cpb-us-e1.wpmucdn.com · web view1st lof/kd quiz (over 1st 3rd of the book) january 21, 2018 11:59...

Writer’s Portfolio

HandbookWheeler High SchoolTeacher: Mrs. Nelson

Spring 2018

SPRING 2018 /HONORS LITERATURE

Due Date Time Due Assignment

January 8, 2017 In class Logo Writing Piece (original writing piece #1)January 12, 2018 11:59 due Reflection #1 due

January 19, 2018 In class 1st LOF/KD quiz (over 1st 3rd of the book)

January 21, 2018 11:59 Interview narrative (original writing piece #2)

February 2, 2018 In class 2nd LOF/KD quiz (over 2nd 3rd of the book)

February 11, 2018 11:59 Argument Essay (original writing piece #3)

February 16 , 2018 In class Final 3rd of LOF/KD quiz (over final 3rd of book)

February 25, 2018 11:59 Short narrative rewrite (original writing piece #4)

February 25, 2018 11:59 Independent Book Journal-any Journal but letter A

March 4, 2018 11:59 pm Reflection #2 due

March 4, 2018 11:59 pm Writing literary analysis (original writing piece #5)

March 11, 2018 11:59 pm Independent Book Journal-Writer’s Craft-A

March 19, 2018 In class Where I’m From (original writing piece #6)

March 25, 2018 11:59 pm Independent Book Journal-#1 for book #2 (Letter A)

March 25, 2018 11:59 Problem Solution Research Paper (original writing piece #7)

April 8, 2018 11:59 pm Sonnet (original writing piece #8)

April 15 2018 11:59 pm Final Reflection#3 Due

April 15, 2018 11:59 pm Independent Book Journal-#2 for book #2

April 23, 2018 In class Rough Draft Portfolio Due

April 25, 2018 In class Final Draft Portfolio

In class EOC

May 15, 2018 At school Portfolio Night 5-7 pm

May 22/23, 2018 In class Finals

Ninth Honors Writer’s Portfolio Requirements

You will create a collection of writing you have completed this semester that will represent you as a writer. You will work on these in class and out of class. You will also include a section of writing by well-known writers from the provided list. Some of your writing will be followed by a personal reaction/reflection. All entries in the portfolio must be typed, formatted in MLA style, and available for submission to turnitin.com.You may want to include pictures and artwork in your portfolio. Be as creative as you wish. Remember, the focus of the portfolio is on you as a writer and your writer’s voice. This is your “publishing.”Your portfolios will be read by classmates and parents, who will be invited to come to school and look at your work and that of your classmates.

Your portfolio must include the following (IN THIS ORDER):

1. Cover Your outside cover must show the title of your portfolio (be creative!), your name, your English teacher’s name, and Portfolio Night Date in MLA format. Make it attractive and eye catching. Make it unique.

2. A Table of Contents (see example on page 4)List each individual piece of writing and other entries with page numbers. The first page listed should be the Dear Reader Letter. You will have to complete this last even though it will be in the front. Make sure you actually number each page.

3. A Dear Reader Letter (in friendly letter format; page 5)Here you introduce yourself and invite others to read your portfolio. You must include information about yourself as a writer. Include information about what the reader will read in your portfolio and why you selected certain pieces to include. Explain your portfolio title here. You will write this last. Be positive!

4. Original writing piecesYou will complete some of these as assignments in your English class and some at home. You will choose six or more of your best original pieces to include in your portfolio. You will receive separate instructions for each individual assignment. Individual assignments are designed around planned units. It is in the student’s best interest to complete the assignments in conjunction with the class rather than attempt them on his or her own.

5. THREE reflections (guidelines on page 6)Throughout the semester you need to reflect on the writing process and your growth as a writer. Your reflections should be one to two full pages long. You will complete these at home. (Refer to the reflections guide for information on how to write these.)

6. FOUR Independent Reading Journals (page 7-8)The journals will cover material from TWO independent reading books of your choosing. Your teacher will provide a number of journal prompts. You will choose TWO journal prompts. Students must complete Option A, Writer’s Craft, for EACH BOOK. Journals must be one to two full pages long.

7. Works Cited page in MLA formatList the citations for your Independent Reading Journals in alphabetical order, double spaced, with hanging indents. In other words, they must be in MLA format.

