Routines

OPTION A: WRITING INTENSIVE (Period 5)

Weekly Schedule

Mondays: Writing  (Polished handwritten paragraph–argument)

Tuesdays: Silent Reading / Reading Booklet (summaries and arguments)

Wednesdays: Writing Test (paragraph)

Thursdays: Silent Reading / Reading Booklet (summaries and arguments)

Fridays: Final Drafts and worksheets.

Daily Schedule (Period 5):

1) Icebreaker

2) Learning Target

3) Reading and Writing Activities

4) Review Game

OPTION B: READING INTENSIVE (Period 4)

Weekly Schedule

Mondays: Silent Reading / Reading Booklet (summaries and arguments)

Tuesdays: Silent Reading / Reading Booklet (summaries and arguments)

Wednesdays: Writing Test (paragraph)

Thursdays: Silent Reading / Reading Booklet (summaries and arguments)

Fridays: F Silent Reading / Reading Booklet (summaries and arguments)

Daily Schedule (period 4):

1) Icebreaker (optional) 

2) Silent Reading (except Wednesdays) 

3) Clean up / review

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Proficiencies

Proficiencies: English Language Arts 9/10A (Level One)

(TRIMESTER TWO)

Coach Winch   New Urban High School

OPTION A: WRITING INTENSIVE

To pass this class, you must complete ALL of the proficiencies. To receive MASTERY (4.0: A), the majority of the proficiencies must be at the 4.0 level.  PROFICIENCIES GRADED WHEN WRITING IS PUBLISHED ON BLOG.

  

1. Publish PARAGRAPHS that demonstrate command of conventions.  (These must come from journal prompts.)   

3.0: Proficient. Student publishes at least three examples of paragraphs that demonstrate understanding of concepts. 

4.0: Mastery.  Student creates and publishes several inventive and effective paragraphs that demonstrate mastery.  Student publishes only paragraphs that demonstrate understanding of the above concepts.  Using his or her paragraphs as examples, student also creates instructive blog postings about at least one of the following concepts: topic sentence, parallel structure, active voice, concluding sentence, or transitional sentence.

 

1B.  WEDNESDAY TEST.  Group shares with Mr. Winch at least six paragraphs that demonstrate understanding of concepts.  (These must be completed without editing instruction from the teacher.) 

3.0: Group passes this assessment at least six times.

4.0: Group passes this assessment and then student passes this test on his or her own.

  

2. Publish ESSAYS and/or multi-paragraph LETTERS that demonstrate command of conventions.  Essays and letters may be about the value of learning to write well (or based on one or more of the journal prompts)

3.0: Proficient.  Student publishes at least one essay or letter. 

4.0: Evaluating & Creating.  Student publishes more than one essay and/or letter that demonstrates command of conventions.  Using his or her essay as an example, students creates instructive blog postings about at least one of the following concepts: thesis statement, transitional sentence, or concluding paragraph.  Student publishes only essays and letters that demonstrate understanding of the above concepts.

3. Publish ARGUMENTS to support claims.
(C-E-E-E: Claim-Evidence-Examples-Explanations)

3.0: Student publishes at least three arguments that demonstrate understanding of concepts.

4.0: Student creates and publishes more than three inventive arguments that go beyond the concepts listed.

4. Publish SUMMARIES.

3.0: Student publishes at least two summaries of informational text, either citing the source or providing link. 

4.0: Student gathers relevant information and publishes at least three summaries of informational text, either citing the source or providing link.  Student effectively integrates information from summaries to publish his or her own essay about the value of learning to write well.   

5. Avoid plagiarism; follow a standard format for citation. 3.0: Student avoids plagiarism on all blog postings, using citations when needed.  If plagiarism is found on blog, student will face serious consequences.

6. READING

3.0: Student effectively completes all questions in reading booklet and publishes an objective and concise plot summary of a novel, identifying title, author, genre, protagonist, setting, narrative point of view, conflict/resolution, and theme(s). 

4.0: Evaluating & Creating:
Student effectively integrates the information above in his or her own journalistic review of the story. 

OPTION B: READING INTENSIVE

To pass this class, you must complete ALL of the proficiencies.  To receive MASTERY (4.0: A), the majority of the proficiencies must be at the 4.0 level.  PROFICIENCIES GRADED WHEN WRITING IS PUBLISHED ON BLOG.

  

  1. Publish PARAGRAPHS that demonstrate command of conventions. 

(These must come from reading booklet or journal prompts.)   

3.0: Proficient. Student publishes at least three examples of paragraphs that demonstrate understanding of concepts. 

4.0: Mastery.  Student creates and publishes several inventive and effective paragraphs that demonstrate mastery.  Student publishes only paragraphs that demonstrate understanding of the above concepts.  Using his or her paragraphs as examples, student also creates instructive blog postings about at least one of the following concepts: topic sentence, parallel structure, active voice, concluding sentence, or transitional sentence.

