ELA10Term1SY201516WeeklyCurriculum&PacingGuide

TableofContents
Introduction+EssentialQuestions
ThemesandTexts
CommonAssessments
CommonRubricsandGrading
UnitCalendar
WeeklyLessonPlans

Introduction
Thisunitwillintroducestudentstotheideaofcultureandhowitinfluenceswhoweare,thevaluesweholdandourperceptionoftheworld.This
understandingwillgivethemthefoundationtheyneedtoquestionsociety,themselvesandothers,butatthesametimerespectthedifferenceinsociety.Through
theuseofacollectionofshortstories,essaysandpoemsstudentswillexamineculturalidentityacrossavarietyofculturalperspectives.Studentswillexamine
howauthorsbringculturalbackgroundstolifethroughliteraryvoice,dictionanddetails.Thisunderstandingwillopenupthediscussionofusingvoicesthatare
appropriatetoaudience,andpurpose.
Thisunitisalsomeanttoestablishsomeoftheprerequisiteskillsthatstudentsmusthavetosucceedthisyear.TheseskillsincludewritingACE
responses,toolsparagraphsand5paragraphessays.Bytheendofthisunitstudentsshouldbeabletousegraphicorganizerstoplanandorganizetheirwriting.
Infutureunitsstudentswillneedtheseskillssothatinstructioncanfocusonrevisionofwritingratherthanplanning.

EssentialQuestions
Asyouplanyourlessons,keeptheunitquestionsbelowinmindusethemtopromptstudentstoconsiderthecommonalitiesacrossvarioustextsandthe
differencesbetweenthem,aswellaswhattheirownpersonalexperienceleadsthemtobelieveaboutthequestions.(Note:therearenotexplicitobjectiveswithin
theunitplanthatpromptstudentstoconsidertheideasacrosstextsitisyourresponsibilitytointegratethisintoyourteaching.)
SpringBoardEssentialQuestions
Howdoculturalexperiencesshape,impact,orinfluenceouridentityandperceptions?
akahowdoescultureaffectthewayweactandthink?
Howcanthismakeinteractingwithdifferentculturesdifficult?
SubQuestions
Whatisculture?
Whatissomeonessenseofculturalidentity?
Whatfactorsinfluenceculturalidentity?
Whatdifferentperspectivedopeoplehaveaboutculturalidentityandheritage?
Howcandifferencesinculturalidentitycauseconflicts?
WhatismyculturalidentityandhowdoesitaffecthowIseetheworld?
Otherquestionstoconsider
Howdoourexperiences,relationships,andvaluesshapehowweactandwhoweare?
Howdowe,inturn,shapetheworldaroundus?
Howdorace,class,andgenderimpactouridentities?
Isidentitystatic,dynamic,orboth?
Whataretheeffectsbothpositiveandnegativeofcategorizingidentity?
Whatismyresponsibilityevenasahighschoolstudentinupendingtraditionsandhabitsthatcauseharm?

