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ALPESOL Units

Theme: Truth and LiesEnglish 101: Literary Analysis

ESOL 052: Visual AnalysisText: Homegoing by Yaa Gyasi

Alyssa Simms-ClarkAcademic Literacy Department

CCBC CatonsvilleMay 2018

Table of Contents

Blog pp. 3-4

Helpful Hints for Creating a Blog pp. 5-6

Blog Rubric p. 7

Discussion Board pp. 8-10

Discussion Board Rubric p. 11

Peer Editing Wiki p. 12

Wiki Rubric p. 13

Journal pp. 14-15

Journal Rubric p. 16

Readings pp. 17-18

Videos p. 19

Photographs p. 20

Online Practice (Visual Literacy Skills) p. 21

Online Study Guides (Homegoing) p. 22

Graphic Organizers/Note Taking Charts pp. 23-30

Projects pp. 31-43

English 101 Homegoing Essay Packet pp. 44-50

ESOL 052 Visual Analysis Essay Packet pp. 51-58

Essay Reflection Handout pp. 59-60

Peer Editing Handout pp. 61-62

Grammar/Composition Handouts pp. 63-80

Lesson Plans pp. 81-89

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English 101 Blog

(This image is accessed from https://mssarahsclass.files.wordpress.com/2012/08/class-Blog-button1.jpg.)

According to Blog Basics, "A Blog is a frequently updated online personal Journal or diary. It is a place to express yourself to the world. A place to share your thoughts and your passions." (http://Blogbasics.com/what-is-a-

Blog/) The purpose of this Blog is to give you a chance to introduce yourself and then get to know your classmates. Activities such as these help to build a sense of community and also create a positive class atmosphere where people feel comfortable sharing ideas, asking questions, making suggestions, etc.

Each Blog assignment is worth twenty points.

Due By Midnight on ___________:1.)  Find 4 pictures that relate to your views on the theme of Truth and Lies. Insert these pictures into your Blog. (The pictures can be actual photographs from your phone or pictures from the Internet.) Then write a caption (4-5 sentences of insightful explanation) under each picture. Make sure you use academic diction/syntax in your sentences. Here are some picture suggestions: 

Why are some people motivated to tell the truth while others are motivated to lie? Why do some people tend to avoid the truth? How do people know if a story is based on the truth, on lies, or on something else? Is history based on the truth or lies? (or something in between?) Who gets to write history? Does it matter who gets to record and teach history?

 2.) Double check that all your pictures and sentences are appropriate for an academic setting.3.) Proofread your work and double check that you have used academic diction/syntax. 4.) Submit your work by midnight on _____________. No late work will be accepted. 

Due By Midnight on _____________:After you post your work, go back on the Blog and give polite, thoughtful, and insightful feedback on the work of at least two classmates. Each response to a classmate should be between 50-100 words. Your comments should relate to each classmate's ideas and grammar/writing skills. Proofread your work and double check that you have used academic diction/syntax. Here are some sentence starter suggestions:

I liked the image you chose because ___________________________________________________. At first, I was surprised/confused by the picture you chose because __________________________. I could totally relate to the picture you selected and the way you explained it because I too

________________________________. I thought you made an insightful statement when you said ____________________________________ I agreed/disagreed with you when you stated ______________________________________________ In terms of grammar/writing skills, try to keep an eye on your _______________ and _____________.

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ESOL 052 Blog

(This image is accessed from https://mssarahsclass.files.wordpress.com/2012/08/class-Blog-button1.jpg.)

According to Blog Basics, "A Blog is a frequently updated online personal journal or diary. It is a place to express yourself to the world. A place to share your thoughts and your passions." (http://Blogbasics.com/what-is-a-

Blog/) The purpose of this Blog is to give you a chance to introduce yourself and then get to know your classmates. Activities such as these help to build a sense of community and also create a positive class atmosphere where people feel comfortable sharing ideas, asking questions, making suggestions, etc.

Each Blog assignment is worth twenty points.

Due By Midnight on ___________:

1.)  Find 4 pictures that explore the way in which the theme of Truth and Lies relates to visual images (photos). After you find your pictures, insert them into the Blog. The pictures can be actual photographs from your phone or pictures from the Internet. Then write a caption (4-5 sentences of insightful explanation) under each picture. Make sure you use academic diction/syntax in your sentences. Here are some picture suggestions:  

How can photography be used to reveal a truth? How can photography be used to suppress or distort the truth? Why is it that different people may have dramatically different interpretations of certain photographs? Do you think photo journalists should take sensitive or controversial photographs and publish them?

Why or why not? Why do some individuals take photographs and use them to deliberately lie?

3.) Double check that all your pictures and sentences are appropriate for an academic setting.4.) Proofread your work and double check that you have used academic diction/syntax. 5.) Submit your work by midnight on _____________. No late work will be accepted.

Due By Midnight on _____________:After you post your work, go back on the Blog and give polite, thoughtful, and insightful feedback on the work of at least two classmates. Each response to a classmate should be between 50-100 words. Your comments should relate to each classmate's ideas and grammar/writing skills. Proofread your work and double check that you have used academic diction/syntax. Here are some sentence starter suggestions:

I liked the image you chose because ___________________________________________________. At first, I was surprised/confused by the picture you chose because __________________________. I could totally relate to the picture you selected and the way you explained it because I too

________________________________. I thought you made an insightful statement when you said ____________________________________ I agreed/disagreed with you when you stated ______________________________________________ In terms of grammar/writing skills, try to keep an eye on your ____________________________ and

________________________.Simms-Clark 4

Helpful Hints for Creating a Blog:

1. Use Google Chrome or Mozilla Firefox. (Do not use Internet Explorer.)

2. Open to two tabs. One will be our class Blackboard page. The other will be Google Image.

3. Go to the Course Menu of our Blackboard page and click Blog. (You can also access the Blog inside the module you are working on.) Then click on the Blog for the module you are currently doing. (Do this by clicking on the blue letters that say Blog.)

4. Read the Blog directions. (You may want to copy and paste these onto a Word document, so you can refer to them while you work on your Blog. Sometimes the directions will disappear once the student clicks Create Blog Entry.)

5. Click Create Blog Entry.

6. Add a Title.

7. Make sure you have THREE rows of tools. If you only have one row of tools, you need to click the icon in the top-far right side of Blog message.

8. After you click the icon, your tool bar will have THREE rows and look like this:

9. Now go to your Google Image tab and locate a picture that meets the assignment requirements.

10. Click on this picture. Then click View Image.Simms-Clark 5

11. Click the address bar, so it turns blue. Copy this address. (Ctrl C = Copy)

12. Go back to the Blog in our Blackboard page.

13. Click Insert/Edit Image icon. This is the third icon on the third row of tools.

14. Paste this address into the box that says Image URL. (Ctrl V = Paste)

15. Click Insert.

16. Click OK.

17. The picture will go into your Blog. To change the size of the picture, click on the picture. (If a regular click doesn’t work, try a right click.) Then put your cursor on the picture corner and change the size of the picture.

18. Repeat this process for each picture you put in your Blog.

19. Write captions under each picture. (Proofread carefully!)

20. After you finish your Blog, go back and comment on the Blog of at least two classmates. (Proofread carefully!)

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Blog Rubric

Directions: Each Blog assignment is worth twenty points. The rubric below will guide students in the creation of their Blog. Students are encouraged to refer back to this rubric while working on their Blog. (Reminder: No late work will be accepted.)

Criteria Exemplary

(4 Points)

Adequate

(3 Points)

Needs Improvement

(2 Points)

Unsatisfactory

(0 Points)Critical Thinking

Full of thought, insight, and analysis

Some basic thought, insight, and analysis

Very little thought, insight, or analysis

No real thought, insight, or analysis

Pictures, captions, peer response

Very careful selection of relevant pictures + very careful creation of insightful explanatory captions and/or peer response

Very clear understanding of requirements and central concepts

Careful selection of relevant pictures + careful creation of captions and/or peer response

Clear understanding of requirements and central concepts

Careless selection of pictures + creation of unclear or confusing captions and/or peer response

Limited or very literal understanding of requirements and central concepts

Very careless selection of pictures + creation of very unclear or confusing captions and/or peer response

No understanding of requirements and/or central concepts

Academic Tone and Etiquette

Confident use of academic language

Consistent attempts to be respectful towards the instructor and class

Use of some academic language

Inconsistent attempts to be respectful towards the instructor and class

Very little use academic language

Occasional attempts to be respectful towards the instructor and class

Excessive use of nonacademic language (slang, colloquialisms, etc.)

Disrespectful towards the instructor and class

Grammar and Mechanics

No errors

Ideas are communicated very clearly and are complimented by a very strong knowledge of grammar and mechanics.

Very few errors

Most ideas are communicated clearly and are complimented by a sound knowledge of grammar and mechanics.

A few errors

Some ideas are communicated and are complimented by a basic knowledge of grammar and mechanics.

Numerous errors

No ideas are communicated clearly; the lack of grammar and mechanics knowledge acts as a distraction.

Timeliness and Completion

Careful completion of initial posting and peer response several days before due date

Extra response time for other students

Completion of initial posting and peer response by due date

Sufficient response time for other students

Completion of initial posting and peer response at the very last minute

Inadequate response time for other students

Initial posting and/or peer response missing or late

No response time for other students

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English 101 Discussion Board

(This image is accessed from https://img.clipartfest.com/a4bbcc2337a5ca89bc1e9b1434cba1e3_vector-of-business-discussion-business-discussion-clipart_488-351.jpeg.)

The purpose of this Bb Discussion Board is to give you a chance to share your thoughts pertaining to specific class videos and readings. You will share your ideas and comment on the ideas of others once during each unit. (Note: Each video is equipped with closed captioning and a full transcript. For closed captioning, click CC. For a transcript, click . . . More.  Then scroll down and click Transcript.) Each Discussion Board assignment is worth twenty points. 

Due by Midnight on Thursday:1. Watch the following video entitled "Door of No Return: Cape Coast Castle" (https://www.youtube.com/watch?v=zRb-vCqcLcs).

2. Write a 200-word paragraph in which you carefully respond to at least 3 of the following questions: 

Who created this video? Do you think this person, company, agency, etc. is a reliable source? When was this video created? Do you think the information in the video is still valid and relevant? What is the purpose of this video? Do you think the video creator achieved his/her purpose? Who do you think the intended audience of the video is? Who do you think the unintended audience is? How can you relate this video to the Homegoing book? How can you relate this video to the theme of Truth and Lies? What is one quote from the video that you found insightful, surprising, or interesting in some way? Jot

down the quote and then use your own words to analyze the quote fully.

4. Proofread your work and double check that you have used academic diction/syntax. 

5. Submit your work by midnight on _____________. No late work will be accepted. 

Due by Midnight on _________________:After you post your work, go back on the Discussion Board and give polite, thoughtful, and insightful feedback on the post of at least two classmates. Each response to a classmate should be between 50-100 words. Your comments should relate to each classmate’s ideas and grammar/writing skills. Proofread your work and double check that you have used academic diction/syntax. Here are some sentence starter suggestions:

I thought you made an insightful statement when you said ____________________________ I agreed/disagreed with you when you stated ______________________________________ In terms of grammar/writing skills, try to keep an eye on your __________________________ and

______________________.

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ESOL 052 Discussion Board

(This image is accessed from https://img.clipartfest.com/a4bbcc2337a5ca89bc1e9b1434cba1e3_vector-of-business-discussion-business-discussion-clipart_488-351.jpeg.)

The purpose of this Bb Discussion Board is to give you a chance to share your thoughts pertaining to specific class videos and readings. You will share your ideas and comment on the ideas of others once during each unit. (Note: Each video is equipped with closed captioning and a full transcript. For closed captioning, click CC. For a transcript, click . . . More.  Then scroll down and click Transcript.) Each Discussion Board assignment is worth twenty points. 

Due by Midnight on _________________:1. Watch at least two videos in the following playlist. “100 Photographs: The Most Influential Images of All Time Trailer” (https://www.youtube.com/watch?v=slBX019oT2c&list=PLYOGLpQQfhNKZWrx-1v96O7zvDVSngJLW ). As you watch the videos, keep a look out for interesting photographs that revealed a truth, distorted a truth, or promoted a lie.

2. Write a 200-word paragraph in which you respond to the following questions: Which photograph revealed a truth, distorted a truth, or promoted a lie? Explain. Who do you think was the intended audience of the photograph? Explain. When was the photograph taken and/or published? Was this date significant? Explain. Who took the photograph? Did it matter who took the photograph? Explain. What is one quote from the video that you found insightful, surprising, or interesting in some way? Jot

down the quote and then use your own words to analyze the quote fully.

3. Proofread your work and double check that you have used academic diction/syntax. 

4. Submit your work by midnight on _____________. No late work will be accepted. 

Due by Midnight on _________________:After you post your work, go back on the Discussion Board and give polite, thoughtful, and insightful feedback on the post of at least two classmates. Each response to a classmate should be between 50-100 words. Your comments should relate to each classmate’s ideas and grammar/writing skills. Proofread your work and double check that you have used academic diction/syntax. Here are some sentence starter suggestions:

I thought you made an insightful statement when you said ____________________________ I agreed/disagreed with you when you stated ______________________________________ In terms of grammar/writing skills, try to keep an eye on your __________________________ and

______________________.

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ESOL 052 Discussion Board

(This image is accessed from https://img.clipartfest.com/a4bbcc2337a5ca89bc1e9b1434cba1e3_vector-of-business-discussion-business-discussion-clipart_488-351.jpeg.)

The purpose of this Bb Discussion Board is to give you a chance to share your thoughts pertaining to specific class videos and readings. You will share your ideas and comment on the ideas of others once during each unit. (Note: Each video is equipped with closed captioning and a full transcript. For closed captioning, click CC. For a transcript, click . . . More.  Then scroll down and click Transcript.) This Discussion Board assignment is worth forty-five points. (The OPTIC rubric will be used for this assignment.)

Due by Midnight on _________________:1. Reflect for a moment on the photograph you will analyze for your essay.

2. Go to the Truth and Lies learning module on Bb and locate an article, website, or video that describes and/or analyzes your photograph.

3. Go to the Truth and Lies learning module on Bb and open a blank OPTIC chart.

4. Use your critical thinking skills to complete an OPTIC chart on your photograph. Make sure you include the following in your OPTIC chart:

Specific details pertaining to the photo Specific information from the article, website, or video The link to the article, website, or video At least 2 terms from the visual analysis vocabulary website (https://www.matrix.edu.au/techniques-for-analysing-a-visual-text/ ).

