereading and analysis. The targeted text should be in front of the students as they engage in their discussions.

2. During the instructional sequence, it is important to linger over Gate’s use of syntax and diction. If necessary, chunk information at the phrase level to provide supported practice in deciphering complex sentences.

3. The use of student-created graphic organizers and summary statements are essential for organizing and collecting thoughts for the culminating writing activity.


What is Wheatley’s message in the poems?

What values and beliefs are evident?

MIAMI- DADE COUNTY PUBLIC SCHOOLS Office of Academics and Transformation Department of Language Arts/Reading

English Language Arts (ELA) Exemplar Lesson

http://www.neh.gov/about/awards/jefferson-lecture/henry-louis-gates-jr-lecture


http://www.corestandards.org/



GRADE 11 ELA EXEMPLAR LESSON Week 35: 05/06/13 – 05/10/13

2012-2013 2

What poetic devices are employed in Wheatley’s poetry?

Does Wheatley’s writing merit artistic acclaim?

1. Students will read two poems by Phillis Wheatley: “On Being Brought from Africa to America” and "To the Right Honourable William Earl of Dartmouth.” Avoid giving any background context or instructional guidance at the outset. Use a close reading approach so that students rely exclusively on the text for meaning.

2. After reading the poems independently, listen as each piece is read aloud by the teacher /or skillful students/or in table groups. The order of the student silent read and the read aloud may be reversed depending on the intent of the lesson and specific learners’ needs.

3. As students move through the close reading, check for understanding of archaic and domain specific vocabulary. If necessary, chunk language at the phrase level to provide supported practice in deciphering complex stanzas.

4. In table groups, discuss the poetic devices Wheatley uses in the poems. Discuss the artistic merits of each poem. 5. Students write a short impression of the poetic devices and artistic merit of each poem in their response journals. By referring to evidence

from the text, the students repeatedly encounter the topic to stimulate a deeper, well-reasoned exchange of ideas.


What is Phillis Wheatley’s legacy in the African American literary tradition?

Despite her domestic status, how did Phillis advance the genre of the slave narrative?

1. Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources (http://www.loc.gov/search/?q=phillis+wheatley+america%27s ) to examine the genre of the slave narrative.

2. Direct students to take notes from selected segments at Discovery Education including:

Early African American Writers http://player.discoveryeducation.com/index.cfm?guidAssetId=8FAAE241-AD73-406B-B04F- CB43DB0282AE&blnFromSearch=1&productcode=US

Phyllis Wheatley Becomes America’s First Black Poet http://player.discoveryeducation.com/index.cfm?guidAssetId=02628E56-8E34-41DC-8F9A-2551A2ECAE42&blnFromSearch=1&productcode=US

Phyllis Wheatley http://player.discoveryeducation.com/index.cfm?guidAssetId=7DF11BC5-73B2-4B13-A756-C5476EDA86D4&blnFromSearch=1&productcode=US

3. Continue to use the graphic organizers or response journals as a means to organize thoughts for prewriting activities.


What is Wheatley’s contribution to the African American literary tradition?

Based on the readings, was Wheatley judged fairly?

1. Conduct a final discussion of text-dependent questions and allow time for students to complete notes on Wheatley’s life and literary legacy.

2. Students prepare to write a 1-2 page documented analysis of America’s first African-American poet.

3. Use the student-generated graphic organizers, summation statements, and personal response notes to write a well-supported response. 4. Allow an extended amount of time for students to write a 1-2 page documented response. Use the 30-point mode-specific rubric to score the summative assessment.

Targeted Text Selection excerpt from The Trials of Phillis Wheatley lecture

Vocabulary

Teacher Activities and Techniques Text-Dependent Questions

p. 2 - She would have been familiar with the names of the gentlemen assembled in this room. For there, perhaps gathered in a semicircle, would have sat an astonishingly influential group of the colony's citizens determined to satisfy for themselves, and thus put to rest, fundamental questions about the authenticity of this woman's literary achievements. Their interrogation of this witness, and her answers, would determine not only this woman's fate, but the subsequent direction of the antislavery movement, as well as the birth of what a later commentator would call

underlined words: with insufficient contextual clues BOLD words: Tier Two

words

GUIDING QUESTION(S):


Return to the text and ask students to write a small set of guiding questions about the document. The following set of text-based questions serves ONLY to guide the discussion toward the culminating writing activity.

(Q1) Identify 4 – 5 key ideas in Gates’ lecture. Include textual

http://www.classzone.com/

http://www.discoveryeducation.com/

http://www.loc.gov/search/?q=phillis+wheatley+america%27s

http://player.discoveryeducation.com/index.cfm?guidAssetId=8FAAE241-AD73-406B-B04F-CB43DB0282AE&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=8FAAE241-AD73-406B-B04F-CB43DB0282AE&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=02628E56-8E34-41DC-8F9A-2551A2ECAE42&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=02628E56-8E34-41DC-8F9A-2551A2ECAE42&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=7DF11BC5-73B2-4B13-A756-C5476EDA86D4&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=7DF11BC5-73B2-4B13-A756-C5476EDA86D4&blnFromSearch=1&productcode=US


2012-2013 3

"a new species of literature," the literature written by slaves. p. 4 - What an astounding collection of people were gathered in the room that morning--relations and rivals, friends, and foes. Here truly was a full plenum of talent and privilege, cultivation and power. There were six staunch loyalists, and several signal figures in the battle for independence. Of these eighteen gentlemen, nearly all were Harvard graduates and a majority were slaveholders. In the hands of this group, a self-constituted judge and jury, rested the fate of a teenage slave named Phillis Wheatley, and to a certain extent the destiny of the African American people, on that October day in 1772.