ThemeandTexts
Thethematicflowoftheunitismeanttostartstudentswithareflectiveintroductiontotheroleofculture.Thenguidesthemtoaquestionhowpeoplenavigate
multipleculturesandthepressurestofitculturalstereotypes.Finaltheyshouldconsiderhowpeoplemightdiscriminateormisunderstandothersduetothe
individualsculture.Thisunititbasedonspringboardunit1andthefirsthalfofunit2.
FocusStandards
1. Inference(RL/RI.1)
2. Informationalparagraphs(W.2ac)
3. Citationintext(W.8b)
4. CompleteSentences(L.1)
Part1
Theme:culturalidentity
EssentialQuestion:
WhatisCulturalidentity?
Whatfactorsinfluencecultural
identity?
Howdoescultureplayarolein
humansociety?
Isidentitystatic,dynamic,or
both?
RequiredTexts:
Multiculturalism:Hapa
(interview,springboard1.8)
EthnicHash
(personalessay,springboard1.3)
EnrichmentTexts:
WhatisCulturalIdentity?
(academicarticle,springboard
1.3)
MyMotherPiecedQuilts
(poem,springboard1.11)
WhereImFrom
(poem,springboard2.2)
IComeFromaPlace
(poem,supplemented)
GrowingUpBarefoot
(poem,supplemented)
CommonAssessments:
Unit1 Unit2
FocusStandards
5. Introduction(W.2a)
6. Informationalessays(W.2ac)
7. Conclusion(W.2f)
8. Citationworkcited(W.8b)
Part2 Part3 Part4
Theme:Multiculturalism Theme:culturaldiscrimination Theme:culturalmisunderstandings
EssentialQuestion: EssentialQuestion: anddiscrimination
Whatdoesitmeantobemulticultural? Howdowechoosetovalueheritage? EssentialQuestion:
Whatpressuresdopeoplewhoare Howcanculturaldifferencesleadto Howcandifferencesincultural
multiculturalfeel? discrimination? identitycauseconflicts?
Howdorace,class,andgender Whataretheeffectsbothpositive
RequiredTexts: impactouridentities? andnegativeofcategorizing
ExcerptfromObituary identity?
(chapterfromnovel,supplemented) RequiredTexts:
TwoWaystoBelong GodGrewTiredofUs RequiredTexts:
(personalessay,springboard1.13) (documentaryvideoclip, PickOne
supplemented) (personalessay,springboard2.5)
EnrichmentTexts: IndianFathersPlea LegalAlien
TwoKinds (personalessay,springboard1.14) (poem,springboard1.6)
(shortstory,springboard1.5)
EverydayUse EnrichmentTexts: EnrichmentTexts:
(shortstory,springboard1.12) ByAnyOtherName FridaKahloBio
(memoir,springboard1.7) (biography,springboard1.6)
BornAgainHawaiian WhereWorldsCollide
(shortstory,supplement) (personalessay,springboard1.10) Choosingmyname
HaoleToday FunnyinFarsi (poem,supplemented)
(essay,supplemented) (memoir,springboard2.3) PukaKiniKini
Haole IfYouAreWhatYouEat (narrative,supplemented)
(spokenwordpoem,supplemented) (personalessay,springboard2.6)
TheHungerofMemory CommonAssessment
CommonAssessment (memoir,springboard2.10) Unit2Summativeinformational
Unit1summativeinformationalparagraph essay
CommonAssessment
Unit2midtestinformationalessay


Unit1midtestinformational
paragraph

IndependentReading:
Textsshouldhaveanidentifiableculturalcontextperhapsincluding,butnotlimitedto,suchelementsasfood,sports,hobbies,religion,clothes,family,
music,art,education,gender,ethnicidentity,etc.
Considerauthorssuchas:FiroozehDumas,MichelleSerros,ErinGruell,PauloCoelho,ChaimPotok,KashmiraSheth,AmyTan,BryceCourtenay,
LuisRodriquez,FrankMcCourt
SuggestedNovels:JoyLuckClub,BullyBurgers,
StrategiesandContent
Common
Unit1 Unit2
Inference Introduction
Hook=grabsyourreadersattention
TextAnalysis Types:Questions,fact,interestingdetailfromthetext,
Background=whatyourreaderwillneedtoknowtounderstandyour
TextStructure essay.Thinkaboutanythingyoudonotexplainordefineinyourbody
paragraphsbutreferenceoften.
ExplanatoryWriting Types:Historicalcontext,importantdefinitions,summaryofthe
Definition: story,informationabouttheauthor
Whenyouwilluseit: Thesis=yourmainclaim,whatyouwillexplainintheessayislikethe
Definingcharacteristics: roadmapofyouressay.
ACE topicsentence+previewofyourreasons,canbeinseparate
Answer=anideaorpointyouwanttomake sentencesoronesentence.
Cite= Bodyparagraphs
Explain= Needatleast3bodyparagraphsbutcanhavemore
TopicSentences= Cango:
Yourclaimstatement,shouldaddresstheprompt. TopicsentenceACE,ACE,Topicsentence
GoodstrategyistoincludeTAG(title,author,genre)inyourtopic TopicsentenceCE,CE,Topicsentence
sentenceispossible. Canhave13ACE
5types Conclusion
Simplestatement(Type:simplesentence) Restatethesis=differenttopicsentence+reviewcanbeinseparate
Numberstatement(Type:simplesentence) sentencesorone.
Questions(Type:simplesentence) Texttoworldconnectionand/orcalltoaction
Situation,Stance(Type:complex) Workscited
FANBOYS(Type:compoundsentence) Putthetitle,author,publisheranddateonallreadingssothatstudents
for,and,nor,but,or,yet,so arealwaysabletopracticeworkscited
ParentheticalCitation Freecitationgenerator:refme.com
Source+Verb+Evidence+(Lastnamepg#).
Neveruseparagraphorlinenumber,evenifthereadingdoes
nothavepagenumbers.
Ex:Theauthorsaysquote(Clark1).
Typesofevidence
Quote