Analysis of the details on your chart Your thoughts about how the photo relates to the Truth and Lies theme

4. Proofread your work and double check that you have used academic diction/syntax. 

5. Click Browse to attach your work to the Discussion Board. Make sure you submit your work by midnight on _____________. No late work will be accepted. 

Due by Midnight on _________________:After you post your work, go back on the Discussion Board and give polite, thoughtful, and insightful feedback on the post of at least two classmates. Each response to a classmate should be between 50-100 words. Your comments should relate to each classmate’s ideas and grammar/writing skills. Proofread your work and double check that you have used academic diction/syntax. Here are some sentence starter suggestions:

I thought you made an insightful statement when you said ____________________________ I agreed/disagreed with you when you stated ______________________________________ In terms of grammar/writing skills, try to keep an eye on your __________________________ and

______________________.

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Discussion Board Rubric

Directions: Each Discussion Board assignment is worth twenty points. The rubric below will guide students in their Discussion Board responses. Students are encouraged to refer back to this rubric before and/or during their work on the Discussion Board. (Reminder: No late work will be accepted.)

Criteria Exemplary

(4 Points)

Adequate

(3 Points)

Needs Improvement

(2 Points)

Unsatisfactory

(0 Points)Critical Thinking

Full of thought, insight, and analysis

Some basic thought, insight, and analysis

Very little thought, insight, or analysis

No real thought, insight, or analysis

Assignment topic, focus, and supporting details + peer response

Very clear analysis of topic, focus, and supporting details + very detailed and constructive peer response

Very clear understanding of requirements and central concepts

Clear analysis of topic, focus, and supporting details + detailed and constructive peer response

Clear understanding of requirements and central concepts

Superficial analysis of topic, focus, and supporting details + vague peer response

Limited or very literal understanding of requirements and central concepts

Very superficial analysis of topic, focus, and supporting details + vague peer response

No understanding of requirements and/or central concepts

Academic Tone and Etiquette

Confident use of academic language

Consistent attempts to be respectful towards the instructor and class

Use of some academic language

Inconsistent attempts to be respectful towards the instructor and class

Very little use academic language

Occasional attempts to be respectful towards the instructor and class

Excessive use of nonacademic language (slang, colloquialisms, etc.)

Disrespectful towards the instructor and class

Grammar and Mechanics

No errors

Ideas are communicated very clearly and are complimented by a very strong knowledge of grammar and mechanics.

Very few errors

Most ideas are communicated clearly and are complimented by a sound knowledge of grammar and mechanics.

A few errors

Some ideas are communicated and are complimented by a basic knowledge of grammar and mechanics.

Numerous errors

No ideas are communicated clearly; the lack of grammar and mechanics knowledge acts as a distraction.

Timeliness and Completion

Careful completion of initial posting and peer response several days before due date

Extra response time for other students

Completion of initial posting and peer response by due date

Sufficient response time for other students

Completion of initial posting and peer response at the very last minute

Inadequate response time for other students

Initial posting and/or peer response missing or late

No response time for other students

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Peer Editing Wiki

(This image accessed from https://farm7.staticflickr.com/6133/5933961403_fe9d5120a7_z.jpg . )

The purpose of this Bb Wiki is to give you an opportunity to get feedback from your peers on your essay writing. Each Wiki assignment is worth twenty points.

Due By Midnight on ___________:1.) Open the document containing the rough paragraph(s) you wrote.2.) Proofread your work and double check that you have used academic diction/syntax. 3.) Copy and paste at least one rough paragraph into the Wiki.(Note: If Bb does not allow you to use the mouse to copy and paste, use ctrl C to copy and ctrl V to paste.)

Due By Midnight on ___________:After you post your work, go back on the Wiki and use the Comment button to politely give specific and constructive feedback on the work of at least two classmates. Each comment should be between 50-100 words. Your comments should pertain to the following:

Content Strengths Content Weaknesses Writing Strengths Writing Weaknesses

Reminder: No late work will be accepted.

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Wiki Rubric

Directions: Each Wiki assignment is worth twenty points. The rubric below will guide students in their Wiki responses. Students are encouraged to refer back to this rubric before and/or during their work on the Wiki. (Reminder: No late work will be accepted.)

Criteria Exemplary

(4 Points)

Adequate

(3 Points)

Needs Improvement

(2 Points)

Unsatisfactory

(0 Points)Critical Thinking

Full of thought, insight, and analysis

Some basic thought, insight, and analysis

Very little thought, insight, or analysis

No real thought, insight, or analysis

Assignment topic, focus, and supporting details + peer response

Very clear analysis of topic, focus, and supporting details + very detailed and constructive peer response

Very clear understanding of requirements and central concepts

Clear analysis of topic, focus, and supporting details + detailed and constructive peer response

Clear understanding of requirements and central concepts

Superficial analysis of topic, focus, and supporting details + vague peer response

Limited or very literal understanding of requirements and central concepts

Very superficial analysis of topic, focus, and supporting details + vague peer response

No understanding of requirements and/or central concepts

Academic Tone and Etiquette

Confident use of academic language

Consistent attempts to be respectful towards the instructor and class

Use of some academic language

Inconsistent attempts to be respectful towards the instructor and class

Very little use academic language

Occasional attempts to be respectful towards the instructor and class

Excessive use of nonacademic language (slang, colloquialisms, etc.)

Disrespectful towards the instructor and class

Grammar and Mechanics

No errors

Ideas are communicated very clearly and are complimented by a very strong knowledge of grammar and mechanics.

Very few errors

Most ideas are communicated clearly and are complimented by a sound knowledge of grammar and mechanics.

A few errors

Some ideas are communicated and are complimented by a basic knowledge of grammar and mechanics.

Numerous errors

No ideas are communicated clearly; the lack of grammar and mechanics knowledge acts as a distraction.

Timeliness and Completion

Careful completion of initial posting and peer response several days before due date

Extra response time for other students

Completion of initial posting and peer response by due date

Sufficient response time for other students

Completion of initial posting and peer response at the very last minute

Inadequate response time for other students

Initial posting and/or peer response missing or late

No response time for other students

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Journal (Option 1)

(Image retrieved at  http://images.clipartpanda.com/Journal-clipart-Journal.jpg.)

The purpose of this Bb Journal is to give you a chance to reflect on specific topics and get feedback from your instructor. You will write in the Bb Journal three times during the semester: at the beginning of the semester, in the middle of the semester, and at the end of the semester. Each Journal assignment is worth twenty points.

1.) Take two or three pictures of yourself and insert them inside the Journal.

2.) Write a paragraph in response to the questions below. Your entire response should be at least 200 words.  Proofread your work and double check that you have used academic diction/syntax. This assignment is due by midnight on ______________. 

How would you describe yourself as a person? (likes, dislikes, priorities, hopes, goals, ambitions, etc.)

Take a minute to look at the photos you just took. When you look at these photos, do you think they

show the real you? Why or why not?

When you were taking these photos, what aspects of your appearance, personality, behavior, etc. did you

want people to see? Do you think you were successful in allowing these aspects to shine through? Why

or why not?

When you were taking these photos, what aspects of your appearance, personality, behavior, etc. did you

not want people to see? Do you think you were successful in hiding these aspects? Why or why not?

 

 

Reminder: No late work will be accepted.

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Journal (Option 2)

(Image retrieved at  http://images.clipartpanda.com/Journal-clipart-Journal.jpg.)

The purpose of this Bb Journal is to give you a chance to reflect on specific topics and get feedback from your instructor. You will write in the Bb Journal three times during the semester: at the beginning of the semester, in the middle of the semester, and at the end of the semester. Each Journal assignment is worth twenty points.

Write a paragraph in response to the questions below. Your entire response should be at least 200 words.  Proofread your work and double check that you have used academic diction/syntax. This assignment is due by midnight on ______________. 

1.) Click on Grades on our Bb page. What is your current grade for this class?

2.) Do you think this grade is a true reflection of your abilities? Explain.

3.) What are some strategies that you could use to either keep your grade where it is or make it higher?

Peer editing Self-editing   Communicating with your instructor (via Bb, before/after class, during office hours) Visiting the Writing Center or Student Success Center Note taking Thinking &/or reading out loud Time management techniques (cell phone reminders, timers, Pomodoro app, etc.)

4.) What are some ways that I could help you strengthen your reading and writing skills?

 

Reminder: No late work will be accepted.

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Journal Rubric

Directions: Each Journal assignment is worth twenty points. The rubric below will guide students in their Journal responses. Students are encouraged to refer back to this rubric before and/or during their work on the Journal. (Reminder: No late work will be accepted.)

Criteria Exemplary

(4 Points)

Adequate

(3 Points)

Needs Improvement

(2 Points)

Unsatisfactory

(0 Points)Critical Thinking

Full of thought, insight, and analysis

Some basic thought, insight, and analysis

Very little thought, insight, or analysis

No real thought, insight, or analysis

Assignment topic, focus, and supporting details

Very clear analysis of topic, focus, and supporting details

Very clear understanding of requirements and central concepts

Clear analysis of topic, focus, and supporting details

Clear understanding of requirements and central concepts

Superficial analysis of topic, focus, and supporting details

Limited or very literal understanding of requirements and central concepts

Very superficial analysis of topic, focus, and supporting details

No understanding of requirements and/or central concepts

Academic Tone and Etiquette

Confident use of academic language

Consistent attempts to be respectful towards the instructor

Use of some academic language

Inconsistent attempts to be respectful towards the instructor

Very little use academic language

Occasional attempts to be respectful towards the instructor

Excessive use of nonacademic language (slang, colloquialisms, etc.)

Disrespectful towards the instructor

Grammar and Mechanics

No errors

Ideas are communicated very clearly and are complimented by a very strong knowledge of grammar and mechanics.

Very few errors

Most ideas are communicated clearly and are complimented by a sound knowledge of grammar and mechanics.

A few errors

Some ideas are communicated and are complimented by a basic knowledge of grammar and mechanics.

Numerous errors

No ideas are communicated clearly; the lack of grammar and mechanics knowledge acts as a distraction.

Timeliness and Completion

Careful completion of initial posting before due date

Extra response time for instructor

Completion of initial posting by due date

Sufficient response time for instructor

Completion of initial posting at the very last minute

Inadequate response time for instructor

Initial posting missing or late

No response time for instructor

Simms-Clark 16

English 101 Readings

(http://www.amiegiftsandshave.com/GiftExchange/category/plus-size-clothes/plus-size-articles/)

(Note: To create a Works Cited page with CCBC Database articles, students can click on the CCBC Database links below and then click the yellow Cite icon. Students can then choose MLA format, copy their formatted source information, and then paste it on their Works Cited page. To create a Works Cited page with Internet articles, students can click on www.easybib.com, www.citationmachine.net, or another similar website and then plug their information into the appropriate boxes. After the website formats the source information, students can then copy and paste it on their Works Cited page.)

“A Portrait of the Artist as a Young African Immigrant” (https://www.nytimes.com/2017/05/08/t-magazine/yaa-gyasi-toyin-ojih-odutola.html)

CCBC Library Homegoing Site (http://libraryguides.ccbcmd.edu/homegoing)

“Facilitating the Slave Trade: Company Slaves at Cape Coast Castle, 1750-1807” (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=53540019&site=eds-live&scope=site)

“Homegoing Raises Impossible Questions about the Legacy of Slavery” (https://www.washingtonpost.com/news/act-four/wp/2016/06/14/homegoing-raises-impossible-questions-about-the-legacy-of-slavery/?utm_term=.7b6d03048926)

“I’m Ghanian-American: Am I Black?”(https://www.nytimes.com/2016/06/19/opinion/sunday/im-ghanaian-american-am-i-black.html)

“The Story Behind Alumna Yaa Gyasi’s Homegoing” (https://news.stanford.edu/thedish/2017/08/07/the-story-behind-alumna-yaa-gyasis-homegoing/)

“When We Use Words Like Institutionalized Racism” (https://www.thebookseller.com/profile/yaa-gyasi-when-we-use-words-institutionalised-racism-what-does-mean-465366)

“Yaa Gyasi and Roger Reeves Talk ‘Homegoing,’ Ghana, Folklore and Complicity”(https://chireviewofbooks.com/2017/02/10/yaa-gyasi-transforms-history-into-fable-like-beauty-in-homegoing/)

“Yaa Gyasi (Current Biography)” (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=brb&AN=124873525&site=eds-live&scope=site)

“Yaa Gyasi’s Ambitious and Empathetic Fiction” (https://psmag.com/magazine/yaa-gyasi-30-under-30)

ESOL 052 Readings

Simms-Clark 17

(http://www.amiegiftsandshave.com/GiftExchange/category/plus-size-clothes/plus-size-articles/)

(Note: To create a Works Cited page with CCBC Database articles, students can click on the CCBC Database links below and then click the yellow Cite icon. Students can then choose MLA format, copy their formatted source information, and then paste it on their Works Cited page. To create a Works Cited page with Internet articles, students can click on www.easybib.com, www.citationmachine.net, or another similar website and then plug their information into the appropriate boxes. After the website formats the source information, students can then copy and paste it on their Works Cited page.)

