ENGLISH CURRICULUM GUIDE - Loudoun County Public Schools High School... · Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

ENGLISH CURRICULUM GUIDE

GRADE 11

LOUDOUN COUNTY PUBLIC SCHOOLS

2014-2015

High School English Leadership Team

Eric Williams, Ed. D. Dr. Terri Breeden

Superintendent Assistant Superintendent, Instruction

Timothy J. Flynn Dr. Michele Schmidt Moore

Director, Instructional Services Supervisor, English/Language Arts

David Arbogast

English Specialist

This document, based on the Virginia Department of Education’s English Standards of Learning

Curriculum Framework (2010), provides extensions and additions to form the Loudoun County English

Curriculum.

Rhonda Alley

Melanie Buckley

Chris Cuozzo

Shelli Glynn

Jim Noland

Marcia Owens

Laura Purvis

Toni Rader

Phil Rosenthal

Jason White

Susan Spengeman

Barbara Musselman

Virginia Hunter

Shelly O’Foran

Cynda Douglas


ENGLISH 11 CURRICULUM GUIDE

CONTENTS

Mission Statement……………………………………………………………….................. 1

BMA Pacing Guide & Checklists………………………………………………………….. 2

LCPS and Virginia SOL Requirements……………………………………………………. 7

Model Performance Indicators……………………………………………………………... 8

Communication Strand…………………………………………………………………….. 9

Reading Strand…………………………………………………………………………….. 17

Writing Strand ……………………………………………………………………………... 36

Research Strand……………………………………………………………………………. 51

Vocabulary Strand…………………………………………………………………………. 58

Sample Unit………………………………………………………………………………... 59

APPENDIX

Internet Safety ……………………………………………………………………………... 62

LCPS Plagiarism Policy……………………………………………………………………. 64

LCPS Guidelines for Video/DVD Use, Grades 9-12……………………………………….64

Ten Things Teachers Should Know about Copyright………………………………………65

How to Request Permission to Duplicate Copyrighted Materials…………………………. 66

Critical Perspectives……………………………………………………………………….. 67

Standardized Test Preparation…………………………………………………………….. 70

Resources for Writing and Critical Reading………………………………………………. 78

The LCPS High School English Program

High school English courses provide instruction in oral language, reading and literature, writing

and grammar, research, and vocabulary. Students engage in a variety of formal and informal

speech activities. They practice whole-class and independent reading, and teachers provide skills

for reading fiction and non-fiction. Students engage in analytic, argumentative, research-based,

creative, and reflective writing. They also practice timed writings to prepare them for

standardized tests. They master a range of grammar and usage skills. Research instruction

emphasizes the ability to analyze, synthesize, evaluate, and document information from a variety

of sources. Vocabulary instruction not only prepares students for PSAT, SAT, and SOL tests, it

helps to develop students’ reading comprehension and their ability to express themselves orally

and in writing. Teachers focus on the use of context clues to understand unfamiliar words;

distinctions between denotation and connotation; and a study of synonyms, antonyms, and

homophones.

Grade level courses challenge students to master rigorous standards while providing students

with individualized support. Academic courses focus on the same content and skills as grade

level courses but require more independent work. Honors courses are offered in grades 9, 10,

and 11. While they focus on the same content and skills as grade level and academic courses,

honors courses are distinguished by a more rigorous study of literature. They move at an

accelerated pace, cover a greater breadth and depth of textual study, and require more

independent work. They also are designed to prepare students to take Advanced Placement

English in their senior year. Accordingly, they emphasize the ability to synthesize information

from a variety of sources as they read and write. The honors level final exam is prepared at the

district level. Students taking honors level courses receive an extra 0.5 weighting in the GPAs.

1

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world

situations.

Therefore, we will

develop active and involved listeners

teach students to self-advocate and ask for clarification

show students how to use the right language and diction for informal and formal situations

develop learning activities that encourage students to communicate in authentic contexts

provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

provide opportunities to critically analyze language and media

teach processes for critical thinking and making informed decisions

show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

explore literature that reflects many cultures

engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing.

Therefore, we will

provide opportunities for students to choose and engage in relevant and meaningful texts

provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

provide opportunities for increased rigor in assignments

provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

integrate technology tools in our teaching and in student learning.

2

11th Grade Writing Guide and BMA Checklist: Year-long

The Writing Strand is not assessed on either of the Benchmark Assessments; therefore, it is not included on either of the semester

pacing guides. The Writing Diagnostic Test, given in October, is intended to give teachers information about which skills to

emphasize throughout the year. It is not expected that teachers will have already covered all of the standards that will be assessed

on the Writing Diagnostic Test. Writing Standards should all be covered prior to the SOL Writing Test given in March.

However, please note the suggested pacing of writing instruction below. Use the spaces in front of each item to track its coverage

throughout the year.

WRITING

Students should be writing daily for a variety of audiences and purposes. Each 9 week period should, however, include at least one

core unit focusing on a specific kind of writing. The four required modes are listed in capital letters below. They are described more

fully in the Writing section of this guide. In addition, throughout the year students should be engaged in Reflective Writing, also

described later in this guide.

REQUIRED WRITINGS*

_______________ ANALYTIC WRITING (1 per semester)

_______________ ARGUMENTATIVE WRITING (3 per semester)

_______________ RESEARCHED-BASED WRITING (1 per year)

_______________ CREATIVE WRITING (1 per semester)

_______________ REFLECTIVE WRITING (1 per quarter) ♦

_______________ TIMED WRITING (3 per semester) ◊

*The required numbers of required writings refer to final drafts. It is expected that students will be working toward those drafts

throughout the unit.

♦May be done in conjunction with a required writing.

◊May be the first draft of another writing.

SKILLS

11.6 Write in a variety of forms, with an emphasis on persuasion.

_____ a. Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

_____ b. Produce arguments in writing that develop a thesis that demonstrates knowledgeable judgments, addresses

counterclaims, and provides effective conclusions.

_____ c. Organize ideas in a sustained and logical manner.

_____ d. Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.

_____ e. Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

_____ f. Revise writing for clarity of content, accuracy, and depth of information.

_____g. Use computer technology to plan, draft, revise, edit, and publish writing.

_____h. Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary

education.

11.7 Self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing.

_____ a. Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological

Association (APA), to apply rules for punctuation and formatting of direct quotations.

_____ b. Use verbals and verbal phrases to achieve sentence conciseness and variety.

_____ c. Distinguish between active and passive voice.

_____ d. Differentiate between in-text citations and works cited on the bibliography page.

_____ e. Adjust sentence and paragraph structures for a variety of purposes and audiences.

_____ f. Proofread and edit writing for intended audience and purpose.

3

11th Grade Pacing Guide and BMA Checklist: 1st Semester

The Pacing Guide indicates the window for the Benchmark Assessment that will assess the students’ progress on the standards.

However most, if not all, of the standards may be addressed (taught, practiced, reinforced) beyond the Pacing Guide period

indicated.

Use the spaces in front of each skill to track its coverage.

Note that all Writing Standards are listed on the Grade 11 Year-Long Checklist. They are not tested on either of the

Benchmark Assessments. Students should be writing continually throughout the year, though teachers may choose which

modes of writing to emphasize each quarter.

READING

REQUIRED READING

11th grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be

nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be

selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school

library or other sources.

AMERICAN LITERATURE

11.4 Read, comprehend, and analyze relationships among American literature, history, and culture.

_____ a. Describe contributions of different cultures to the development of American literature.

_____ b. Compare and contrast the development of American literature in its historical context.

_____ c. Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters and genres.

_____ d. Analyze the social or cultural function of American literature.

_____ i. Read and analyze a variety of American dramatic selections.

_____ j. Analyze the use of literary elements and dramatic conventions including verbal, situational, and dramatic irony used in

American literature.

_____ k. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before,

during, and after reading texts.

SKILLS

11.5 Read and analyze a variety of nonfiction texts.

_____ c. Generalize ideas from selections to make predictions about other texts.

_____ d. Draw conclusions and make inferences on explicit and implied information using textual support.

_____ e. Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach

similar or different conclusions and genres.

_____ f. Identify false premises in persuasive writing.

_____ g. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

_____ h. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before,

during, and after reading texts.

VOCABULARY

For suggestions on vocabulary instruction, see the LCPS Vocabulary Framework.

11.3 Apply knowledge of word origins, derivation, and figurative language to extend vocabulary development in

authentic texts.

_____ a. Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

_____b. Use context, structure, and connotations to determine meanings of words and phrases.

_____ c. Discriminate between denotative and connotative meanings and interpret the connotation.

_____ d. Identify the meaning of common idioms.

_____ e. Identify literary and classical allusions and figurative language in text.

_____ Practice PSAT and SAT type questions

COMMUNICATION/MEDIA LITERACY

11.2 Examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

_____ a. Use technology and other information tools to organize and display knowledge in ways others can view, use, and

assess.

_____b. Use media, visual literacy, and technology skills to create products.

_____ c. Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between

intent, factual content, and opinion.

_____ d. Determine the author’s purpose and intended effect on the audience for media messages.

4

11th Grade Pacing Guide and BMA Checklist: 1st Semester The Pacing Guide indicates the window for the Benchmark Assessment that will assess the students’ progress on the standards.


indicated.





WRITING





REQUIRED WRITINGS*











RESEARCH

11.8 Analyze, evaluate, synthesize, and organize information from a variety of sources.

_____ a. Use technology as a tool to research, organize, evaluate, synthesize, and communicate information.

_____ d. Critically evaluate the quality, accuracy, and validity of information.

_____e. Make sense of information from diverse sources by identifying misconceptions, main and supporting ideas,

conflicting information, point of view, or bias.

_____ j. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and

using information.

____ Review the Acceptable Use Policy for Internet Use.

_____ Discuss Internet safety (see appendix).

_____ 11th

grade students in LCPS must write at least one 4-8 page research paper that analyzes, interprets,

synthesizes, and evaluates information each year. See the LCPS Information Literacy Framework for

more information on research writing in LCPS.

5

11th Grade Pacing Guide and BMA Checklist: 2nd Semester The Pacing Guide indicates the window for the Benchmark Assessment that will assess the students’ progress on the standards.


indicated.





READING

REQUIRED READING

11th

grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be

nonfiction. These may include books read independently, in reading groups, and as whole-class novels. While many books will be

selected from the Reserved or Supplemental Reading Lists, students should also select independent reading books from the school

library or other sources.

AMERICAN LITERATURE

11.4 Read, comprehend, and analyze relationships among American literature, history, and culture.

_____ e. Analyze how context and language structures convey an author’s intent and viewpoint.

_____ f. Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism)

supports the subject, mood, and theme.

_____ g. Explain how imagery and figures of speech appeal to the reader’s senses and experience.

_____ h. Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose.

SKILLS

11.5 Read and analyze a variety of nonfiction texts.

_____ a. Use information from texts to clarify concepts.

_____ b. Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

VOCABULARY

For suggestions on vocabulary instruction, see the LCPS Vocabulary Framework.

11.3 Apply knowledge of word origins, derivation, and figurative language to extend vocabulary development in authentic

texts.

_____ f. Extend general and specialized vocabulary through speaking, reading, and writing.

_____g. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meanings of texts.

_____ Practice SAT-type questions.

COMMUNICATION/MEDIA LITERACY

_____ 11.1 Make informative and persuasive presentations (at least one).

_____ a. Gather and organize evidence to support a position.

_____b. Present evidence clearly and convincingly.

_____ c. Address counterclaims.

_____ d. Support and defend ideas in public forums.

____ e. Use grammatically correct language, including vocabulary appropriate to the topic audience, and purpose.

____ f. Monitor listening and use a variety of active listening strategies to make evaluations.

____ g. Use presentation technology.

____ h. Collaborate and report on small-group learning activities

6

11th Grade Pacing Guide and BMA Checklist: 2nd

Semester The Pacing Guide indicates the window for the Benchmark Assessment that will assess the students’ progress on the standards.


indicated.





.

WRITING





REQUIRED WRITINGS*











RESEARCH

11.8 Analyze, evaluate, synthesize, and organize information from a variety of sources.

_____ Continue 11.8 a, d, e, j.

_____ b. Narrow a topic and develop a plan for research.

_____ c. Collect information to support a thesis.

_____f. Synthesize information in a logical sequence.

_____ g. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of

the Modern Language Association (MLA) or the American Psychological Association (APA).

_____ h. Revise writing for clarity of content, accuracy, and depth of information.

_____ i. Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and

sentence/paragraph structure.

_____ Students in LCPS must write at least one 4-8 page research paper that analyzes, interprets, synthesizes,

and evaluates information each year. See the LCPS Information Literacy Framework for more

information on research writing in LCPS.

7

LCPS REQUIREMENTS FOR GRADE 11

The English curriculum in Loudoun County is an integrated program that involves a multi-faceted approach to

learning aligned with the Virginia SOL. The curriculum at this level focuses on actively reading a variety of

literature and identifying and understanding literary terminology. Students incorporate technology in writing

and research.

Strand Goals

Communication Prepare and present individual informative and persuasive presentations; listen critically

and assess the effectiveness of oral presentations; examine values and points of view in

media; examine how media influences beliefs and behaviors.