Why had this august tribunal been assembled by John Wheatley, Phillis's master? They had one simple charge: to determine whether Phillis Wheatley was truly the author of the poems she claimed to have written.

line 18- self-constituted judge and jury: self-appointed judge and jury line 20 – august: impressive; eminent; dignified

support and an explanation of each key idea.

Possible answer.

Major ideas are expressed concerning the focus and consequences of the “trials” of Phillis Wheatley.

A group of Boston’s citizens was gathered to assess Wheatley’s abilities.

Wheatley’s literary accomplishments are identified, giving credibility to her intellectual abilities.

The impact of the “trials” is addressed, acknowledging that the publishing of Wheatley’s book of poetry marks the beginning of an African American literary tradition.

(Q2) What dilemma does Gates’ lecture introduce? Possible answer. The dilemma: “They [august tribunal] had one simple charge: to determine whether Phillis Wheatley was truly the author of the poems she claimed to have written.”

(Q3) What inference can you draw about Boston society in 1772? Possible answer. Although the “respectable characters in Boston” were educated men, there was still great prejudice and uncertainty about the intellectual abilities of women and people of color.

excerpt The Trials of Phillis Wheatley

p. 5 -Without any Assistance from School Education,

and by only what she was taught in the Family, she, in

sixteen Months Time from her Arrival, attained the

English Language, to which she was an utter Stranger

before, to such a Degree, as to read any, the most

difficult Parts of the Sacred Writings to the great

Astonishment of all who heard her.

As to her Writing, her own Curiosity led her to it; and

this she learnt in so short a time, that in the Year

1765, she wrote a letter to the Reverend Mr. Occom,

the Indian Minister, while in England.

She has great Inclination to learn the Latin tongue, and

has made some progress in it. This Relation is given by

her Master who bought her, and with whom she now

lives.

(Q4) Reread these sections from p. 5. Paraphrase by rewriting in your own words. Write a summary of the impressions of Wheatley’s intellect.

Answers will vary. Possible paraphrasing: Without any training from public schools, and by what she learned from Mary, after 16 months of arriving in America from Africa, Phillis could speak the English language. She had no knowledge of English before tutoring, but could now fluently read the most difficult parts of the Bible astonishing everyone. As far as her writing, Phillis’ own curiosity led her to it. She learned in a short time and in 1765 she wrote a letter to the Indian Minister, Reverend Mr. Occom. She has a great desire to learn Latin and has made some progress. This report is written by her Master [John Wheatley] who bought her as a slave and with whom she now lives in Boston.

(Q5) Summarize the controversy Gates’ explores over Wheatley’s texts.

Possible answer. Captured as a slave and transported to the American colonies as a child, Wheatley was purchased and performed domestic chores in the Wheatley household of Boston. A precocious child, Phillis learned to read and write with the assistance of the Wheatly’s daughter. Phillis studied Latin, the Bible, and classical literature including Greek mythology. Because of the prevailing thinking of the late 18

th century, many citizens questioned

Wheatley’s intellectual abilities and hence, the depth of her literary abilities. Gates’ lecture explores the controversy of racism of the late 18

th century and the beginnings of the African-

American literary tradition.


2012-2013 4

Targeted Text Selection “On Being Brought from Africa to America”

p. 12 of Gates’ lecture - lines 1 - 8

Vocabulary


1 “Twas mercy brought me from my Pagan land,

Taught my benighted soul to understand

3 That there's a God, that there's a Saviour too:

Once I redemption neither sought nor knew.

5 Some view our sable race with scornful eye,

“Their colour is a diabolic die,”

7 Remember, Christians, Negros, black as Cain,

May be refin'd, and join th' angelic train.






(Q6) What is Wheatley’s message in this poem?

Possible answer. Wheatley’s message is controversial because it does not condemn slavery, but rather uses lustrous terms (line 1) about the “mercy” shown by the slave traders. Despite the circumstances of capture, transport and life as a slave, the poem has a strong message of redemption and Christian beliefs.

(Q7) What values and beliefs are evident? Possible answer. Wheatley honors God and the power to forgive. Lines 2- 3 “…taught my benighted soul to understand that there’s a God” and lines 7 – 8 note that “Christians, Negros, black as Cain / May be refin’d, and join th’ angelic train.”

"To the Right Honourable William Earl of Dartmouth."

lines 1 – 12

1 Should you, my lord, while you peruse my song,

Wonder from whence my love of Freedom sprung,

3 Whence flow these wishes for the common good,

By feeling hearts alone best understood,

5 I, young in life, by seeming cruel fate

Was snatch'd from Afric's fancy'd happy seat:

7 What pangs excruciating must molest,

What sorrows labour in my parent's breasts

9 Steel'd was that soul and by no misery mov'd

That from a father seiz'd his babe belov'd:

11 Such, such my case. And can I then but pray

Others may never feel tyrannic sway?


Possible answer. Wheatley acknowledges her regret and sorrow for her lost childhood to the “tyrannic sway” (line 12) of her “cruel fate” (line 5). The message is one of condescension for the slave trade that (line 6) “…snatch’d from Afric’s happy seat” a young life resulting in “sorrows labour in my parent’s breasts.”

(Q9) What values and beliefs are evident?

Possible answer. Wheatley clearly values family (lines 5 – 8 and line 10). She bemoans the “tyrannic sway” of slavery, but also recognizes in line 2 that her “freedom sprung” from learning to read and write, thus contributing to the slave narratives. (Q10) How does the theme change from “On Being Brought from Africa to America” to the message expressed in “To the Right Honourable William Earl of Darmouth”?