“A Pictorial Guide to Hell” (CCBC Database Article) (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgvr&AN=edsgcl.2560000150&site=eds-live&scope=site )

Baton Rouge Killing: Black Lives Matter Protest Photo Hailed as 'Legendary' (http://www.bbc.com/news/world-us-canada-36759711)

“Behind the Scenes: Tank Man of Tiananmen” (https://lens.blogs.nytimes.com/2009/06/03/behind-the-scenes-tank-man-of-tiananmen/ )

“Crisis Actors Uncovered?” (https://www.snopes.com/fact-check/same-girl-crying-now-oregon/)

“Critical Analysis of Photographs as Historical Sources” (http://www.yadvashem.org/yv/en/education/newsletter/29/critical_analysis.asp)

“How the Internet's Conspiracy Theorists Turned Parkland Students into 'Crisis Actors'” (https://www.nbcnews.com/news/us-news/how-internet-s-conspiracy-theorists-turned-parkland-students-crisis-actors-n849921)

“Inside the Epicenter of the Horror – Photographs of the Sonderkommando” (http://www.yadvashem.org/yv/en/education/newsletter/29/photographs_sonderkommando.asp)

“Is Laura Phelps a Crisis Actor Who Lost a Child at Both Sandy Hook and Marjory Stoneman Douglas?” (https://www.snopes.com/fact-check/is-laura-phelps-a-crisis-actor-who-lost-a-child-at-both-sandy-hook-and-parkland/ )

“Media Decisions to Publish Graphic War Photographs Are Ethically Based” (CCBC Database Article) (http://ccbcmd.idm.oclc.org/login?

url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgov&AN=edsgcl.EJ3010563221&site=eds-live&scope=site)

“Nazi 'Perfect Aryan' Poster Child was Jewish” (CCBC Database Article) (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgwh&AN=edsgcl.373408750&site=eds-live&scope=site)

“OPTIC Strategy for Visual Analysis” (http://thevisualcommunicationguy.com/2017/07/11/optic-strategy-for-visual-analysis/)

“Subject of a Famously Compelling Photograph” (CCBC Database Article) (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgov&AN=edsgcl.537593973&site=eds-live&scope=site )

“Techniques for Analysing a Visual Text” (https://www.matrix.edu.au/techniques-for-analysing-a-visual-text/)

“The Girl in the Photo” (CCBC Database Article) (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=113103692&site=eds-live&scope=site )

“The Media Should Publish Graphic Photographs of the War in Iraq” (CCBC Database Article) (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgov&AN=edsgcl.EJ3010563225&site=eds-live&scope=site )

“The Story Behind the World’s Most Famous Photograph – Afghan Girl” (http://ccbcmd.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgov&AN=edsgcl.406536159&site=eds-live&scope=site )

Simms-Clark 18

Videos

(https://mashable.com/2012/10/19/youtube-video-editing/#jBHg9l_hI8qw)

(Note: Each video is equipped with closed captioning and a full transcript. For closed captioning, click CC. For a transcript, click . . . More.  Then scroll down and click Transcript.)

English 101

CCBC Library Homegoing Site (http://libraryguides.ccbcmd.edu/homegoing)

“MLA Format” (https://www.youtube.com/watch?v=NV9o2EIYzUo)

“The Cape Coast Castle: An Academic’s Perspective” (https://www.youtube.com/watch?v=Hyl0FPKPrmQ)

“Tourism: Tour of No Return – Cape Coast Castle” (Ghana Culture Politics) (https://www.youtube.com/watch?v=zRb-vCqcLcs)

“Yaa Gyasi Discusses Debut Novel Homegoing” (Wall Street Journal) (https://www.youtube.com/watch?time_continue=5&v=wheQsYCDezE)

“Yaa Gyasi on Homegoing” (Penguin Books) (https://www.youtube.com/watch?v=IDB0y-Dwdoe)

“Yaa Gyasi: Homegoing” (Chicago Humanities Festival) (https://www.youtube.com/watch?v=IDB0y-Dwdoe)

“Yaa Gyasi: Homegoing” (WGBH) (https://www.youtube.com/watch?time_continue=22&v=6655o3VW7Kc)

ESOL 052 “10 Famous Photographs that Fooled the World” (https://www.youtube.com/watch?v=Wd6-T4Lp43E)

“100 Photographs: The Most Influential Images of All Time Trailer | 100 Photos | TIME” (https://www.youtube.com/watch?v=slBX019Ot2c&list=PLYOGLpQQfhNKZWrx-1v96O7zvDVSngJLW&index=1 )

“Techniques for Analyzing Visual Texts” (https://www.youtube.com/watch?v=DgvsHLx4Un0)

“The Stories Behind the Most Iconic Photographs Ever Taken” (https://www.youtube.com/watch?v=i4uOc_kjT9g )

Simms-Clark 19

Photographs

(https://www.canstockphoto.com/camera-with-photographs-of-global-21116428.html)

“25 of the Most Iconic Photographs” (https://www.cnn.com/2013/09/01/world/gallery/iconic-images/index.html )

“50 Famous Photos That Changed Our World” (http://allthatsinteresting.com/influential-photographs)

“Animals Are Not Ours” (https://www.peta.org/issues/animals-used-for-food/photos-7/ )

“Controversial” (http://yourshot.nationalgeographic.com/tags/controversial/ )

“History’s Most Controversial Photos” (https://www.history.com/topics/american-civil-war/mathew-brady/videos/historys-most-controversial-photos)

“The Most Influential Images of All Time” (http://100photos.time.com/)

“The Ten Most Controversial Photos Ever Taken” (https://www.marieclaire.co.za/uncategorized/10-of-the-most-controversial-photographs-ever-taken)

Simms-Clark 20

Online Practice (Visual Literacy Skills)

(http://proactivereport.com/improve-your-visual-literacy/)

Note: The websites below cover a wide variety of terms and concepts pertaining to visual literacy. Students can use the practice exercises to review some of the terms discussed in class and also learn more about visual literacy.

“How Visually Literate Are You?” (http://blog.visme.co/visual-literacy-quiz/)

“How Visually Literate Are You?” (https://www.proprofs.com/quiz-school/story.php?title=ntqznzgx)

How Visually Literate Are You? A 15-Question Quiz to Test Your Skills” (http://thevisualcommunicationguy.com/2014/09/09/how-visually-literate-are-you-a-15-question-quiz-to-test-your-skills/)

“Visual Literacy Quiz” (http://portals.studentnet.edu.au/literacy/minisites/sceggsdarlinghurstrevised/vliteracy/summary.htm)

Simms-Clark 21

Online Study Guides (Homegoing)

(Image retrieved at https://www.pinterest.com/pin/214835844697680134/?lp=true )

Book Chatter (http://www.book-chatter.com/?p=690)

ENotes (https://www.enotes.com/topics/homegoing-gyasi)

GradeSaver (https://www.gradesaver.com/homegoing/study-guide/summary)

Halifax Public Libraries (http://www.halifaxpubliclibraries.ca/assets/files/bookclub-kits/Homegoing-by-Yaa-Gyasi.pdf)

Penguin Random House (https://www.penguinrandomhouse.com/books/533857/homegoing-by-yaa-gyasi/9781101971062/readers-guide/)

Simms-Clark 22

Schema Chart

Schema is the background knowledge and experience readers bring to the text. Strong readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. Researchers Keene and Zimmerman concluded that students comprehend better when they make text-to-self, text-to-text, and text-to-world connections. (https://sites.google.com/a/alaska.edu/diane-kardash/Home/making-connections)

In the chart below, identify ten relevant/informative quotes from the reading/video. Then identify the type of schema connection you will use to respond to each quote. Finally, explain your ideas.

Text-to-Self: How can I relate the quote to a personal opinion/experience? Text-to-Text: How can I relate the quote to an article/book/video/movie? Text-to-World: How can I relate the quote to something going on in the world?

Quoted Passage from the Reading/Video

(1-3 sentences)

Quote Response(Identify the schema type. Then explain your ideas.)

Simms-Clark 23

Simms-Clark 24Summary (100 words min.):

Grading Rubric

Story Map

Text: ____________________________________ Page #: __________________________

A Story Map is a graphic organizer that helps students keep track of and analyze setting, characters, plot, tone, significant quotes, etc. It can be used in a variety of ways, such as monitoring comprehension during reading, reviewing material post-reading, and brainstorming material before writing activities. It can also serve as a condensed outline that students can keep in their notes and refer back to in order to help them engage in class discussion. (https://sites.google.com/site/languageliteracyandculture2012/home/spring-2012_ela/reading-strategies-sample-lessons/history-frames-story-maps)

Simms-Clark 25

Setting (Time & Place): Characters:

Summary (100 words min.):

Requirements Points Possible

Points Earned

The student has carefully written down ten relevant/informative quotes from the reading/video.

5

The student has identified the schema techniques & used them to carefully respond to the quotes.

5

The student has completed a 100-word summary of the reading/video. 5

All of the work has been carefully proofread.(Capitalization, Diction, Punctuation, Sentence Structure/Syntax, Spelling, Verb Usage, Etc.)

5

The student has demonstrated effort as well as critical reading/thinking throughout the assignment.

5

25

Requirements Points Possible

Points Earned

The student has described/analyzed the setting (time and place). 5

The student has described/analyzed at least two characters. 5

The student has described/analyzed at least three events in the plot. 5

The student has used at least two words to described/analyze the tone. 5

The student has written down at least one quote that pertains to the theme of truth and lies. The student has included a citation with the author’s last name and the page number.

10

Simms-Clark 26

Setting (Time & Place):

Quote + Citation + Analysis:

Plot:

Characters:

Tone (Author’s Attitude Toward a Subject):

The student has used complete sentences to explain how the quote relates to the truth and lies theme.

All of the work has been carefully proofread.(Capitalization, Diction, Punctuation, Sentence Structure/Syntax, Spelling, Verb Usage, Etc.)

5

The student has demonstrated effort as well as critical reading/thinking throughout the assignment.

10

45

Grading Rubric

OPTIC Chart

The OPTIC Strategy for Visual Analysis is a simple method of rhetorical criticism designed to help with the process of analyzing visuals. OPTIC is an acronym, standing for Overview, Parts, Title, Interrelationship, and Conclusion. By following the five steps of the OPTIC strategy, you can take nearly any visual artifact (like a poster, painting, advertisement, video clip, cartoon, and so forth) and develop a good sense for what the visual was intending to portray and how effective it may be in portraying it. Additional details pertaining to the OPTIC strategy can be found on the following website (http://thevisualcommunicationguy.com/2017/07/11/optic-strategy-for-visual-analysis/) and on the last page of this OPTIC Strategy Handout.

OPTIC

Elements

Student Response

Overview:

Summarize the

overall concept.

Simms-Clark 27

Parts:

Describe the parts.

Title:

Explain the title

and creator.

Interrelationships

: Explain how the

parts relate to the

whole.

Conclusion:

Conclude with a

strong analysis.

Requirements Points Possible

Points Earned

Simms-Clark 28

The student has copied and pasted the link to the photograph onto their assignment. 5

The student has written a comprehensive overview of the photograph.The overview should summarize the overall concept of the photograph.

5

The student has written a comprehensive description of the photograph parts. 5

The student has written a comprehensive explanation of the photograph title and creator. 5

The student has written a comprehensive explanation of the interrelationships in the photograph.The explanation should show how the photograph parts relate to the whole.

5

The student has written a comprehensive conclusion.The conclusion should be an analysis that explores the way in which the photograph reveals a truth, distorts a truth, suppresses a truth, or promotes a lie.

5

The entire assignment has been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

5

There is evidence of effort, logical reasoning, & critical thinking in each response. 10

45

Simms-Clark 29

Simms-Clark 30

(Image retrieved at https://www.google.com/search?q=homegoing+book+at+an+angle&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiJzt3lnaPbAhWLslkKHX_uBuwQ_AUICygC&biw=1229&bih=607#imgrc=qSAWQFOv2OM1LM: )

Bio-Poem: Connecting Identity and Poetry(Source: https://www.facinghistory.org/resource-library/teaching-strategies/biopoem-identity-poetry)

Rationale:

“Who am I?” is a question on the minds of many individuals. This activity helps students clarify important elements of their identities by writing a poem about themselves or about a historical or literary figure. Bio-poems help students get beyond the aspects of identity that are often more obvious and familiar (such as ethnicity, gender, and age) by asking them to focus on factors that shape identity, such as experiences, relationships, hopes, and interests. By providing a structure for students to think more critically about an individual’s traits, experiences, and character, bio-poems are a way for students to demonstrate what they know about historical or literary figures. Having students share their bio-poems is a great way to build peer relationships and foster a cohesive classroom community.

Procedure:

1. Select a character from Homegoing to use as the focus of your bio-poem. 2. Do some brainstorming on your character. 3. Organize your thoughts and write your bio-poem. (Make sure at least one line of your bio-poem relates

in some way to the Truth and Lies theme.)4. Use your imagination & add a visual above your bio-poem. Include the link to the visual.5. Share your bio-poem with your peers.6. Respond to your peers’ work.

Simms-Clark 31

4 Assignment Options:

Option 1: Each student can do his/her own bio-poem during class or for homework. Then students can get in small groups during class, share their bio-poems, and get peer feedback.

Option 2: Each student can do his/her own bio-poem for homework and post it on the Discussion Board. Then each student can respond to the bio-poems of two peers.

Option 3: Students can work in small groups during class to create a bio-poem. After each group creates a bio-poem, they can meet with another group to share their work and get peer feedback.

Option 4: Students can work together via the Bb Wiki (or another collaborative online tool via Bb) to create a bio-poem. After they finish their bio-poem, their peers can comment on their work via Bb.

Format:

(Line 1) First name

(Line 2) Three or four adjectives that describe the person

(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)

(Line 4) Two or three things, people, or ideas that the person loved

(Line 5) Three feelings the person experienced

(Line 6) Three fears the person experienced

(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)

(Line 8) Two or three things the person wanted to see happen or wanted to experience

(Line 9) His or her residence

(Line 10) Last name

(Source: From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today, 11, 26. Reprinted with permission of the publisher and author.)

(Image accessed from https://www.google.com/search?hl=en&biw=1229&bih=568&tbs=itp%3Aclipart&tbm=isch&sa=1&ei=91EJW4LuMeKO5wLKgr_wBw&q=example&oq=example&gs_l=img.3..0i67k1j0l9.4944.5505.0.7179.3.3.0.0.0.0.145.332.1j2.3.0....0...1c.1.64.img..1.2.266...0i7i30k1.0.MbD5oKouv-g#imgrc=kTLriOmEUTbDCM: .)

Note: An example of a bio-poem is on the next page. Simms-Clark 32

Bio-Poem Example:

(Image retrieved at https://www.google.com/search?q=rosa+parks&source=lnms&tbm=isch&sa=X&ved=0ahUKEwirseTGpKPbAhXOslkKHXR_BKQQ_AUICigB&biw=1229&bih=607#imgrc=5dnmLRV-dRdinM: .)

Rosa

Determined, brave, strong, loving

Wife of Raymond Parks, mother of all children

Who loved equality, freedom, and the benefits of a good education

Who hated discrimination, loved to stand up for her beliefs, and loved to help others

Who feared that racism would continue, feared losing the opportunity to make a difference, and

feared that young people might lose opportunities to develop strength and courage

Who changed history as she accomplished great strides for equality and encouraged excellence for all

Who wanted to see love triumph and see an end to all bias and discrimination in a world in which

respect is freely given to all

Born in Alabama and living in Detroit

Parks

(Bio-Poem Source: http://www.readwritethink.org/files/resources/lesson_images/lesson398/biopoem.pdf)

Additional Bio-Poem Examples:

Abe Lincoln Bio-Poem: http://www.allanwolf.com/visits/poetry-and-nonfiction/bio-poem-examples/

George Washington Bio-Poem: https://study.com/academy/lesson/biographical-poem-definition-examples.html

Daisy Buchanan Bio-Poem: https://study.com/academy/lesson/what-is-a-bio-poem-definition-examples-format.html

Simms-Clark 33

Bio-Poem Grading Rubric

Requirements Points Possible

Points Earned

-The bio-poem is on one specific character from Homegoing. 2

-A relevant and appropriate visual (along with its link) is posted above the bio-poem. 4

-The format of the bio-poem has been followed. -The contents of the bio-poem reflect an in-depth knowledge of the Homegoing book, Bb articles, and Bb videos.-At least one line of the bio-poem relates to the Truth and Lies theme.