Reading Analysis Survey American literature; read a variety of genres; continue to develop reading skills;

engage in daily reading; use video and audio materials to promote understanding and

appreciation of texts; apply associated literary terms; read and analyze nonfiction texts.

Writing Practice timed responses to a variety of prompts; continue to develop reflective,

argumentative, creative, analytical, and research-based writing skills; practice revising and

editing; develop single and multi-paragraph essays emphasizing persuasive writing; write

clear and correct sentences using vivid verbs and modifiers.

Research Focus on analyzing and evaluating information from traditional and on-line resources;

evaluate and synthesize the usefulness of information for inclusion in a documented paper;

include parenthetical citations; develop a works cited page.

Vocabulary Develop vocabulary through reading and writing, and speaking with an emphasis on

understanding and using new vocabulary; use knowledge of word origins and figurative

language to understand new vocabulary; practice PSAT and SAT-type questions.

VA SOL REQUIREMENT FOR GRADE 11

The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with

attention to the accuracy of evidence and the effectiveness of delivery. The study of both classic and

contemporary American literature will enhance the student’s appreciation for literature. The student will be

able to identify the prevalent themes and characterizations present in American literature, which are reflective

of the history and culture. The student will be able to write clear and accurate personal, professional, and

informational correspondence and reports for research and other applications. The student will also be able to

craft a coherent persuasive essay, including a counter-argument. Grammar development will continue through

the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop

informative and persuasive compositions by locating, evaluating, synthesizing, and citing applicable

information with careful attention to organization and accuracy.

8

Model Performance Indicators

Embedded in the VDOE curriculum framework are sample Model Performance Indicator (MPI) tables.

These tables will be useful as you differentiate instruction for all of your learners, but they are especially

helpful for English Language Learners. Below are frequently asked questions about MPI.

What is a Model Performance Indicator (MPI)?

An MPI is a tool that can be used to show examples of how language is processed or produced within a

particular context, including the language with which students may engage during classroom instruction and

assessment.

Each MPI contains three main parts:

Language Function: The first part of an MPI, this shows how students are processing/producing

language at each level of language proficiency

Content Stem: This will remain consistent throughout an MPI strand and should reflect the knowledge

and skills of the state’s content standards

Support: The final part of an MPI, this highlights the differentiation that should be incorporated for

students at each language level by suggesting appropriate instructional supports for students at each

level of language proficiency

The samples provided also include an example context for language use that provides a brief descriptor of the

activity or task in which students would be engaged, while the inclusion of topic-related language helps to

support the emphasis on imbedding academic language instruction into our content-area teaching practices.

How can these sample MPIs help me?

Educators can use MPI strands in several ways:

to align students’ performance to levels of language development

as a tool for creating language objectives/targets that will help extend students’ level of language

proficiency

as a means for differentiating instruction that incorporates the language of the content area in a way that

meets the needs of students’ levels of language proficiency

An MPI strand helps illustrate the progression of language development from one proficiency level to the next

within a particular context. As these strands are examples, they represent one of many possibilities; therefore,

they can be transformed in order to be made more relevant to the individual classroom context.

Where can I get more information about WIDA, MPIs, etc.?

See My Learning Plan for several WIDA training modules

Introduction to the WIDA ELD Standards

Transforming the WIDA ELD Standards

Interpreting the WIDA ACCESS Score Report

The information above was adapted from the 2012 Amplification of the English Development Standards

Kindergarten-Grade 12 resource guide and can be accessed at www.wida.us

http://www.wida.us/

9

LCPS

COMMUNICATION STRAND

GOALS: The student will

ALL LEVELS develop persuasive techniques for presentations;

develop and defend a position;

develop presentation skills: appropriate dress, inflection, tone, pace, eye contact, and

awareness of audience;

analyze and evaluate the influence of media.

FOCUS STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 11

10

At the eleventh-grade level, students will use a variety of oral-communication skills and provide accurate evidence to give informative and

persuasive oral presentations. They will also critique and assess the effectiveness of persuasive presentations by others. In addition, students will

examine how persuasive media messages influence audiences’ beliefs and behaviors.

STANDARD 11.1 STRAND: COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY GRADE LEVEL 11

11

11.1 The student will make informative and persuasive presentations.

a) Gather and organize evidence to support a position.

b) Present evidence clearly and convincingly.

c) Address counterclaims.

d) Support and defend ideas in public forums.

e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

f) Monitor listening and use a variety of active listening strategies to make evaluations.

g) Use presentation technology.

h) Collaborate and report on small-group learning activities.

UNDERSTANDING THE STANDARD (Teacher Notes)

ESSENTIAL

UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

Students will give effective informative and

persuasive presentations, using appropriate

oral-communication skills.

Students will use grammatically correct

language in preparation and presentation of

ideas and thoughts.

Students will become critical listeners by

assessing the effectiveness of oral

presentations.

All students should

understand how reading,

writing, and discussion can

be used to generate ideas and

plan presentations.

understand how to support

and defend their ideas.

understand rhetorical devices

and techniques.

identify speech appropriate

for audience, topic, and

situation.

understand effective oral-

delivery techniques.

evaluate and critique content

and delivery of oral

presentations.

To be successful with this standard, students are expected to

define a position and select evidence to support that position through

reading, writing, and discussion.

establish a purpose.

develop well organized presentations to defend a position or present

information.

apply and evaluate persuasive rhetorical devices and techniques including

rhetorical questioning, parallel structuring, metaphor, imagery, figures of

speech, alliterative expressions, etc.

use effective evidence and oral-delivery skills to convince an audience.

make oral-language choices based on predictions of target audience

response.

listen actively by asking clarifying and elaborating questions.

develop effective multimedia presentations.

demonstrate mastery of content through small group collaboration.


12











ESSENTIAL


. All students should

understand effective oral-

delivery techniques.

evaluate and critique content

and delivery of oral

presentations.


maintain appropriate eye contact.

address an audience with appropriate:

volume;

enunciation;

language choices; and

poise.

adopt appropriate tone.

maintain appropriate rhythm.

evaluate the use of persuasive techniques, such as:

introduction (for securing interest and establishing unity);

organization;

proof/support;

logic;

loaded language;

rhetorical devices, such as:

call to action

elevated language

rhetorical question

appeals to emotion

repetition

figurative language

addressing counterclaims


13











ESSENTIAL


conclusion.

critique the accuracy, relevance, and organization of evidence.

critique the clarity and effectiveness of delivery.


14

SOL Strand and Bullet:





Example Context for Language Use: Students gather and organize information in order to plan, create, and deliver persuasive oral presentations for

a particular topic, audience, and purpose.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EXPLORE texts in order to gather information.

SP

EA

KIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Identify words and

phrases to support a

persuasive position from

evidence using L1 and/or

a dictionary

Produce short sentences

that support a persuasive

position from evidence

using a dictionary and a

word bank

Summarize a persuasive


using a dictionary and a

model

Describe a persuasive


using visuals support

Explain a persuasive


using examples from a

text

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as inform,

persuade, evidence, position, gather, counterclaim, topic, audience, purpose, enunciation, tone, rhythm, proof, logic, accuracy, relevance, organize,

organization, clarity, identify, produce, summarize, describe, explain, ethos, pathos, logos


15

11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and

behaviors.

a) Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess.

b) Use media, visual literacy, and technology skills to create products.

c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent,

factual content, and opinion.

d) Determine the author’s purpose and intended effect on the audience for media messages.


ESSENTIAL


Students will continue to develop media

literacy by examining how media messages

influence people’s beliefs and behaviors.

All students should

recognize that media

messages express viewpoints

and contain values to

influence the beliefs and

behaviors of the intended

audience.

understand the difference

between objectivity, or fact,

and subjectivity, or bias, in

media messages.

realize the purposeful use of

persuasive language and

word connotations to convey

viewpoint and bias.

analyze how the media’s use

of symbol, imagery, and

metaphor affects the message.


organize knowledge and display learning using visual images, text,

graphics, and/or music to create media messages with visual, audio, and

graphic effects.

demonstrate an awareness of the transactional and interactive nature of

media by considering audience, context, and purpose in all stages of media

production.

evaluate visual and verbal media messages for content (word choice and

choice of information), intent (persuasive techniques), impact (public

opinion trends), and effectiveness (effect on the audience).

determine author’s purpose and distinguish factual content from opinion

and possible bias.

analyze and critique how media reach the targeted audience for specific

purposes (to persuade, to entertain, to provoke to action, to appeal to ethics

or beliefs, etc.).


16


11.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.

c) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content,

and opinion.

d) Determine the author’s purpose and intended effect on the audience for media messages.

Example Context for Language Use: Students listen to sample advertisements (video, radio, etc.) to assess the use of persuasive techniques in the

media. They will identify and analyze the purpose of the samples they have heard.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE media samples to determine their purpose and intent.

LIS

TE

NIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Listen to and match

media samples to specific

purposes using visuals

and a bilingual dictionary

with a partner

Listen to and label

media samples with a

specific purpose using a

word bank and bilingual

dictionary with a partner

Listen to and categorize

media samples by specific

purpose using a graphic

organizer with a partner

Listen to and discuss how

characteristics of media

samples relate to a

specific purpose with a

partner

Listen to and compare

and contrast the

characteristics of media

samples by purpose

using a graphic

organizer

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as values,

point of view, influence, belief, behavior, evaluate, advertisement, blog, editorial, intent, content, opinion, purpose, effect, audience, objectivity,

subjectivity, bias, media, connotation, symbol, metaphor, imagery, visual, video, audio, radio, graphic, audience, context, word choice, impact, public

opinion, analyze, critique, persuade, entertain, appeal, ethics, belief, evaluate, match, label, categorize, discuss, compare, contrast

FOCUS STRAND: READING GRADE LEVEL 11

17

At the eleventh-grade level, students will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in

authentic texts. Students will enhance their appreciation for literature by studying both classic and contemporary American literature. They will read

a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and

culture. They will continue to develop vocabulary and reading comprehension skills and will apply those skills in other content areas, including

history and social science, science, and mathematics. In addition, students will identify the contributions of other cultures to the development of

American literature. When selecting texts, teachers will consider appropriateness of subject and theme as well as text complexity.

STANDARD 11.3 STRAND: READING GRADE LEVEL 11

18

11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in

authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

b) Use context, structure, and connotations to determine meanings of words and phrases.

c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.

f) Extend general and specialized vocabulary through speaking, reading, and writing.

g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.


ESSENTIAL


The intent of this standard is that students will

increase their independence as learners of

vocabulary.

Students will use prefixes, suffixes, roots,

derivations, and inflections of polysyllabic

words to determine meaning and relationships

among related words.

Teachers should use a study of cognates, words

from the same linguistic family, to enhance

vocabulary instruction. Cognates can occur

within the same language or across languages,

e.g., night (English), nuit (French), Nacht

(German), nacht (Dutch), nicht (Scots), natt

(Swedish, Norwegian), nat (Danish), raat

(Urdu), nátt (Faroese), nótt (Icelandic), noc

(Czech, Slovak, Polish).

Students will evaluate the use of figurative

language in text.

Students will use context and connotations to

help determine the meaning of synonymous

words and appreciate an author’s choices of

words and images.

All students should

use word structure to analyze

and relate words.

recognize that words have

nuances of meaning and that

understanding the

connotations may be

necessary to determine the

appropriate meaning.

recognize that figurative

language enriches text.


use roots or affixes to determine or clarify the meaning of words.

demonstrate an understanding of idioms.

use prior reading knowledge and other study to identify the meaning of

literary and classical allusions.

interpret figures of speech (e.g., euphemism, oxymoron, hyperbole,

paradox) in context and analyze their roles in the text.

analyze the connotation of words with similar denotations.

use context (e.g., the overall meaning of a sentence, paragraph, or text; a

word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.

identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., conceive, conception, conceivable).

consult general and specialized reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation

of a word or determine or clarify its precise meaning, its part of speech, its

etymology, or its standard usage.

demonstrate understanding of figurative language, word relationships, and

connotations in word meanings.


19

11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in

authentic texts.

a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.


c) Discriminate between connotative and denotative meanings and interpret the connotation.

d) Identify the meaning of common idioms.

e) Identify literary and classical allusions and figurative language in text.


g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.


ESSENTIAL


Connotation is subjective, cultural, and

emotional. A stubborn person may be

described as being either strong-willed or pig-

headed. They have the same literal meaning

(i.e., stubborn). Strong-willed connotes

admiration for the level of someone's will,

while pig-headed connotes frustration in

dealing with someone.

Denotation is a dictionary definition of a

word.

Idiom is an expression peculiar to a particular

language or group of people that means

something different from the dictionary

definition (e.g., blessing in disguise, chip on

your shoulder).

An allusion is an indirect reference to a

person, place, event, or thing – real or

fictional. J.D. Salinger's The Catcher in the

Rye is an allusion to a poem by Robert Burns.

Stephen Vincent Benet's story By the Waters

of Babylon alludes to Psalm 137 in the Bible.


20


11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.



Example Context for Language Use: Students will work to decode previously unfamiliar vocabulary using a variety of reading strategies, including

identifying word parts to assist in defining terms and using context clues to determine meaning of unfamiliar vocabulary presented within the context

of a reading passage.