Possible answer. Wheatley’s poem addresses the human costs of the slave trade. She acknowledges the “cruel fate”, “pangs excruciating must molest”, and the “tyrannic sway” of slavery. The tone and theme of the poem is one of regret and nostalgia for her lost family and heritage. Line 2 states, however, Wheatley’s “love of Freedom” indicating that her circumstances in Boston were superior to those of other African slaves.

Cross Genre Connections: Vocabulary


Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources (www.libraryofcongress or


What is Wheatley’s legacy in the African American literary tradition?

Despite her domestic status, how did Wheatley use poetry to tell her story of enslavement?



http://www.libraryofcongress/


2012-2013 5

http://www.loc.gov/search/?q=phillis+wheatley+america%27s ) to examine the genre of the slave narrative.

Formative Assessment/ Rubrics

Collaborative (one-on-one, in groups, and teacher-led) discussion(s) on text-dependent comprehension questions and written responses (paraphrasing, objective summarization, documented analysis, reader response journals) serve as prewriting assignments and formative assessments.

Summative Assessment/Culminating Independent Writing Task

Write a 1-2 page documented analysis of the literary criticism of Wheatley and the artist merits of two poems.

Possible answer. A 30-point mode-specific rubric defines the writing expectations for the summative assessment.

Extension Activities/Further Resources

Technology:

www.discoveryeducation.com – (see links embedded in pacing guide)

www.classzone.com www.libraryofcongress

For further information regarding this document contact the Department of Language Arts/Reading, Secondary District Instructional Supervisors, Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of Bilingual Education and World Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.







2012-2013 6

Student Copy

Targeted Text Selection excerpt The Trials of Phillis Wheatley

Vocabulary

Student Generated Text-Dependent Questions

p. 2 - She would have been familiar with the names of the gentlemen assembled in this room. For there, perhaps gathered in a semicircle, would have sat an astonishingly influential group of the colony's citizens determined to satisfy for themselves, and thus put to rest, fundamental questions about the authenticity of this woman's literary achievements. Their interrogation of this witness, and her answers, would determine not only this woman's fate, but the subsequent direction of the antislavery movement, as well as the birth of what a later commentator would call "a new species of literature," the literature written by slaves. p. 4 - What an astounding collection of people were gathered in the room that morning--relations and rivals, friends, and foes. Here truly was a full plenum of talent and privilege, cultivation and power. There were six staunch loyalists, and several signal figures in the battle for independence. Of these eighteen gentlemen, nearly all were Harvard graduates and a majority were slaveholders. In the hands of this group, a self-constituted judge and jury, rested the fate of a teenage slave named Phillis Wheatley, and to a certain extent the destiny of the African American people, on that October day in 1772. Why had this august tribunal been assembled by John Wheatley, Phillis's master? They had one simple charge: to determine whether Phillis Wheatley was truly the author of the poems she claimed to have written.


words

line 18- self-constituted judge and jury: s line 20 – august:



Return to the text and write a small set of guiding questions about the document.

(Q1) Identify 4 – 5 key ideas in Gates’ lecture. Include textual support from the passage and explain the significance of each idea.

Possible answer. (Q2) What dilemma does Gates’ lecture introduce? Possible answer. (Q3) What inference can you draw about Boston society in 1772? Possible answer.

excerpt The Trials of Phillis Wheatley

p. 5 -Without any Assistance from School Education,

and by only what she was taught in the Family, she, in

sixteen Months Time from her Arrival, attained the

English Language, to which she was an utter Stranger

before, to such a Degree, as to read any, the most

difficult Parts of the Sacred Writings to the great

Astonishment of all who heard her.

As to her Writing, her own Curiosity led her to it; and

this she learnt in so short a time, that in the Year

1765, she wrote a letter to the Reverend Mr. Occom,

the Indian Minister, while in England.

She has great Inclination to learn the Latin tongue, and

has made some progress in it. This Relation is given by

her Master who bought her, and with whom she now

lives.

(Q4) Reread this section of text. Paraphrase the text by rewriting in your own words. Write a summary of the impressions of Wheatley’s intellect.

Possible answer.

(Q5) Summarize the controversy Gates’ explores over Wheatley’s texts.

Possible answer.


2012-2013 7

Targeted Text Selection “On Being Brought from Africa to America”

lines 1 - 8

Vocabulary


1 Twas mercy brought me from my Pagan land,

Taught my benighted soul to understand

3 That there's a God, that there's a Saviour too:

Once I redemption neither sought nor knew.

5 Some view our sable race with scornful eye,

Their colour is a diabolic die,

7 Remember, Christians, Negros, black as Cain,

May be refin'd, and join th' angelic train.







Possible answer.

(Q7) What values and beliefs are evident? Possible answer.

"To the Right Honourable William Earl of Dartmouth."

lines 1 – 12

1 Should you, my lord, while you peruse my song,

Wonder from whence my love of Freedom sprung,

3 Whence flow these wishes for the common good,

By feeling hearts alone best understood,

5 I, young in life, by seeming cruel fate

Was snatch'd from Afric's fancy'd happy seat:

7 What pangs excruciating must molest,

What sorrows labour in my parent's breasts

9 Steel'd was that soul and by no misery mov'd

That from a father seiz'd his babe belov'd:

11 Such, such my case. And can I then but pray

Others may never feel tyrannic sway?


Possible answer.

(Q9) What values and beliefs are evident?

Possible answer. (Q10) How does the theme change from “On Being Brought from Africa to America” to the message expressed in “To the Right Honourable William Earl of Darmouth”?

Possible answer.