GradingYour portfolio will be graded with the following rubric:

Cover 0 to 5 pointsTable of Contents 0 to 5 pointsDear Reader Letter 0 to 15 points6 original entries 0 to 40 points3 reflections 0 to 6 points4 journals 0 to 4 pointsWorks Cited page 0 to 10 pointsQuality of your work 0 to 10 pointsCreativity/Attractiveness 0 to 5 points_____________________________________________________________________________Total 0 to 100 points

Deadline:__4/25/18____________ Portfolio Night:__ 5/17/18 ____ ________

Portfolios may be turned in early, but none can be accepted late without a penalty of 15 points a day.

EXAMPLE:Table of Contents

Dear Reader Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-4

Original piece #1 (put actual name of the piece here/Short Story Rewrite) . . . . . . 5-7

Original piece #2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9

Original piece #3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Original piece #4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-15

Original piece #5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Original piece #6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18

Reflection #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19-20

Reflection #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . 21-22

Reflection #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23-24

Independent Reading Journal #1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25-26




Works Cited page. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

TIPS on RESPONDING to LITERATURE for your PORTFOLIO

Titles of poems are always in quotation marks. Short story titles are also always in quotation marks. Play titles and book titles are italicized.

Include the name of the poet or author always. Quote from the poem/work to support your statements. For example, you might write, “I love the cynical

last two lines, where the speaker (apparently a siren) says, ‘It is a boring song/But it works every time.’”) If you quote more than one line of a poem, use a diagonal mark to separate the lines: “I don’t enjoy it

here/Squatting on this island/Looking picturesque and mythical.” Use examples! If you say that you enjoy the informal style of the poem, give an example of an informally

written phrase. If you say you like the detailed description, quote some of the words that make the poem descriptive.

Don’t merely summarize or paraphrase the poem/work. You must discuss YOUR reaction to it. This involves thinking and reflecting on your part! Remember, you are doing a literary analysis, which means you have to talk about the THEME always and other literary elements and devices (characterization, plot, symbolism, irony, setting, etc. The reader should be clear about how you feel about the poem/work and why you feel the way you do. You don’t have to like the poem/work, but you do have to support your view one way or the other.

Remember to refer to the “speaker” of the poem/work and not to the author or the poet. When a person writes a poem/work, it is not necessarily his/her views in the poem/work; instead, it’s the speaker in the poem/work’s views. In “Siren Song,” the speaker is a siren who is telling about the song she sings. It is NOT Margaret Atwood telling you about the song she sings or the bird suit she wears. The siren is the cynical speaker and NOT Margaret Atwood.

Always refer to the Author by his or her full name or last name only. Never refer to the author by the first name only.

If your reaction is just a couple of sentences long, you haven’t done a good job. Read the poem/work several times and consider the theme of the poem/work, the imagery (pictures it creates), the subject matter, the symbolism (if there is any), and anything else that either appeals to you or does not captivate you. Make sure you discuss at least one major literary element or device, or several smaller ones.

Possible ways to analyze include: What does the work mean? What does it say to me? How do I feel when I read it? What does it make me think about? What patterns or shifts can I find? How do the patterns or shifts add to the meaning/enjoyment of the work? Who is the speaker? Who is the audience? What is the tone? How does the point of view influence the effectiveness of the work? Is the work effective? Did the writer accomplish what he/she set out to accomplish?

Copy each work on a separate sheet so that it can be put as an item in your portfolio. Do not combine poems/works on the same page even if there is room for another.

Make sure your lit. analysis is clearly separated from the poem/work itself. Always write in PRESENT TENSE. Even though the work was written in the past, the characters and themes are timeless.

Responses should be, at least, one page, double spaced but not more than two pages, double spaced. The copy of the poem/work should be copied as written. Use the same spacing and formatting. If the

poem/work is not double spaced, don’t double space it. If the margins are all left, yours should be, too. If responding to a work too long to include in the portfolio, copy the front page or representative sample

only to include.

PORTFOLIO REQUIREMENT: Dear Reader Letter

The second item in your portfolio should be your Dear Reader Letter. This letter should be flawless and should represent your best writing. Here are some guidelines that you should follow:

Full Block format (meaning all lines begin at the left margin). Single space your letter. Do NOT indent for paragraphs. Sign (cursive) your name in BLACK ink The date, greeting, closing and typed name should all be flush left. The letter should have 1” margins on all sides. Size 12 font, Times New Roman Put a comma after the greeting, as this is a friendly letter.

Here are some items to put in your letter. I hopethat you will think of many other things to write about.Your letter should be at least three – four paragraphs. Eachparagraph should be at least 7 sentences except for the finalparagraph which may be a little shorter.