COGNITIVE FUNCTION: Students at all levels of English language proficiency APPLY knowledge of language and vocabulary learning

strategies in order to extend their vocabulary.

RE

AD

ING

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Categorize unfamiliar

words by their word parts

using a graphic organizer

in a small group

Match unfamiliar words

to their definitions using

their word parts in a

small group

Complete fill-in-the-blank

sentences with unfamiliar

words using context clues

and a word bank and/or

dictionary

Decode unfamiliar words

read in context using a

dictionary

Determine the meaning

of a passage containing

unfamiliar words using

context clues with a

partner

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as apply,

origin, derivation, figurative language, analyze, root, base word, affix, synonym, antonym, cognate, context, context clue, structure, connotation,

denotation, connotative denotative, idiom, allusion, elaborate, meaning, determine, clarify, demonstrate, interpret, euphemism, oxymoron, hyperbole,

paradox, part of speech, reference materials, strategy, categorize, match, word part, prefix, suffix, complete, decode, decoding, determine


21

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

a) Describe contributions of different cultures to the development of American literature.

b) Compare and contrast the development of American literature in its historical context.

c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.

d) Analyze the social or cultural function of American literature.

e) Analyze how context and language structures convey an author’s intent and viewpoint.

f) Explain how the sound of a poem (rhyme, rhythm, onomatopoeia, repetition, alliteration, assonance, and parallelism)


g) Explain how imagery and figures of speech appeal to the reader’s senses and experience.

h) Explain how an author’s specific word choices, syntax, tone, and voice support the author’s purpose.

i) Read and analyze a variety of American dramatic selections.

j) Analyze the use of literary elements and dramatic conventions including verbal, situational and dramatic irony used in


k) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during,

and after reading texts.


ESSENTIAL


Students will understand literature as it relates

to the cultural and historical period in which it

was written. More specifically, students will

recognize how authors are influenced by the

ideas and values of their times. For this

reason, literary selections typically reflect not

only the values and ideas of the authors who

wrote them but also the values and ideas of the

times in which they were written. Students

will also learn how the ideas presented in

literary works may influence the values or

conditions of the society in which the works

were written.

Students will read, analyze, critique, and

compare a variety of contemporary and

traditional poetry.

A list of poetic elements and techniques is

included in the “Essential Knowledge, Skills,

All students should

understand characteristics and

cultures of historical periods

and literary movements

associated with each century.

recognize and understand

universal characters, themes,

and motifs in American

literature.

understand how an author’s

intent is achieved by the use

of context and language.

understand dramatic

conventions and devices.


use reading strategies to improve comprehension and to achieve the

purposes for reading: predicting and adjusting predictions; questioning the

text; restating main ideas and summarizing supporting details; and close

reading.

discuss how the subject matter, style, literary type, theme, and purpose of

literary works often reflect the culture and events of the times in which the

works were written.

analyze how connections among motifs, setting, character traits, character

development, and plot suggest multiple themes.

analyze and critique themes across texts and within various social,

cultural, and historical contexts.

describe and contrast literary movements and representative texts

associated with each literary movement, including how two or more texts

from the same period treat similar themes or topics. Literary movements

include:


22

















ESSENTIAL


and Processes” column for English SOL 9.4

Students will read and critique a variety of

dramatic selections.

A complete list of literary devices is found in

Essential Knowledge, Skills, and Processes

column for SOL 9.4.

Students will use a variety of reading

strategies such as text annotation, QAR

(Question-Answer Relationship), thinking

aloud, etc.

Close reading entails close observation of the

text, including annotating, determining all word

meanings including connotations, syntax, and

structure. It also involves paying close attention

to figures of speech, and other features that

contribute to a writer’s style. Close reading also

involves reflecting on deeper meanings of text,

Colonialism/Puritanism (17th century);

Revolutionary movement/Rationalism (18th century);

Romanticism, Transcendentalism, Regionalism, Realism,

Naturalism (19th century);

Symbolism/Modernism, Harlem Renaissance, Postmodernism

(20th

century); and

Contemporary poetry (21st Century)

differentiate among archetypal characters in American literature, such as

the:

hero/heroine;

trickster;

faithful companion;

outsider/outcast;

rugged individualist;

innocent;

villain;

caretaker;

Earth mother;


23

















ESSENTIAL


including considering relationships to other texts

or social or cultural history.

rebel;

misfit;

lonely orphan;

shrew;

mother/father figure;

monster/villain; and

scapegoat.

identify major themes in American literature, such as:

the American Dream;

loss of innocence;

coming of age;

relationship with nature;

relationship with society;

relationship with science;

alienation and isolation;

survival of the fittest;

disillusionment; and

rebellion and protest.


24

















ESSENTIAL


analyze texts to identify the author’s attitudes, viewpoints, and beliefs and

critique how these relate to larger historical, social, and cultural contexts.

analyze the representation of a subject or a key scene in two different

media.

describe how the use of context and language structures conveys an

author’s intent and viewpoint.

analyze the impact of the author’s choices in developing

the elements of a story or drama (e.g., setting, plot structure, and character

development).

demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-

century foundational works of American literature, including how two or

more texts from the same period treat similar themes or topics.

analyze a case in which a point of view requires distinguishing what is

directly stated in a text from what is really meant (e.g., satire, irony,

sarcasm, understatement).


25

















ESSENTIAL


use poetic elements to explain, analyze, and evaluate poetry.

compare and contrast the subject matter, theme, form, language,

development, and purpose of works of classic poets with those of

contemporary poets.

compare how poems of the same form use elements - sound, figurative

language, imagery, symbols, and allusions - differently to convey

meaning.

identify and discuss the elements and techniques that poets use to achieve

a desired result, such as:

imagery;

precise word choice;

sound devices;

metrical patterns; and

metaphorical/figurative language.

describe the language choices and devices that authors use, such as:

rhetorical question;

sarcasm;


26

















ESSENTIAL


satire;

parallelism;

connotation/denotation;

pun;

irony;

tone;

dialect;

diction; and

figurative language.

identify and describe dramatic conventions.

compare and evaluate adaptations and interpretations of a script for stage,

film, television or other media.


27








Example Context for Language Use: Students will read samples of American literature from different historical periods and identify connections

between literary works and their historical contexts.

COGNITIVE FUNCTION: Students at all levels of English language proficiency ANALYZE a variety of American literature in order to examine

its characteristics and explore the relationships among literary elements.

RE

AD

ING

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging Lev

el 6-R

each

ing

Match visually supported

and simplified American

literature samples to

pictures that correspond

to historical periods

using visual supports and

a graphic organizer

Label simplified

American literature

samples with their

associated historical

periods using a word

bank with a partner

Characterize samples of

American literature by

historical period using the

internet with a partner

Identify characteristics of

American literature from

specific historical periods

using the internet

Analyze the

relationship between

samples of American

literature and the

historical periods in

which they were

written using the

internet

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as analyze,

contributions, compare, contrast, historical context, theme, traditional, contemporary, motif, (universal) character, genre, social, cultural, function,

intent, viewpoint, rhyme, repetition, rhythm, onomatopoeia, alliteration, parallelism, assonance, subject, mood, theme, imagery, figure of speech,

word choice, syntax, tone, voice, purpose, drama, conventions, literary elements, verbal irony, dramatic irony, situational irony, infer, inference,

evaluate, synthesize, predict, restate, summarize, motif, setting, character trait, character development, plot, critique, context, literary movement,

archetypal character, innocence, alienation, isolation, survival, disillusionment, rebellion, protest, attitude, viewpoint, belief, representation, language

structure, intent, structure, satire, irony, understatement, sarcasm, poetic element, subject matter, form, classic, contemporary, elements, techniques,

language device, dramatic convention, adaptation, interpretation, script, match, label, correspond, corresponding, characterize, historical period,

identify, analyze


28

11.5 The student will read and analyze a variety of nonfiction texts.

a) Use information from texts to clarify understanding of concepts.

b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

c) Generalize ideas from selections to make predictions about other texts.

d) Draw conclusions and make inferences on explicit and implied information using textual support.

e) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar

or different conclusions.

f) Identify false premises in persuasive writing.

g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

h) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during,



ESSENTIAL


Students will read, understand, and use a

variety of informational texts. They will

develop specific reading skills in order to

generalize ideas, make predictions, and follow

directions. They will identify and analyze the

steps in their own reading process in order to

broaden their critical understanding.

Students should recognize persuasive

techniques such as:

ad hominem – means “to the man” does not

argue the issue, instead it argues the

person;

red herring – is a deliberate attempt to

divert attention;

straw man – creates the illusion of having

refuted a proposition by substituting a

similar yet weaker proposition (the "straw

man"); and

begging the question – assumes the

conclusion is true without proving it;

circular argument.

All students should

understand how to analyze

informational material.

understand reading strategies

and use those strategies to

analyze text.


analyze the vocabulary (jargon, technical terminology, and content-

specific) and ideas of informational texts from various academic

disciplines in order to clarify understandings of concepts.

know the purpose of the text they are to read and their own purpose in

reading it.

use format (page design and layout), text structures, and features to aid in

understanding of text.

understand how an organizational pattern enhances the meaning of a text.

distinguish main ideas from supporting details in complex informational

text to generalize ideas and make predictions about other texts

analyze information from a text to make inferences and draw conclusions.

analyze a complex set of ideas or sequence of events and explain how

specific individuals, ideas, or events interact and develop over the course

of the text.

compare and contrast how two or more texts treat two or more of the same

ideas and analyze the development of those ideas including how they

interact and build on one another to provide a complex analysis.


29



b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.

c) Generalize ideas from selections to make predictions about other texts.

d) Draw conclusions and make inferences on explicit and implied information using textual support.

e) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar

or different conclusions.

f) Identify false premises in persuasive writing.

g) Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.

h) Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during,



ESSENTIAL


Students will use a variety of reading

strategies such as text annotation, QAR

(Question-Answer Relationship), thinking

aloud, etc.

provide an objective summary of the text.

analyze how a variety of logical arguments could reach conflicting

conclusions.

evaluate the relevance and quality of evidence used to support a claim.

analyze and identify false premises that intentionally manipulate

audiences.

determine an author’s point of view or purpose in a rhetorically rich text,

analyzing how ambiguity, contradiction, paradox, irony, hyperbole,

overstatement, and understatement contribute to text.

before, during, and after reading texts, generate and respond to a variety of

critical thinking questions to activate prior knowledge, engage actively

with learning new information, and reflect on new learning or fresh

insights.


30




e) Analyze two or more texts addressing the same topic to identify authors’ purpose and determine how authors reach similar or different

conclusions.

Example Context for Language Use: Students will explore multiple examples of nonfiction text on a single topic in order to use information from

the texts to analyze and draw conclusions about the authors’ purposes in writing about a particular topic.

COGNITIVE FUNCTION: Students at all levels of English language proficiency UNDERSTAND non-fiction text in order to examine how

explicit and implied information supports the main idea.

RE

AD

ING

& S

PE

AK

ING

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Identify and compare

words and phrases within

nonfiction passages that

relate to authors’ purpose

and using a graphic

organizer in a trio

Match phrases from

nonfiction passages to

particular purposes and

compare them with a

partner

Describe how short

excerpts (phrases,

sentences) from nonfiction

texts illuminate the

authors’ purposes and

compare them with a

partner

Compare and contrast

excerpts from nonfiction

texts and identify the

similarities and/or

differences between the

authors’ purposes with a

partner

Explain how and why

excerpts from

nonfiction texts on a

single topic represent

similar or different

conclusions depending

on the authors’

purposes working with

a partner

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as analyze,

nonfiction, application, predict, prediction, conclusion, infer, inference, explicit, implied, purpose, author, premise, identify, persuasive, ambiguity,

contradiction, paradox, irony, overstatement, understatement, evaluate, synthesize, meaning, organizational pattern, main idea, supporting details,

compare, contrast, summarize, evidence, point of view, hyperbole, clarify, concept, similar, different, match, describe, explain, excerpt

31

LCPS

READING ANALYSIS STRAND

LEVEL GOALS: The student will

11 survey American literature;

read a variety of genres including non-fiction selections;

consider cultural archetypes, critical perspectives, and cultural themes in literary works;

engage in daily reading;

continue to develop reading skills with an emphasis on reading for enjoyment;

use video and audio materials to promote understanding and appreciation of texts;

incorporate literary terminology in responses to texts;

read a wide selection of nonfiction texts.

11A survey American literature;


analyze the development of literature, considering cultural archetypes, critical perspectives, and cultural themes;

engage in daily reading;

incorporate literary terminology in responses to texts.


continue to develop reading skills with an emphasis on reading for enjoyment, understanding, analysis, and

evaluation;

use critical essays to examine different perspectives in literature.

11H survey American literature;


analyze the development of literature, considering cultural archetypes, critical perspectives, and cultural themes;

continue to develop critical reading skills with an emphasis on reading for understanding, analysis, and evaluation;

engage in daily independent reading;


use critical essays to examine different perspectives in literature;

begin to develop an understanding of how context and style contribute to the meaning of a text;

incorporate literary terminology in responses to texts.