Paraphrase
Summary
Completesentences
Startswithcapital,endswithpunctuation
Completethought
Hassubjectandpredicate
4types
Simple
Compound
Complex
Compoundcomplex

CommonAssessments
Althoughallteachershaveuniqueclassroomstylesthatworkforthemandtheirstudentsallgradelevelteacherswillbeexpectedtosharecommonassessments.
Thiswillallowthecoursealiketoensurethatstudentsaremeetingthesamelevelsofmasterybeforeadvancingtothenextgradelevel.Teachersshouldgrade
studentworkwiththeserubrics,checkingoffallicanstatementsthatareproventobetruebythispieceofwork.Toearnaratingastudentmustcheckallican
statementsinthatrangeandbelow.
Assessment Prompt/Test Expectations Howtoassess
Readinglevel GatesMacGinitiereadinglevelAssessment Followgradinginstructions
assessment document(link)
Term Prompt:Inawellorganizedfiveparagraph Expectations:5paragraphessay CommonRubrics:
Preassessment essayexplainhowtheexperiencesJim IntroHook,andconparagraph, Standard1Inference
Writing Morrisonwentthroughinschooltaughthim 13ACEperparagraphs, Standard2informational
thatlessonaboutlife? intextcitationandworkscited. paragraph
(supplemented) Possibleanswers: Standard3Citation
Text:FirstDaysofSchool 1. Helearnstonotfightunlessitisindefenseofothers Standard4Complete
becauseifhehadjustwalkedawayortalkedtoanadultno Sentence
DOK:3 onewouldhavebeenhurt. Standard5Introduction
2. Helearnstoalwaysworkhardevenwhenyoumaynotwin Standard6Informational
intheendortolovetheprocessoflearning.Hemaynot essay
havelearnedtolovemathbuthegotbetterafterworking Standard7Conclusion
hardwithatutor. Standard8Citation
3. Helearnstobecreativebecausehewastheonlyonewho
thoughtoutsidetheboxontheirassignment.
4. Alloftheselessonsareimportanttohimandwecaninfer
thatwithoutthemhewouldnotbeateachertoday.
Unit1M
idtest Prompt:Writeawellorganized Expectations: CommonRubrics:
EthnicHashlit informationalparagraphexplainingwhythe Paragraphwithintroandcontopicsentence, Standard1Inference
response authorofEthnicHashstruggledtoselectan 12ACEbigideas, Standard2Informational
intextcitation paragraph


(supplemented) horsdoeuvrerepresentingherethnic Possibleanswers: Standard3Citations

identity? Topicsentenceshouldreferencetheauthor,titleandthat Standard4Complete
Useevidencefromthetextand sheisstrugglingtopickaappetizer Sentence
carefullyexplainwhatitmeans. BigIdeas(canpickmorethanonewithanACEforeachoruse
Besuretociteyoursources. multipleACEtoexplain1)
Texts: Shehasmultiplecultures(welsh,frenchcanadian,african
EthnicHash etc.)tochoosefromandcantpickthemostimportant.
Cultureisaffectedbyhistoryandeventssuchasslavery
DOK:3 whichdisconnectedherfamilyfromtheirroots.
Culturecanlookdifferentfordifferentindividualsitishard
topickonetypeoffoodthatfits.Herparentseachbrought
theirregionalinfluence,plustheinfluencesofthetimeand
community.
Cultureisdynamicandchangeswithgenerations.
Unit1 PossiblePrompt:Inawellorganized Expectations: CommonRubrics:
Summative informationalparagraphusethestorieswe Paragraphwithintroandcontopicsentence, Standard1Inference
Cultural havereadtoexplainsomeofpressures 12ACEbigideas, Standard2Informational
pressure culturecanputonaperson? intextcitation Paragraph
Besuretociteyourevidenceand Possibleanswers: Standard3Citations
paragraph
carefullyexplainwhatitmeans. Topicsentenceshouldreferencetheauthor,titleandthat Standard4Complete
(supplemented) culturecanbethesourceofpressure. Sentence
BigIdeas(canpickmorethanonewithanACEforeachoruse
Texts: multipleACEtoexplain1)
TwoWaystoBelongInAmerica Pressuretofittheculturearoundyouifyoumovetoanew
Obituary place.
CanuseMulticulturalism:HapaandEthnic Intwowaystobelongtheauthorchosetoadopt
Hashiftheywant manypartsofamericanculturewhenlivingthere
becauseshesaidsheneededtofeelathomein
DOK:3 hercommunity.
IntwowaystobelongMirawasfrustratedthatshe
waslosingbenefitsasanimmigrantandfeltshe
wasbeingpressuredtobecomeanAmerican.
Pressuretoretainfamilyculture.
Intwowaystobelongtheauthorssisterchoseto
staymoreconnectedtoherancestralculture
despitelivinginamericaformanyyears.
Pressuretopickyourmaincultureifyouaremulticultural
Inthehapaarticletheauthorfeltpressuredtobe
eitherchineseorswedishratherthanamix.
InEthnicHashshefeltlikeshecouldntreallylabel
herethnicitylikeherfriendwantedhertobecause
itwastocomplicated.
Pressuretoconverttothedominantculture