Discuss how you initially felt about the portfolio and how your feelings changed during the semester. You canalso write about your past experiences with writing inmiddle school, and how middle school prepared you for this year.

Explain how your writing went this semester. What wasdifficult for you, and what did you learn from the

difficulties? How do you feel about writing? What improvements would you like to see in your writing?

Describe the kinds of writing you did for your portfolioand which pieces were your favorites. Why did you like them? Which ones you did not like, and why you did not likethem? Suggest that the reader read certain items that youare especially proud of because of your effort.

Express your appreciation to the parents and students who came to the Portfolio Night to read your writing.

Proofread your letter very carefully. This letter, if nothing else, will be read by everyone who looks through your portfolio. Try to keep a positive tone in your letter. This is your first impression to the reader!

1”November 30, 2013Dear Reader,

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.

Sincerely,James JoyceJames Joyce

Reflections

Reflections should be between 1 and 2 pages. In it, you will reflect on the writing process you went through when writing throughout the semester. You will write three reflections; 1st – Who are you as a writer? 2nd – What challenges have you overcome so far, and how can you continue to grow/improve as a writer? 3rd – Where are you now? Complete reflection of the entire semester long writing process.Things to consider writing about in your reflection:

Previous writing experiences

Challenges you are currently facing in you writing

How you overcame those obstacles/challenges or how you hope to attempt to

overcome these challenges

Things that came very naturally to you

Why you think those things were easy to you

Things you liked about one or more of the assignments or things that intrigued you

and why

How you felt your finished product turned out

What things did you learn about yourself or your writing during the process?

What you would change if you were to do any assignment again or advice you would

give to next year’s freshmen about how to approach this assignment?

If you were going to revise or revisit any of your writing pieces, what would you

change or what ways could you continue to improve?

What things are you going to work on as a writer to improve some of your

weaknesses?

Reading JournalIndependent Reading Choices

Directions: The writing you will do for this text is of a personal nature. You are to create FOUR well-crafted and polished journal entries in response to two books of your choice; each should be a minimum of one to two double-spaced pages (this does not apply to the poems and art entries). All journals must be turned in on turnitin.com. The following is a list of possibilities or suggestions, but by no means is it exhaustive; let your imaginations go wild!

The journal entries must cover the entire book; they should be spread evenly in relation to the beginning, middle and end of the novel. They should also reflect a variety of the choices listed below. At least ONE per book should be based on writer’s craft (the first bulleted item), but the remaining choices are up to you.

Your journals should have an MLA style header. The assignment title should include the title of the book, Journal number & letter, and your unique title.

Example: Lord of the Flies, Journal 2C: Jack’s Dissent into Madness

A. Fully examine and explain a particular piece of the writer’s craft; you may want to consider any one of the following and explain how it underscores one of the motifs or themes of the book: metaphor, foreshadowing, symbolism, characterization, structure, hyperbole, imagery, diction, voice, etc. (THIS IS ESSENTIALLLY A SHORT LITERARY ANALYSIS OVER YOUR INDEPENDENT READING NOVEL)

B. Create a piece of writing that describes and explains a personal reaction to a character, place or event in the text.

C. Write a fictional letter to one or more of the characters or create a letter written from one character in the novel to another that expresses some unspoken feelings or thoughts.

D. React, respond and explicate a “five star quote” of your choice. A “five star quote” is a quote that “jumps off the page” at you for any number of reasons. It may be aphoristic, profound, humorous, universal, or any reason you choose. For clarity, you must include the entire quote somewhere in the entry.

E. Create an original piece of writing that is inspired by the novel; it may be a poem, short story, short drama or section of dialogue, advertisement, review, etc. (only one of this type of entry is allowed)

F. Choose a pivotal point in the novel’s plot and rewrite the outcome of a particular event as well as the characters’ motivations, actions and reactions. It is important to focus on one small section; keep it focused and detailed. (As an addendum, you may want to provide an explanation of how it would affect the novel’s direction and/or outcome.)

G. Create a question that the novel has raised for you and then answer that question in your journal entry. Create an essential question for the text and write a justification and possible answer after completion of your reading.

H. Create a correspondence between one of the characters in this novel and a character from one of the other pieces of literature that we read this year.

I. Create a “conversation across time” by having one of the characters in the text dialogue with a fictional or nonfiction persona from another time period/century.

J. Create a short list of enduring understandings that emerge as you read. Use evidence from the book to support your claims about the enduring understandings you take away from the book. How will these understandings shape decisions you will make in the future? How should these understandings shape our society?