32


LITERARY TERMS: VA SOL AND LCPS REQUIREMENTS

Literary Term Quarter(s) Mastery

SO

L 1

1.4

Archetypes hero/heroine trickster faithful companion outsider/outcast rugged/ individualist innocent villain caretaker Earth mother Rebel Misfit Language Devices rhetorical question tone diction dialect sarcasm elevated language/style satire parallelism colloquialism/vernacular connotation/denotation pun irony literal and figurative

language inversion stream of consciousness paradox oxymoron apostrophe


SO

L 1

1.4

Major Themes

the American Dream

loss of innocence

coming of age

relationship with nature

relationship with society

relationship with science

alienation and isolation

survival of the fittest

disillusionment

rebellion and protest

SO

L 1

1.4

Figurative Language

imagery

Literary Time Period

Colonialism/Puritanism

Revolutionary Movement

Rationalism

Romanticism

Transcendentalism

Regionalism

Realism

Naturalism

Symbolism/Modernism

Harlem Renaissance

Postmodernism

33



SO

L 1

1.4

Rhythm and Rhyme

rhyme

meter

foot

iambic pentameter

stress

masculine rhyme

blank verse

free verse

SO

L 1

1.4

Dramatic Conventions

stage directions

soliloquy

monologue

verbal irony

situational irony

dramatic irony

Req

uir

ed b

y L

CP

S

Language Devices

flashback

assonance

consonance

literal and figurative

language

inversion

stream of consciousness

paradox

oxymoron

apostrophe

Caricature

Motif

Foil

Voice


Req

uir

ed b

y L

CP

S

Literary Forms

Gothic

legend

historical fiction

proverb

aphorism

epigram

tall tale

tragedy

Rhythm and Rhyme

iamb

scansion

Figurative Language

apostrophe

metonymy

synecdoche

Dramatic Conventions

aside

catharsis

34


LCPS READING LISTS: RRL & SRL

RRL Rationale: The titles listed on the RRL are reserved for use in the English classroom by grade level only. No other subject area should teach these titles,

regardless of appropriateness, as these titles are core components of the English curriculum for this grade level. Exceptions may be made in the case of teamed and

integrated assignments.

LCPS MINIMUM REQUIRED READINGS

11th

grade students in LCPS can and should read 6-8 books per quarter. The 2010 Virginia SOL suggest that at least half of these be nonfiction.

These may include books read independently, in reading groups, and as whole-class novels, and should include one Shakespeare play. While many

books will be selected from the Reserved or Supplemental Reading Lists, students should select independent reading books from the school library or

other sources. For use with whole-class instruction or with reading groups, teachers may add to these reading lists only after completing the

approved book selection process. Department Chairs have book evaluation forms; see them for more information.

Reserved Reading List: Grade 11

Title Author Level Quarter Teacher Notes

Adventures of Huckleberry Finn Twain all

Child Called It, A Peltzer 11

Crucible, The Miller all

Cruise Control Trueman 11

Great Gatsby, The Fitzgerald all

I Know Why the Caged Bird Sings Angelou all

Iron Man Crutcher 11

Raisin in the Sun, A Hansberry 11

Scarlet Letter, The Hawthorne 11A, 11H

Stuck in Neutral Trueman 11

Things They Carried, The O’Brien all

Whale Talk Crutcher 11

35

SRL Rationale: The titles listed on the SRL are available for instruction. They are not intended for exclusive use by English teachers or teachers of this grade

level. They may be used for whole class, small group (literature circles), or independent reading. The books on this list were selected based on the following

criteria:

Teacher recommendation Readability level Cross-curricular connections

Maturity level (content appropriate) High interest Instructional usefulness

Suggested Reading List: Grade 11

TITLE AUTHOR LEVEL TITLE AUTHOR LEVEL

American Dream, The Albee 11H Jesse Soto 11

Autobiography of Malcolm X Haley 11 Jungle, The Sinclair 11A, 11H

Awakening, The Chopin 11H Kitchen God’s Wife, The Tan 11H

Bean Trees, The Kingsolver all Memory Keeper’s Daughter, The Edwards all

Billy Budd Melville 11 Narrative of the Life of Frederick Douglass Douglass all

Bluest Eye, The Morrison 11H Native Son Wright 11H

Catch - 22 Heller all On the Road Kerouac 11H

Catcher in the Rye Salinger all One Flew Over the Cuckoo’s Nest Kesey 11A, 11H

Death of a Salesman Miller all Our Town Wilder all

Ethan Frome Wharton all Piano Lesson, The Wilson 11A, 11H

Fallen Angels Myers 11 Pilgrim at Tinker Creek Dillard 11H

Farewell to Arms, A Hemingway all Red Badge of Courage, The Crane 11A

For Whom the Bell Tolls Hemingway all Running Loose Crutcher 11, 11A

Fried Green Tomatoes Flagg 11 Seabiscuit Hillenbrand 11, 11A

Gathering of Old Men, A Gaines all Sea Wolf, The Hawthorne 11A, 11H

Grapes of Wrath Steinbeck all Secret Life of Bees, The Kidd all

Growing Up Baker all Souls of Black Folk Du Bois 11H

Heart is a Lonely Hunter, The McCullers all Snow Falling on Cedars Guterson 11A, 11H

Hiroshima Hersey all Their Eyes Were Watching God Hurston 11A, 11H

Hoops Myers 11 Tuesdays with Morrie Albom 11, 11A

House of Mirth Wharton 11H Turn of the Screw James 11H

How The Garcia Girls Lost Their

Accent

Alvarez all Where the Heart Is Letts 11, 11A

Inherit the Wind Lawrence

& Lee

11 Who Killed My Daughter? Duncan 11

In the Time of the Butterflies Alvarez 11H Winesberg, Ohio Anderson 11A, 11H

Ishmael Quinn all Teacher selections by author:

McMurtry, Faulkner, Grisham, Cather, Hemingway, Williams, O’Neill,

Cornwall, Didion, Tyler, Picoult

FOCUS STRAND: WRITING GRADE LEVEL 11

36

At the eleventh-grade level, students will write in a variety of forms with an emphasis on persuasion. They will produce arguments in writing that

demonstrate knowledgeable judgments and address counterclaims. Students will use their knowledge of genres, formats, purposes, audiences, and

situations to produce clear and effective products that reflect use of all stages of a writing process.

STANDARD 11.6 STRAND: WRITING GRADE LEVEL 11

37

11.6 The student will write in a variety of forms, with an emphasis on persuasion.

a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose.

b) Produce arguments in writing that develop a thesis that demonstrates knowledgeable judgments, addresses counterclaims,

and provides effective conclusions.

c) Organize ideas in a sustained and logical manner.

d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.

e) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation.

f) Revise writing for clarity of content, accuracy and depth of information.

g) Use computer technology to plan, draft, revise, edit, and publish writing.

h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education.


ESSENTIAL


Students will use a process for writing to

communicate clearly and persuasively.

Students will support a position by selecting

valid information and amplifying their text

logically.

Students will understand that active

constructions are preferred.

Students will avoid false premises in writing

including, but not limited to, those listed as

persuasive techniques under SOL 11.5.

Students will write clear and accurate

personal, professional, and informational

correspondence. They will use a writing

process to develop real-world, practical

products.

Students should have practice writing for

shorter time frames as well as extended time

frames.

All students should

understand that writing is a

process.

locate and select appropriate

information that clearly

supports a definite purpose

and position.

understand that vocabulary is

used to develop voice and

tone for a specific audience,

purpose, or situation.

understand revision

strategies.


apply a variety of planning strategies to generate and organize ideas.

present a thesis that focuses on the problem or argument to be solved.

anticipate and address the counterevidence, counterclaims, and

counterarguments.

use effective rhetorical appeals, to establish credibility and persuade

intended audience.

refine the thesis by considering whether the claim is relevant, interesting,

logical, and meaningful.

understand a variety of organizational patterns.

use appropriate and varied transitions to link sentences and paragraphs.

elaborate ideas clearly and accurately.

show how evidence supports each main point of the argument and justify

why the evidence credibly supports the claims.

introduce claim(s), acknowledge and distinguish the claim(s) from

alternate or opposing claims.

organize the reasons and evidence logically.

use specific revision strategies and adapt content, vocabulary, voice, and

tone to audience, purpose, and situation.


38



b) Produce arguments in writing that develop a thesis that demonstrates knowledgeable judgments, addresses counterclaims,

and provides effective conclusions.


d) Clarify and defend position with precise and relevant evidence elaborating ideas clearly and accurately.


f) Revise writing for clarity of content, accuracy and depth of information.

g) Use computer technology to plan, draft, revise, edit, and publish writing.

h) Write and revise correspondence to a standard acceptable both in the workplace and in postsecondary education.


ESSENTIAL


select an appropriate audience by analyzing assumptions, values, and

background knowledge.

develop the topic thoroughly by selecting facts, details, quotations, and

appropriate examples for the audience and purpose.

use MLA (Modern Language Association) or APA (American

Psychological Association) style for formatting rules and documentation.


39






Example Context for Language Use: Students will plan and create an outline for a persuasive essay given a specific audience and purpose.

COGNITIVE FUNCTION: Students at all levels of English language proficiency SUMMARIZE ideas for an original composition given a specific

topic, audience, and purpose.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Write/draw a thinking

map for a persuasive

essay given a specific

audience/purpose using

words, short phrases, and

pictures using magazines,

photographs, and a

graphic organizer

Write a thinking map for

a persuasive essay given

a specific


a graphic organizer

Write a basic outline for a

persuasive essay given a

specific audience/purpose

using a model and a

guiding template

Write an outline for a

persuasive essay given a

specific

audience/purpose using a

guiding template

Write an expanded

outline for a persuasive

essay given a specific


a model

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as persuasion,

persuade, plan, organize, audience, purpose, argument, thesis, judgment, counterclaim, conclusion, organize, clarify, defend, position, evidence,

relevance, elaborate, adapt, content, voice, tone, situation, revise, clarity, accuracy, depth, draft, edit, publish, correspondence, process, active

constructions, personal, professional, informational, revision, problem, counterargument, counterevidence, rhetoric, credibility, transitions, justify,

assumptions, values, background knowledge, quotations, formatting, documentation, thinking map, outline, expand, expanded


40

11.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing.

a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association

(APA), to apply rules for punctuation and formatting of direct quotations.

b) Use verbals and verbal phrases to achieve sentence conciseness and variety.

c) Distinguish between active and passive voice.

d) Differentiate between in-text citations and works cited on the bibliography page.

e) Adjust sentence and paragraph structures for a variety of purposes and audiences.

f) Proofread and edit writing for intended audience and purpose.


ESSENTIAL


Students will use a style manual, such as MLA

or APA, in producing research projects.

Students will understand and apply rules for

the use of verbals and verbal phrases.

Students will understand active voice is

preferable to passive voice.

All students should

understand and apply the

rules of the MLA, APA, or

other style manual in

producing research projects.

understand verbals and verbal

phrases and use them

appropriately in writing.

use grammatical conventions

to vary syntax and paragraph

structures for a variety of

purposes and audiences.


apply MLA or APA style for punctuation conventions and formatting

direct quotations.

use correctly the following verbal phrases in writing:

gerund phrase;

infinitive phrase;

participial phrase; and

absolute phrase.

place main subjects of sentences in front of strong, active verbs and avoid

forms of the verb “to be”. [The baseball was thrown by the pitcher

(passive construction); better: The pitcher threw the baseball (active

construction).]

use in-text citations including parenthetical references and a corresponding

list of works cited at the end of the paper.

use clauses and phrases for sentence variety.

revise and edit writing for appropriate style and language in informal and

formal contexts.


41


11.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply

rules for punctuation and formatting of direct quotations.

f) Proofread and edit writing for intended audience and purpose.

Example Context for Language Use: Students will analyze original compositions as they participate in the process of self- and peer-editing through

a writers’ workshop. They will identify and correct mechanical and grammatical errors and will edit for content with a focus on audience and

purpose. Additionally, they will use a variety of reference materials, including a style guide, to complete their revisions.

COGNITIVE FUNCTION: Students at all levels of English language proficiency EVALUATE original writing in order to apply an understanding

of grammatical and mechanical conventions for the purpose of self- and peer-assessment.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Identify mechanical

errors in a piece of

writing and, where

possible, use reference

materials to edit for

errors, audience, and

purpose using a computer

and a style manual with a

partner

Discover mechanical


writing and, where




purpose using a style

manual with a small

group

Revise mechanical errors

in a piece of writing and,

where possible, use

reference materials to edit

for errors, audience, and


manual and a model

Modify mechanical


writing and, where





manual with a partner

Evaluate mechanical


writing and use

reference materials to

edit for errors,

audience, and purpose

using a style manual

TOPIC-RELATED LANGUAGE: Students at all levels of English proficiency interact with grade level words and expressions such as peer, edit,

revise, grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, style, formatting, quotations, verbal, verbal phrase,

conciseness, variety, active voice, passive voice, in-text citation, works cited, bibliography, purpose, audience, proofread, research, conventions,

syntax, structure, parenthetical reference, reference materials, formal, informal, context, mechanics, mechanical errors, style manual, identify,

discover, piece, composition, modify, evaluate

42

LCPS

WRITING STRAND

Students should use the Writer’s Checklist from the SOL prompt page. (Appendix)

Teachers and students should use the SOL writing rubric regularly throughout the year. (Appendix)

Reflective portfolios are strongly encouraged.