InObituaryLoveywaspressuredbyherteacherto
speakstandardEnglishbecausehethinksPidgin
willkeepthemfrombeingsuccessful.
Unit2M
idtest Prompt:Inawellorganizedinformational Expectations: CommonRubrics:
essayexplainsomewayculturaldifferences 5Paragraph Standard6Intro
Discrimination cana
ffect h
ow p
eoplei
nteract? Intro H
ook, a
nd c
on p
aragraph, Standard7Informational
essay Use t
he c
haractersf
rom t
hese
t
exts 3 A
CE p
aragraphs, essay
asevidencetosupportyourbig intextcitationandworkscitedfrombothtexts. Standard8Conclusion
(supplemented)
ideas. Possibleanswers: Standard9Citation
Besuretociteyourevidenceand Thesis:Culturaldifferencescanleadtojudgmentand
carefullyexplainwhatitmeans. misunderstandings.
Peoplecanbejudgmentalofpeoplewhoaredifferentfrom
Texts: them.Differentvaluescanmeanthatpeopledontrespect
IndianFathersPlea thelargeamountofknowledgeapersonhas.
VideoclipGodGrewTiredofUs. Ex:Intheexcerptfromobituarytheteacher
CanuseMulticulturalism:Hapa,Ethnic thoughtthatbecausethestudentsspokepidgin
HashiftheywantTwoWaystoBelongand theywerenotsmart.
ExcerptfromObituary Ex:Windwolfknewmanythingsaboutnatureand
spiritualitybuttheywerenotthethingsassessedin
DOK:3 theclassroomsoheseemedtonotknowanything.
Theteachinindianfatherspleadidnotthinkthat
winwolfwassmartbecausehehadbeentaught
differenttruthsthanshewasusedto.Shethought
hewasgivingthewronganswerbecausehemade
amistake.
Peoplecanfeelleftout,,aloneorashamedoftheirculture.
Ex:SudanvaluescommunitywhileAmericavalues
individualitysotheboysfeelliketheycannotask
forhelportalktostrangers.
Ex:Windwolfwasashamedofhisculture
Ex:BhartimovedawayfromCanadabecauseshe
didnotfeelapartofthecommunity.
Peoplecanbeafraidofpeoplewhoaredifferentfrom
them.
Ex:thecommunitywasafraidoftheboysbecause
theyaredifferent.
Culturaldifferencescanleadtomisunderstandings
Ex:WhentheSudaneseboyswenttothe
supermarketpeoplestaredatthewaytheywere
lookingatallthefood.
Unit2 Duringthistermwehavelearnedaboutthe Links:p
apercopy,digitalcopy CommonRubrics:
summative manyuniqueanddifficultaspectsofculture. Standard6Intro



Culturaleffect Prompt:Inawellorganizedinformational Expectations:5Paragraphessaywithintroandconparagraph,3 Standard7Informational