Logo Writing Piece

ELACC9-10L1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.ELACC9-10L2L.9-10.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.ELACC9-10W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

A logo is a design that symbolizes a product, company, organization, etc.; there is meaning behind the logo the represents what the company stands for, its beliefs, or mission statement. For example, the athletic equipment company, Nike. Why do you think they chose the name “Nike” for their company and the “Swoosh” as their logo?

Your assignment is to create a logo of your own, depicting who you are. Your logo should represent your beliefs, what you stand for, and/or what is important to you. Be creative! I want you to stretch your imagination and design a unique and original logo that no one has ever seen before!

Once you have a rough sketch of what you want your logo to look like, explain what your logo represents, or means, to you. This should be 1-2 solid paragraphs. Your logo and your explanation need to fit on one sheet of computer paper. You must have a typed copy with your logo drawn on the same sheet of paper. Don’t worry if you are not a professional artist, it is what the logo represents that is important! We will be sharing these in class on Friday, so please come prepared.

Note: This assignment is a typed, single-spaced assignment.

You final logo is due , when you walk in the door.

Logo Writing Piece Rubric

CATEGORY 4 EXEMPLARY 3 PROFICIENT 2 EMERGING 1 INCOMPLETEIDEAS Has logo that

represents the person and is explained with strong evidence. The logo is interesting and unique

7-8

Has logo that represents the person and is explained with little or superficial evidence. The logo is unoriginal.

5-6

Has a logo but has no evidence.

4

No logo or evidence

1-3STRUCTURE Has 1-2 solid

paragraphs on clean white paper. Explanation is typed and single spaced.8

Has a solid full paragraphMay not be typed but is neat and formatted properly7

May not have full paragraphs.May not be neat or formatted properly.

6

No paragraph form

1-5USE OF LANGUAGE Demonstrates a

strong command of the conventions of grammar and punctuation with no errors that interfere with meaning.

8

Demonstrates a command of the conventions of grammar and punctuation with a few errors that interfere with meaning.6-7

Shows weakness in grammar and punctuation with many errors that interfere with meaning.

5

Shows very little command in grammar and punctuation. Writing is difficult to understand.

1-4

Interview Narrative, Argumentative Essay, and Literary Analysis Assignments

Instructions and rubrics are found in your textbook for these assignments. Further details will be provided in class.

p. 61-62 for interview narrative

p. 91-92 for argumentative essay

p. 282 for literary analysis rubric

Rewrite the Opening to a Short StoryPurpose: Your task is to rewrite the opening (exposition) to one of the short stories we have read in class by changing either the point of view or the setting. Your changes should be apparent in character and plot as well. It should include a variety of narrative techniques such as foreshadowing, figurative language, and conflict, as well as a well-structured sequence of events.

CATEGORY 4 EXEMPLARY 3 PROFICIENT 2 EMERGING 1 INCOMPLETEIDEAS The narrative opening

or ending*sustains focus on setting, character, events, and/or ideas that strengthen the story as a whole*establishes future conflict*presents thought-provoking details to heighten reader interest*develops engaging characters that grow in complexity throughout the story34-30

The narrative opening or ending*generally focuses on setting, character, events, and/or ideas to maintain the unity of the story*at least hints at future conflict*presents details to heighten reader interest*develops believable characters that grow in depth throughout the story

29-24

The narrative opening or ending*does not sustain a focus on setting, character, events, and/or ideas limiting the unity of the story*attempts to hint at conflict*attempts to heighten reader interest*contains characters that are not developed or believable

23-20

The narrative opening or ending*does not contain details to establish setting, character, events, and/or ideas*no attempt made to introduce a conflict*gives details that directly take away from interest or does not attempt to heighten interest*does not contain believable characters

19-13STRUCTURE The narrative

*follows the structure of the genre*engages the reader and uses a variety of techniques to sequence events and create a coherent whole*ending of opening transitions smoothly into the short story33-30

The narrative*follows the structure of the genre*orients the reader and includes a sequence of events that create a coherent whole*ending of opening transitions into the short story

29-24

The narrative*may only follow parts of the structure of the genre*presents disconnected events with limited coherence*ending of opening transitions into the short story in a choppy or uneven way23-20

The narrative*does not follow the structure of the genre*includes few events and no coherence*ending of opening does not transition into the short story

19-13

USE OF LANGUAGE The narrative*purposefully uses precise language, telling details, and sensory details to enhance mood or tone*effectively uses a range of narrative techniques and literary devices to enhance the plot*demonstrates technical command of spelling and standard English conventions33-30

