English III: American Literature - DMPS Secondary...

English III: American Literature

2016-2017

http://secondaryliteracy.dmschools.org Version: Alphahttp://grading.dmschools.org SRG Year 1

Course NumbersLA305/306 and LA3050/3060

ELL English III: LA933/934

http://grading.dmschools.org/

http://secondaryliteracy.dmschools.org/


2016-2017

Course DescriptionEnglish III builds on the structures of reading and writing, using a variety of materials representing different literary forms and authors. An emphasis on American literature through a global perspective will support critical analysis of author's style, character motivation, point of view, mood, and tone. Composition will focus on argumentation that synthesizes new understandings with background knowledge and analyses drawn from insight into the author's craft while adhering to conventions generally established in conventions, usage, syntax, and style.

Read the full language of the Core Standards here.

Standards-Referenced Grading BasicsThe teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

2

The common core state standard code is located on each

The Learning Goal is the complete Level 3 of the scale. Each lettered bullet point represents one Learning Target.

Evidence shows the student can...

Topic Scor

eDemonstrate all learning targets from Level 2, Level 3, and Level 4 4.0Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4

3.5

Demonstrate all learning targets from Level 2 and Level 3 3.0Demonstrate all Level 2 learning targets and some of the Level 3 learning targets

2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0Produce no evidence appropriate to the learning targets at any level 0*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

https://iowacore.gov/sites/default/files/k-12_literacy_0.pdf


2016-2017

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Course Map

UnitEstimate

d Duration

Content Standards Grading Topics Year-Long Standards

Unit One: Elements of Non-Fiction

6 Weeks Reading Informational

Text 3 Reading Informational

Text 5

Analyzing Text Interactions

Collected & Reported: Constructing Writing [L3, W4,

W5, W6]Collected But Not Reported: Applying Grammar and

Mechanics [L1, L2] Mastering Vocabulary [RI4, L4a,

L4d, L6]

Unit Two:The Art of Argument

12 Weeks

Reading Informational Text 6



Speaking and Listening 3

Evaluating Arguments and Purpose

Writing 1 Writing Arguments Speaking and

Listening 4 Presenting Verbal

Arguments

Unit Three:Elements of Literature

12 Weeks

Reading Literature 3 Reading Literature 5

Analyzing Literary Elements

Collected & Reported: Mastering Vocabulary [RI4, L4a,

L4d, L6] Constructing Writing [L3, W4,

W5, W6] Applying Grammar and

Mechanics [L1, L2]

Reading Literature 9 Integrating Multiple Texts

Reading Literature 4b and 4c

Language 5a and 5b Interpreting Complex

Language

Unit Four:Literary Analysis

6 Weeks Writing 9 Writing Literary Analyses

3

Scale Level SymbolsThe targets on this level can be changedTargets on this level can not be changedMore targets can be added to this levelNo targets are written at this level


2016-2017

English III teacher teams must submit a Genre and Era Audit Report (GEAR) for each semester.

Fall Semester Deadline Spring Semester Deadline

September 16 January 20

Course TextsEnglish III uses a stand-alone literature textbook. New literature and grammar/writing texts are scheduled for adoption in 2016-2017.

Prentice Hall Literature: The American Experience © 2005

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2016-2017

Genre and Era Audit Report (GEAR)American Literature can be taught in chronological order, but it is not required to be arranged in such a way. To facilitate a more thematic approach, DMPS has adopted a planning and consultation model to text selection for English III. Each semester, every English III PLC must complete this chart and submit to the curriculum coordinator ([email protected]) for approval. When completing the second semester GEAR, be sure to consider the contents of your first semester GEAR—all identified genres and eras must be adequately represented somewhere on either the S1 or S2 GEAR.

