Unit Learning goal: Students will demonstrate knowledge of nineteenth century foundation works of American Literature by determining how a theme is developed over the course of text by analyzing structure, author’s choice of details, and character; and, by writing an essay on how these elements (or one of them) influences the meaning of the novel as a whole.
Scale/Rubric relating to learning goal:
4 – The student can write a 5-10 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
3 – The student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
2 – With some direction/help from the teacher the student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
1 – Even with help from the teacher the student is unable to the student can write a 3-5 page essay that explores how structure, details (symbol, imagery, figurative language) is developed of the course of the novel and how it influences the meaning of the novel.
A
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B
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C
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D
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FOCUS
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Hook, Thesis Statement, Order of development are fresh and
original, and connected to a theme.
Thesis is narrow and manageable.
Order is precise and helps develop one clear idea. Hook and thesis are connected.
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Hook, Thesis Statement and Order are present in the first
paragraph.
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There is a thesis statement but either it is not clear, or
the order of development and/or hook is missing.
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No thesis statement
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Examples and Analysis
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The examples from the source (text) not only back up the
thesis but are introduced, explained and analyzed. The analysis shows depth
of thought and insight into the text.
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The examples used back up the main ideas of the
essay. The analysis offers some
insight into the theme, but the depth is not necessary original.
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The examples used don’t necessarily back up the
thesis. They are summative in nature
and not exact. The analysis doesn’t
offer much if any depth into the text or is merely plot summary.
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No Analysis and/or Examples
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Voice/Word Choice
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Point of view is evident.
Clear sense of audience. Ideas
are original. Work is engaging. Precise, fresh and original words.
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Some sense of audience.
Conveys ideas to reader. Ideas
are not necessary original. Uses
favorite words correctly. Some
experiment with new words or SAT words.
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Paper lacks energy.
Essay lacks focus and/or doesn’t persuade. Language relies on repetition of the same
words or there is an overuse of “to be” verbs.
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Voice is not apparent, or doesn’t necessary seem that of
the author.
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Mechanics
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No mistakes
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One to five small mistakes that do not affect the reading
of the essay
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Five to ten mistakes
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Numerous mistakes that impair rea
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