12

-One of the four assignment options has been chosen.-All of the requirements in the assignment option have been met.

4

-The ideas are communicated in a clear and concise manner. 4

-The entire assignment is neat and well organized. 4

-The entire assignment has been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

4

-There is evidence of effort, logical reasoning, & critical thinking in each response. 12

-The students arrive on time and use their class time effectively.-The students are attentive.-The students turn in the assignment on time. -The students turn in the rubric on the presentation day.

4

50

Extra Credit:

For five extra credit points, each student can write a paragraph (100 words min.) on Bb messages that answers the four self-evaluation questions below. This must be submitted BEFORE students present. To earn all five points, each student should make sure he/she carefully answers each question and PROOFREADS before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? Do you think this affected the quality of your

assignment? Explain. What was the most useful or beneficial part of this activity? Why? (Be specific!)

Simms-Clark 34

(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=607&tbm=isch&sa=1&ei=3mcJW4-SBqSE5wL6vJ2YBw&q=homegoing+book+cover+and+author+yaa+gyasi&oq=homegoing+book+cover+and+author+yaa+gyasi&gs_l=img.3...116383.119970.0.120306.22.22.0.0.0.0.139.1409.16j2.18.0....0...1c.1.64.img..6.1.89...0i24k1.0.rwt55SBJ81k#imgrc=9PRY

wZbIavxRAM: )

Imagined Interview

Rationale:

This activity helps students think critically about the personality traits, thoughts, feelings, motivations, actions, life experiences, etc. of an author or fictional character. When students create an imagined interview, they can truly demonstrate their knowledge and insight regarding an author or a literary figure. Active learning strategies such as these promote in-depth learning and also lead to an intellectually invigorating classroom environment.

Author Interview:

1. Meet in a small group (2-4 people).2. Discuss Yaa Gyasi’s background and jot down some notes.

What biographical information is posted on the back cover of the book? What biographical information is posted inside the book?

What have you learned about Yaa Gyasi by watching the Bb videos? What have you learned about Yaa Gyasi by reading the Bb articles?

3. Work together to create 5-10 interview questions. (Leave room after each question for a response.) Make sure you tailor your questions to what you have learned about Yaa Gyasi. Also, make sure at least one of your interview questions pertains to the Truth and Lies theme. Feel free to use the following websites as a starting point as you create your questions.

https://seriousreading.com/author-interview-questions https://thejohnfox.com/2016/06/good-questions-to-ask-an-author/

https://www.quora.com/What-are-the-best-questions-to-ask-an-author-during-an-interview 4. Work together to carefully answer your interview questions. Make sure your questions are open-ended and reflect

that you have carefully read the novel and also done research on the author (via the Bb readings, videos, etc.). No questions should be answered with a yes or no.

5. After you finish your interview, add a visual above your work. Include the link to the visual.6. Share your interview with your peers.7. Respond to your peers’ work.

Simms-Clark 35

Character Interview:

1. Meet in a small group (2-4 people).2. Choose one of the characters from Homegoing.3. Discuss the character’s background and jot down some notes.

While reading Homegoing, what have you learned about _________________’s thoughts, behaviors, and actions?

While reading articles that discuss/analyze Homegoing, what have you learned about __________________’s thoughts, behaviors, and actions?

While watching videos that discuss/analyze Homegoing, what have you learned about __________________’s thoughts, behaviors, and actions?

While reading articles and watching videos that give historical background on Homegoing, what can you infer about the character of ______________________?

4. Work together to create 5-10 interview questions. (Leave room after each question for a response.) Make sure you tailor your questions to what you have learned about the character. Also, make sure at least one of your interview questions pertains to the Truth and Lies theme. Feel free to use the following websites as a starting point as you create your questions.

https://www.autocrit.com/editing/library/four-methods-for-interviewing-characters/ https://carlywatters.com/2014/01/13/30-questions-to-ask-your-main-character/ http://www.writersdigest.com/online-editor/novel-writing-10-questions-you-need-to-ask-your-characters

5. Work together to carefully answer your interview questions. Make sure your questions are open-ended and reflect that you have carefully read the novel and also done research on the character (via the Bb readings, videos, etc.). No questions should be answered with a yes or no.

6. After you finish your interview, add a visual above your work. Include the link to the visual.7. Share your interview with your peers.8. Respond to your peers’ work.

4 Assignment Options:

Option 1: Each student group can meet during class and create their interview questions and answers. Then, on the next day of class, groups can present their interview Q & A and get peer feedback.

Option 2: Each student group can meet during class and create their interview questions and answers. Then, on the next day of class, groups can act out their interview and get feedback and/or additional questions from their peers/audience members. (The instructor could use his/her cell phone to record the interviews and post them on Bb. Instructors who choose this option might have to get written permission from their students first.)

Option 3: The students can meet during class and create their interview questions and answers. Then, for homework, each student group can meet, act out their interview, and use a cell phone to record it. The students can then send their recorded interviews to their instructor, and he/she can post them on the Bb Discussion Board for their classmates to comment on. (Instructors who choose this option might have to get written permission from their students first.)

Option 4: For the first part of this homework assignment, students will work together via the Bb Wiki (or another collaborative online tool via Bb) to create their interview questions and answers. Then, for the second part of this homework assignment, each student group can meet outside of class, act out their interview, and use a cell phone to record it. The students can then send their recorded interviews to their instructor, and he/she can post them on the Bb Discussion Board for their classmates to comment on. (Instructors who choose this option might have to get written permission from their students first.)

Simms-Clark 36

Imagined Interview Grading Rubric

Requirements Points Possible

Points Earned

The students have created an interview that focuses on one individual: Yaa Gyasi OR one specific character from Homegoing.

5

The students have selected a relevant and appropriate visual.The students have posted the visual and its link above the interview questions.

5

The students have written 5-10 interview questions. At least one of the interview questions pertains to the Truth and Lies theme.All of the interview questions should reflect an in-depth knowledge of the Homegoing book, Bb articles, and Bb videos.

20

The students have fully answered each interview question. At least one of the interview answers pertains to the Truth and Lies theme.All of the interview responses should reflect an in-depth knowledge of the Homegoing book, Bb articles, and Bb videos.

20

The students have chosen one of the four assignment options to share the interview with their peers and their instructor.The students have met all the requirements listed in the assignment option.

5

The students have chosen one of the four assignment options to give feedback on the work of their peers.The students have met all the requirements listed in the assignment option.

5

The students communicate effectively. 5

The entire assignment is neat and well organized. 5

The entire assignment has been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

5

There is evidence of effort, logical reasoning, & critical thinking in each response. 20

The students arrive on time and use their class time effectively.The students are attentive.The students turn in the assignment on time. The students turn in the rubric on the presentation day.

5

100

Extra Credit:

For five extra credit points, each student can write a paragraph (100 words min.) on Bb messages that answers the four self-evaluation questions below. This must be submitted BEFORE students present. To earn all five points, each student should make sure he/she carefully answers each question and PROOFREADS before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? Do you think this affected the quality of your

assignment? Explain. What was the most useful or beneficial part of this activity? Why? (Be specific!)

Simms-Clark 37

StoryBoard That Project

Directions: 1) Form a group of 2-4 people and read/discuss the Bb articles. 2) After your reading/discussion, click on Chrome or Firefox and then go to http://www.storyboardthat.com/. 3) Click Log On.4) Click I’m a New User. 5) Set up your free account.6) Click Storyboard Layout and choose Title, Cell, and Description.7) Create your storyboard. (The rubric below has the specific requirements.)8) Click Save and Exit.9) Click Storyboard Privacy and then click Shared with Class/Assignment. (Your instructor will give you the

school/teacher name and access key. (Option: Some instructors prefer to use Public instead of Shared with Class/Assignment.)

10) Copy and paste your storyboard link into a Bb message and send it to your instructor by the assigned due date.

Requirements Points Possible

Points Earned

The students have created a clear and appropriate name for the project. 2

The project has at least three cells with backgrounds, characters, dialogue, etc.Each cell has a title above it.Each cell has a description below it.

8

The project features at least one of the main characters from Homegoing. The character’s lines directly relate to specific aspects of Homegoing.The character in the project is talking about something pertaining to the Truth and Lies theme.The project should reflect an in-depth knowledge of the Homegoing book, Bb articles, and Bb videos.

8

All of the images are appropriate and are neatly displayed in an organized fashion. 4

Everything has been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

4

There is evidence of effort, logical reasoning, & critical thinking throughout the project. 8

The presenters manage their time wisely. (They arrive on time and are attentive during the other presentations.)

4

The presenters speak in a clear and articulate manner. 4The presenters maintain eye contact with the class. 4The rubric is turned in on the presentation day.The students use Bb messages to send the instructor the link to the project before class on the presentation day.

4

50

Extra Credit:For five extra credit points, each student can write a paragraph (100 words min.) on Bb messages that answers the four self-evaluation questions below. This must be submitted BEFORE students present. To earn all five points, each student should make sure he/she carefully answers each question and PROOFREADS before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? Do you think this affected the quality of your assignment?

Explain. What was the most useful or beneficial part of this activity? Why? (Be specific!)

Simms-Clark 38

Padlet Project

Directions: 1. Form a group of 2-4 people and choose a photograph to analyze. (This photo must relate to the Truth and Lies theme.)2. Read/Discuss “The OPTIC Strategy for Visual Analysis.” (http://thevisualcommunicationguy.com/2017/07/11/optic-strategy-for-visual-analysis/)

3. After your reading/discussion, click on Chrome or Firefox and then go to www.padlet.com. 4. Create an account for the group. 5. Click Share and scroll down and make your padlet Public. Then scroll down and add your instructor as a

Collaborator by typing his/her email address. 6. Then follow the requirements listed in the rubric below.

Requirements Points Possible

Points Earned

The students have created a clear and appropriate title for the Padlet project. 5The students have selected a significant photograph and posted it in the center of their Padlet project.The link to the photograph should be posted after the analysis.

5

The students have written a 3-5 sentence overview of the photograph.The overview should summarize the overall concept of the photograph.This overview should be based on information from a relevant/informative article.The link to the relevant/informative article should be posted after the analysis.The students have chosen an image to accompany the overview.

10

The students have written a 3-5 sentence description of the photograph parts.This description should be based on information from a relevant/informative article.The link to the relevant/informative article should be posted after the analysis.The students have chosen an image to accompany the description.

10

The students have written a 3-5 sentence explanation of the photograph title and creator.This explanation should be based on information from a relevant/informative article.The link to the relevant/informative article should be posted after the analysis.The students have chosen an image to accompany the explanation.

10

The students have written a 3-5 sentence explanation of the interrelationships in the photograph.The explanation should show how the photograph parts relate to the whole.This explanation should be based on information from a relevant/informative article.The link to the relevant/informative article should be posted after the analysis.The students have chosen an image to accompany the explanation.

10

The students have written a 3-5 sentence conclusion.The conclusion should be an analysis that explores the way in which the photograph reveals a truth, distorts a truth, suppresses a truth, or promotes a lie.This conclusion should be based on information from a relevant/informative article.The link to the relevant/informative article should be posted after the analysis.The students have chosen an image to accompany the conclusion.

10

All of the images are appropriate and are neatly displayed in an organized fashion. 5

The title and captions have been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

5

There is evidence of effort, logical reasoning, & critical thinking in each response. 10

The presenters manage their time wisely. (They arrive on time and are attentive during the other presentations.) 5The presenters speak in a clear and articulate manner. 5The presenters maintain eye contact with the class. 5The rubric is turned in on the presentation day.The students use Bb messages to send the instructor the link to the project before class on the presentation day.

5

100

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Padlet Project Extra Credit:

For five extra credit points, each student can write a paragraph (100 words min.) on Bb messages that answers the four self-evaluation questions below. This must be submitted BEFORE students present. To earn all five points, each student should make sure he/she carefully answers each question and PROOFREADS before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? Do you think this affected the quality of your

assignment? Explain. What was the most useful or beneficial part of this activity? Why? (Be specific!)

Simms-Clark 41

Powtoon Project

Directions: Form a group of 2-4 people. Read/discuss the articles on Bb. After your reading/discussion, click on Chrome or Firefox and then go to www.powtoon.com. Click Sign Up and create an account for the group. Click Explainer Video. Choose one of the Explainer Videos and click the pencil icon to customize it. (If this video template is labelled Pro+, you will need to click Remove All Premium Objects.) Then follow the requirements listed in the rubric below. After you are done, click Export and email your project to your instructor.

Requirements Points Possible

Points Earned

The students have created a clear and appropriate name for the project. 2

The project has at least six slides with backgrounds, characters, text, sound, etc. 8

The project explains/teaches this week’s grammatical element: ________________________.The project should contain specific sentences to exemplify the grammatical element. The specific sentences should relate to the current thematic unit.The project should include advice to students on what to watch out for and how to master this grammatical element.

8

All of the images are appropriate and are neatly displayed in an organized fashion. 4

Everything has been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

4

There is evidence of effort, logical reasoning, & critical thinking throughout the project. 8

The presenters manage their time wisely. (They arrive on time and are attentive during the other presentations.)

4

The presenters speak in a clear and articulate manner. 4

The presenters maintain eye contact with the class. 4

The rubric is turned in on the presentation day.The students use Bb messages to send the instructor the link to the project before class on the presentation day.

4

50

Extra Credit:For five extra credit points, each student can write a paragraph (100 words min.) on Bb messages that answers the four self-evaluation questions below. This must be submitted BEFORE students present. To earn all five points, each student should make sure he/she carefully answers each question and PROOFREADS before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? Do you think this affected the quality of your assignment?

Explain. What was the most useful or beneficial part of this activity? Why? (Be specific!)