Please refer to LCPS Writing Framework for more details on writing instruction in LCPS.

Minimum Requirements

A description of analytic, argumentative, research-based, creative, and reflective writing follows.

Type of Writing 11H 11, 11A

Analytic writing 2 per semester 1 per semester

Argumentative writing 3 per semester 3 per semester

Research-based writing 1 per semester 1 per year

Creative writing

1 per semester 1 per semester

Reflective writing

May take the form of companion pieces

for other writings

1 per quarter 1 per quarter

Timed Writings

May be used as first drafts for any of the

required writings

6 per year 6 per year

43

WRITING STRAND

ANALYTIC WRITING

ANALYSIS is characterized by parts-to-whole thinking. Analytic writing is therefore any writing that

examines how specific parts of a subject relate to the entire subject. It can be applied to concepts, fiction and

non-fiction, literary and informational texts, and all forms of media.

In order for students to practice writing about a variety of subjects, LCPS encourages teachers to provide

opportunities for students to engage in textual analysis of a variety of media, including literary, expository, and

informational texts.

In general, mastery of analysis is characterized by writing that—

o identifies a specific subject and shows how one or more parts of that subject relate to the whole

o supports assertions with specific examples and details

o includes an element of evaluation—an assessment, based on evidence, of the significance, value,

or importance of the subject.

Specifically, mastery of literary analysis in the 11th

grade is characterized by writing that demonstrates the

same competencies but that also includes some of the following:

describes contributions of different cultures to the development of American literature

discusses how the subject matter, style, literary type, theme, and purpose of American literary works

often reflect the culture and events of the times in which the works were written

describes and contrasts historical periods from which particular American literary pieces derive and the

cultures that they portray

describes and contrasts literary movements associated with each century

describes how the use of context and language structures conveys an author’s intent and viewpoint in

contemporary and historical essays, speeches, and critical reviews

identifies and explains the elements of classic poetry

identifies and discusses the elements and techniques that poets use to achieve a desired result

44

WRITING STRAND

ARGUMENTATIVE WRITING

Argumentative writing seeks to convince or persuade through strategic appeals. Argumentative writing takes

many forms (e.g. editorial, persuasive letter, persuasive essay, PSA, speech). Argumentative writing emerges

from a process of investigation, deliberation, and reasoning.

Mastery of argumentative writing in 11th

grade exhibits—

a clearly identifiable persuasive purpose

evidence to support recognition of an opposing position without excessive elaboration

effective argumentation against the opposing position

careful selection of style, voice, syntax, diction, and tone with the intent to persuade

the use of ethical, pathetic, and logical appeals

the use of verbals and verbal phrases to achieve sentence variety

45

WRITING STRAND

RESEARCH BASED WRITING

Research Writing in LCPS is integral to the Language Arts curriculum at grades 6 through 12. It emerges

from a process of investigation, deliberation, reasoning, and consideration of purpose. Students build upon skills

from one year to the next, incorporating investigative and discovery skills and reporting the results of their

research with ever-increasing depth and formality. Research Writing may take many forms (e.g., I-Search,

formal research papers, research briefs, multi-genre research papers, presentations). All of these share common

principles:

A clearly defined purpose and product

The inclusion of a variety of sources

Proper citation of sources

Evaluation of sources

The use of both paraphrasing and quotation

LCPS requires that 11th

grade students produce a 4-8 page formal research paper.. This paper should go

beyond a mere reporting of information: it should interpret, evaluate, and synthesize the information collected.

Students should also be encouraged to craft additional research products that allow them to use a variety of

media and formats. In order for students to practice writing about a variety of subjects, LCPS encourages

teachers to provide opportunities for students to engage in research on a variety of topics.

Mastery of research based writing in the 11th

grade includes writing that—

records bibliographic information using either MLA or APA style

demonstrates an understanding of copyright and Fair Use Guidelines and of issues involving plagiarism

interprets, evaluates, and synthesizes information from several sources

46

WRITING STRAND

CREATIVE WRITING

Creative Writing may take a variety of forms through which writers express observations, insights, and

feelings (poems, narratives, drama, etc.). This type of writing draws upon a variety of sources including

imagination, personal experience, and media. Generally, creative writing is fictitious, but it can be factual in

either part or whole. The parameters for creative writings vary widely, depending on the form used. However,

all creative writing demonstrates several characteristics:

a distinct voice

the presentation of original thought or craft

the use of figurative language

the deliberate use of grammar, mechanics, usage, syntax, and spelling appropriate to the form and intent

of the writing

Mastery of creative writing in 11th

grade is characterized by writing that includes many of the following

features:

engages the reader

reveals a distinct voice

demonstrates an ability to mimic the form and style of other authors

shows a considered attempt to experiment with form and style

employs literary devices appropriate to the genre and to the writer’s purpose

uses visual and sensory language

conveys original or universal insights into, or expressive of, the human experience.

47

WRITING STRAND

REFLECTIVE WRITING

Reflective writing encourages students to think about their development as writers. Reflection is an ongoing

process that begins with periodic goal setting and points of reflection. For instance, at the beginning of a school

year, students might—

choose the genre of a letter, a journal, an essay, or a narrative in which they reflect on a piece of writing

that was placed in their portfolio the previous year

select a favorite piece, a least favorite piece, a piece they would like to explore further, or any piece of

their choosing and analyze their approach to the writing process as evidenced in that piece of writing

reflect on previous errors, development of voice, revision of word choice, sentence variety, and

techniques used during the entire writing process, from brainstorming through completion

identify goals—writing skills they wish to improve—and articulate a plan for achieving those goals

During the year, students should periodically engage in reflective writing. The minimum requirement is that

they do this 4 times a year. Teachers may wish to encourage students to engage in reflective writing more often.

Reflective writing ties together all of the other strands of writing. Students set goals for the year, reflect on

individual pieces of writing, and reflect on their growth as writers over the course of the year. Guiding

questions for students to ask themselves might be—

What do you want the reader to notice in this piece?

What part of writing this piece was the most difficult? Why?

How does this piece compare with other pieces you have written?

What did you like best about writing this piece?

Mastery of reflective writing in the 11th

grade is characterized by writing that—

demonstrates introspection and self-awareness

refers to specific passages or writings as evidence of reflections

articulates reasons for writing decisions

reflects on specific features of the writing (point of view, diction, tone, form, genre, sentence structure,

etc.)

uses the language of a reader and writer

identifies areas of future growth

articulates a plan for attaining goals

reflects on writing processes as well as products

48

WRITING STRAND

11th

Grade Essential Writing Skills Rubric This checklist is designed to help monitor student success on grade level per state

standards.

Co

mp

osi

ng

Is there evidence of prewriting (ex. outline)? 1 2 3 4

Is there full elaboration of the central idea at the sentence level? 1 2 3 4

Is there full elaboration of the central idea throughout the entire piece? 1 2 3 4

Is each idea clearly and accurately represented? 1 2 3 4

Is the central idea fully supported? 1 2 3 4

Is there a clear organizational pattern? 1 2 3 4

Does the introductory paragraph reflect complexity? 1 2 3 4

Does the concluding paragraph reflect complexity? 1 2 3 4

Are there clear transitions between paragraphs? 1 2 3 4

Is there a consistent point of view? 1 2 3 4

Do body paragraphs demonstrate complexity? 1 2 3 4

Is the message purposefully crafted? 1 2 3 4

Is the document appropriate for the intended audience and purpose? 1 2 3 4

Are there few, if any, digressions? 1 2 3 4

Wri

tten

Ex

pre

ssio

n

Is there a developed voice or tone? 1 2 3 4

Is word usage varied? 1 2 3 4

Is the sentence construction varied for effect? 1 2 3 4

Does the sentence construction create a rhythmic flow throughout the piece? 1 2 3 4

Is the vocabulary precise? 1 2 3 4

Is precise information included? 1 2 3 4

Is figurative language included? 1 2 3 4

Is there a rhythmic flow throughout the piece? 1 2 3 4

Usa

ge

an

d M

ech

an

ics Are sentence types used correctly (simple, complex, compound, compound-complex)? 1 2 3 4

Are clauses and verbal phrases used properly? 1 2 3 4

Is there correct usage of modifiers? 1 2 3 4

Is punctuation and capitalization properly used? 1 2 3 4

Are there limited spelling errors? 1 2 3 4

Is there proper use of MLA or APA style documentation and citation, where appropriate? 1 2 3 4

The numeric score for each of the skills signify a student’s control level.

1 = Little or no 2 = Inconsistent 3 = Reasonable 4 = Consistent

49

WRITING STRAND

SOL Scoring Checklist

Student Paper # __________________

Teacher Period __________________

4 (consistent control) 3 (reasonable control) 2 (inconsistent control) 1 (little or no control)

Composing

___ organization creates unity ___ elaboration is purposeful ___ no one idea is central ___ focus on central idea lacking

___ main idea is fully elaborated with ___ thinness in elaboration ___ unelaborated reasons/ ___ no elaboration evident

examples, events, details ___ minor organizational examples ___ writing jumps from point to point

___ transitions connect ideas lapses ___ lack of focus prevents without unifying central idea

___ consistent point of view ___ few shifts in point of view unity ___ no organizational strategy

___ careful logic present ___ transitions are appropriate ___ no introduction or

___ strong introduction and conclusion ___ intro and/or conclusion may conclusion

be contrived

Written Expression

___ message clearly presented ___ specific word choice/info ___ imprecise, bland lang. ___ word choice, information are

___ precise information makes message clear at times ___ no consistent voice general, vague, repetitive

___ purposeful word choice ___ few examples of figurative ___ uneven information ___ lack of sentence variety makes

___ figurative language is language ___ lacks sentence variety piece monotonous

appropriate ___ competent sentence variety ___ awkward constructions ___ several awkward constructions

___ varied sentence structure ___ occasional awkward make writing unclear reduce stylistic effect

construction – not distracting ___ flow is not present ___ no voice emerges

Usage/Mechanics

Consistently uses standard… Reasonably uses standard… Inconsistently applies rules of… Shows little or no control of U/M:

___ capitalization ___ capitalization ___ capitalization ___ density and variety of errors overwhelm

___ punctuation ___ punctuation ___ punctuation performance

___ usage ___ usage ___ usage ___ frequent errors make writing

___ sentence formation ___ sentence formation ___ sentence formation difficult to understand

___ spelling ___ spelling ___ spelling ___ does not meet minimum standards

___ agreement ___ agreement ___ agreement of competence

50

WRITING STRAND

SOL Checklist for Writers

_____ I planned my paper before writing

_____ I revised my paper to be sure that

_____ the introduction captures the reader’s attention;

_____ the central idea is supported with specific information and examples that will

be interesting to the reader;

_____ the content relates to my central idea;

_____ ideas are organized in a logical manner;

_____ my sentences are varied in length;

_____ my sentences are varied in the way that they begin; and

_____ the conclusion brings my ideas together.

_____ I edited my paper to be sure that

_____ correct grammar is used;

_____ words are capitalized when appropriate;

_____ sentences are punctuated correctly; and

_____ words are spelled correctly.

_____ I reviewed my paper to make sure that it accurately reflects my intentions.

FOCUS STRAND: RESEARCH GRADE LEVEL 11

51

At the eleventh-grade level, students will engage in research that requires the selection, evaluation, use, and documentation of a variety of sources.

Students will verify the validity of all information and follow ethical and legal guidelines for using and gathering information. Each student will

present a research product that is clearly written and accurately documented according to a standard form of documentation.

STANDARD 11.8 STRAND: RESEARCH GRADE LEVEL 11

52

11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research

product.

a) Use technology as a tool to research, organize, evaluate, and communicate information.

b) Narrow a topic and develop a plan for research.

c) Collect information to support a thesis.

d) Critically evaluate quality, accuracy, and validity of information.

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,

conflicting information, point of view or bias.

f) Synthesize and present information in a logical sequence.

g) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern

Language Association (MLA) or the American Psychological Association (APA).

h) Revise writing for clarity of content, accuracy, and depth of information.

i) Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph

structure.

j) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using

information.


ESSENTIAL


Students will compose a documented research

product that is based on valid resources and

procedures.

Students will collect, organize, and evaluate

the quality and accuracy of information to

ensure that it is current, factual, and reliable.

Students will recognize consequences of

plagiarism according to the guidelines

established by school divisions.

All students should

understand how to evaluate

sources of information to

determine reliability.

understand how to develop a

plan and collect information.

understand how to use

technology to access,

organize, and develop

writing.

understand plagiarism has

meaningful consequences.


utilize technology to conduct research, organize information, and develop

writing.

identify and narrow a topic for research through a variety of strategies,

such as mapping, listing, brainstorming, webbing, and using an Internet

search engine.

develop a plan to locate and collect relevant information about the chosen

topic.

identify a variety of primary and secondary sources of information.

generate notes while following a logical note-taking system.

preview resource materials to aid in selection of a suitable topic.

identify valid main and supporting ideas in various sources and distinguish

them from misconceptions and biased points of view when information

conflicts.

synthesize information in a logical sequence.