Cross Genre Connections: Vocabulary


Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources (www.libraryofcongress or http://www.loc.gov/search/?q=phillis+wheatley+america%27s ) to examine the genre of the slave narrative.



Despite her domestic status, how did Phillis use poetry to tell her story of enslavement?

Summative Assessment/ Culminating Independent Writing Task

Write a 1-2 page documented analysis of the literary criticism of Wheatley and the artist merits of two poems.






2012-2013 1

GRADE 11 – Teacher Copy Week 36: 05/13/13 – 05/17/13

Learning Objectives This lesson concludes an examination of African American literary tradition. Through repeated readings of targeted sections and the effective use of collaborative discussions (one-on-one, in groups, and teacher-led), students recognize common themes that deal with African-American authors’ expression of cultural affirmation. At this point, students should develop text-based questions and actively define unfamiliar words. Varying the length and purpose for writing provides time for evidentiary writing that supports deeper understanding of text. Teachers may need to further scaffold activities to address individual students’ needs.

Rationale: This lesson explores Baldwin’s provocative letter to his nephew in which he questions 20th

century racial politics. By looking at two significant works of African American literature, students will contrast the multiple perspectives and the common theme of racial freedom in America.

Text Title(s): My Dungeon Shook (James Baldwin) McDougal Littell Literature , p. 1194 Genre/Text Structure: Public documents – Primary Source Informational Nonfiction / Literary Nonfiction

Targeted Text Selections My Dungeon Shook, p. 1196, lines 16 - 52 and lines 60 - 78

Common Core State Standards (CCSS) RI.11-12; RL.11-12; SL.11-12; W.11-12

http://www.corestandards.org

Lesson Sequence

PERFORMANCE TASK /CULMINATING INDEPENDENT WRITING ASSESSMENT:

Write a 1-2 page documented analysis comparing and contrasting the values and beliefs in Henry Louis Gates, Jr. excerpt “The Trials of Phillis Wheatley” (see week 35) and James Baldwin’s ideals in the letter to his nephew. Analyze the argument that advances the common themes that emerge in the evolution of the African American literary tradition.


What is Baldwin’s message?

What is Baldwin’s purpose for writing the letter?

1. The students will read “My Dungeon Shook” its entirety. Avoid giving any background context or instructional guidance at the outset. Use a close reading approach so that students rely exclusively on the text for meaning.

2. After reading the passage independently, listen as the piece is read aloud by the teacher /or skillful students/ or an audio rereading at www.classzone.com. The order of the student silent read and the read aloud may be reversed depending on the intent of the lesson and specific learners’ needs. 3. Rereading is embedded in the text-dependent questions and discussion activities. The sequence of questions is not random, but rather carefully crafted to build toward more coherent understanding.

4. Students write a 1-page reflection of their understanding of Baldwin’s perspective. Use a student generated graphic organizers or response

journals to build and extend understanding of the passage. By referring to the evidence from the text, the students repeatedly encounter the topic to stimulate a deeper, well-reasoned exchange of ideas.


How are Baldwin’s views connected to the views of Gates in “The Trials of Phillis Wheatley”?

What common theme emerges?

1. Returning to the essay, the teacher will lead students through a set of text-dependent questions from the targeted passage to compel closer rereading and analysis. The targeted text should be in front of the students as they engage in their discussions and develop their own text-based questions.

2. Students should be held accountable for actively engaging in vocabulary acquisition. 3. The use of graphic organizers and summary statements are essential for organizing and collecting thoughts for the culminating writing activity.


How are events of the 1950s and 1960s reflected in American literature?

What common themes emerge?

MIAMI- DADE COUNTY PUBLIC SCHOOLS Office of Academics and Transformation Department of Language Arts/Reading

English Language Arts (ELA) Exemplar Lesson

http://www.corestandards.org/



2012-2013 2

1. Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources (The Harlem Renaissance ) to examine the genre of protest literature.

Cultural Contributions of Black Americans: A Literary Renaissance and A Vision of Beauty

Post Harlem Renaissance

In Black and White: Conversations with African American Writers: Gloria Naylor

Freedom Comes to Birmingham

I Have a Dream

A Change is Gonna Come 2. Discussions lead to additional avenues of inquiry. By referring to the evidence from various multimedia resources, the students repeatedly

encounter the issues, stimulating a deeper, well-reasoned exchange of ideas as they build and extend their understanding of the issues. 3. Continue to use the student generated graphic organizers or response journals to organize thoughts for prewriting activities.


How are the beliefs, values and principles expressed in Baldwin’s writing symbolized in the images?

What common themes emerge in paintings and photographs from the 1950s and 1960s?

1. Display or provide copies of Charly Palmer’s painting, Father, and photographs from the I Am a Man Movement at the Library of Congress website.

2. Write a summation of the visual clues the artist uses to suggest state of mind and convey the theme.


How are Baldwin’s views connected to the views of Gates in “The Trials of Phillis Wheatley”?

What common theme emerges?

1. Conduct a final discussion of text-dependent questions and allow time for students to complete notes on the purpose and themes evidenced in Gates’ and Baldwin’s pieces.

2. Students prepare to write a documented analysis of the legacy of African American literature. Use the graphic organizers, summation statements, and personal response notes to write a well-supported response.

3. Allow an extended amount of time for students to write a 1-2 page documented response. Use the 30-point mode-specific rubric to score the summative assessment.