Voki Project

Simms-Clark 42

Directions: 1) Form a group of 2-3 people and read/discuss the Bb readings. 2) After your reading/discussion, click on Chrome or Firefox and then go to http://www.voki.com/. 3) Click Log In.4) Click Sign Up Here and then set up your free account.5) Click Create New+.6) Click the first icon on Customize Your Character. Then choose your Voki. (The Vokis without a star are

free.)

7) Click the icon to type in your sentences. Your sentences should relate to the current thematic unit and utilize the following grammatical element(s): ____________________________________________

8) Click the icon to add a background.9) Click Publish.10) Type in your title and then click Save.11) Email your Voki to your instructor by clicking the envelope icon:

(Your instructor’s email address is __________________________________________.)Requirements Points

PossiblePoints Earned

The project has a clear and appropriate title, Voki, and background. 3The project has a short paragraph consisting of at least five complete sentences.The short paragraph must relate to the current thematic unit.Each sentence must contain this week’s grammatical element: _________________________

5

The title and paragraph have been carefully proofread. (Diction, Syntax, Sentence Structure, Spelling, Capitalization, Verb Usage, Pronouns, Punctuation, Etc.)

4

There is evidence of effort, creativity, logical reasoning, & critical thinking throughout the project.

5

The presenters manage their time wisely. (They arrive on time and are attentive during the other presentations.)

2

The presenters speak in a clear and articulate manner. 2The presenters maintain eye contact with the class. 2The rubric is turned in on the presentation day.The students use Bb messages to send the instructor the link to the project before class on the presentation day.

2

25

Extra Credit:For five extra credit points, each student can write a paragraph (100 words min.) on Bb messages that answers the four self-evaluation questions below. This must be submitted BEFORE students present. To earn all five points, each student should make sure he/she carefully answers each question and PROOFREADS before submitting the paragraph.

What grade do you think you deserve? Why? Which part of your assignment are you the proudest of? Why was this part so good? How much time did you spend working on this assignment? Do you think this affected the quality of your assignment?

Explain. What was the most useful or beneficial part of this activity? Why? (Be specific!)

Simms-Clark 43

(Image retrieved at https://www.google.com/search?biw=1229&bih=607&tbm=isch&sa=1&ei=M_ oBW9vhL6WK5wKvuYuICA&q=homegoing+book+by+yaa+gyasi&oq=homegoing+book+by+yaa+gyasi&gs_l=img.3...3259.4261.0.4564.5.5.0.0.0.0.134.344.4j1.5.0....0...1c.1.64.img..0.0.0....0.W7d3yx6VtyQ#imgrc=pynqjS2OuVDYeM: )

English 101 (Essay # ____)

Steps:1. Revisit the Homegoing book as well as at least two of the Bb readings we’ve been exploring and taking notes on

over the past few weeks. (The information in these readings should form the basis of your essay.)2. Choose an essay question:

a. According to Yaa Gyasi, why are some people motivated to tell the truth while others are motivated to lie? b. According to Yaa Gyasi, why do some people tend to avoid the truth?c. According to Yaa Gyasi, how do people know if a story is based on the truth, on lies, or on something else?d. According to Yaa Gyasi, is history based on the truth or lies? (or something in between?)e. According to Yaa Gyasi, who gets to write history? Does it matter who gets to record and teach history?f. __________________________________________________________ (Students may create their own

Homegoing essay question on the theme of truth and lies, but they must get it approved by the instructor.)3. Brainstorm.4. Do some brief pre-writing (outline, graphic organizer, etc.).5. Using correct MLA format, write a 4-6 page essay. 6. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)7. Add to the Essay Reflection Handout during the writing process.8. Peer and self-edit during the writing process.9. Get feedback from your peers and an instructor during the writing process.

(Note: Students who visit the Writing Center and show me proof get two additional days to work on the assignment.)

10. Proofread/edit/revise during the writing process.11. Put your outline, essay, and Works Cited page in one Word document and upload it on Blackboard by midnight

on __________________. (If a student submits an essay without an outline or W.C. page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)

Requirements:Simms-Clark 44

Purpose: Students will be able to use their reading, writing, critical thinking, and research skills as they analyze the theme of truth and lies in Homegoing by Yaa Gyasi.

Tone: The tone of this assignment should be formal and academic.

Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.

Audience: The audience of this assignment is the student’s peers and instructor.

Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)

In order for a student to earn a minimum passing grade of 70% on this assignment, his/her essay must be in the correct MLA format, have at least four FULL pages, and contain the following components:

Introduction (1 paragraph)o introductory device (definition, viewpoint, question, quote, statistic, unusual fact, vivid example)o general discussion of the topic (funnel introduction)o 1 relevant/informative quote from a Bb reading + analysiso parenthetical documentation (in-text citation) o thesis must be the last sentence in the introductiono thesis must contain a topic and a focus

Body (3+ paragraphs)o 1 main idea in each body paragrapho transition words &/or phrases used to add coherence o specific supporting details & analysis inside each body paragraph o 1 relevant/informative quote from the Homegoing book in each body paragrapho parenthetical documentation (in-text citations) in each body paragrapho quote analysis inside each body paragraph

Conclusion (1 paragraph)o concluding transition words &/or phrases used to add coherence (Do not use in conclusion.)o concluding device (advice, emphatic sentence, possible course of action, quote, reworded thesis,

statement regarding future research)o 1 relevant/informative quote from a Bb reading + analysiso parenthetical documentation (in-text citation) o summary of the essay’s main ideas

Works Citedo Each essay must utilize information from the Homegoing book and at least 2 Bb readingso All quoted and paraphrased information must be cited inside the essay. o All sources should be listed alphabetically on the Works Cited page.

Essay Reflection Handout

Simms-Clark 45

(Image retrieved at http://gamedev.uconn.edu/wp-content/uploads/2014/02/brainstorm-300x230.gif.)

(Students may use the space below to brainstorm ideas on the assignment.)

Simms-Clark 46

Pre-Writing

(Students should create a BRIEF outline, graphic organizer, or some other type of pre-writing for their essay.)

Outline:

I. Introduction

A. Device:

B. General discussion:

C. Quote + citation + analysis:

D. Thesis statement:

II. Body

A. Main Idea:

B. Main Idea:

C. Main Idea:

III. Conclusion

A. Transition:

B. Device:

C. Quote + citation + analysis:

D. Summary of main ideas:

Simms-Clark 47

Graphic Organizer:

Simms-Clark 48

Thesis Statement:

Main Idea:

Main Idea: Main Idea:

Essay Grading Rubric (English 101)

Area of Focus Points Possible

Points Earned

Introduction:Introductory device General discussion of the topic (funnel introduction)1 relevant/informative quote from a Bb reading + analysisParenthetical documentation (in-text citation) Thesis must be the last sentence in the introductionThesis must contain a topic and a focus

10

Body:1 main idea in each body paragraphTransition words &/or phrases used to add coherence Specific supporting details & analysis inside each body paragraph 1 relevant/informative quote from Homegoing in each body paragraphParenthetical documentation (in-text citations) in each body paragraphQuote analysis in each body paragraph

30

Conclusion: Concluding transition words &/or phrases used to add coherence (Do not use in conclusion.)Concluding device 1 relevant/informative quote from a Bb reading + analysisParenthetical documentation (in-text citations) in each body paragraphSummary of the essay’s main ideas

10

Critical Reading/Thinking 10

Organization/Logical Reasoning 10

Diction/Syntax/Sentence Structure 10

Grammar/Usage/Mechanics:CapitalizationPronouns (clarity, agreement, etc.) (No 2nd person pronouns used.)PunctuationSpellingVerbs (verb choice, verb tense, subject verb agreement, etc.)

10

MLA Format:Font type Font sizeSpacingPaginationHeadingTitleTabWorks Cited page (Homegoing + 2 Bb readings)

10

Did the essay fulfill the minimum length requirement? Yes/No(4 FULL pages, 5 paragraphs, not including the pre-writing & WC p.)

Simms-Clark 49

Is there evidence that the student used the writing process? Yes/No(brainstorming/planning, essay drafting, peer editing, self-editing, revising, reflecting)

Did the student visit the Writing Center? Yes/No(Students who show this documentation get two extra days on the assignment.)

Comments:

Grade:

(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )

ESOL 052 (Essay #____)

Steps:1. Revisit the readings, videos, photographs in the Truth and Lies module on Bb. 2. Select a significant photograph to analyze. (Look in the Videos, Photographs, Prezis, & PowerPoints folder on Bb.

In this folder, you will find several websites with famous photos. The information in the Bb readings, videos, and photographs folders should form the basis of your essay. No other sources should be used.)

3. Choose one of the following essay questions:

a. What truth does this photograph reveal?b. What lie does this photograph promote?c. Why/How did people deliberately misuse this photograph and distort its true meaning?

Simms-Clark 50

d. Why was this photograph misinterpreted by so many people?e. Why do so many people have different reactions to this photograph?f. ___________________________________________________________________________?

(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)

4. Use the OPTIC chart to brainstorm and take notes on your photograph.5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.6. Using correct MLA format, write a 3-5 page essay. 7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)8. Add to the Essay Reflection Handout during the writing process.9. Peer and self-edit during the writing process (Bb Wiki, in/outside class).10. Get feedback from your peers and an instructor during the writing process.

(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)11. Proofread/edit/revise during the writing process.12. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ____.

(If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)

Requirements:

In order for a student to earn a minimum passing grade of 70% on this assignment, his/her essay must be in the correct MLA format, have at least 3 FULL pages, and contain the following components:

Introduction (1 paragraph)o introductory device (general statement, strong/surprising statement, personal viewpoint, question, unusual

fact, vivid example, definition, quote, statistic)o general discussion of the topic (funnel introduction)o 1 relevant/informative quote from 1 of the Bb readings or videos + analysiso parenthetical documentation (in-text citation) o thesis must be the last sentence in the introductiono thesis must contain a clear topic and focus

Body (3+ paragraphs)o 1 main idea in each body paragrapho transition words &/or phrases used to add coherence o specific supporting details & analysis inside each body paragraph o 1 relevant/informative quote(s) from 1 of the Bb readings or videos in each body paragraph + analysis

Simms-Clark 51

Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.

Tone: The tone of this assignment should be formal and academic.

Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.

Audience: The audience of this assignment is the student’s peers and instructor.

Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)

o parenthetical documentation (in-text citations) in each body paragrapho quote analysis inside each body paragraph

Conclusion (1 paragraph)o concluding transition words &/or phrases used to add coherence (Do not use in conclusion.)o concluding device (general statement, emphatic sentence, possible course of action, statement regarding

future research, advice)o 1 relevant/informative quote from 1 of the Bb readings or videos + analysiso parenthetical documentation (in-text citation) o summary of the essay’s main ideas

Works Citedo Each essay must utilize information from at least 3 Bb sources (at least 2 readings & at least 1 video)o No outside readings or videos are allowed for this assignment.o All quoted and paraphrased information must be cited inside the essay. o All sources should be listed alphabetically on the Works Cited page.o After you list your sources, please copy and paste your photograph onto the bottom of your Works Cited

page. Make sure to copy and paste the link directly underneath the photograph.

Essay Reflection Handout

(The image on the next page was retrieved at http://thevisualcommunicationguy.com/2017/07/11/optic-strategy-for-visual-analysis/ )

Simms-Clark 52

Read the information below and then use the OPTIC strategy to brainstorm and take notes on your photograph.

Simms-Clark 53

Directions: Read the information on the previous page and then use the OPTIC Strategy for Visual Analysis to

brainstorm and take notes on your photograph.

OPTIC

Elements

Student Response

Overview:

Summarize the

overall concept.

Parts:

Describe the parts.

Title:

Explain the title

and creator.

Interrelationships

: Explain how the

parts relate to the

whole.

Conclusion:

Conclude with a

strong analysis.

Simms-Clark 54

Pre-Writing

(Students should create a BRIEF outline, graphic organizer, or some other type of pre-writing for their essay.)

Outline:

I. Introduction

A. Device:

B. General discussion:

C. Quote + citation + analysis:

D. Thesis statement:

II. Body

A. Main idea:

B. Main Idea:

C. Main Idea:

III. Conclusion

A. Transition:

B. Device:

C. Quote + citation + analysis:

D. Summary of main ideas:

Simms-Clark 55

Graphic Organizer:

Simms-Clark 56

Thesis Statement:

Main Idea:

Main Idea: Main Idea:

Essay Grading Rubric (ESOL 052)

Area of Focus Points Possible

Points Earned

Introduction:Introductory device General discussion of the topic (funnel introduction)1 relevant/informative quote from 1 of the Bb readings or videos + analysisParenthetical documentation (in-text citation) Thesis must be the last sentence in the introductionThesis must contain a clear topic and focus

10

Body:1 main idea in each body paragraphTransition words &/or phrases used to add coherence Specific supporting details & analysis inside each body paragraph 1 relevant/informative quote from 1 of the Bb readings or videos in each body paragraphParenthetical documentation (in-text citations) in each body paragraphQuote analysis inside each body paragraph

30

Conclusion: Concluding transition words &/or phrases used to add coherence Concluding device 1 relevant/informative quote from 1 of the Bb readings or videos + analysisParenthetical documentation (in-text citations) in each body paragraphSummary of the essay’s main ideas

10

Critical Reading/Thinking 10

Organization/Logical ReasoningPre-writing (brief outline, graphic organizer, etc.)Unity/coherence

10

Diction/Syntax/Sentence Structure 10

Grammar/Usage/Mechanics:CapitalizationPronouns (clarity, agreement, etc.) (No 2nd person pronouns used.)PunctuationSpellingVerbs (verb choice, verb tense, subject verb agreement, etc.)

10

MLA Format:Font type/sizeSpacingPaginationHeadingTitleTabWorks Cited page (2 Bb readings, 1 Bb video, 1 photograph & photograph link)

10

Did the essay fulfill the minimum length requirement? Yes/No(3 FULL pages, 5 paragraphs, not including the pre-writing & WC p.)

Simms-Clark 57

Is there evidence that the student used the writing process? Yes/No(brainstorming, pre-writing, essay drafting, self-editing, revising, reflecting)

Comments:

Grade:

Image retrieved http://moziru.com/images/mirror-clipart-self-reflection-12.png .

Essay Reflection Handout # ______

Directions: Please answer each question with at least one complete sentence. Take your time and be HONEST with yourself as you respond.

Before:

1) Thoughts/Feelings: What are you thinking/feeling as you prepare to write this essay?

2) Steps: What are some steps you will take in order to successfully complete this essay assignment?