53

11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research

product.




d) Critically evaluate quality, accuracy, and validity of information.

e) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas,

conflicting information, point of view or bias.


g) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern

Language Association (MLA) or the American Psychological Association (APA).

h) Revise writing for clarity of content, accuracy, and depth of information.

i) Edit writing for grammatically correct use of language, spelling, punctuation, capitalization, and sentence/paragraph

structure.

j) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using

information.


ESSENTIAL


document print and electronic sources using MLA or APA style, including

in-text citation and corresponding works cited list.

incorporate ideas and quotations skillfully by directly quoting,

paraphrasing, or summarizing text from reliable sources and citing them

appropriately.

revise writing for effect, clarity, accuracy, and depth of information.

follow style manual conventions to edit materials for correct grammar,

spelling, punctuation, and capitalization.

avoid plagiarism by:

understanding that plagiarism is the act of presenting someone else’s

ideas as one’s own;

recognizing that one must correctly cite sources to give credit to the

author of an original work;

recognizing that sources of information must be cited even when the

information has been paraphrased; and

using quotation marks when someone else’s exact words are quoted.


54


11.8 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product.





Example Context for Language Use: Students will research a topic and plan a research paper explaining their findings. Although this strand

focuses on the brainstorming and outlining phases of the writing process, students will complete these tasks in preparation for writing a research

paper.

COGNITIVE FUNCTION: Students at all levels of English proficiency will SYNTHESIZE information from multiple sources in order to identify

key ideas and supporting information about a particular topic.

WR

ITIN

G

Level 1

Entering

Level 2

Emerging

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Lev

el 6-R

each

ing

Diagram information on

a particular topic

(pictures, words, phrases,

simple sentences) from

multiple sources

(magazines, newspapers,

the internet, etc.) and

display visually using a

graphic organizer and a

model

Illustrate information on

a particular topic

(phrases, simple

sentences) from multiple

sources (magazines,

newspapers, the internet,

etc.) and display

visually using a graphic

organizer

Display information on a

particular topic from

multiple sources



display visually using a

model

Synthesize information

on a particular topic from

multiple sources



create an outline using a

fill-in format

Compile information

on a particular topic

from multiple sources

(magazines,

newspapers, the

internet, etc.) and

create an expanded

outline using a model

TOPIC-RELATED LANGUAGE: Students at all levels of English language proficiency interact with grade-level words and expressions, such as

analyze, evaluate, synthesize, organize, sources, research, communicate, topic, thesis, quality, accuracy, validity, misconceptions, main idea,

supporting idea, conflicting information, point of view, bias, logical sequence, quote, paraphrase, documentation, revise, clarity, content, depth, edit,

spelling, punctuation, capitalization, structure, plagiarism, ethics, develop, topic, relevance, primary source, secondary source, logical sequence, in-

text citation, works cited, summarize, revise, effect, clarity, depth, conventions, grammar, plagiarism, quotation marks, product, diagram, illustrate,

display, compile

55

LCPS

RESEARCH STRAND

GOALS: The student will

All

Levels define meaning and consequences of plagiarism;

select and narrow a topic;

formulate a thesis statement;

use on-line resources; narrow search using Boolean logic;

use a variety of sources to develop the topic;

create a formal outline;

provide evidence of note-taking;

differentiate between primary and secondary sources;

create a formal outline;

synthesize information into a logical sequence to support a thesis;

document sources in parenthetical citation following an MLA style sheet;

create a works cited page.

Level Required Research Writing Teacher Notes Quarter(s) Mastery

All

Levels one 4-8 page research paper

that synthesizes, analyzes,

interprets, and evaluates

information learned

Please refer to the Internet Safety Guidelines.

56

RESEARCH STRAND

SUPPLEMENTARY MATERIALS

The following information is intended to aid teachers in addressing the Research Strand of the

LCPS English Curriculum.

WEB SITE EVALUATION – HELPFUL INTERNET SOURCES

As part of the LCPS English Curriculum Research Strand, students are required to learn to

differentiate between questionable and reliable internet sources. The following internet sites may

be helpful in evaluating web sources:

“Five criteria for evaluating web pages”

http://www.library.cornell.edu/olinuris/ref/research/webcrit.html

USING BOOLEAN LOGIC

The SOL also requires students to learn to effectively narrow the focus of an internet search.

Boolean logic will aid students in this endeavor. The following internet site may be helpful.

“Boolean Searching for the Web”

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

57

RESEARCH STRAND

Web Evaluation Form

PASSkey to Unlock Relevant Websites for Research

Directions: Read all information and then check all characteristics that apply to the website. The more checks, the better the website!

Created by Karen Yurish, May 2004. Intended for use in grades 8-9. Also appropriate for use in grades 9-12.

Purpose: What is the purpose of this website? The purpose of a website for

research should be to accurately and authoritatively inform you.

Authoritative Authorship

The author of this information is identified (either on home page or article)

The author is an expert in his or her field

User can contact the author (email or mailing address provided)

Unbiased/Objective Information

Text is clear of opinion, or clearly labeled as such

Correct Information

There are no discrepancies or glaring errors in the information provided

There are no mechanical errors (spelling, grammar, etc.)

Subject: What is the main subject this website addresses?

A website for research should focus on the topic you are researching and provide

in-depth and up-to-date information.

Focus/Depth

The majority of your website addresses your topic

Website covers your topic in enough depth to be of help in your

research

Up-to-date Information

Website tells when it was last updated

Website was updated recently (within last six months)

Information provided on website is current

Audience: For whom is this website intended? A website for research should be

targeted toward the users’ reading and interest levels.

Vocabulary/Organization

The site uses vocabulary that is not too difficult or too easy for you to

understand

The site is well organized and its organizational pattern is easy to

understand

Appearance

The font is easy to read

The color/graphics make the website visually appealing

Structure: How is this website structured? A website for research should be

easy to use and aid your research rather than distract you from it.

Navigation

The page downloads quickly

There is a list of contents on the homepage for easy navigation

All of the links work within the website

Links take you to other authoritative resources that may aid your work

User controls where he/she wants to go on the site, not the site

Graphics/Advertising

The graphics add to the content and enhance understanding of the text

The graphics do not distract from the content of the website

Advertising is limited and is not distracting

Website: ______________________

URL: _________________________

58

LCPS

VOCABULARY STRAND

LEVEL GOALS: The student will Possible Resources (See your Department

Chair)

All use context clues.

distinguish between connotation

and denotation.

practice SAT-style vocabulary

questions.

address synonyms, antonyms,

homophones.

extend general and specialized

vocabulary through reading and

writing.

use knowledge of word origins

and figurative language to expand

vocabulary.

Literary selections

Vocabulary for the College Bound

(Prestwick House)

Vocabulary for the College Bound Student

(AMSCO)

Hot Words for the SAT (and other related

sources)

Wordsmart

Illustrating Word (AMSCO)

McDougal Littell ancillary materials

The Loudoun County English Curriculum is geared to challenging each student to reach his or her

academic potential. While the Virginia SOLs are the state’s minimum standards, secondary English

teachers should place emphasis on college preparatory study techniques, PSAT, SAT, and AP

preparation.

Please refer to the Vocabulary Framework for guidelines on vocabulary instruction. The list of 11th

grade roots and affixes for vocabulary instruction can be found in the Curriculum Resources

section of the LCPS staff website.

59

Sample Unit

The following unit, developed by the 2008 High School Curriculum Committee, was designed based on the

framework of Understanding by Design. This framework was developed by Jay McTighe and Grant Wiggins to

emphasize what are termed the six facets of understanding: explanation, interpretation, application, perspective,

empathy, and self-knowledge. Each unit is built on a foundation of essential questions and understandings that

students are expected to gain by the end of the unit or units. Each unit is anchored with an assessment performance

task that should be rooted in authentic, real world activities. The learning activities and performance task help to

build and show students understanding of concepts for each of the facets of understanding. The facets of

understanding are defined below. These facets shape the learning activities and performance task in which the

students will be asked to engage.

Facet of Understanding Definition

Explanation Students are able to explain the why and how of a concept. For example, students are

able to explain why a character takes a certain action using supporting evidence from

the text.

Interpretation Students are able to assign meaning to a concept show how it relates to them and to the

world. For example, students might write a poem incorporating figurative language

and imagery to convey a message.

Application Students are able to apply the knowledge and skills that they have gained to a real-

world authentic activity. For example, students might write a Life in Haiku piece and

submit it to the Washington Post for publication.

Perspective Students are able to see and analyze another perspective than their own. For example,

in preparing for a debate, a student is able to argue both sides.

Empathy Students are able to feel the impact of a decision or event on others. For example,

students write poems about the injustices in Darfur, which are compiled and published

into a book and sold to raise money for relief efforts.

Self-knowledge Students are able to reflect about their work and their thinking. For example, students

might reflect about their writing process in the creation of a short story.

60

SAMPLE UNIT

Grade 11

The Great Gatsby

Objectives

Goals:

11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture,

b. Compare and contrast the development of American literature in its historical context.*

c. Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and

genres

11.6 The student will write in a variety of forms, with an emphasis on persuasion. (See specific skills a-h.)

11.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing.

b. Use verbals and verbal phrases to achieve sentence conciseness and variety.

e. Adjust sentence and paragraph structures for a variety of purposes and audiences.

Understandings: Students will understand…

that novelists often provide insights about human experience and inner life through fictional means.

that writers use a variety of stylistic techniques to engage and persuade their readers.

that specific settings, themes, and symbols are characteristic of the Modernist literary period.

Essential Questions:

How do we determine guilt and innocence?

How does literature reflect the historical period in which it was produced?

How do complex relationships among persons lead to conflicts?

Students will know…. the plot, characters, symbols, and themes of The Great Gatsby

the historical context of the novel and how this reflects the Modernist period

61

Students will be able to …

apply interpretive reading strategies.

analyze and demonstrate the relevance of character, plot, symbol, and theme within the text.

discuss the correlation of events from the text to events during the Modernist period of literature.

apply the writing process to produce a piece of persuasive writing.

apply symbolic representations and textual citations to execute a visual product.

Evidence of Understanding

Performance Task(s): YOU ARE IN THE DRIVER’S SEAT. You are to enter the setting of The Great Gatsby and assume the identity of a newspaper reporter,

a defense lawyer, or a significant other. As a newspaper reporter, you will write an article about one or more of the major events in the

novel. As a lawyer, you will defend a major character (or pair of characters) in the court of public opinion, attempting to justify why they

should go unpunished for committing the crime of which they are accused. As a significant other, you (as one character) will pour out

your unfulfilled and secret wishes to another character, with whom you are smitten. Refer to the handout your teacher gives you for

detailed instructions.

SOCIOGRAM.. You are going to create a sociogram – a visual guide to the relationships between the major characters in the novel as

well as their essential characteristics. You will use symbols, a mapping technique, and brief descriptive language. Refer to the handout

your teacher gives you for detailed instructions.

Other Evidence:

Various quizzes on content throughout the course of the unit

Journal responses to readings

Class discussions

Learning Plan

Learning Activities:

Teacher introduces or reviews the Modernist Period in American literature

Students and teacher read and discuss the text

Students write various journal entries on prompted and unprompted topics

Teacher and students discuss the novels. plot, characters, symbols, and themes

Teacher assesses student knowledge of setting, symbols, themes, and characters using the Promethean interactive board (see

accompanying file) and short quizzes.

Resources:

Promethean flip chart

Expanded description of performance tasks

The Great Gatsby, by F. Scott Fitzgerald.

Activote clickers

ENGLISH CURRICULUM, 9-12

APPENDIX


62

INTERNET SAFETY

The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety

guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5 specify

technology use behaviors students must practice. These standards have been integrated into the

English/Language Arts Information Literacy Framework. The safety and security of our students is our

responsibility. As you establish and develop the learning community in your classroom, integrate lessons about

internet safety that address personal safety on the Internet, accessing information on the Internet, and activities

on the Internet. Please be sure to incorporate the following Guidelines and Resources for Internet Safety in

Schools established by the Virginia Department of Education into your instruction.

Personal safety on the Internet.

Students must understand that people are not always who they say they

are. They should never give out personal information without an adult’s

permission, especially if it conveys where they can be found at a

particular time. They should understand that predators are always

present on the Internet.

Students should recognize the various forms of cyberbullying and know

what steps to take if confronted with that behavior.

Information on the Internet.

Students and their families should discuss how to identify acceptable

sites to visit and what to do if an inappropriate site is accessed.

Students should be informed about various Web advertising techniques

and realize that not all sites provide truthful information.

Activities on the Internet.

Students and their families should discuss acceptable social networking

and communication methods and appropriate steps to take when

encountering a problem.

Students should know the potential dangers of e-mailing, gaming,

downloading files, and peer-to-peer computing (e.g., viruses, legal

issues, harassment, sexual predators, identity theft).

VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)

63

Lessons on internet safety can be integrated into the oral language, reading, writing, and research strands.

Below are examples of how internet safety lessons can be integrated into existing standards. These examples

are from Integrating Internet Safety into the Curriculum (2007) developed by the VDOE Office of Educational

Technology.