CCSS: RI11.10, RL11.1 A:

Fict

ion

B: N

on-F

ictio

n Pr

ose

C: S

peec

h or

Hi

stor

ical

Docu

men

t

D: N

on-F

ictio

n Es

say

E: D

ram

a

F: P

oem

1: O

rigin

s to

1789

2: 1

789

to 1

837

3: 1

837

to 1

865

4: 1

865

to 1

933

5: 1

933

to 1

970

6: 1

970

to N

ow

Unit Grading Topic

Genres Eras

5

American Lit

GEAR

mailto:[email protected]


2016-2017

Year-Long Language Arts Grading TopicsCCSS: RI11.4, L11.4, L11.6

Grading Topic:Mastering Vocabulary [Post ONLY in Semester 2]

4In addition to score 3.0 performance, students demonstrate they have the ability to:

A. Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression

3 Students demonstrate they have the ability to:A. Analyze how an author uses and refines the meaning of a key term or terms over the course of a textB. Verify the preliminary determination of the meaning of a word or phrase in a textC. Determine the meaning of words and phrases as they are used in a text through use of context as a clue to meaning

Learning Goal

2Students demonstrate they have developed the ability to:

A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening

B. Demonstrate the use of context clues in structured sentences in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.No District Tiered Assessments.

Topic Guidance Questions for Students... Advice for Teachers...

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2016-2017

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2016-2017

Year-Long Language Arts Grading Topics, ContinuedCCSSL11.3, W11.4, W11.5, W11.6

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.

3 Students demonstrate they have the ability to:A. Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose,

and audienceB. Develop and strengthen writing by planning, revising, and editingC. Produce, publish, and update individual or shared writing productsD. Vary syntax for effect, consulting references for guidance as needed

Learning Goal

2

Students demonstrate they have developed the ability to:A. Describe the task, purpose, and audience for a given writing taskB. Describe how to modify samples of writing for a specific task, purpose, and audienceC. Plan writing using a template or graphic organizerD. Demonstrate the features of various technologies for producing and publishing writingE. Describe the ethical use of various writing technologiesF. Write and edit work so that it conforms to the guidelines of the MLA Handbook

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.No District Tiered Assessments


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2016-2017

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2016-2017

Year-Long Language Arts Grading Topics, ContinuedCCSS:L11.1, L11.2

Grading Topic:Applying Grammar and Mechanics [Post ONLY in Semester 2]

4Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar and usage when writing or speaking to:

A. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested

3 Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar and usage when writing or speaking to:

A. Resolve issues of complex or contested usage, consulting references as neededB. Use various types of phrases and clauses to convey specific meaningsC. Apply hyphenation conventions in writing

Learning Goal


A. Use grammar and usage in isolationB. Use punctuation and capitalization conventions in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.No District Tiered Assessments


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2016-2017

UNIT ONE: Elements of Non-Fiction 6 weeksOrganizing Principles: A unit focused on the structure and interactions of non-fiction texts. This prepares students for Unit 2 by building a base of non-fiction readings from American texts.

Overview of Unit MaterialsPossible Texts Era and Genre

Page numbers refer to Prentice Hall Literature:

The American Experience © 2005Fiction

Non-Fiction Prose

Speech or

Historical

Document

Non-Fiction Essay

Drama Poem Origins to 1789

1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

Pending

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and Mechanics

Text-specific vocabulary from short pieces and full-length texts read throughout the unit

Writing tasks that support Analyzing Text Interactions

Revision, publication, and collaboration on significant tasks

Pending

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2016-2017

Unit 1 Topic ScalesCCSSRI11.3, RI11.5

Grading Topic: Analyzing Text Interactions

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.

3 Students demonstrate they have the ability to:A. Analyze a complex set of ideas or sequence of eventsB. Explain how specific individuals, ideas, or events interact over the course of a textC. Analyze and evaluate the effectiveness of the structure an author uses including whether the structure makes points clear,

convincing, and engaging

Learning Goal


A. Recognize or recall specific vocabulary such as: analyze, sequence, interact, evaluateB. Identify the structure of a textC. Describe the characteristics of clear, convincing, and engaging textsD. Describe a complex set of ideas or sequence of events

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-ATI


12


2016-2017

UNIT TWO: The Art of Argument 12 weeksOrganizing Principles: A unit focused on evaluating the effectiveness of rhetorical devices in American texts. This unit demands students communicate their own arguments in written and verbal forms.