During:

Simms-Clark 58

3) Academic Support: Select at least 3 forms of academic support you are using for this essay. Then briefly explain how these forms of academic support are helping you.

a. Peer editing

b. Visiting the Writing Center

c. Sharing ideas, asking questions, &/or talking through a draft with your instructor (in person or via Bb)

d. Sharing ideas, asking questions, &/or talking through a draft with someone outside of class

4) Metacognition basically involves planning, monitoring, and evaluating. Identify at least 3 metacognitive strategies you are using for this essay. Then briefly explain how they are helping you.

a. Planning (Planner, Calendar, Cell Phone Reminders, Bb APP, Brainstorming, Pre-Writing, etc.)

b. Note Taking

c. Visualizing (Graphic Organizers, Doodling, etc.)

d. Thinking &/or Reading Out Loud

e. Self-Editing Handout

5) Time in Class: Have you been absent from class and/or late arriving to class? Do you step outside of class? Do you spend time on your phone during class? How have these behaviors affected the quality of your essay?

6) Time Outside of Class/Lab: Roughly how many hours are you spending outside of class/lab on this essay? How has this time (or lack of time) affected the quality of your essay?

7) Materials: Have you had all of the required materials throughout the reading/writing/thinking process? (Ex.: 3 readings, computer access, Internet access, flash drive, etc.) How has this affected the quality of your essay?

After:Simms-Clark 59

8) Positives: Take a moment to reflect on the way in which you completed this essay and the results that were achieved. Identify at least 3 things that you think went well.

9) Negatives: Take a moment to reflect on the way in which you completed this essay and the results that were achieved. Identify at least 3 things that you think went badly.

10) Learning from Experience: Now list 3 steps you will take with the next essay that will help you earn a grade you are happy with (or even happier with).

(Image retrieved at https://cdn.slidesharecdn.com/ss_thumbnails/peereditingspet2015-150911154407-lva1-app6891-thumbnail-4.jpg?cb=1441986311.)

Author of Paper:_________________________ Reviewer:___________________________

Directions: Mark all sections as (M)issing, (N)eeds Improvement, (S)atisfactory , or (O)utstanding.

FORMAT:Times New Roman 12Double spacing + normal marginsMLA pagination in top right-hand cornerMLA heading below the pagination and to the far leftTitle (proper capitalization, centering, etc.)

Comments:

Simms-Clark 60

INTRODUCTION:Has an introductory deviceHas general discussion of the topic Has at least 1 relevant/informative quote + in-text citation + analysisEnds with a thesis statement (containing a topic & focus)

Comments:

BODY:Each body paragraph has ONE main ideaAll body paragraphs are parallelEach body paragraph has transitions that add coherenceEach body paragraph has specific supporting details & analysisEach body paragraph has at least 1 relevant/informative quote from a CCBC database or Internet article + analysisAll sources are cited (in-text citations and Works Cited page)

Comments:

CONCLUSION:Concluding transition words or phrases add coherenceContains a concluding deviceHas at least 1 relevant/informative quote + in-text citation + analysisSummarizes the essay’s main ideas

Comments:

WORKS CITED:Centered titleHanging indent used on each sourceLast name comma first name of authorQuotation marks around article titleItalics on source nameDay month year of postingSource type (web, print, etc.)Day month year of accessAlphabetized by the first bit of information

Comments:

Simms-Clark 61

COHERENCE:Sentences flow smoothly and connect ideas with transitions.Precise diction and syntax are used.An interesting variety of sentences is evident.

Comments:

GRAMMAR:Capitalization (names of people, organizations, cities, countries, etc.)Pronouns (no forms of YOU) (pronoun clarity and agreement)Punctuation (introductory commas, punctuation between complete thoughts)Spelling (there vs. their, its vs. it is, etc.)Verbs (verb choice, verb tense, subject verb agreement, etc)

Comments:

(Image accessed at http://wordinfo.info/words/images/diction-1.jpg.)

Diction

Diction refers to the choice and use of words. When writing formal essays, it is important to try your hardest to always utilize proper diction, which is a major part of standard English. Standard English is basically the written English normally expected and used in school, business, the professions, government, newspapers, and other sites where people of diverse backgrounds must communicate with one another. In order to write effectively in standard English, it is important to limit and/or avoid language from the following categories:

Contractions (isn’t, won’t ) Euphemisms Abbreviations (U.S., CCBC) Regional, social, or ethnic dialectsVague/inexact language (things, stuff, good) Sexist, stereotypical, biased languageColloquial language (ex. kids, ok, alright, LOL) Slang

Problem Solution

you people, individuals, citizens, professionals, students, theySimms-Clark 62

& and

could of could have

good/right positive, beneficial, helpful, acceptable, appropriate, healthy

bad/wrong negative, detrimental, unacceptable, inappropriate, unhealthy

big/huge major, serious, significant, extensive, severe

small/tiny minor, trivial, insignificant, miniscule, modest

folks people, individuals, citizens

big deal serious issue, significant problem, major concern

kids children, adolescents, youngsters, teens, youths

alright, ok, okay appropriate, acceptable, reasonable, enjoyable, pleasant

stuff/things aspects, items, objects, elements, factors, reasons, ideas

victim/sufferer patient, survivor

1, 2, 3 . . . In most cases, numbers should be written out. There are a few exceptions to this rule (dates, statistics, etc.). Check Purdue Owl for the rules on numbers. (https://owl.english.purdue.edu/owl/resource/593/01/)

Diction (continued)

(Image accessed at https://classconnection.s3.amazonaws.com/491/flashcards/1771491/jpg/diction1349402913679.jpg.)

Directions: Read through the following word lists. Then use this information to fix the diction problems in the sentences on the following two pages.

Confusing Words List #1

amount, number complement, compliment feel, think raise, riseanyone, any one course, coarse fewer, less real, reallyas, as if, as though, like do, due farther, further set, sitbad, badly emigrate, immigrate like, as can, mayweather, whether bought, brought everyday, every day passed, past who’s, whose everyone, every one precede, proceed capitol, capitalexplicit, implicit principal, principle cite, site, sight lay, lie

Confusing Words List #2Use this . . . Instead of this . . .annoy or irritate aggravate

Simms-Clark 63

because of due tocould, should, would have could, should, would ofdifferent from different thaneager anxiouspeople who people thatreason is that reason is because or reason is whytry to try andsupposed to suppose toused to use tovery so or pretty

Confusing Words List #3

a, an, and knew, new all together, altogether plain, planeaccept, except know, no among, between quiet, quite, quitadvice, advise loose, lose brake, break right, writeaffect, effect our, are by, buy than, thenall ready, already peace, piece good, well their, there, they’rehear, here to, too, two its, it’s your, you’rehole, whole wear, where, were so, sew of, off

(Image accessed at http://cliparts101.com/free_clipart/38917/Dictionary__Thesaurus_2 .)

Diction Practice

Directions: Correct each diction problem. You may need to delete, add, modify, and/or rearrange words. Source: “Yaa Gyasi Current Biography” (Bb Database Article)

1. Yaa Gyasi, whose the young author off the acclaimed book Homegoing, was born in Mampong, Ghana, in 1989.

Simms-Clark 64

2. Her mother, Sophia, is a nurse, an her father, Kwaku Gyasi, is a professor off French language an francophone literature.

3. When Gyasi was about to years old, her parents brought her an her two brothers too the U.S. so that her father could complete his graduate studies.

4. After he earned his doctorate in French from Ohio State University, the family moved too Illinois & then two Tennessee before ultimately settling in Huntsville, Alabama.

5. “Whenever we moved to a new place, my dad would get out he phone book & look up Ghanaian-sounding last names & just call people,” Gyasi said. “& in Alabama there were really very few.”

6. Gyasi has said that she had difficulty making friends during her youth ‘cause she was a really shy kid, & for long periods of her life the only people she felt really close to or understood by, were her brothers, who had the same experience not just of moving around but also being a Ghanaian in Alabama, which is a very unique position to be in.

7. She an her brothers shared a lotta trauma & a lotta joy & all the things that all families feel for each other.

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8. She also felt like she never quite fit in—not Ghanaian, apart from birth, & not exactly African American.

9. One thing she ran up against a lot as a kid was that saying ‘black’ or ‘Afro-American’ implied a certain cultural identity that was different from hers as an immigrant.

10. She wasn’t sure if she was being black in the right way. The older she got, the more she realized there’s no one right way to be black.

Syntax Practice

(Image accessed at http://everydaylanguage.qwriting.qc.cuny.edu/files/2014/03/yoda-300x213.jpg.)

Syntax refers to word order as well as the way words are used together. Although syntax errors tend to occur when the wording of a sentence is awkward, these types of mistakes can also occur when:

Articles are missing or incorrectly used (a vs. an vs. and) (the vs. he) (go to hospital) Prepositions are missing (She is on the way her English class.) Incorrect word endings are utilized (research vs. researches) (sport vs. sports) The subject of the sentence is missing (Attends college in Catonsville.) The verb (or part of the verb) is missing (He college in Catonsville.) (She here.) (He confused.) Words are unintentionally copied and pasted more than once. This often happens when a sentence is longer

than one line.

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Directions: Fix each syntax problem. You may need to delete, add, modify, and/or rearrange words. Make sure each answer is a grammatically complete sentence. Source: “Yaa Gyasi Current Biography” (Bb Database Article)

1. In order to cope with her feelings of isolation during her youth, Gyasi disappeared into books in order to cope with her feelings of isolation during her youth.

2. Before long, her love of reading inspired her begin writing stories of her own.

3. She even submitted story to Reading Rainbow Young Writers and Illustrators Contest, which earned her certificate of achievement signed by actor and Reading Rainbow host LeVar Burton.

4. “It my most prized possession, and I was just hooked from there,” she stated.

5. “But I not think I really understood that you could choose writing as profession for many years later.”

6. When she read Toni Morrison’s novel Song of Solomon for the first time, that revelation came at age seventeen.

7. “It was kind of like the tipping point for me in terms of understanding that I could a writer be —that black women do this work and do it well,” she said.

8. When she told her pragmatic parents that she wanted to become writer, they less than pleased. Simms-Clark 67

9. Nevertheless, she forged on, and in 2011, she earned her bachelor’s degree from Stanford University in English.

10. Then, after brief period working at technology startup company in San Francisco—job her parents loved and she hated—she entered the Iowa Writers’ Workshop in 2012, aided by a Dean’s Graduate Research Fellowship from University of Iowa.

11. She completed program and earned her MFA in creative writing in 2014.

Sentence Combining Practice 1

Part A: Carefully punctuate each of the following sentences. Source: “Yaa Gyasi Current Biography” (Bb Database Article)

1) Both during college and afterward, Yaa Gyasi was at work on Homegoing this was the novel that would establish her as a young writer to watch.

2) Her work on the book was methodical and sometimes painfully slow but upon completing it in 2015, she found almost instantaneous success.

Simms-Clark 68

Pattern 1: complete thought, FANBOYS complete thought

Pattern 2: complete thought; conjunctive adverb, complete thought

Pattern 3: complete thought; complete thought

3) The first agent to whom she sent the draft loved it and signed her as a client that agent in turn sold it to Alfred A. Knopf, following a bidding war that drove the price above $1 million.

4) Selling the novel was an almost painless process furthermore this easy process could be considered every writer’s dream situation.

5) Gyasi has admitted to having mixed feelings about the hefty advance for it brings the work attention but it also makes her nervous that people are going to have kind of harsher expectations for her work than they might have otherwise.

Part B: Read each pair of sentences carefully. Then use your knowledge of sentence patterns to create new sentences. Make sure you use each sentence pattern at least once. Source: “Yaa Gyasi Current Biography” (Bb Database Article)

1) Homegoing was inspired by Yaa Gyasi’s visit to Ghana in the summer of 2009. This trip was funded by a research grant for novel writing that she received from Stanford in advance of her junior year.

2) During the trip to her homeland, which she had not seen since leaving at the age of two, she reconnected with extended family. She found herself feeling uninspired and unable to work on her novel.

3) That changed when she visited Cape Coast Castle. Cape Coast Castle was a former outpost for the European slave trade.

4) In the upper floors of the castle, British soldiers lived in luxury with the local woman they took as wives. In the dungeons below, those who had been sold into slavery endured brutal and horrific conditions before being shipped overseas to colonies in the Americas.

5) The experience both haunted and inspired Gyasi. She began to imagine writing a novel about two half-sisters who lived in the castle, one as a soldier’s wife and one as a slave, without knowing each other.

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Part C: Create six sentences that pertain to the theme of the current module. Make sure you use each sentence pattern twice.

Sentence Combining Practice 2

Part A: Carefully punctuate each of the following sentences. Source: “Homegoing Raises Impossible Questions about the Legacy of Slavery” (https://www.washingtonpost.com/news/act-four/wp/2016/06/14/homegoing-raises-impossible-questions-about-the-legacy-of-slavery/?utm_term=.bdd7ac345a22 )

1) The book Roots suggests that there is power in reclaiming your own history and remembering your traditions however Homegoing implies that some things will remain unknowable.

2) Homegoing is more interested in raising difficult questions than offering pat answers furthermore slavery marks all of Yaa Gyasi’s characters in some way.

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Pattern 1: complete thought, FANBOYS complete thought

Pattern 2: complete thought; conjunctive adverb, complete thought

Pattern 3: complete thought; complete thought

3) Slavery marks the characters in Yaa Gyasi’s book for many of them are sold, whipped, stolen from freedom back into slavery, licensed as convicts, discriminated against in employment and housing, and felled by drug addiction in America.

4) Some of the characters in Yaa Gyasi’s book come from families that participated in the slave trade moreover these individuals struggle with their own guilt and ambiguity over their participation in a business that leads families to scar their children so they will be harder to sell.

5) The character James, who descends from Effia’s line of the family, falls in love with Akosua and Akosua shocks James when she rejects him because of his family’s involvement with the slave trade.

Part B: Read each pair of sentences carefully. Then use your knowledge of sentence patterns to create new sentences. Make sure you use each sentence pattern at least once. Source: “Homegoing Raises Impossible Questions about the Legacy of Slavery” (https://www.washingtonpost.com/news/act-four/wp/2016/06/14/homegoing-raises-impossible-questions-about-the-legacy-of-slavery/?utm_term=.bdd7ac345a22 )

1) When James first meets Akosua, he mentions to her that the Asante had power from capturing slaves. He mentions that the Fante had protection from trading the slaves.

2) James sees the ambiguity in the situation. When Akosua initially refuses to shake his hand, he thinks to himself that, if the girl could not shake his hand, then surely she could never touch her own.