Integration In exploring oral language issues with students, teachers may also use Internet

(and other electronic) communications as examples and methods to learn certain

skills. Students increasingly practice nonfiction reading and writing skills as they

gain more experience in English. These same skills will work with the Internet as

a source of information or as a publishing venue.

Students exploring literary styles can see how these same styles are used in Web content

and advertisements.

When students use online tools as reference resources, address the general safety issues of

personal safety, accessing information on the Internet, and activities on the Internet

appropriate for this age group. The lesson below focuses on the various forms of literacy

required in today’s world.

Defining Literacy in a Digital World

http://www.readwritethink.org/lessons/lesson_view.asp?id=915

Students can apply nonfiction reading skills to information on Web sites, especially when

identifying the author’s position and purpose.

Additional ideas and guidelines for internet safety can be found at the VDOE website:

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml. In addition,

Netsmartz.org, sponsored by the National Center for Missing and Exploited Children, has many resources and

activities at every grade level that can be used in instruction about internet safety.

http://www.readwritethink.org/lessons/lesson_view.asp?id=915

http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml

64

LCPS Plagiarism Policy

LCPS defines plagiarism as the unlawful use of the words or ideas of another as one’s own without giving

proper acknowledgement to that source. This includes published works as well as the works of other students

and family members. According to the LCPS 2003 Student Rights and Responsibilities handbook, plagiarism is

a “prohibited behavior” (6).

The philosophy of LCPS is that teachers are to instruct students how to properly

quote information

paraphrase information

summarize information

use in-text citations as well as a works cited page

properly cite the sources in all forms of writing, including, but not limited to:

literary analysis essays

current events reports

science article summaries

research papers in any subject area

Furthermore, LCPS teachers are to instruct students that drawings, illustrations, and graphics are protected

intellectual property as well, and both plagiarism and copyright laws need to be emphasized and followed.

Library Specialists have all of the proper MLA citation worksheets, as does the current text, Language Network.

Library Specialists also have access to copyright laws and fair use policies to support this endeavor.

Student Rights and Responsibilities. Leesburg, Virginia: Loudoun County Public Schools, August 2011.

LCPS Guidelines for Video/DVD Use, Grades 9 –12

Videos should be used only for instructional purposes. Videos rated as G, PG, or PG-13 may be used as part of

face-to-face instruction and must be followed up with specific instructional activities and assignments. No R-

rated movie may be shown in its entirety. Appropriate excerpts that do not qualify the movie for its R rating

may be shown only with Department Chair approval. Videos may not be used to entertain or to fill time in the

classroom. School policy overrides these guidelines.

65

Ten Things Teachers Should Know About Copyright

Adapted from a pamphlet provided by

Instructional Materials Center

21000 Education Court

Ashburn, VA 20148

Phone (571) 252-1470

Questions & Answers About Copyright © Q. What is a “notice of copyright”?

A. The “notice of copyright” is the copyright symbol followed by the copyright date and the

author. It is no longer necessary for the notice to be displayed for a work to be protected by

copyright. Presume the work is protected.

Q. Whom do I ask if I have questions about copyright issues? Who might know the answer

or find out an answer for me?

A. Ask the librarian at your school. If the question requires more research, the librarian would

know the next step to take in the process.

Q. Is it permissible for a teacher to show a videotape to his/her class if the videotape has a

label stating “For Home Use Only”?

A. Yes, if the tape was purchased and is used in face-to-face instructional activity.

Q. May a teacher rent a video from a local vendor and show it to the class as a reward for

good behavior?

A. No. The video may not be used for entertainment, a fundraiser, or a time-filler. The videotape

must be used in face-to-face instructional activity.

Q. May a teacher make multiple copies of a poem or a short story for use in his/her

classroom?

A. Yes, if the copy meets the tests of brevity and spontaneity. This type of copying may be

done only nine times in the course of the semester and can be used in one term of the subject,

not annually.

Q. May teachers enlarge cartoon characters (e.g. Mickey Mouse, Peanuts) for bulletin

boards or to decorate the school?

A. No. The characters are protected by trademark in addition to copyright laws.

Q. If workbooks are not provided for students, may a teacher copy the workbook, in whole

or in part, for student use?

A. No. The workbooks are consumable. This would be an infringement.

66

Q. May I copy a photograph from the internet to use on my web page?

A. Unless specifically stated that it is in the public domain, assume it is not. Fair use does not

include web pages. If you want to use it as described, seek permission. Keep a copy of the

permission in your files.

Q. May I show my class the video of their performance in a school sponsored activity?

A. It may be shown only for evaluation purposes and not for entertainment.

Q. May a teacher copy a current news article on topics of interest for a class discussion?

A. Under the guidelines, this should be considered fair use. The use of the article is permitted

that year, but the article cannot become a part of the teacher’s annual curriculum for that

class.

How to Request Permission to Duplicate Copyrighted Materials.

Teachers may make use of copyrighted materials beyond those provided under fair use if permission is

granted first. There may or may not be a charge. Permission may be refused, but it may also be worth the

time to ask.

Determine the ownership of a work and send a letter of request in duplicate to the permissions

department of the publisher or directly to the copyright holder. Include the following

information:

Title, author and/or editor, and edition of the materials to be duplicated

Exact material to be used

Number of copies to be made

Use to be made of duplicated materials

Form of distribution (classroom, newsletter, etc.)

Whether or not the material is to be sold

Type of reproduction (photocopy, slide, tape, etc.)

Make three copies of the request. One is for your files and two are for the publisher. One of these

will be returned with the publisher’s decision. Include a self-addressed, stamped return

envelope.

Send by registered mail when response is crucial. Do not assume you have approval if you do not

receive a response from the copyright holder. Make note of the permission to copy on the item

being duplicated.

67

CRITICAL PERSPECTIVES:

An Overview, Some Teaching Ideas, and Resources

(Honors/Academic Emphasis)

This document has been prepared to assist teachers inexperienced in teaching literary theory. It

contains a rationale, a list of resources, brief definitions and explanations, and some sample

teaching activities.

RATIONALE

By teaching critical perspectives, teachers provide their students with multiple ways of analyzing

texts. This draws young readers beyond the reader-response perspective so typical in elementary

and middle school to a more analytical way of viewing literature. For example, a student who

knows that his or her teacher prefers a formalist perspective might be more willing to listen to a

lengthy explication regarding a text’s examples of imagery and figurative language because he or

she knows that other perspectives on a text are also valid. Knowledge of critical perspectives

can also provide students with a repertoire through which to view other texts as well as their

worlds.

RESOURCES

Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to

Adolescents. Urbana, IL: NCTE, 2000.

DiYanni, Robert. Critical Perspectives: Approaches to the Analysis and Interpretation of

Literature. New York: McGraw-Hill, 1995.

Smaltz, Kathy R. “Critical Approaches to Literature: Sharing Our ‘Answer Key’ With Student

Readers.” Virginia English Bulletin, 53, No. 1

68

DEFINITIONS AND EXPLANATIONS

1) Formalist Criticism (New Criticism) – Literature is a distinctive art that

uses the resources of language to

shape experience, communicate

meaning, and express emotion. Other

issues do not come into play. Focus

on literary elements including plot,

character, setting, diction, imagery,

structure, and point of view.

Questions: How is the text structured

or organized? How are the parts

related to one another? Who is the

narrator? Who are the major and

minor characters? How is the setting

related to the characters and their

actions? What kind of language is

used to create this work?

2) Biographical Criticism – Important

and useful information can be gained

by knowing about a writer’s life.

Focus on the author’s life experiences,

his or her difficulties in creating the

text, and/or the relationship of that

information to the text.

Questions: What influences in the

writer’s life does the text reflect? Are

any events in the text a direct transfer

of events in the writer’s life? Why

might the author have altered his or

her actual experiences in the text?

3) Historical Criticism – Every text is a

product of its time and place. Focus

on background information necessary

for understanding how a text was

perceived in its time and how a text

reflects ideas and attitudes of the time

in which it was written.

Questions: When was the work

written? When was it published?

What social attitudes and cultural

practices were prevalent during the

time the work was written and

published? To what extent can we

understand the past as it is reflected in

the text?

4) Psychological Criticism – Literature

is a revelation of the author’s mind

and personality. Focus on how a text

reflects its writer’s consciousness and

mental world or on why a writer

behaved in a particular manner.

Questions: How does the author’s life

connect to the behavior and

motivations of characters in his or her

text? How does a text reveal the

psychological mindset of the author?

How do the characters help the reader

understand the author?

5) Marxist Criticism – Literary works

should not be isolated from the social

contexts in which they were written.

Focus on the values of the society in

which it was written and how those

values are reflected in literary works.

Emphasis on economic issues

expressed in a text as reflective of the

society in which it was produced.

Questions: What social forces and

institutions are represented in the text?

What political and economic elements

appear in the work? How are the lives

of the characters influenced by social,

political, or economic forces?

6) Feminist Criticism – Literary works

should not be isolated from the social

contexts in which they were written.

Focus on the values of the society in

which it was written and how those

values are reflected in literary works.

Emphasis on power and gender issues

expressed in a text as reflective of the

society in which it was produced.

Questions: How does the

representation of men and women

reflect the place and time in which the

text was written? How are

relationships presented in the text? Is

the text presented from a

predominantly male or female

perspective?

69

7) Reader-Response Criticism – Literary meaning resides in the text, the reader, and the space

between the two. Focus on intellectual and emotional response to texts, process rather than

product, and changes in interpretation over time.

Questions: What is the reader’s emotional response to the work? At what places did the

reader have to make inferences? What places in the text caused the reader to do the most

serious thinking? How does the reader’s response change over subsequent readings?

8) Archetypal/Mythological Criticism – Literature often addresses universal stories, including

basic patterns of human action and experience. Focus on typical literary characters,

traditional plot structures, and universal symbols.

Questions: What incidents, characters, and other objects in the text can be considered

archetypal? What changes occur? Are they archetypal? What religious or mythical elements

are embodied in the text?

9) Structuralist Criticism – The organization of a literary work contributes to its meaning.

Focus on plot, sections, repetition, contrast, and sound as well as syntactical and semantic

patterns.

Questions: What are the building blocks of the text (words, stanzas, chapters, etc.), and how

do they contribute to the meaning? Do the elements of the text suggest a pattern? What

system governs the text as a whole?

10) Deconstructive Criticism – Literature can be unraveled and dismantled because language is

inherently unstable. Focus on opposition, differences, contradictions, and ambiguity to

determine that the meaning of the text is indefinable.

Questions: What oppositions exist in the text? Of the opposing forces, is one more powerful?

How are contradictions suggested? Where are gaps, inconsistencies, and contradictions?

How can the text be interpreted in different ways?

TEACHING ACTIVITIES 1) Introduce the concept of viewing a text from different perspectives by asking students to

respond to a well-known fairy tale (such as “Little Red Riding Hood”) from the perspective

of different personalities (such as a police officer, a parent, and a conservationist).

2) Provide students with definitions of various critical perspectives. Try applying these

criticisms to familiar texts (fairy tales, popular movies, etc.).

3) Have students journal about times when they disagreed with a teacher about a text. Ask

students to consider how viewing a text from different critical lenses might lead to

disagreement about a text and its meaning and interpretation.

4) Set up criticism stations. After reading a short text, have groups rotate through the stations,

responding to the text through each perspective.

5) Have students evaluate which criticism is not the best perspective to use with a particular

text.

Embedding Test Prep into the E/LA Curricula,

Grade 6-12

LCPS 6-12 SAT Prep Task Force

SY 2006-2007

Jeffrey Bohn Louise Mann

Melanie Buckley Sarah Terribile

Jennifer Driggers Timothy Yorke

LCPS 6-12 SAT Prep Committee

Summer 2007

Lisa Fiorilli Sarah Sturtz

Karin Haddad Timothy Yorke

Louise Mann

70

Standardized Test Preparation

Philosophy LCPS recognizes a need to integrate and vertically align the skills assessed on the SAT, PSAT,

and AP exams, in addition to the SOL.

Rationale While most SAT, PSAT, and AP test skills are already being taught, a new focus has been placed

on non-fiction readings, persuasive writing, and critical thinking, which are emphasized in

standardized tests. The committee recognized a need for these areas to be strengthened in the

LCPS curriculum.

Implementation

The committee examined both the SAT essay and multiple-choice sections to derive a list of

essential reading and writing skills. Those skills have been aligned with SOL standards. The

following charts pertain to standardized test preparation for reading and writing. As symbiotic

concepts, the skills are cross-referenced in each chart. Teachers are encouraged, therefore, to

reinforce the interrelatedness of reading and writing in their curricular units. The charts illustrate

how essential skills are introduced and developed from 6th

through 11th

grade. Teachers are also

encouraged to reinforce skills taught in previous grades when introducing new concepts.

71

Standardized Test Preparation—WRITING

GOALS

as assessed on standardized tests

The student will

develop a clear point of view.

demonstrate analysis of prompts.

provide valid evidence.

organize essays logically and coherently.

use appropriate and varied vocabulary.

vary sentence structure.

use error-free grammar, usage, and mechanics.