Targeted Text Selection “My Dungeon Shook” p. 1196, lines 16- 52

Vocabulary


I have known both of you all your lives, have carried your Daddy in my arms and on my shoulders, kissed and spanked him and watched him learn to walk. I don’t know if you’ve known anybody from that far back; if you’ve loved anybody that long, first as an infant, then as a child, then as a man, you gain a strange perspective on time and human pain and effort. Other people cannot see what I see whenever I look into your father’s face, for behind your father’s face as it is today are all those other faces which were his. Let him laugh and I see a cellar your father does not remember and a house he does not remember and I hear in his present laughter his laughter as a child. Let him curse and I remember him falling down the cellar steps, and howling, and I remember, with pain, his tears, which my hand or your grandmother’s so easily wiped away. But no one’s hand can wipe away those tears he sheds invisibly today, which one hears in his laughter and in his speech and in his songs. I know what the world has done to my brother and how narrowly he has survived it. And I know, which is much worse, and this is the crime of which I accuse my country and my countrymen, and for which neither I nor time nor history will ever forgive them, that they have destroyed and are destroying hundreds of thousands of lives and do not know it and do not want to know it. One can be, indeed one must strive to become, tough and philosophical concerning


words




Return to the text and ask students to write a small set of guiding questions about the document. The following set of text-based questions serves ONLY to guide the discussion toward the culminating writing activity. (Q1) What accusations does Baldwin make?

Possible answer. Baldwin accuses mankind of being capable of destruction and death without feeling any notable remorse (lines 34-35). Baldwin has seen his brother grow up and be slowly destroyed by the whites’ perceptions of and limitations on African Americans (lines 26-29). His brother has narrowly escaped the death of his own self-definition. (Q2) Cite textual evidence to demonstrate that Baldwin effectively makes his point about mankind.

Possible answer. Baldwin proves his point effectively by examples to show how well he knows his brother (lines 16-26), which qualifies him to note the near destruction his brother has faced due to the whites. He justifies well his inability to forgive mankind by



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http://player.discoveryeducation.com/index.cfm?guidAssetId=2A2C8164-A027-4D05-BA94-E1C78CF95902


2012-2013 3

destruction and death, for this is what most of mankind has been best at since we have heard of man. (But remember: most of mankind is not all of mankind.) But it is not permissible that the authors of devastation should also be innocent. It is the innocence which constitutes the crime. Now, my dear namesake, these innocent and well-meaning people, your countrymen, have caused you to be born under conditions not very far removed from those described for us by Charles Dickens in the London of more than a hundred years ago. (I hear the chorus of the innocents screaming, “No! This is not true! How bitter you are!”—but I am writing this letter to you, to try to tell you something about how to handle them, for most of them do not yet really know that you exist. I know the conditions under which you were born, for I was Your countrymen were not there, and haven’t made it yet. Your grandmother was also there, and no one has ever accused her of being bitter. I suggest that the innocents check with her. She isn’t hard to find. Your countrymen don’t know that she exists, either, though she has been working for them all their lives.) Well, you were born, here you came, something like fifteen years ago; and though your father and mother and grandmother, looking about the streets through which they were carrying you, staring at the walls into which they brought you, had every reason to be heavyhearted, yet they were not.

line 37 – constitutes: to amount to; equal

describing the many other African-American lives that have been destroyed, without anybody recognizing it (lines 29-33). His points about a brutal mankind seem both poignant and true.

page 1197, lines 60 – 78 This innocent country set you down in a ghetto in which, in fact, it intended that you should perish. Let me spell out precisely what I mean by that, for the heart of the matter is here, and the root of my dispute with my country. You were born where you were born and faced the future that you faced because you were black and for no other reason. The limits of your ambition were, thus, expected to be set forever. You were born into a society which spelled out with brutal clarity, and in as many ways as possible, that you were a worthless human being. You were not expected to aspire to excellence: you were expected to make peace with mediocrity. Wherever you have turned, James, in your short time on this earth, you have been told where you could go and what you could do (and how you could do it) and where you could live and whom you could marry. I know your countrymen do not agree with me about this, and I hear them saying, “You exaggerate.” They do not know Harlem, and I do. So do you. Take no one’s word for anything, including mine—but trust your experience. c Know whence you came. If you know whence you came, there is really no limit to where you can go. The details and symbols of your life have been deliberately constructed to make you believe what white people say about you. Please try to remember that what they believe, as well as what they do and cause you to endure, does not testify to your inferiority but to their inhumanity and fear.

line 68 – mediocrity: lack of quality or excellence

(Q3) Reread lines 60 - 73. Which sentence BEST expresses the basis for Baldwin’s anger?

Possible answer. Lines 65 – 66 express Baldwin’s anger: “You were born into a society which spelled out with brutal clarity, and in as many ways as possible, that you were a worthless human being.” (Q4) Sum up Baldwin’s view of whites. Possible answer. Baldwin is saying that it is unfair for the people (whites) who are doing the destroying to be innocent or unaware of what they are doing. The fact that people are ignorant about the consequences of racism is unforgivable, or a crime. Baldwin explains that society has been wrongly tearing down African American’s self-worth for a long time, which has caused them to feel worthless.

Cross Genre Connections:





2012-2013 4

1. Use Discovery Education Curriculum Aligned Resources or other online sources to examine the genre of protest literature.

2. Continue to use the graphic organizers or response journals as a means to organize thoughts for prewriting activities.

Cultural Contributions of Black Americans: A Literary Renaissance and A Vision of Beauty http://player.discoveryeducation.com/index.cfm?guidAssetId=79F93149-891F-416B-8274-18874A3B0DCE&blnFromSearch=1&productcode=US

Post Harlem Renaissance http://player.discoveryeducation.com/index.cfm?guidAssetId=79F93149-891F-416B-8274-18874A3B0DCE&blnFromSearch=1&productcode=US

In Black and White: Conversations with African American Writers: Gloria Naylor http://player.discoveryeducation.com/index.cfm?guidAssetId=41E067D8-6927-47BF-B4C5-05BAEAE646FC&blnFromSearch=1&productcode=US

Freedom Comes to Birmingham

I Have a Dream

A Change is Gonna Come Cross Genre Connections:

Father, Charly Palmer

Photo from I Am a Man Movement




(Q5) What stories are created in the images?

