copy of great expectations ldc activity on the novel ... of clear purpose. there is no citing of...
TRANSCRIPT
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Literacy�Design�Collaborative�
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Literacy�Context:�
ELA�Writing�Mode:�
INFORMATIONAL/EXPLANATORY��
ANCHOR�PAPERS�
FOR�
SINGLE�MODULE�
�
Great�Expectations:�Growing�into�a�Hero��
Middle�School�(Grades�6�–�8)�
Information/Explanation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011
Great Expectations: Growing into a Hero
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Information Sheet for Information/Explanation Module
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Module title: Great Expectations: Growing into a Hero
Module description (overview):
Culminating activity on the novel - comparing Pip to the Hero Journey as defined by Joseph Campbell.
Template task (include number, type, level):
Task 11: After researching _____ (informational texts) on _____ (content), write a _____ (report or substitute) that defines _____ (term or concept) and explains _____ (content). Support your discussion with evidence from your research. L2 What _____ (conclusions or implications) can you draw? (Informational or Explanatory/Definition)
Teaching task: After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research.
Grade(s)/Level: 7th grade-GT
Discipline: (e.g., ELA, science, history, other?)
ELA
Course: 7th grade language arts-GT
Author(s): Chad Peavler
Contact information:
!MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS FOR STUDENTS x The Hero’s Journey: A guide to literature and life by
Reg Harris x Hero with a Thousand Faces by Joseph Campbell
x Great Expectations by Charles Dickens x “Hero Journey and the Essay” by Reg Harris
TEACHING TASK Teaching task: After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay
that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research.
Reading texts: Great Expectations by Charles Dickens, The Hero Journey: A guide to literature and life by Reg Harris and Susan Thompson, various web site articles.
Background to share with students:
The Hero Journey monomyth is a literary theory based on the work of Joseph Campbell (The Hero with a Thousand Faces) and others. It is based on the idea of archetypes (Carl Jung) and, in theory, facets of the Hero Journey can be found in any quest or human growth story.
Extension (optional):
In place of an independent reading project, analyze the Hero Journey in one of the books you read this trimester.
Literacy�Design�Collaborative�Anchor�Paper�Annotation�Form��Content�Area:�� �Science� � Mode:� ��Argumentation���� Grade�Level:��7�� �HistoryͲSocial�Studies� ��Informational/Explanatory�� ���� �English�Language�Arts��� Template�Task�#:�11��Module�Title:��Great�Expectations:�Growing�into�a�Hero��Teaching�Task:��After�researching�selected�articles,�websites,�and�classroom�notes�on�the�Hero�Journey,�write�an�essay�that�defines�archetype�and�explains�how�the�Hero�Journey�is�evident�in�Great�Expectations.��Support�your�discussion�with�evidence�from�your�research.��Achievement�Level:�D^Ͳ�>�͘/ϭϭ͘^ĂŵƉůĞ�ϰϮ�
Dimension� Score� Explanation�of�the�Score�/�Evidence��
�Focus��
1.5�
This�student�addresses�the�prompt�but�with�a�weak�focus.��It�appears�that�there�is�a�restating�of�the�Hero�Journey�monomyth�literary�theory�with�a�smattering�of�random�passages�from�Great�Expectations�thrown�into�the�response.�More�connection�between�passages�and�theory�is�needed�to�show�that�this�student�understands�the�task.�
�Reading/Research��
1�
There�is�an�attempt�to�present�information�in�response�to�the�prompt͕�but��the�essay�does�not�have�a�strong�connection�to�the�prompt�or�relevancy�to�the�purpose�of�the�prompt.��There�is�no�correct�citing�of�sources�and�there��is�no�defining�of�an�archetype.�
Controlling�Idea��
1��
There�is�a�weak�attempt�at�establishing�a�controlling�idea͕�but�there�is�a�lack�of�clear�purpose.��There�is�no�citing�of�specific�textual�evidence�to�support�conclusions�that�are�drawn.�
�Development��
1�
The�providing�of�details�is�very�weak�with�no�sufficient�development�or�relevancy.�Also,�there�if�no�citing�of�specific�textual�evidence.�The�writing�consists�primarily��of�a�list�of�the�positions�of�a�literary�theory�with�minor�references�to�the�novel.�
�Organization��
2��
There�is�an�appropriate�organizational�structure�that�addresses�the�specific�requirements�of�the�prompt�with�satisfactory�but�obvious�transitions.��However,�consolidation�of�important�information,�relevant�to�the�task,�is�missing.��
�Conventions��
2�There�is�an�attempt�of�demonstrate�standard�English�conventions͕�but�there�is�a�lack�of�control�in�such�misusages�as�“kinda”�for�“kind�of”�and�“gonna”�for��“going�to.”�The�length�and�complexity�of�the�piece�is�limited.�
Content�Understanding� 1�
There�is�an�attempt�to�include�disciplinary�content,�but�the�understanding�is�weak.��More�needs�to�be�presented�in�the�way�of�explanation�to�demonstrate�that�there�is,�indeed,�an�understanding�of�the�task.���
�
This�student�would�benefit�from�feedback,�discussion�and/or�instruction�in�the�following�areas:��
x Citing�specific�textual�evidence�x Determining�central�ideas�and�summarizing�key�supporting�details�x Increasing��their��ability�to�proofread�
Literacy�Design�Collaborative�Anchor�Paper�Annotation�Form��Content�Area:�� �Science� � Mode:� ��Argumentation���� Grade�Level:�7�� �HistoryͲSocial�Studies� ��Informational/Explanatory�� ���� �English�Language�Arts��� Template�Task�#:�11�� � �Module�Title:��Great�Expectations:�Growing�into�a�Hero��Teaching�Task:��After�researching�selected�articles,�websites,�and�classroom�notes�on�the�Hero�Journey,�write�an�essay�that�defines�archetype�and�explains�how�the�Hero�Journey�is�evident�in�Great�Expectations.��Support�your�discussion�with�evidence�from�your�research.��Achievement�Level:�D^Ͳ�>�͘/ϭϭ͘^ĂŵƉůĞ�Ϯϯ�
Dimension� Score� Explanation�of�the�Score�/�Evidence��
Focus� 2�This�student�addresses�the�prompt�appropriately͕�but�has�an�uneven�focus.��While�each�stage�of�the�Hero�Journey�needs�more�explanation,�there�is�a�particular�weakness�in�the�brevity�of�the�conclusion.�
�Reading/Research��
2�
The�information�that�is�presented�is�relevant�to�the�prompt�with�lapses�in�completeness.�There�is�a�defining�of�an�archetype�and�some�explanation�of�the�Hero�Journey�as�evidenced�in�Great�Expectations͕�but�the�evidence�of�any�research�is�weakened�by�the�lack�of�specific�textual�evidence.�
�Controlling�Idea��
2�This�student�does�establish�a�controlling�idea͕�which�is�manifested�in�the�introductory�paragraphs͕�but�the�purpose�is�general.��This�general�aspect�prevails�throughout�the�response.�There�is�an�explanation�of�an�archetype.��
�Development��
2�
Some�appropriate�details�are�included�to�support�the�focus�and�the�controlling�idea͕�but�much�more�would�be�required�to�present�a�thorough�response.�The�reader�needs�to�know�how�the�hero�is�impacted,�not�just�that�he�is.��Examples�of�what�help�the�hero�needs�from�society�are�required�rather�than�just�the�statement�that�society�must�help.��The�reader�would�also�need�to�know�what�was�learned�from�experiences�rather�than�a�statement�saying�the�hero�learned�from�experience.�The�essay�leaves�too�many�questions�unanswered.��
�Organization��
2.5�Predictable�transitions�lead�into�an�appropriate�organizational�format��with�an�emerging�line�of�thought�and�structure�presented�in�defined�paragraphs.���
�Conventions���
2�
Sources�are�inconsistently�cited.��The�student�uses�language�with�some�inaccurate�or�uneven�features.�The�tone�is�appropriate�to�the�audience.�There�is�some�awkward�and�inaccurate�wording�such�as�“…�who�he�allowed�him�to�lose�focus�on�him�…”�presented�randomly�in�the�response.��
Content�Understanding��
2.5�This�student�shows�basic�understanding�of�the�content.��There�are�a�few�minor�errors�in�explanation.��The�content�is�relevant�to�the�prompt�on�a�limited�basis.�
�
This�student�would�benefit�from�feedback,�discussion�and/or�instruction�in�the�following�areas:��
x Determining�central�ideas�or�themes�of�a�test�and�analyzing�their�development�x Writing�informative�tests�to�examine�and�convey�complex�ideas�x Drawing�evidence�from�literary�or�informational�test�to�support�analysis�
Literacy�Design�Collaborative�Anchor�Paper�Annotation�Form��Content�Area:�� �Science� � Mode:� ��Argumentation���� Grade�Level:�7�� �HistoryͲSocial�Studies� ��Informational/Explanatory�� ���� �English�Language�Arts��� Template�Task�#:�11�� � �Module�Title:��Great�Expectations:�Growing�into�a�Hero��Teaching�Task:�After�researching�selected�articles,�websites,�and�classroom�notes�on�the�Hero�Journey,�write�an�essay�that�defines�archetype�and�explains�how�the�Hero�Journey�is�evident�in�Great�Expectations.��Support�your�discussion�with�evidence�from�your�research.���Achievement�Level:�M^Ͳ�>�͘/ϭϭ͘^ĂŵƉůĞ�ϳϱ�
Dimension� Score� Explanation�of�the�Score�/�Evidence��
Focus� 3.5� This�student�addresses�the�prompt�appropriately�and�maintains�a�clear�and�steady�focus�throughout�the�response.�
Reading/Research� 3�
Information�from�reading�materials͕�relevant�to�the�prompt͕�is�presented�with�accuracy�and�sufficient�detail.��It�is�apparent�that�the�student�has�researched�closely�to�determine�what�the�text�says�explicitly.��On�that�basis,�he/she�can�make�logical�inferences.��The�sources�are�established�immediately�in�the�introduction.�
Controlling�Idea� 3�
This�response�establishes�a�strong�controlling�idea�that�is�maintained�throughout.�There�is�a�clear�purpose�from�the�introduction�to�the�conclusion.�The�writer�has�shown�that�he/she�can�consolidate�information�relevant�to�the�task.�
Development� 3.5�
There�is�an�emerging�line�of�thought�and�the�structure�is�appropriate.��Relevant�and�plausible�implications�are�explained.��There�is�sufficient�detail�to�support�the�controlling�idea,�to�fully�engage�the�reader,�and�to�answer�most�pertinent�questions.�The�central�theme�is�analyzed�and�developed�with�key�supporting�ideas.��Archetypes�are�nicely�defined�as�in�“…�certain�generalizations�that�are�etched�into�our�subconscious.”��
Organization� 3� The�organization�is�appropriate�and�structured�to�address�the�specific�requirements�of�the�prompt�in�an�orderly�and�clear�manner.���
�Conventions��
4�
The�writer�demonstrates�a�command�of�standard�English�conventions�with�few�errors�and�uses�language�and�tone�that�is�appropriate�for�purpose�and�audience.��Sources�are�consistently�cited�and�the�reader�is�engaged�throughout,�using�relevant�quotes�such�as�“I�took�him�out�for�a�walk�the�next�morning�…�understanding�one�another�to�perfection.”�
Content�Understanding� 4�
The�writer�presents�thorough�explanations�demonstrating�an�inͲdepth�understanding�of�the�requirements�of�this�prompt.�The�student�produced��clear�and�coherent�writing�in�which�the�development,�organization,�and�style�are�appropriate�to�the�task�and�purpose.�
�
This�student�would�benefit�from�feedback,�discussion�and/or�instruction�in�the�following�areas:��
x Based�on�a�solid�foundation�with�good�writing�skills,�this�student�should�continue�to�build�upon�these�skills,�particularly�those�of�determining�central�themes�and�ideas,�and�analyzing�their�development.�
Literacy�Design�Collaborative�Anchor�Paper�Annotation�Form��Content�Area:�� �Science� � Mode:� ��Argumentation���� Grade�Level:�7�� �HistoryͲSocial�Studies� ��Informational/Explanatory�� ���� �English�Language�Arts��� Template�Task�#:�11�� � �Module�Title:��Great�Expectations:�Growing�into�a�Hero��Teaching�Task:�After�researching�selected�articles,�websites,�and�classroom�notes�on�the�Hero�Journey,�write�an�essay�that�defines�archetype�and�explains�how�the�Hero�Journey�is�evident�in�Great�Expectations.�Support�your�discussion�with�evidence�from�your�research.��Achievement�Level:�D^Ͳ�>�͘/ϭϭ͘�^ĂŵƉůĞ�ϯϳ�
Dimension� Score� Explanation�of�the�Score�/�Evidence��
Focus� 4�
This�writer�addresses�all�aspects�of�the�prompt�while�maintaining�a�strongly�developed�focus.��The�focus�is�concise�and�presented�in�such�a�manner�as�to�make�it�possible�for�the�reader�to�understand�this�complex�scenario.�The�interchanging�of�points�from�the�Hero�Journey�to�those�from�Great�Expectations�is�well�done.�
Reading/Research� 4�
All�sources�are�wellͲcited�and�effective�with�accurate�and�relevant�details�adding�to�this�paper’s�effectiveness.��This�writer�has�determined�explicitly�what�the�text�is�saying�and�has�made�logical�inferences�citing�specific�textual�evidence.��In�indicating�that�the�hero�feels�powerless,�the�quote�is�cited�…”I�was�falling�ill�[…]�heavy�head�and�aching�limbs�with�no�purpose.”�
Controlling�Idea� 4�This�response�does�establish�a�strong�controlling�idea�beginning�in�a�strong�summary�and�carried�through�to�a�strong�conclusion.��This�writer�has�consolidated�detailed�information�that�is�relevant�to�the�task.�
Development� 4�
This�is�a�thorough�and�detailed�presentation�which�indicates�that�the�writer�considered�his/her�audience�and�their�needs�in�understanding�this�issue.��There�is�a�skilled�drawing�together�of�details�that�enlightens�the�readers�and�gives�them�a�clear�understanding�of�the�comparisons�being�made.�
Organization� 4�
This�piece�is�concise�and�maintains�an�organized�structure.��This�structure�enhances�the�presentation�of�information�and�lends�to�a�better�understanding�for�the�reader.�The�summary�and�conclusion�are�strong;�the�paragraphing�is�relevant�and�transitions�are�wellͲplaced.�
Conventions� 4�
This�is�a�strong�paper�demonstrating�a�wellͲdeveloped�command�of�English�conventions�with�few,�if�any,�errors.��The�language�and�the�tone�of�the�writing�are�consistently�appropriate�for�audience�and�purpose.��This�writer�is�careful�to�cite�sources�using�the�correct�format.�
Content�Understanding� 4�
The�writer�demonstrates�an�inͲdepth�understanding�of�the�disciplinary�content͘���He/sheshows�the�ability�ƚŽ�ŵĂŬĞ�ůŽŐŝĐĂů �inferences,�to�determine�central�ideas�,�to�analyze�development�and�to�summarize�the�key��supporting�details�and�ideas.��This�is�clear�and�coherent�writing�ƚŚĂƚ�responĚƐ�very�well�to�the�task.�
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This�student�would�benefit�from�feedback,�discussion�and/or�instruction�in�the�following�areas:�x This�student�should�continue�to�exercise�his/her�excellent�writing�skills.��It�is�always�a�challenge�to�
determine�central�ideas�or�themes�of�text�and�to�summarize�key�supporting�ideas�and�details.