3) Yaa Gyasi did not include characters such as James and Akosua because she wanted to absolve white people from their sins as slave traders, slave owners, and colonial overseers. Yaa Gyasi did not include characters such as James and Akosua because she wanted to absolve white people from their sins as the beneficiary of generations of inequality in the United States.

4) Yaa Gyasi’s book is an uneasy reminder that when you dig into the past, you don’t always find heroism. Sometimes, you discover complicity.

5) History is complicated. When you did into the past, you usually don’t always find easy solutions.

Simms-Clark 71

Part C: Create six sentences that pertain to the theme of the current module. Make sure you use each sentence pattern twice.

Sentence Error Practice 1

Directions: Decide if each sentence is an example of a fragment, comma splice or a run-on. Then fix each sentence. (To fix the sentences, you may need to add, delete, or rearrange words. In some cases, you may want to simply connect two sentences.)

Simms-Clark 72

FRAGMENT: incomplete thought (missing a subject, missing a verb) (a dependent clause on its own or a phrase on its own; the independent clause is missing)

COMMA SPLICE: the use of a comma to join two or more complete thoughts

RUN-ON: two or more complete thoughts joined without the appropriate punctuation or conjunction

Source: “Facilitating the Slave Trade: Company Slaves at Cape Coast Castle” (CCBC Database Article)

1) From 1750 to 1821, Britain’s Company of Merchants Trading to Africa.

2) Relied upon its company slaves to fulfil its mission of facilitating Britain’s African trade.

3) Company slavery was a unique system within the Atlantic for while these slaves were property, they received a wage, retained specific rights and they integrated themselves into the local community.

4) The toil of these slaves played an important role in expanding Britain’s African trade yet they consistently resisted the company and, in doing so, defined a coastal position for themselves.

5) At Cape Coast Castle, company slaves toiled within an important port that served as the administrative centre of Britain’s Gold Coast slave trade, they played a critical role in maintaining and enlarging the structures that allowed Britain’s slave trade to expand.

6) It would be expected that the company would utilise slaves yet company slavery was a hybrid form of slavery within the Atlantic.

7) Embraced western conceptions in that the company saw its slaves as property however West African customs dominated in that the company slaves retained important rights.

8) Company slaves received a subsistence wage they worked set hours, and by living within the town, not the castle, they integrated themselves into Cape Coast society.

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9) An examination of company slavery at Cape Coast Castle demonstrates yet another varied form that slavery took within the Atlantic, it also demonstrates the important role that the company slaves played in the movement of goods into West Africa and the movement of slaves out.

10) The factory system of the Gold Coast created a series of coastal ports, the ports integrated these communities into the ever-expanding Atlantic trade.

11) The vast majority of company slaves, beyond the canoe men at Cape Coast and the company’s other trading forts, were not maritime and their labour within a port facilitated the maritime activity of Atlantic trade.

12) Under the company, Cape Coast served as an administrative centre moreover it also served as a slave enclave.

13) Thus, while local purchased slaves were readily available to the company.

14) Utilised outsiders as its company slaves.

15) The company saw outsiders as less problematic for they lacked connections to the local community.

16) However, the company undermined this policy for it required their slaves to live in town where they became integrated into local networks.

Simms-Clark 74

17) Gambia provided the preferred company slaves as its distance reinforced their outsider status, the annual company store-ship could stop in Gambia to acquire slaves on its way to Cape Coast.

18) The Atlantic slave trade expanded, a regional system continued to move slaves within West Africa.

19) Preference for Gambian slaves remained constant thus in 1753, as construction on a new trade fort at Anomabu, an important Fante trade centre east of Cape Coast, commenced, the company received 39 Gambia slaves.

20) Of the 28 men and 11 women, the company trained 12 men as bricklayers, it employed the others as labourers.

Sentence Error Practice 2

(Image accessed at http://rubenbettisstuff.weebly.com/uploads/3/0/7/1/30715671/5717926.jpg?395=.)

Simms-Clark 75

Misplaced Modifier:A misplaced modifier is a word, phrase or clause that is awkwardly placed in the sentence so that it does not describe what the writer wanted it to describe. In other words, a misplaced modifier is placed so that it does not modify what it is intended to modify. To avoid this problem, place a modifier as close as possible to the word it modifies.

Dangling Modifier:A modifying phrase or clause is said to dangle when it has no stated word to describe. A dangling modifier is sometimes difficult to identify because our brains supply the missing word. To correct a dangling modifier, you must rewrite the sentence and supply the word that is to be modified.

(Source: http://Blogs.fscj.edu/kent_campus_writing_lab/files/2012/06/Misplaced-and-Dangling-Modifiers-S-9.pdf)

Directions: Read each sentence carefully. If the modifying word, phrase, or clause in the sentence is awkwardly placed, move it closer to what it is supposed to be modifying. If the modifying word, phrase, or clause isn’t clearly modifying anything, add an appropriate word to the sentence. Source: “I’m Ghanian-American: Am I Black?” (https://www.nytimes.com/2016/06/19/opinion/sunday/im-ghanaian-american-am-i-black.html )

1) Yaa Gyasi writes about how she felt conflicted about her cultural identity, who was born in Ghana but grew up in Alabama.

2) The “trouble” was that at home, she and her family weren’t black in Alabama.

3) Which was interesting because they had the unique identity of being Ghanaian-Americans.

4) Yaa Gyasi and her family ate jollof rice and fried plantains, and they played high-life music, which is an example of traditional Ghanaian cuisine.

5) Stating that she and her family “rolled deep to graduations and had funerals that could not be outdone,” behaviors which truly reflected their cultural heritage.

6) Yaa Gyasi explained that she and her family learned to separate themselves, who felt deeply about their Ghanaian heritage.

7) Which is why they believed that who they were to the world outside their house should not enter the world inside their house.

8) Yaa Gyasi practiced this tightrope walk, but it did not come as easily to her as it seemed to come to her elders, who had spent most of their lives in Ghana for years.

9) Yaa Gyasi had no memory of life back home; to claim Ghana over America felt false to her, but to claim an America that seemed hellbent on rejecting her felt ludicrous in Ghana.

Simms-Clark 76

10) The only role she truly knew how to play was that of “the good black,” the not-black-but-not-white-either black in America.

11) It was the role Yaa Gyasi had been preparing for her entire life, but she was quickly growing tired of playing it, which caused a great deal of stress and was understandable.

12) Many of the older West African immigrants she knew parroted the language of white supremacy, willfully blinding themselves to the unmitigated, and perhaps more important, unrectified, disaster that was slavery, which is unfortunate.

13) Believing that the West African immigrants did this because to look at the legacy of that history head-on would mean relinquishing some of the privilege that being “the good black” afforded them.

14) Thinking these beliefs and behaviors implicate West African immigrants in America.

15) Asserting that, while slavery was undoubtedly a European and American enterprise, the slave castles and forts that still dot the coast of West Africa, two major ones in Ghana alone, did not supply themselves.

16) West African immigrants are implicated whether they look at the history or not, who live in America.

17) In the United States, she says that black immigrant parents may tell their children to shrug off their encounters with racism, but this does not help the child who must leave his house every day and be black in America.

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18) Yaa Gyasi went to Ghana the summer after her sophomore year to research a novel at Stanford.

19) When she first stepped into the Cape Coast Castle, a place where slaves were confined before being shipped to the New World, she couldn’t believe that her family had never talked about it, a place just 50 miles from the town where her mother grew up.

20) Thinking of how she and other West African immigrants were so quick to mention the shortcomings of other Americans, but said nothing about their own.

Sentence Error Practice 3

(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=607&tbm=isch&sa=1&ei=Qb38WvOoMcTNjwSvqYe4Bw&q=what+is+parallelism+in+grammar&oq=what+is+parallelism&gs_l=img.1.3.0i67k1j0l8j0i24k1.3438082.3438931.0.3441487.8.8.0.0.0.0.146.209.4j1.5.0....0...1c.1.64.img..3.5.208...

0i7i30k1j0i7i5i30k1j0i8i7i30k1j0i10i24k1.0.PVo84y9zlNM#imgrc=r0li4VFmQlLfnM: )

Part A: Read each sentence carefully and underline the parallel elements.Source: “Yaa Gyasi and Roger Reeves Talk Homegoing, Ghana, Folklore and Complicity” (https://chireviewofbooks.com/2017/02/10/yaa-gyasi-transforms-history-into-fable-like-beauty-in-homegoing/ )

1) Born in Ghana and raised in the United States, Yaa Gyasi has written a captivating debut novel that embraces the world in all its complexity.

Simms-Clark 78

2) Tracing the descendants of two sisters torn apart in eighteenth-century Africa, Homegoing stretches across time and continents.

3) It starts in Ghana, travels to the American South, and then moves north to Harlem.

4) The novel is an exciting, riveting, kaleidoscopic tale about race, history, ancestry, and love that captures the troubled spirit of our nation.

5) Yaa Gyasi’s debut novel Homegoing won her, at the age of 26, the National Book Critics Circle's John Leonard Award for best first book, the PEN/Hemingway Award for a first book of fiction, the National Book Foundation's "5 under 35" honors for 2016 and the American Book Award.

6) During the 2016 Fall Chicago Humanities Festival, Gyasi conversed with Chicago poet Roger Reeves about writing, Ghanaian legacy, and her own family oral traditions.

Part B: Fix the faulty parallelism in each sentence.Source: “Yaa Gyasi and Roger Reeves Talk Homegoing, Ghana, Folklore and Complicity” (https://chireviewofbooks.com/2017/02/10/yaa-gyasi-transforms-history-into-fable-like-beauty-in-homegoing/ )

1) For me, the beginning of this book in particular, I wanted it to have this feel of a fable or be folkloric.

2) I liked the idea of these West-African narratives that play on and to explore a fabulist mode of storytelling.

3) I wanted my book to be something like Things Fall Apart by Achebe, where you can sense and truly to feel that the writer is telling you a story, so you feel a part of that story.

4) In the beginning of my book, I wanted to have a character who had this fable-like beauty, but I also will want that curse to happen.

5) My aim and hoping was to bring in that idea of having something of worth (beauty), but at the same time, you’re cursed.

Simms-Clark 79

6) That’s something I think we see a lot of in fairytales, folklore, and mythical, and that’s what I wanted to do in the beginning of my book.

Part C: Create six sentences that pertain to the theme of the current module. Make sure you use a type of parallel structure in each sentence. (adjectives, nouns, verbs, phrases, etc.)

(Image accessed at http://peteradamsalp.com/.)

English 101 Unit Title: Truth & Lies (Literary Analysis)ESOL 052 Unit Title: Truth & Lies (Visual Analysis)

Alyssa Simms-Clarkasimmsclark@ccbcmd.edu

Instructor Notes:

Instructors can use these units at any point during the semester. Instructors are encouraged to assess the grammar/composition skills of their students at the beginning

of the semester & then select the grammar/composition handouts & GrammarFlip.com exercises that work for their students.

Instructors are welcome to mix & match (or modify) the learning activities in these two units. Instructors are encouraged to create their own mini pop quizzes to assess the students’ comprehension

of the major concepts in each unit. ESOL 052 instructors have the option of narrowing the focus of the unit by examining Homegoing-

related pictures and photographs (instead of photographs in general). Instructors have the option of using some ESOL 052 class time for English 101 writing assignments.

Simms-Clark 80

Instructors may want to change the format of the Lesson Plans by clicking Layout and then clicking Landscape. When the Lesson Plans are in the Landscape format, each day of instruction can fit on one page.

English 101 Essential Questions:

Why are some people motivated to tell the truth while others are motivated to lie? Why do some people tend to avoid the truth? How do people know if a story is based on the truth, on lies, or on something else? Is history based on the truth or lies? (or something in between?) Who gets to write history? Does it matter who gets to record & teach history?

ESOL 052 Essential Questions:

How can a photograph reveal a hidden truth? How can a photograph promote a lie? Why/How do people deliberately misuse certain photographs & distort their true meaning? Why are some photographs misinterpreted by so many people? Why do so many people have different reactions to certain photographs?

English 101 ESOL 052 Homework

Day1

1. Think-Pair-Share:-Why are some people motivated to tell the truth while others are motivated to lie? -Why do some people avoid the truth?-How do people know if a story is based on the truth, on lies, or on something else?-Is history based on the truth or lies? (or something in between?)-Who gets to write history? Does it matter who gets to record & teach history?

2. Bb Blog 3. Book: Homegoing

-As a class, scan/discuss the front cover, back cover, inside pages with reviews, dedication, bio, proverb, family tree diagram, etc. -Utilize pre-reading strategies as you scan/discuss the book & jot down notes as you go:

1. Grammar/Composition Practice(At the beginning of the semester, the instructor will use a variety of techniques to assess the grammar/composition needs of the students. Based on this assessment, the instructor will choose the grammar/composition handouts & the GrammarFlip exercises that will meet the needs of the students.)

2. Think-Pair-Share:-How can a photograph reveal a hidden truth? -How can a photograph promote a lie?-Why/How do people deliberately misuse certain photographs & distort their true meaning?-Why are some photographs

English 101:1. Read pp. __________ of

Homegoing. As you read the book, add to your Schema Note Taking Chart. Then write a summary. This summary should be in your own words & discuss the main ideas of the reading. No quotes should be used in the summary. Turn this work in via Bb before the beginning of class on ______ (Day 2).

2. Option: Add notes to your story map handout. You may use these notes whenever we have a pop quiz.

3. The 1st part of the Blog is due by midnight on Thursday, & the 2nd part of the Blog is due by

Simms-Clark 81

a. Based on the items identified above, what predictions can I make about the book?

b. What questions can I make from the words in the title & the reviews on the inside cover?

c. What’s the background of the author?

d. How recent is the book? Is the info. still valid?

e. Who’s the intended audience? Who’s the unintended audience?

f. Did the author write the book to persuade, inform, or entertain readers?

g. What ideas are conveyed via the graphics?

4. Note Taking Handouts: -Schema Chart (mandatory)-Story Map (optional)

misinterpreted by so many people?-Why do so many people have different reactions to certain photographs?

3. Bb Blog4. Visual Analysis Vocabulary

Discussion https://www.matrix.edu.au/techniques-for-

analysing-a-visual-text/ -Body Language & Gaze-Composition (Inclusions & Omissions)

5. Option: Practice via Visual Literacy Websites (time permitting)

6. Pre-Reading Questions:-How can a photo change someone’s thinking or behavior? -Why are some photos banned?-Who bans photos?-What are the after effects of a banning?