Non-Fiction Prose

Speech or

Historical

Document

Non-Fiction Essay


1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

Pending



Writing tasks that support Evaluating Arguments and Purposes

Writing tasks that support Presenting Speeches

Revision, publication, and collaboration on significant tasks (especially Writing Arguments tasks)

Pending

13


2016-2017

Unit 2 Topic ScalesCCSS:RI11.6, RI11.8, RI11.9, SL11.3

Grading Topic:Evaluating Arguments and Purpose


3 Students demonstrate they have the ability to:A. Evaluate the reasoning, premises, purposes, and arguments of written or spoken works of public advocacy, including such

criteria as links among ideas, diction, points of emphasis, and toneB. Analyze the style and content of a text in which the rhetoric contributes to the text’s power, persuasiveness, or beautyC. Analyze the use of rhetorical devices in 17th, 18th, and 19th century foundational U.S. documents of historical and literary

significance

Learning Goal

2

Students demonstrate they have developed the ability to:A. Recognize or recall specific vocabulary such as: rhetoric, premise, rhetorical devicesB. Delineate the parts of the argument (claims, evidences, and commentary) in a textC. Determine an author’s or speaker’s point of view and purposeD. Identify rhetorical devices, persuasive techniques, purposes, and themes in 17th, 18th, and 19th century foundational U.S.

documents of historical and literary significanceE. Distinguish the difference between argument and persuasion

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-EAP


Style includes a discussion of tone Rhetorical devices include diction, syntax, imagery, and

figurative language. Rhetoric has been defined for students earlier as simply

ethos, pathos, logos, but at this level should be a broader understanding of how language is used by the author to influence the reader.

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2016-2017

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2016-2017

Unit 2 Topic Scales, ContinuedCCSS:W11.1

Grading Topic:Writing Arguments


3

Students demonstrate they have the ability to write multi-page arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence:

A. Introduce precise, knowledgeable claimsB. Establish the significance of the claimsC. Distinguish the claims from alternate or opposing claimsD. Create an organization that logically sequences claims, counterclaims, and evidenceE. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out

the strengths and limitations of bothF. Address the audience’s knowledge level, values, and possible biases in the development of the argumentG. Use varied syntax to link the major sections of the text, create cohesion, and clarify the relationships among claims,

evidence, commentary, and counterclaimsH. Establish and maintain a formal style and objective tone while attending to the norms and conventions as appropriate to

academic writingI. Provide a conclusion that follows from and supports the argument

Learning Goal


A. Recognize or recall specific vocabulary such as: claim, audience, counterclaim, evidence, style, objective, cohesionB. Identify claims and counterclaims in example argumentsC. Articulate specified patterns of logical sequence for argumentationD. Establish a claim and provide relevant evidence for the claimE. Write short-form arguments that demonstrate elements of the learning goal

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-WA


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2016-2017

Students have previously learned about REASONING in this standard’s 10th grade iteration. Starting on this scale, this term is shifting to COMMENTARY to better describe the role of that part of the argument in articulating how specific evidence supports particular claims.

Unit 2 Topic Scales, ContinuedCCSS:SL11.4

Grading Topic:Presenting Verbal Arguments

4 In addition to score 3.0 performance, the student fluently and confidently delivers a highly engaging speech.

3 Students demonstrate they have the ability to engage an audience by preparing and delivering verbal arguments that:A. Present information, findings, and supporting evidence, conveying clear and distinct perspectives, such that listeners can

follow the line of reasoningB. Apply techniques, substance, and style appropriate to audience and taskC. Effectively use organization to develop claims and address alternate or opposing perspectives

Learning Goal


A. Recognize or recall specific vocabulary such as: opposing, perspectiveB. Prepare outlines or speaking notes for presentationC. Identify techniques appropriate to a given audience or speaking task

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-PVA


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2016-2017

This scale demands speaking in front of peer audiences, but not formal speeches; students can engage in Socratic circles or seminars, presentations to small groups, etc.

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2016-2017

UNIT THREE: Elements of Literature 12 weeksOrganizing Principles: A unit focused on the analysis of the relationships among story elements. This prepares students for Unit 4 by building a base of fiction readings from American texts.