VERTICAL ALIGNMENT SOL standards are indicated in parentheses

CONCEPTS/TERMINOLOGY SUGGESTED

STRATEGIES

6th

, 7th

, 8th

Introduction

The student will

develop critical thinking skills through the

discussion of writing prompts.

begin to analyze prompts to clarify the

essential question.

generate ideas in response to writing prompts.

discuss current events to generate ideas for

writing prompts.

use classroom readings to reflect upon

effective writing with an emphasis on

persuasive non-fiction.

The student will define and

utilize the following concepts

and terms:

Thesis statement

Essay

Synthesis

Role

Audience

Format

Topic

Blogs

E-pals

Debates

Discussions of

current events

Modeling thinking

through the

prompt—teacher

models

Analysis of

advertising to teach

appeals

Cross-curricular

opportunities

RAFT ((Role,

Audience, Format,

Topic)

72



STRATEGIES

9th

Guided

Practice

The student will




formulate effective thesis statements.

identify the parts of the Rhetorical Triangle.

develop a variety of introductions.

produce different kinds of writing for

different needs (Writing to Learn, Writing

for Product, SOL, PSAT, SAT, AP).

The student will define and utilize the

following concepts

and terms:

Rhetoric

Rhetorical Triangle

(Audience, Writer, Purpose)

Blogs

E-pals

Debates

Discussions of

current events

Modeling thinking

through the

prompt—teacher

models

Analysis of

advertising to teach

appeals

Cross-curricular

opportunities

RAFT ((Role,

Audience, Format,

Topic)

10th

Practice

The student will

recognize and develop variety of modes of

writing.




determine credibility of evidence.

continue to use the Rhetorical Triangle as an

organizational tool.

learn strategies for writing under time

constraints.

continue to produce different kinds of

writing for different types of standardized

writing (SOL, PSAT, SAT, AP).

The student will define and utilize the

following concepts

and terms:

Appeals—ethical, emotional,

logical

Definition

Example

Compare/Contrast

Cause and Effect,

Process Analysis

Persuasion/Argumentation

73



STRATEGIES

11th

Mastery

The student will

consider what constitutes valid and appropriate

evidence.

analyze released essays to consider stylistic

effectiveness.

identify the difference between argument and

persuasion.

develop style and voice.

employ rhetorical devices and strategies

ascertained from readings.

refine writing skills through the analysis of




and terms:

Ethos, pathos, logos

Style

Voice

Syntax

Diction

Tone

TYPES OF SENTENCE IMPROVEMENT QUESTIONS ON THE SAT

Errors in Grammar or Usage Errors in Style

Sentence fragments

Run-on sentences

Double negatives

Semicolon errors

Comma splices

Subject-verb agreement

Faulty verb forms and tenses

Misused adjectives and adverbs

Confusion of infinitives and gerunds

Use of pronouns (faulty case; shifts in

person, pronoun-antecedent agreement,

pronoun reference, comparisons)

Mismatched sentence parts (faulty

coordination and subordination; faulty

parallelism)

Mixed construction (shifts: in grammatical

subject, in verb tense, in active and passive

voice and in misplaced and dangling

modifiers)

Wordiness

Awkwardness

Faulty word choice

Faulty idiom

74

New SAT Essay Scoring Guide

SCORE OF 6 An essay in this category is outstanding, demonstrating

clear and consistent mastery, although it may have a few

minor errors. A typical essay

SCORE OF 5 An essay in this category is effective, demonstrating

reasonably consistent mastery, although it will have

occasional errors or lapses in quality. A typical essay

SCORE OF 4 An essay in this category is competent, demonstrating

adequate mastery, although it will have lapses in quality.

A typical essay

effectively and insightfully develops a point of view

on the issue and demonstrates outstanding critical

thinking, using clearly appropriate examples,

reasons, and other evidence to support its position.

effectively develops a point of view on the issue and

demonstrates strong critical thinking, generally

using appropriate examples, reasons, and other

evidence to support its position.

develops a point of view on the issue and

demonstrates competent critical thinking, using

adequate examples, reasons, and other evidence to

support its position.

is well organized and clearly focused, demonstrating

clear coherence and smooth progression of ideas.

is well organized and focused, demonstrating

coherence and progression of ideas.

is generally organized and focused, demonstrating

some coherence and progression of ideas.

exhibits skillful use of language, using a varied,

accurate, and apt vocabulary.

exhibits facility in the use of language, using

appropriate vocabulary.

exhibits adequate but inconsistent facility in the use

of language, using generally appropriate vocabulary.

demonstrates meaningful variety in sentence

structure.

demonstrates variety in sentence structure. demonstrates some variety in sentence structure.

is free of most errors in grammar, usage, and

mechanics.

is generally free of most errors in grammar, usage,

and mechanics.

has some errors in grammar, usage, and mechanics.

SCORE OF 3 An essay in this category is inadequate, but demonstrates

developing mastery, and is marked by one or more of the

following weaknesses:

SCORE OF 2 An essay in this category is seriously limited,

demonstrating little mastery, and is flawed by one or

more of the following weaknesses:

SCORE OF 1 An essay in this category is fundamentally lacking,

demonstrating very little or no mastery, and is severely

flawed by one or more of the following weaknesses:

develops a point of view on the issue, demonstrating

some critical thinking, but may do so inconsistently

or use inadequate examples, reasons, or other

evidence to support its position.

develops a point of view on the issue that is vague or

seriously limited, demonstrating weak critical

thinking, providing inappropriate or insufficient

examples, reasons, or other evidence to support its

position.

develops no viable point of view on the issue, or

provides little or no evidence to support its position.

is limited in its organization or focus, or may

demonstrate some lapses in coherence or

progression of ideas.

is poorly organized and/or focused, or demonstrates

serious problems with coherence or progression of

ideas.

is disorganized or unfocused, resulting in a

disjointed or incoherent essay.

displays developing facility in the use of language,

but sometimes uses weak vocabulary or

inappropriate word choice.

displays very little facility in the use of language,

using very limited vocabulary or incorrect word

choice.

displays fundamental errors in vocabulary.

lacks variety or demonstrates problems in sentence

structure.

demonstrates frequent problems in sentence

structure.

demonstrates severe flaws in sentence structure.

contains an accumulation of errors in grammar,

usage, and mechanics.

contains errors in grammar, usage, and mechanics so

serious that meaning is somewhat obscured.

contains pervasive errors in grammar, usage, or

mechanics that persistently interfere with meaning.

Essays not written on the essay assignment receive a score of zero.

A Guide to the New SAT Essay, The College Board, 2004

75

Standardized Test Preparation—CRITICAL READING

GOALS

as assessed on standardized tests

The student will

demonstrate a sophisticated grasp of vocabulary.

determine the author’s purpose at both the whole text and

sentence level.

recognize shifts in tone and transitions in argument at the

paragraph level.

identify the main idea in a range of challenging texts.

draw inferences from readings.

summarize concepts and arguments.

analyze both fiction and nonfiction.



STRATEGIES

6th

, 7th

, 8th

Introduction

The student will

apply knowledge of Greek and

Latin prefixes, roots, and

suffixes.

identify main ideas in readings

with an emphasis on non-

fiction.

draw inferences from cross-

curricular and persuasive non-

fiction selections.

summarize and paraphrase a

variety of writings.



and terms:

Summarize Inference

Paraphrase Main idea

Prefixes Critique

Suffixes Synthesis

Roots

RAFT (Grades

6-9)

Practice PSAT

and SAT style

questions



STRATEGIES

9th

Guided

Practice

The student will

analyze the effect of rhetorical

devices (including figurative

language).

summarize and paraphrase

cross-curricular and persuasive

non-fiction selections.

use the Rhetorical Triangle as

an analytical reading tool to

identify writer, audience, and

purpose.

identify and differentiate

between sentence types.



and terms:

Main idea Inference

Support—types of

Sentence types: simple,

compound, complex, compound-

complex, declarative, imperative,

exclamatory, and interrogative

RAFT (Role, Audience,

Format, Topic)

Practice PSAT and

SAT tests—break

down into

sections—

individual and

group practice

DIDLS (10th

grade)

SOAPSTONE (11th

grade)

76

10th

Practice

The student will

reflect on how choice of mode

affects purpose.

summarize and paraphrase

cross-curricular and persuasive

non-fiction selections.

analyze the effect of various

sentence types.

use the Rhetorical Triangle as

an analytical reading tool to

identify writer, audience, and

purpose.

analyze tone using DIDLS

strategy.



and terms:

Diction

Imagery

Details

Language

Syntax

Definition

Example

Persuasion

Compare/Contrast

Cause and Effect

Process Analysis

11th

Mastery

The student will

demonstrate a strong

understanding of how the

Rhetorical Triangle affects text

both on the whole text and

sentence level.

use the SOAPSTONE strategy

to analyze texts.

consider how specific use of

rhetorical devices contributes to

tone and purpose.

identify the difference between

argumentative and persuasive

modes in cross-curricular and

non-fiction texts.

analyze the effect of various

sentence types to recognize

stylistic errors in usage.

incorporate effective counter-

argument strategies



and terms:

Rhetorical devices

Modes: Definition,

Example, Narrative,

Compare/Contrast,

Cause and Effect,

Process Analysis,

Persuasion/Argumentati

on

SOAPSTONE (Speaker,

Occasion, Audience,

Purpose, Subject,

TONE)

77

RESOURCES FOR SAT/PSAT/AP READINESS

Please refer to page 97 for more information on embedding SAT/PSAT/AP prep activities into the English

curriculum. All Honors (Pre-AP) teachers should register and stay current with trends in AP testing and

preparation at http://apcentral.collegeboard.com.

Vocabulary Games and Puzzles:

http://www.quia.com -This interactive site includes games and activities to build student knowledge

of SAT vocabulary words (free 30 day trial).

http://puzzlemaker.school.discovery.com -This interactive site allows the student or instructor to

create a variety of puzzle review games and worksheets.

http://www.sadlier-oxford.com/vocabulary/student.cfm -This site supplements one of the

recommended vocabulary texts.

http://www.sparknotes.com/testprep/books/newsat/powertactics/vocab/chapter2section2.rhtml

SAT Readiness Program

Free, introductory resources that the College Board makes widely available to students and schools.

These resources provide an overview of the test in online and print formats.

SAT Preparation Booklet™

This booklet for students is distributed to all high schools. It includes test directions, sample

questions, and an official practice test.

SAT Preparation Center™

The SAT Preparation Center on collegeboard.com features SAT test directions, sample questions,

and an official practice test.

The Official SAT Question of the Day™

Students can access a free daily practice SAT question on collegeboard.com or receive it by email.

Hints and detailed answer explanations are provided for each question.

AP Free-Response Questions

Students can hone their essay-writing and problem-solving skills by practicing with previously

administered free-response questions at

http://www.collegeboard.com/student/testing/ap/prep_free.html.

http://apcentral.collegeboard.com/

78

Resources for Writing and Critical Reading

The following reference materials may help teachers reinforce writing and critical reading skills.

Bernabei, Gretchen. Reviving the Essay: How to Teach Structure Without Formula. Vermont: Discover Writing

Press, 2005.

Ehrenhaft, George. Writing Workbook for the New SAT. New York: Barron’s, 2005.

Gere, Anne Ruggles, Leila Christenbury, and Kelly Sassi. Writing on Demand: Best Practices and Strategies

for Success. New Hampshire: Heinemann, 2005.

Green, Sharon Weiner. Critical Reading Workbook for the SAT. New York: Barron’s, 2006.

Killgallon, Don, and Jenny Killgallon. Grammar for High School: A Sentence Composing Approach. New

Hampshire: Heinemann, 2007.

Killgallon, Don, and Jenny Killgallon. Grammar for Middle School: A Sentence Composing Approach. New

Hampshire: Heinemann, 2006.

LeCount, David E., Dream Writing Assignments: 600+ Prompts for Creative Writing. New Hampshire:

Heinemann, 2004.

Lee, Martin E., Grammar & Writing for Standardized Tests: Timed Essay and Multiple Choice. New York:

Sadlier-Oxford, 2005.

Learning Express, 501 Critical Reading Questions. New York: Learning Express, 2004.

Learning Express, 501 Grammar and Writing Questions. New York: Learning Express, 2002.

Learning Express, 501 Writing Prompt Questions. New York: Learning Express, 2003.

McCann, Thomas M., et al. Talking in Class: Using Discussion to Enhance Teaching and Learning. Illinois:

NCTE, 2006.

Moeller, Victor, and Marc V. Moeller. High School English Teacher’s Guide to Active Learning. New York:

Eye on Education, 2000.

Moeller, Victor, and Marc V. Moeller. Middle School English Teacher’s Guide to Active Learning. New York:

Eye on Education, 2000.

Moeller, Victor, and Marc V. Moeller. Socratic Seminars and Literature Circles. New York: Eye on Education,

2002.

Strong, William. Sentence Combining: A Composing Book. New York: McGraw-Hill, 1994

Strong, William. Writer’s Toolbox: A Sentence Combining Workshop. New York: McGraw-Hill, 1995.

ENGLISH CURRICULUM GUIDE - Loudoun County Public Schools High School... · Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words.

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