Possible answer. The story that the images seem to be telling is the ongoing struggle of African Americans for dignity and human rights. The tall man in the center of Palmer’s painting is dressed in a simple but dignified manner. He is linked to the silhouetted protesters behind him by the protest sign that he carries, asserting his humanity. The small boy in the forefront has his hand outstretched, linking him to the other figures in the painting in a plea for recognition. The photo from the I Am a Man Movement of the civil rights era clearly shows the magnitude of racial injustice in the 1950s and 1960s. The faces of resolute black men depict their assertion of their long concealed masculine role.

(Q6) How do these images relate to the theme of Baldwin’s letter? Possible answer. Both images explore the impact of the civil rights movement of the 1950s and 1960s on the notions of manhood. In the early 20

th century, racism forced African

Americans to hide their true identifies. Black men were often singled out as highly visible examples of the racial rules that predominated in society. Survival frequently meant disguising their masculinity and becoming essentially invisible members of society. The I Am a Man Movement was a crusade for racial equality. The placards worn by the men boldly state, “I am a man” asserting their rightful place in American society.

http://player.discoveryeducation.com/index.cfm?guidAssetId=79F93149-891F-416B-8274-18874A3B0DCE&blnFromSearch=1&productcode=US










http://player.discoveryeducation.com/index.cfm?guidAssetId=AC9D29E9-5A97-4EC4-BB5E-7531A2797E6D

http://player.discoveryeducation.com/index.cfm?guidAssetId=6DBB050F-A242-40DF-92AD-FD7BDE1B41B9

http://player.discoveryeducation.com/index.cfm?guidAssetId=2A2C8164-A027-4D05-BA94-E1C78CF95902


2012-2013 5

Formative Assessment/Rubrics

Student collaborative discussion(s) on self-generated text-dependent comprehension questions and written responses (paraphrasing, objective summarization, reader response journals) serve as prewriting assignments and formative assessments.


Write a 1-2 page documented analysis comparing and contrasting the values and beliefs in Henry Louis Gates, Jr. excerpt “The Trials of Phillis Wheatley” and James Baldwin’s ideals in the letter to his nephew. Analyze the argument that advances the common themes that emerge in the evolution of the African American literary tradition.

Possible answer. A 30-point mode-specific rubric defines the writing expectations for the summative assessment.

Extension Activities/Further Resources

Technology:

www.discoveryeducation.com – (see links embedded in pacing guide)

www.classzone.com www.libraryofcongress

For further information regarding this document contact the Department of Language Arts/Reading, Secondary District Instructional

Supervisors, Dr. Erin Cuartas, Ms. Laurie Kaplan or Dr. Sharon Scruggs-Williams, 305-995-3122; for ELL questions, contact the Division of

Bilingual Education and World Languages District Supervisor, Ms. Caridad Perez, 305-995-1962.





2012-2013 6

Student Copy

Targeted Text Selection “My Dungeon Shook”

p. 1196,lines 16- 52

Vocabulary

Student Generated Text-Dependent Questions

lines 16 – 52 I have known both of you all your lives, have carried your Daddy in my arms and on my shoulders, kissed and spanked him and watched him learn to walk. I don’t know if you’ve known anybody from that far back; if you’ve loved anybody that long, first as an infant, then as a child, then as a man, you gain a strange perspective on time and human pain and effort. Other people cannot see what I see whenever I look into your father’s face, for behind your father’s face as it is today are all those other faces which were his. Let him laugh and I see a cellar your father does not remember and a house he does not remember and I hear in his present laughter his laughter as a child. Let him curse and I remember him falling down the cellar steps, and howling, and I remember, with pain, his tears, which my hand or your grandmother’s so easily wiped away. But no one’s hand can wipe away those tears he sheds invisibly today, which one hears in his laughter and in his speech and in his songs. I know what the world has done to my brother and how narrowly he has survived it. And I know, which is much worse, and this is the crime of which I accuse my country and my countrymen, and for which neither I nor time nor history will ever forgive them, that they have destroyed and are destroying hundreds of thousands of lives and do not know it and do not want to know it. One can be, indeed one must strive to become, tough and philosophical concerning destruction and death, for this is what most of mankind has been best at since we have heard of man. (But remember: most of mankind is not all of mankind.) But it is not permissible that the authors of devastation should also be innocent. It is the innocence which constitutes the crime. Now, my dear namesake, these innocent and well-meaning people, your countrymen, have caused you to be born under conditions not very far removed from those described for us by Charles Dickens in the London of more than a hundred years ago. (I hear the chorus of the innocents screaming, “No! This is not true! How bitter you are!”—but I am writing this letter to you, to try to tell you something about how to handle them, for most of them do not yet really know that you exist. I know the conditions under which you were born, for I was Your countrymen were not there, and haven’t made it yet. Your grandmother was also there, and no one has ever accused her of being bitter. I suggest that the innocents check with her. She isn’t hard to find. Your countrymen don’t know that she exists, either, though she has been working for them all their lives.) Well, you were born, here you came, something like fifteen years ago; and though your father and mother and grandmother, looking about the streets through which they were carrying you, staring at the walls into which they brought you, had every reason to be heavyhearted, yet they were not.


words

line 37 – constitutes: to amount to; equal




Write a small set of guiding questions about the document. (Q1) What accusations does Baldwin make?