The narrative*uses precise language and sensory details to define mood or tone*uses a range of narrative techniques and literary devices to establish the plot*demonstrates general command of spelling and standard English conventions; minor errors do not interfere with meaning29-24

The narrative*uses limited sensory details in an unfocused or vague mood or tone*contains few or no narrative techniques and devices *demonstrates limited command of spelling and standard English conventions; errors interfere with meaning

23-20

The narrative*uses no sensory details to create mood or tone*contains few or no narrative techniques and devices *contains numerous errors in grammar and conventions that interfere with meaning

19-13

1 instance of personification (I am from the trees in my backyard that whispered at night)1 simile (I am from my Uncle Joe’s teeth that look like black tar.)

1 metaphor (I am from the little monkeys that I babysit)1 end rhyme (I am from the blonde hair on my mama’s head/to the juicy red apples on which I

have fed)2 instances of alliteration (I am from screaming, scratching, silly sword fights with my

brothers)1 instance of hyperbole (from my starving stomach, ready to swallow an elephant)

1 instance of internal rhyme (I’m from looking at the stars and Mars)1 assonance (I’m from a pack of kids so bad, hiding in the rack of clothes)

1 consonance (I’m from the passing silence of my dad’s grimace)

Other Requirements: 1. Your finished product must have with it a list of all of the examples from above in your

poem. Turn this in to your teacher the day of your presentation.2. Your poem must begin with “I am from” every 4 lines.3. It must be 20 lines.4. It must be published and decorated. (This means onto construction paper, in your own

handwriting, and written in something other than a pencil and not on lined paper)5. It must talk about your culture.6. It must use imagery. USE ALL 5 SENSES (sight, sound, taste, touch, smell)7. It must be presented to the class.

“Where I’m From” Poem Requirements:

STANDARDS:CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CCSS.ELA-Literacy.L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the textCCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.CCSS.ELA-Literacy.W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Where I'm From Poem Rubric

CATEGORY Exemplary Proficient Emerging IncompleteIdeas1 personification1 metaphor1 simile1 end rhyme2 alliteration1 hyperbole1 assonance1 consonance1 internal rhyme

uses all of the poetic elements asked for and adds a few more

talks about personal culture throughout

24-22

uses all poetic elements asked for

talks mostly about culture

21-19

missing 1-2 elements

talks a little about personal culture

18-16

missing more than 2 elements

does not talk about culture

15 or less

Structure Repeats I am From every two lines or says from....to...

Poem is 20 lines

10-9

Repeats I am from every 4 lines

8

only repeats I am from every once in awhile

7-6

doesn't say I am from

5 or less

Language has mostly strong images that can be seen in the mind –uses the 5 senses

16-15

has a few strong images, but mostly just average images

14-13

no strong images, everything very general-very abstract

12-11

no images at all –all abstract ideas

10 or less

Presentation (separate grade in gradebook)

Speaks clearly, good volume, no ums, makes eye contact more than 5 times

It is obvious that time and energy has been spent. Has pictures, color, and decorations

50-46

speaks clearly, mostly strong volume, maybe a few ums, makes eye contact at least 3 times

Nicely done, but not fantastic.

45-40

a little mumbly, laughter, does distracting habits, hides face, makes eye contact at least two times

Needs color, needs pictures or decorations

39-34

laughs, does distracting habits, can barely be heard or can't be heard, no eye contact, mumbles all the way through

wrinkled, in pencil, typed, no color, torn

33-20

Problem/Solution Essay Structure

INTRODUCTION Introduce the reader to the general problem (do not talk about your specific problem until you get to your thesis which should be the last sentence of your first paragraph. You can begin with discussing the historical aspects of the problem, how it came to exist, etc.

BODY PARAGRAPH #1 Start by telling the reader the problem. Explain why it is a problem, how big the problem is, and how it is affecting our community, our country, and the world.Be sure to give examples and supporting details from your research in this paragraph.

You may give several problems here attached to the problem. You should also give several quotes from your research to prove that these are indeed problems.

BODY PARAGRAPH #2 Next you give some possible solutions for your problem. Offer solutions that are well thought out and realistic.

Be sure to include quotes from your research to support at least 2 of your solutions.

CONCLUSION Discuss the issue again. Also, discuss what could happen in the future if we do not address this problem? Remind the readers of why this problem needs to be dealt with and how.