Non-Fiction Prose

Speech or

Historical

Document

Non-Fiction Essay


1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

Pending



Writing tasks that support Analyzing Themes

Writing tasks that support Integrating Multiple Texts

Writing tasks that support Interpreting Complex Language

Revision, publication, and collaboration on significant tasks

Pending

19


2016-2017

Unit 3 Topic ScalesCCSS:RL11.3, RL11.5

Grading Topic:Analyzing Literary Elements


3 Students demonstrate they have the ability to:A. Analyze how the author’s various uses of story elements interact with and depend upon one anotherB. Analyze how an author’s choices concerning how to arrange specific parts of a text contribute to its overall structure and

meaningLearning

Goal


A. Recognize or recall specific vocabulary such as: story elements, structureB. Identify specific story elements used by an authorC. Describe the structure of a textD. Describe the author’s structural choices

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-ALE


Story elements refer to plot, characterization, and setting. In American Lit we should consider a broader definition of setting that includes, time, place, culture, and situation (what is happening in the world).

Spend minimal, if any, time on the traditional plot diagram. Instead, focus on plot as a progression or sequence of key events.

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2016-2017

Unit 3 Topic Scales, ContinuedCCSS:RL11.9

Grading Topic:Integrating Multiple Texts


3 Students demonstrate they have the ability to:A. By comparing and contrasting two or more works of American literature, analyze how the texts treat similar themes or

topicsLearning Goal

2 Students will perform basic processes, such as:A. Recognize and recall specific vocabulary such as: theme, compare, contrastB. Identify similar themes or topics in works of American literature

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-IMT


At this level, theme is a statement (not a single word) and most substantive texts have multiple themes that can all be valid subjects of student analysis.

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2016-2017

Unit 3 Topic Scales, ContinuedCCSS:RL11.4, L11.5

Grading Topic:Interpreting Complex Language


3 Students demonstrate they have the ability to:A. Analyze the impact of specific word choices on meaning and tone in a text, including words with multiple meanings or

language that is of artistic valueB. Analyze the role of figurative language in a textC. Analyze nuances in the meanings of words with similar denotations in a text

Learning Goal


A. Recognize or recall specific vocabulary such as: nuance, denotation, figurative languageB. Identify specific words that impact meaning and tone in a textC. Interpret figures of speech in context

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-ICL


Figurative language includes:

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2016-2017

UNIT FOUR: Literary Analysis 6 weeksOrganizing Principles: A unit focused on in-depth analysis of literature through a variety of lenses. This unit demands students craft an analysis exploring the interactions of literary devices and story elements.




Non-Fiction Prose

Speech or

Historical

Document

Non-Fiction Essay


1789 to 1837

1837 to 1865

1865 to 1933

1933 to 1970

1970 to Now

Pending



Revision, publication, and collaboration on significant tasks (especially Writing Arguments tasks)

Pending

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2016-2017

Unit 4 Topic ScalesCCSS:W11.9

Grading Topic:Writing Literary Analyses


3Students demonstrate they have the ability to write multi-page literary analyses of substantive topics in texts, using valid reasoning and relevant and sufficient evidence:

A. Draw evidence from literature to support analysis and reflectionB. Introduce precise claims about literatureC. Address a variety of literary devices (analogy, allegory, allusion, foil, imagery, motif, symbol, tone, etc.) in analysis of

literatureD. Develop claims fully, supplying evidence for each point while pointing out the strengths and limitations of bothE. Use varied syntax to create cohesion and clarify the relationships among claims, evidence, and commentaryF. Establish and maintain a formal style and objective tone while attending to the norms and conventions of a literary analysisG. Provide a conclusion that follows from and reflects upon the analysis

Learning Goal


A. Recognize or recall specific vocabulary such as: literary analysis, literary devices, syntaxB. Construct a thesisC. Establish a claim and provide relevant evidence for the claimD. Write short-form analyses that demonstrate elements of the learning goal

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Tiered Assessment: ELA3-WLA


Literary devices are new learning in this unit—students should address both literary devices, as taught here, as well as theme, structure, and story elements, as taught in the previous unit, in their analyses.

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2016-2017

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English III: American Literature - DMPS Secondary...

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