Possible answer. (Q2) Cite textual evidence to demonstrate that Baldwin effectively makes his point about mankind.

Possible answer.


2012-2013 7

page 1197, lines 60 – 78 This innocent country set you down in a ghetto in which, in fact, it intended that you should perish. Let me spell out precisely what I mean by that, for the heart of the matter is here, and the root of my dispute with my country. You were born where you were born and faced the future that you faced because you were black and for no other reason. The limits of your ambition were, thus, expected to be set forever. You were born into a society which spelled out with brutal clarity, and in as many ways as possible, that you were a worthless human being. You were not expected to aspire to excellence: you were expected to make peace with mediocrity. Wherever you have turned, James, in your short time on this earth, you have been told where you could go and what you could do (and how you could do it) and where you could live and whom you could marry. I know your countrymen do not agree with me about this, and I hear them saying, “You exaggerate.” They do not know Harlem, and I do. So do you. Take no one’s word for anything, including mine—but trust your experience. c Know whence you came. If you know whence you came, there is really no limit to where you can go. The details and symbols of your life have been deliberately constructed to make you believe what white people say about you. Please try to remember that what they believe, as well as what they do and cause you to endure, does not testify to your inferiority but to their inhumanity and fear.

line 68 – mediocrity: lack of quality or excellence

(Q3) Reread lines 60 - 73. Which sentence BEST expresses the basis for Baldwin’s anger?

Possible answer. (Q4) Sum up Baldwin’s view of whites. Possible answer.

Cross Genre Connections: Use Communication, Information and Media connections at www.classzone.com, www.discoveryeducation.com, or other online resources (The Harlem Renaissance ) to examine the genre of protest literature.




1. Continue to use the graphic organizers or response

journals as a means to organize thoughts for prewriting activities.

Visual Arts Connections:

Father, Charly Palmer

Photo from I Am a Man Movement




(Q5) What stories are created in the images?

Possible answer.

(Q6) How do these images relate to the theme of Baldwin’s letter? Possible answer.



http://www.history.com/topics/civil-rights-movement/videos#the-harlem-renaissance-an-artistic-explosion


2012-2013 8


Write a 1-2 page documented analysis comparing and contrasting the values and beliefs in Henry Louis Gates, Jr. excerpt “The Trials of Phillis Wheatley” and James Baldwin’s ideals in the letter to his nephew. Explain the common themes that emerge in the evolution of the African American literary tradition.

Possible answer.

Informational/Explanatory Writing – Independent Writing Assignment – Analysis of Phillis Wheatley RUBRIC AND SELF-ASSESSMENT TOOL 11 - 12 ELA

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. (Appendix A, page 23 http://www.corestandards.org/assets/Appendix_A.pdf))

Student Name: ___________________________________________________________________________ Period: ___________________ Final Score: ____________/30

Criterion With practice, students become better able to develop a controlling idea and a

coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.

They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point.

Level 5

Superior

Level 4

Solid

Level 3

Partial

Level 2

Limited

Level 1

Very Limited

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Response to Prompt/Thesis

W.11-12.2a - Introduce a topic; organize complex ideas, concepts, and information

so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2e - Establish and maintain a formal style and objective tone while

attending to the norms and conventions of the discipline in which they are writing.

W.11-12.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5 skillful

purposeful style

4 competent

appropriate style

3 adequate

sufficient style

2 limited

inconsistent style

1 inadequate

attempts, but fails at style

Organization

W.11-12.2a - Introduce a topic; organize complex ideas, concepts, and information so

that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

W.11-12.2c- Use appropriate and varied transitions and syntax to link the major

sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

5 logical order

skillful use of transitions/syntax

4 appropriate order

proficient use of transitions/ syntax

3 some order

some use of transitions/syntax

2 limited order

inappropriate use of transitions/syntax

1 lacks order

inadequate use of transitions/syntax

Evidence/Support

W.11-12.2b - Develop the topic thoroughly by selecting the most significant and

relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

5 insightful

cohesive

skillful control with evidence, citations and/or quotes

4 thorough

cohesive

strong control with evidence, citations and/or quotes

3 sufficient

some cohesion

control with some evidence, citations and/or quotes

2 inappropriate

superficial

lacks cohesion

little specific information with few citations and/or quotes

1 insufficient

irrelevant

no evidence of specific information, citations and/or quotes

http://www.corestandards.org/assets/Appendix_A.pdf

Analysis

W.11-12.2b - Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

5 complex thinking

thorough

seamless

4 some complex

thinking

relevant

3 simplistic thinking

appropriate

2 flawed thinking

minimal

1 inaccurate thinking

irrelevant

illogical

Structure

W.11-12.2f- Provide a concluding statement or section that follows from and

supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

5 effective closure

meaningful, reflective conclusion

4 closure

conclusion follows implications

3 sense of closure

conclusion partially supports explanation

2 weak closure

inadequate conclusion

1 no evident closure

lacks conclusion

Command of Language W.11-12.2d - Use precise language, domain-specific vocabulary, and techniques such

as metaphor, simile, and analogy to manage the complexity of the topic.

W.11-12.5 - Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

L.11-12.1 - Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.

L.1-12.2 - Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

L.11-12.3 - Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5 mature language

skillful use of domain specific terms

exemplary command of conventions

4 appropriate

language

domain specific terms

command of conventions

3 inconsistent

language

some domain specific terms

inconsistent command of conventions

2 limited language

few domain specific terms

limited command of conventions

1 inappropriate

language

insufficient use of domain specific terms

weak command of conventions

NOTE: The following writing standards are not specifically addressed in this lesson.