7. Photo: Tank Man8. Guided Notetaking on OPTIC

chart9. Photo: Afghan Girl10. Paired or Group Notetaking on

OPTIC chart11. Time Permitting: Video

Viewing & Response

midnight on Sunday.ESOL 052:

1. Review the grammar/composition handout. Complete GrammarFlip practice exercises # ______ by ______.

2. Re-examine the Afghan Girl photo & finish your OPTIC chart. Turn this work in via Bb before the beginning of class on ____ (Day 2).

3. The 1st part of the Blog is due by midnight on Thursday, & the 2nd part of the Blog is due by midnight on Sunday.

Day2

1. Small Group Meetings: -HW discussion (ideas from the reading, note taking handout, theme analysis, etc.)-Each group shares with the class.

2. Video viewing & discussion: “Yaa Gyasi on Homegoing” (https://www.youtube.com/watch?v=IDB0y-dWDOE )

3. Article: “Yaa Gyasi Current Biography” -Work as a class (or in small groups) to scan through & discuss the article. Utilize pre-reading strategies as you scan/discuss the article & jot down notes as you go. (See Day 1 of English 101 for pre-

1. Grammar/Composition Practice

2. Small Group Meetings:-HW discussion-After you finish your group discussion, share some of your ideas with the class.

3. Visual Analysis Vocabulary Discussionhttps://www.matrix.edu.au/techniques-for-analysing-a-visual-text/

-Color, Hue, & Tone-Contrast

4. Option: Practice via Visual Literacy Websites (time permitting)

5. Pre-Reading Questions:-What is “appropriate” or “inappropriate” when it

English 101:1. Read the “Yaa Gyasi

Current Biography” article. As you read the article, add to your Schema Chart. Then write a summary. This summary should be in your own words & discuss the main ideas of the reading. No quotes should be used in the summary. Turn this work in via Bb before the beginning of class on ______ (Day 3).

2. Read pp. ___________ of Homegoing.

3. Option: Add notes to another story map

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reading questions a-g.)4. Project Handout:

Bio-Poem OR Imagined Interview OR StoryBoardThat Project-Discussion-Q & A-Project set-up (time permitting)

comes to a photograph? -Who decides what is appropriate or inappropriate?-Is there a line that photographers, photojournalists, etc. shouldn’t cross? -Can/does the line change?

6. Photo: Falling Man7. Guided Notetaking on OPTIC

chart8. Small Group Meetings: Choose

one of the controversial photos posted on Bb. Work together with your classmates to analyze this photo using an OPTIC chart. Then present your photo & OPTIC chart ideas to the class.

9. Time Permitting: Video Viewing & Response-Class discussion & connection to unit theme

10. Visual Analysis Padlet Project-Read/discuss the handout.-Decide on your group.-Set up your padlet account. -Make sure your padlet is Public.-Put down your instructor as a Collaborator.-Make sure everyone in the group knows the padlet username & password.

handout. You may use these notes whenever we have a pop quiz.

4. The 1st part of the Blog is due by midnight on Thursday, & the 2nd part of the Blog is due by midnight on Sunday.

5. Work on your project. Be ready to present on ____ (Day 5).

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # ________ by ____.

2. Select a Bb article that analyzes a specific photo. As you read the article, complete a Schema Chart. Then write a summary. Turn this work in via Bb before the beginning of class on ____ (Day 3).

3. The 1st part of the Blog is due by midnight on Thursday, & the 2nd part of the Blog is due by midnight on Sunday.

4. Work on your project. Be ready to present on ____ (Day 5).

Day3

1. Small Group Meetings: -HW discussion (ideas from the reading, note taking handout, theme analysis, etc.)

-Each group shares with the class.

2. Article: “Homegoing Raises Impossible Questions about the Legacy of Slavery” -Brief article scanning, discussion, & pre-reading(See Day 1 of English 101 for pre-reading questions a-g.)

3. Project: -Reread/discuss the handout. -Questions?

1. Grammar/Composition Practice 2. Small Group Meetings:

-HW discussion-After you finish your group discussion, share some of your ideas with the class.

3. Visual Analysis Vocabulary Discussionhttps://www.matrix.edu.au/techniques-for-analysing-a-visual-text/

-Framing & Angle-Orientation & Point of View

4. Option: Practice via Visual Literacy Websites (time permitting)

5. Pre-Reading Questions: -Why is it that some photos are

English 101:1. Read the “Homegoing

Raises Impossible Questions about the Legacy of Slavery” article. As you read the article, add to your Schema Chart. Then write a summary. Turn this work in via Bb before the beginning of class on ______ (Day 4).

2. Read pp. ___________ of Homegoing.

3. Option: Add notes to another story map handout. You may use

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-Meet with your group members & follow the directions on the project handout.

interpreted in dramatically different ways?-How can photographs be used to create or feed a conspiracy?-What motivates people to use photos to prove a “theory” that is not based on evidence? Do you think people do this intentionally or unintentionally?-What is the crisis actor conspiracy all about?

6. Small Group Meetings:-Meet in a group.-The instructor will give each group an article on the crisis actor conspiracy.-Read/discuss the crisis actor article & photo.-Work together with your group members to complete an OPTIC chart on one of the photos in your article. -Present some of your ideas to the class.

7. Padlet Project Meetings8. Time Permitting: Video Viewing

& Response

these notes whenever we have a pop quiz.

4. The 1st part of the Discussion Board is due by midnight on Thursday, & the 2nd part of the Discussion Board is due by midnight on Sunday.

5. Reread the project handout. Work on your project. Be ready to present on ____ (Day 5).

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # _____ by _______.

2. Select a Bb article that analyzes a specific photo. As you read the article, complete a Schema Chart. Then write a summary. Turn this work in via Bb before the beginning of class on ____ (Day 4).

3. The 1st part of the Discussion Board is due by midnight on Thursday, & the 2nd part of the Discussion Board is due by midnight on Sunday.

4. Reread the project handout. Work on your project. Be ready to present on _______ (Day 5).

Day4

1. Small Group Meetings:-HW discussion (ideas from the reading, note taking handout, theme analysis, etc.)

-Each group shares with the class.

2. Project: -Review of Requirements

-Questions?-Meet with your group members to work on your project.-Make sure everyone is ready to present on Day 5. Everyone

1. Grammar/Composition Practice

2. Small Group Meetings:-HW discussion-After you finish your group discussion, share some of your ideas with the class

3. Visual Analysis Vocabulary Discussionhttps://www.matrix.edu.au/techniques-for-analysing-a-visual-text/

-Positioning-Rule of Thirds

4. Option: Practice via Visual

English 101:1. Read pp. ___________ of

Homegoing.2. Option: Add notes to

another story map handout. You may use these notes whenever we have a pop quiz.

3. The 1st part of the Discussion Board is due by midnight on Thursday, & the 2nd part of the Discussion Board is due by

Simms-Clark 84

should know what he/she is responsible for.

3. Time Permitting: -Distribution of the essay packet.-Q & A

Literacy Websites (time permitting)

5. Padlet Projects-Review of Requirements-Questions?-Meet with your group members to work on your project. -Make sure everyone is ready to present on Day 5. Everyone should know what he/she is responsible for.

6. Essay Packet Distribution-Steps & Requirements-Q & A-Essay Reflection Handout (Before Section)-Independent Photo Selection & Research-Brainstorming-Pre-Writing-Introduction Paragraph Drafting

midnight on Sunday.4. Finish your project. Be

prepared to present on ______ (Day 5). You will not have time in class on Day 5 to work on your project. The optional extra credit paragraph must be submitted via Bb messages before you present.

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # ______ by _______.

2. Post your rough introduction paragraph on the Wiki. Then comment on the work of two classmates by midnight on _____.

3. Type one rough body paragraph & bring this work to class on ____ (Day 5).

4. The 1st part of the Discussion Board is due by midnight on Thursday, & the 2nd part of the Discussion Board is due by midnight on Sunday.

5. Finish your project. Be prepared to present on ___ (Day 5). You will not have time in class on Day 5 to work on your project. The optional extra credit paragraph must be submitted via Bb messages before you present.

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Day 5

1. Brief HW reading discussion2. Project Presentations3. Essay Packet Distribution

-Steps & Requirements -Q & A

1. Grammar/Composition Practice2. Visual Analysis Vocabulary

Discussionhttps://www.matrix.edu.au/techniques-for-analysing-a-visual-text/

-Salience-Symbolism-Vectors

3. Option: Practice via Visual Literacy Websites (time permitting)

4. Project Presentations5. Wiki Discussion

Writing StrengthsWriting Weaknesses

6. Body Paragraph Discussion-Overview of Requirements-Peer Review of Body Paragraphs (Meet with one or two classmates & share the rough body paragraph you wrote for homework. Get some feedback from your peers. Comment on the work of your peers.)

7. In-class drafting of body paragraphs

8. Time Permitting: Video Viewing & Response

English 101:1. Read pp. _____________

of Homegoing.2. Option: Add notes to

another story map handout. You may use these notes whenever we have a pop quiz.

3. Read the essay packet carefully.

4. Complete the Before section of the Essay Reflection Handout. Make sure this work is done before class on ______ (Day 6).

5. Choose an essay question & complete some brainstorming.

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # ______ by _______.

2. The 1st part of the Discussion Board is due by midnight on Thursday, & the 2nd part of the Discussion Board is due by midnight on Sunday.

3. Finish typing all your rough body paragraphs. Bring this work to class on ______ (Day 6). If you would like instructor feedback, feel free to attach your work to a Bb message & send it to me by midnight on ____.

Day 6

1. Brief HW reading discussion2. Essay Packet

-HW Discussion (Essay Reflection Handout Before Section)-Review of steps & requirements-Q & A-Works Cited page discussion-Discussion of HW brainstorming

1. Grammar/Composition Practice2. Option: Voki or Powtoon

Project3. Visual Analysis Vocabulary

Discussionhttps://www.matrix.edu.au/techniques-for-analysing-a-visual-text/

4. Option: Practice via Visual Literacy Websites (time permitting)

English 101:1. Post your rough

introduction paragraph on the Wiki. Then comment on the work of two classmates by midnight on _____.

2. Type your three rough body paragraphs & bring

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-Pre-writing (outline or graphic organizer)-Review of introduction requirements-Drafting of introduction paragraph-Wiki (time permitting)-Review body paragraph requirements (time permitting)

5. Body Paragraph Discussion-Overview of Requirements-Peer Review of Body Paragraphs

6. Conclusion Paragraph Discussion-Overview of Requirements-Drafting of Rough Conclusion Paragraphs-Peer Review of Rough Conclusion Paragraphs

7. Works Cited Discussion-What is a Works Cited page?-Why is it necessary?-How is it formatted?-What are some tools that we can use to create/format a Works Cited page?

8. Option: Viewing & Discussion of Works Cited page video (https://www.youtube.com/watch?v=NV9o2EIYzUo)

9. Practice-If your source is from the CCBC Database, you can click on the yellow rectangle icon, & it will format it for you.-If your source is from the Internet, you go to easybib.com, citationmachine.net, or a similar website, & this will help you format your information. -Another option is to go to the CCBC Library homepage & check out their sample Works Cited page.

10. Essay Reflection Handout (During Section)

11. Time Permitting: Video Viewing & Response

this work to class on ______ (Day 7). If you would like some instructor feedback on your rough paragraphs, feel free to attach your work to a Bb message & send it to me by ______.

3. Add to your rough Works Cited page.

4. Complete the During section of the Essay Reflection Handout. Make sure this is done before class on ______ (Day 7).

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # _________ by ____.

2. The 1st part of the Discussion Board is due by midnight on Thursday, & the 2nd part of the Discussion Board is due by midnight on Sunday.

3. Finish typing your entire rough essay & Works Cited page. Bring this to class on _____ (Day 7). Be ready to participate in peer editing. If you would like some instructor feedback on your rough paragraphs, feel free to attach your work to a Bb message & send it to me by midnight on _____.

Day 7

1. Wiki discussion (writing strengths & weaknesses)

2. Essay Packet-Brief discussion of body requirements-Peer review of rough body paragraphs-Brief review of conclusion & Works Cited requirements

-Time Permitting: Works Cited

1. Grammar/Composition Practice 2. Visual Analysis Vocabulary

Discussionhttps://www.matrix.edu.au/techniques-for-analysing-a-visual-text/

3. Essay Packet-Review of body requirements-Q & A

4. Peer Editing Handout:-Meet in a group of 2-3

English 101:1. Finish typing your entire

rough Homegoing pre-writing, essay, & Works Cited page. Save this work & bring it to class on ______ (Day 8). Be prepared to participate in peer editing during class on ______ (Day 8). The

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page creation (via CCBC database, easybib, citationmachine, etc.)

3. Instructor/Student Conferences

students. -Read/discuss each other’s rough pre-writing, essay, & Works Cited page.-Use the Peer Editing Handout as you give feedback to your classmate(s).

5. Instructor/Student Conferences

final draft of the pre-writing, essay, & Works Cited page will be due by midnight on ______ (Day 8).

2. Complete the After section of the Essay Reflection Handout. Turn this in at the beginning of class on ____ (Day 8).

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # _____ by _______.

2. Finetune your entire rough Visual Analysis pre-writing, essay, & Works Cited page. Submit this work via Bb by midnight tonight ___ (Day 7).

3. Complete the After section of the Essay Reflection Handout. Turn this in at the beginning of class on ____ (Day 8).

Day 8

1. Peer Editing Handout:-Meet in a group of 2-3 students. -Read/discuss each other’s rough pre-writing, essay, & Works Cited page.-Use the Peer Editing Handout as you give feedback to your classmate(s).

2. Instructor/Student Conferences

1. Grammar/Composition Practice2. Option: Voki Project OR

Powtoon Project 3. HW Discussion/Submission

-Essay Reflection Handout4. Instructor/Student Conferences

(rough draft of essay)-Writing Strengths-Writing Weaknesses

5. In-class essay revision6. Time permitting: Video viewing

& discussion

English 101:1. The final draft of the

Homegoing pre-writing, essay, & Works Cited page is due by midnight tonight ___ (Day 8). Submit your work (in one Word document) via Bb.

ESOL 052:1. Review the

grammar/composition handout. Complete GrammarFlip practice exercises # _____ by _______.

2. The final draft of the Visual Analysis pre-writing, essay, & Works Cited page is due by midnight on Saturday. Submit your work (in one

Simms-Clark 88

Word document) via Bb.

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