Things to remember for your Problem-Solution Essay:

1. Pick a problem that you wish to solve. 2. Your paper should be in essay format, not letter format.3. Your essay should be 600 words. 4. You need at least 3 credible sources. They CAN all be internet sources.

Credible usually means: (.gov, .edu, .org), not (.com).

Problem-and-Solution Essay Rubric

Scoring Criteria Excellent Acceptable Minimal Unacceptable

Problem/Solution

Clearly identifies problem and proposes one or more solutionsClearly explains problem; presents a well-elaborated, realistic solution12-15

Identifies problem and one or more solutions

Presents a solution that is supported with details

8-11

Contains some details not related to problem or solution

Presents solution; contains few details to support it7-9

Has an unclear purpose

Presents no solution or unclear solution; no details to support it

6 or less

In text Citations

All quotes and paraphrases have citations attachedAll citations are correctly formatted, including punctuation

34-35

All quotes and paraphrases have citations attached.

Most citations are correctly formatted27-33

Some quotes or paraphrases may not have citations.Citations may not be formatted correcty20-30

Many quotes or paraphrases do not have citations.Entire citations are in incorrect format 0-19

MLA format

Entire paper in correct formatCorrect headers, font, spacing, indentingIncluding works cited pagePaper is correct length14-15

Most of the paper is in the correct formatHeaders, font, spacing, indenting, and works cited page8-13

Some of the paper is in the correct format includingHeaders, font, spacing, indenting, and works cited page

6-8

Very little of the paper is in the correct format including headers, font, spacing, indenting, and works cited page

0-5

Works Cited Page

Includes a “Works Cited” page; lists all sources; double spaced, alphabetized, hanging indent, correct font

34-35

Includes a “Works Cited” page; lists most sources; may contain a few errors in: double spaced, alphabetized, hanging indent, correct font27-33

Includes a “Works Cited” page; lists a few of the sources; contains many formatting errors in : double spacing, alphabetized, hanging indent, and correct font. 20-30

Does not include a “Works Cited” page

0

Sonnet Performance TaskPoetryYour Task: You will have to write a Shakespearean or English sonnet. A sonnet must present a conflict and resolve it in the couplet. Each quatrain can present a different point of view about the problem. The couplet at the end is for the poet's final thoughts on the subject. Remember, sonnets are love poems, so try to write about something to do with love. If you wish, you may make it humorous, like Homer Simpson’s love of doughnuts.

Content Requirements that must be included:

Sonnets have the following features: 14 lines Must be about love (even if it’s the love of donuts) Strict rhyme schemes (English= abab cdcd efef gg) Certain number of syllables in each line (English = 10) *Do the best

you can here Turn in line 9 or 13 Iambic Pentameter for all lines

Example of a sonnet:

StarloveI have a secret obsession, for real.I haven’t slept for seven days, no lie.If you are wondering “What is the deal?”I’m addicted to caffeine. I might die.

I once camped outside Starbucks for a week.The staff felt threatened and called the police.They forgave me after I patched a leak.I now get free coffee when I may please.

To my dismay Starbucks burns to the ground.My one and only love: ashes and soot.I’m in a vicious fit, the floor: I pound.Out of cash and starving, I eat my foot.

A new Starbucks built in another place,But my true love it still does not replace.

This poem is about his love for Starbucks. It has 10 syllables per line. It has the correct rhyme scheme.

The first 4 lines are about how addicted he is to coffee.

He continues the discussion of Starbucks and his relationship

Problem is introduced in line 9. Starbucks burns down.He is freaking out.

He solves the problem with a new Starbucks but it’s not the same.

SONNET RUBRICSTRUCTURE/ ORGANIZATION

14 lines: 3 quatrains and a couplet 15 points

STRUCTURE/ ORGANIZATION

Iambic pentameter/10 syllables in each line 10 points

STRUCTURE/ ORGANIZATION

Rhyme scheme (abab cdcd efef gg) 10 points

CONTENT Present conflict and resolve in lines 9 or 13 (shift)

10 points

Standard English Word spelled correctly, makes sense 5 points

Total Points: 50 points

20

Honors English

Portfolio Night

Wheeler High SchoolWheeler High School Cafeteria

Date: May 17, 2018Time: 5:00 p.m. – 7:00 p.m.

You’re invited to review and respond to the writings of this semester’s Honors Ninth Grade English students.

Come when you can and stay as long as you like.

Dress is casual.

21

cpb-us-e1.wpmucdn.com · web view1st lof/kd quiz (over 1st 3rd of the book) january 21, 2018 11:59...

Documents