essay essayexplainsomeofthewaysculture ACEparagraphs,intextcitationandworkscitedfromatleast3out essay
(adaptedfrom affectshowpeopleviewothers,themselves ofthe10texts. Standard8Conclusion
springboardpg andtheworld. PossibleOutlines Standard9Citation
47,57,8186) Usethecharactersfromatleast3 Possibleanswers:
textsasevidencetosupportyour Thesis:Cultureinfluencesthewaypeople
bigideas. Seetheworldbyteachingthemwhatthingsare,
Besuretociteyourevidenceand howtousethemandhowtheworldworks
carefullyexplainwhatitmeans. Seeothersbytellingthemwhattolookforina
person.
Texts: Seethemselvesbypressuringthemtofitin.
Multiculturalism:Hapa butthiscancomeaprice
EthnicHash Cultureaffectsthewayyouviewtheworldbecauseit
TwoWaystoBelongInAmerica teachesyouwhatthingsare,howtousethemandhowto
ExcerptfromObituary talkwithothers.
GodGrewTiredofUs Ex:therefugeesdidnotknowhowtonavigate
IndianFathersPlea americanbecausetheydidnotknowtheproducts,
PickOne practicesandperspectivesofamericanculture.
ChoosingmyName Ex:thepoetinlegalalienknowshowtofitinto
LegalAlien multipleculturesbyfollowingtheirwaysofacting.
Ex:Windwolflearnswherehispeoplecamefrom
DOK:4 andforceskeeptheworldworking.
Cultureshavecertainwaysthatpeopleshouldspeaktobe
respectableandfitintothegroupwhennewmembers
dontfollowtheserulesitcanleadtodiscriminationand
fear.
Ex:Therefugeesdidnotlook,soundoractlikethe
residentsofthecommunitysotheywereafraidof
them.
Ex:TheteacherinObituaryclaimsthatthe
studentswillnevergetjobsiftheydontspeak
standardenglish.ThisisbecauseAmerican
cultureisnotverywelcomingtodifferentwaysof
speaking.
Ex:theteacherthoughtthatachildshouldknow
howtocount.bythetimeheis5butWindwolfs
fatherthoughtheshouldknowaboutnatureand
traditionbythetimeheis5.
Cultureisanetworkofunderstandingsandbeliefsthat
Peoplemightfeelpressuredtofitintoacultureoflikethey
dontfitin.
InPickOnetheauthorfeelslikehemustchoose
betweenbeingblackandwhitebecausewhenhe


embracesonsidetheothersaidhewasdoing
somethingwrong.
IntheHapaauthoralsofeltapressuretopicka
culturebutthiswasmorefrompeopleoutsideof
herownculturewantinghertofittheirstereotype
ofhercultures.
InChoosingmyNametheauthortriestofitinto
eachoftheseculturesbychangingherselftofit
theirexpectationandbeliefs.
Helpfulhints:
Response#1(Defend):Cultureconsistentlyinformsthewayone
viewstheworldandothers.
Response#2(Challenge):Culturerarelyinformsthewayoneviews
theworldandothers.
Response#3(Qualify):Culturesometimesinformsthewayweview
theworldandothers.
Extraprompts Prompt:Thecharactersyouhaveencounteredinthistextincludeonecharacterwhoembracesherbackgroundandanotherwhoassimilatesto
anewculture.Compareandcontrasttheirperspectivesandwrite2welldevelopedparagraphinwhichyouexplainhowtheirattitudestowards
theirculturearedifferent.Usequotesfromthetextasevidenceandcarefullyexplainwhattheymean.Besuretouseciteyoursources.
Prompt:Yourassignmentistowriteareflectiveessayexplainingyourculturalidentity.

Common Grading
Allcommonassessmentsaregradedusingtheserubrics.Assessmentscanassessmorethanonestandardaslongastheteachstoresthedata
separatelysoitremainsusefulfordatateams.
Teachersshouldgradestudentworkwiththeserubrics,checkingoffallIcanstatementsthatareproventobetruebythispieceofwork.Toearnaratinga
studentmustcheckallIcanstatementsinthatrangeandbelow.
Teachershouldbasereportcardgradesonaveragemasteryacrossfocusstandardsonlyasassessedonsummativeassessmentsbythecommon
rubrics.Teachersshouldtakethemostrecentattemptforeachstandard.
Term1reportcardgradesis100%theaveragemasteryacrossallfocusstandardsinunit1summativeandunit2summative
(Unit1+Unit2)/2=Term1averagemastery
A=averagemasteryoffocusstandards3.5to4.0(nozeros)
B=averagemasteryoffocusstandards3.0to3.4(nozeros)
C=averagemasteryoffocusstandards2.0to2.9(nozeros)
D=averagemasteryoffocusstandards1.51.9(nozeros)
F=averagemasteryoffocusstandards1.4orless
Ifastudentgot
2,3,4,2=11/4=2.75averageonthediscriminationparagraph
3,3,4,4=14/4=3.5averageonthesynthesisessay
(Unit1+Unit2)/2=(2.75+3.5)/2=3.1=B

Common Rubrics
Firstcolumnisforstudentstoreflectonrubric:
=knowit,O=kindof,X=needtolearnit
Secondcolumnisfortheteachertograde: =workshowstheyknowit,X=workshowstheyneedtolearnit
TeachershouldmarkallIcanstatementsbutstudentsscoreisbasedontheirhighestcompletedlevel,meantheygotallthechecksuptothatpoint.
Wholenumbersonly.