W.11-12.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.11-12.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the

inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in

answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Informational/Explanatory Writing – Independent Writing Assignment Analysis of Phillis Wheatley

STUDENT SELF-ASSESSMENT TOOL 11 - 12 ELA Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. (Appendix A, 23 http://www.corestandards.org/assets/Appendix_A.pdf)

Student Name: ____________________________________________ Period: ___________________ Final Score: ____________/30

Criterion With practice, students become better able to

develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing.


Level 5

Superior

Level 4

Solid

Level 3

Partial

Level 2

Limited

Level 1

Very Limited


Above expectations

Meets expectations


Does not meet

expectations


W.11-12.2a Did you introduce the topic? Did you organize complex ideas, concepts, and information so that each new element builds on preceding ideas?

W.11-12.2e Does your response establish and maintain a formal style and objective tone? Does your writing attend to the norms and conventions of the discipline in which you are writing?

W.11-12.4 Is your response clear and coherent? Are the development, organization, and style appropriate to task, purpose, and audience?

5

4

3

2

1

Organization

W.11-12.2a Did you introduce the topic by organizing complex ideas, concepts, and information? Did you create a unified whole to aid comprehension?

W.11-12.2c Did you use appropriate and varied transitions to link major sections of the text? Did you vary the syntax to create cohesion and clarify the relationships among complex ideas and concepts?

5

4

3

2

1

Evidence/Support

W.11-12.2b Did you develop the topic thoroughly by selecting the most significant and relevant facts?

5

4

3

2

1

Analysis

W.11-12.2b Is the topic thoroughly developed? Did you include extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic?

5

4

3

2

1


Structure

W.11-12.2f Did you provide a concluding statement or section? Does the closure follow from and support the information or explanation presented?

5

4

3

2

1

Command of Language W.11-12.2d Did you use precise language and domain-specific vocabulary? Did you consider techniques such as metaphor, simile, and analogy to manage the complexity of the topic?

W.11-12.5

Did you plan, revise, edit, and rewrite? Did you consider trying a new approach, focusing on addressing what is most significant for a specific purpose and audience?

L.11-12.1 Did you observe the conventions of standard English grammar and usage when writing?

L.1-12.2 Did you observe the conventions of standard English capitalization, punctuation, and spelling when writing?

L.11-12.3 Did you apply your knowledge of language, make effective choices for meaning or style, and vary syntax for effect?

5

4

3

2

1


W.11-12.1 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and

sufficient evidence.

W.11-12.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-

structured event sequences.

W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

W.11-12.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.11-12.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Informational/Explanatory Writing – Independent Writing Assignment – Comparison Gates - Baldwin RUBRIC AND SELF-ASSESSMENT TOOL 11 - 12 ELA

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. (Appendix A, p. 23 at http://www.corestandards.org/assets/Appendix_A.pdf))





Level 5

Superior

Level 4

Solid

Level 3

Partial

Level 2

Limited

Level 1

Very Limited


Above expectations

Meets expectations









5 skillful

purposeful style

4 competent

appropriate style

3 adequate

sufficient style

2 limited

inconsistent style

1 inadequate


Organization





5 logical order


sequences purposefully

masterful parallel construction

4 appropriate order


sequences logically

obvious parallel construction

3 some order


sequences minimally

some elements of parallelism

2 limited order


sequences illogically

little parallel construction

1 lacks order


fails to sequence

no evidence of parallel construction

Evidence/Support



5 insightful

cohesive


4 thorough

cohesive


3 sufficient

some cohesion


2 inappropriate

superficial

lacks cohesion


1 insufficient

irrelevant



Analysis


5 complex thinking

thorough

seamless

4 some complex

thinking

relevant


appropriate

2 flawed thinking

minimal


irrelevant

illogical

Structure



5 effective closure


4 closure


3 sense of closure


2 weak closure



lacks conclusion









L.11-12.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5 mature language



4 appropriate

language



3 inconsistent

language



2 limited language



1 inappropriate

language






W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to

other information and to display information flexibly and dynamically.





Informational/Explanatory Writing – Independent Writing Assignment – Comparison Gates - Baldwin RUBRIC AND SELF-ASSESSMENT TOOL 11 - 12 ELA

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. (Appendix A, p. 23 at http://www.corestandards.org/assets/Appendix_A.pdf))





Level 5

Superior

Level 4

Solid

Level 3

Partial

Level 2

Limited

Level 1

Very Limited


Above expectations

Meets expectations









5 skillful

purposeful style

4 competent

appropriate style

3 adequate

sufficient style

2 limited

inconsistent style

1 inadequate


Organization





5 logical order


sequences purposefully

masterful parallel construction

4 appropriate order


sequences logically

obvious parallel construction

3 some order


sequences minimally

some elements of parallelism

2 limited order


sequences illogically

little parallel construction

1 lacks order


fails to sequence

no evidence of parallel construction

Evidence/Support



5 insightful

cohesive


4 thorough

cohesive


3 sufficient

some cohesion


2 inappropriate

superficial

lacks cohesion


1 insufficient

irrelevant



Analysis


5 complex thinking

thorough

seamless

4 some complex

thinking

relevant


appropriate

2 flawed thinking

minimal


irrelevant

illogical

Structure



5 effective closure


4 closure


3 sense of closure


2 weak closure



lacks conclusion









L.11-12.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

5 mature language



4 appropriate

language



3 inconsistent

language



2 limited language



1 inappropriate

language






W.11-12.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to

other information and to display information flexibly and dynamically.





GRADE 11 Teacher Copy Quarter 4, Week 35: 05/06/13 05/10...

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