[RL/RI.910.1]
Standard 1: Inference
1: Far to Go I can draw conclusions based on details from the text.
I can draw accurate conclusions based on details from the text.
2: Near Mastery I can cite the details from the text that I based my conclusion on.
I can state that the details from the text connect to my conclusion.
3: Mastery I can explain how and why the details from the text prove my conclusion.
I can draw conclusions that rely on an entire text or multiple texts.
4: Advanced
I can explain text to world connection that support my conclusions.

[W.910.2]
Standard 2: Informational Paragraph
I can write a topic sentence that answers the prompt.
1: Far to Go
I can write a conclusion sentence that restates the answer to the prompt
I can answer all parts of the prompt.
2: Near Mastery I can use evidence to support my ideas.
I can organize my big ideas in a logical way.
I can clearly explain how my evidence supports my ideas.
3: Mastery
I can use appropriate, varied transitions.
I can develop my ideas beyond a basic understanding by explaining text-to-text, text-to-world, metaphors,
4: Advanced
similes, etc.

[W.910.8b]
Standard3: In Text Citation
1: Far to Go I can use relevant quotes from sources to support ideas.
2: Near Mastery I can write the author and page number in parentheses at the end of the sentence.
3: Mastery I can introduce my quote using the source-verb introduction.
4: Advanced I can use a variety of source-verb introductions.

[L.910.1]
Standard 4: Complete Sentence
1: Far to Go I can write a response with a subject (noun) and a verb that agree in every sentence.
2: Near Mastery I can complete all my thoughts by avoiding sentence fragments.

3: Mastery I can end sentences at the appropriate place to avoid run ons.
4: Advanced I can use varied sentence structure.

[W.910.2a]
Standard5:IntroductionParagraph
1:Basic Icanwriteatopicsentencethatincludesaresponsetotheprompt. Score=
Icanwriteathesisthatanswersthepromptandincludesapreviewofmybigideas. Comments:
2:Approaching
Icanuseformallanguage,suchasthirdperson,limitedcontractionsandslang.
Icanwritetopicsentencesthatusescomplexsyntaxorstructureandrespondstotheprompt.
3:Proficient Icangivecontextthatsetsthestageformywriting.
Icanuseahooktograbmyaudiencesattention.
4:Advanced Icancaptivatetheaudiencewithaneffectivehook,andclearlyconnecttothetopic.
[W.910.2be]
Standard6:Supportanddevelopideas
Icanwriteaboutmultipleideasrelatedtothetopic. Score=
1:Basic
Icanwriteatopicsentenceforeachparagraph. Comments:
Icanuseevidencetosupportmyideas.
2:Approaching Icanclearlyaddressallpartsoftheprompt.


Icanorganizemybigideasinalogicalwaytosupportmyresponsetotheprompt.
Icanclearlyexplainhowmyevidencesupportsmyideas.
3:Proficient IIcanprovidesomecontextaboutmyevidence.
Icanuseappropriate,variedtransitions.
Icanmakestrongconnectionsbyexplainingtexttotext,texttoworld,metaphors,similes,etc.
4:Advanced
Icandeeplyanalyzemyideasanddrawconclusions.
[W.910.2f]
Standard7:ConclusionParagraph
1:Basic Icanwriteaconclusionsentencethatrestatesthetopic. Score=
Icanreviewmybigideas. Comments:
2:Approaching
Icanuseformallanguage,suchasthirdperson,limitedcontractionsandslang.
Icanwriteaconclusionsentencethatusescomplexsyntaxorstructureandrespondstothe
3:Proficient prompt.
Icanconnectallofmybigideasintoafinalthoughtorcalltoaction.
4:Advanced Icanwriteacaptivatingcalltoactionorlastingimpression.
[W.910.8b]
Standard8:CiteEvidence(workscited)
Icanusequotesfromsourcestosupportideas. Score=
1:Basic
Icanwritetheauthorandpagenumberinparenthesesattheendofthesentence. Comments
Icanintroducemyquoteusingthesourceverbintroduction.
2:Approaching
IcanciteallsourcesfrommyresearchinaWorksCitedpage.
Icanuseavarietyofsourceverbintroductions.
3:Proficient
IcancorrectlyciteallsourcesintheWorksCitedpageusingMLAformat.
4:Advanced Icanintegratemyquoteintoacomplexsentence.