 

1B.  WEDNESDAY TEST.  Group shares with Mr. Winch at least six paragraphs that demonstrate understanding of concepts.  (These must be completed without editing instruction from the teacher.) 

3.0: Group passes this assessment at least six times.

4.0: Group passes this assessment and then student passes this test on his or her own.

  

2. Publish ESSAYS and/or multi-paragraph LETTERS that demonstrate command of conventions.  Essays and letters may be about the value of learning to write well, or based on reading or journal prompts)

3.0: Proficient.  Student publishes at least one essay or letter. 

4.0: Evaluating & Creating.  Student publishes more than one essay and/or letter that demonstrates command of conventions.  Using his or her essay as an example, students creates instructive blog postings about at least one of the following concepts: thesis statement, transitional sentence, or concluding paragraph.  Student publishes only essays and letters that demonstrate understanding of the above concepts.

3. Publish ARGUMENTS to support claims.
(C-E-E-E: Claim-Evidence-Examples-Explanations)

3.0: Student publishes at least three arguments that demonstrate understanding of concepts.

4.0: Student creates and publishes more than three inventive arguments that go beyond the concepts listed.

4. Publish SUMMARIES.

3.0: Student publishes at least two summaries of informational text, either citing the source or providing link. 

4.0: Student gathers relevant information and publishes at least three summaries of informational text, either citing the source or providing link.  Student effectively integrates information from summaries to publish his or her own essay about the value of learning to write well.   

5. Avoid plagiarism; follow a standard format for citation. 3.0: Student avoids plagiarism on all blog postings, using citations when needed.  If plagiarism is found on blog, student will face serious consequences.

6. READING

3.0: Student effectively completes all questions in reading booklet and publishes an objective and concise plot summary of a novel, identifying title, author, genre, protagonist, setting, narrative point of view, conflict/resolution, and theme(s).  Student effectively integrates the information above in his or her own journalistic review of the story. 

4.0: Evaluating & Creating: Student also effectively integrates the information from the review into a new book jacket or other approved project.

Proficiencies in Detail

1. Publish PARAGRAPHS that demonstrate command of conventions.  Produce and publish clear and coherent writing in which organization and style are appropriate to task, purpose, and audience. (This must come from journal prompts.)   (9-10.W.3; 9-10.L.1; 9-10.L.2)
• Avoid use of sentence fragments or run-ons unless used intentionally and effectively.
• Use parallel structure.
• Use the active voice.
• Spell correctly.
• Use correct punctuation.
• Establish focus of paragraph with a topic sentence.
• Include significant, specific, and relevant details.
• Transition from general to specific statements and details.
• Include appropriate concluding or transitional statement.

2.0: Understanding & Remembering:  Student publishes at least two paragraphs that demonstrate understanding of the above concepts.

3.0: Applying & Analyzing: Student publishes at least three examples of paragraphs that demonstrate understanding of the above concepts.  Using his or her paragraphs as examples, student also creates instructive blog postings about at least one of the following concepts: topic sentence, parallel structure, active voice, concluding sentence, or transitional sentence.

4.0: Evaluating & Creating: Student creates and publishes several inventive and effective paragraphs that demonstrate mastery.  Student publishes only paragraphs that demonstrate understanding of the above concepts.

 

1B.  WEDNESDAY TEST.  Student group shares with Mr. Winch at least six paragraphs that demonstrate understanding of the following concepts.  (This must be from journal write and call out journal write number.  This must be completed without editing instruction from the teacher.)
• Paragraph demonstrates command of conventions.  Produce and publish clear and coherent writing in which organization and style are appropriate to task, purpose, and audience.
• Avoid use of sentence fragments or run-ons unless used intentionally and effectively.
• Use parallel structure.
• Use the active voice.
• Use various clauses.
• Spell correctly.
• Use correct punctuation.
• Establish focus of paragraph with a topic sentence.
• Include significant, specific, and relevant details (6 – 12 sentences).
• Transition from general to specific statements and details.
• Include appropriate concluding or transitional statement.

2.0: Understanding & Remembering:
Student group shares with Mr. Winch through GoogleDocs at least four paragraphs that demonstrate understanding of the above concepts.  These must be from journal writes and call out journal write number. These must be completed without editing instruction from the teacher.

3.0:
Student group passes this assessment at least six times.

4.0:
Group passes this assessment and then student passes this test on his or her own.

 

 

2. Publish ESSAY and/or multi-paragraph LETTER that demonstrates command of conventions. Produce and publish clear and coherent writing in which organization and style are appropriate to task, purpose, and audience.  (This must be about the value of learning to write well, or come from one of the journal writes in class.)
(9-10.W.3;  9-10.L.1; 9-10.L.2; 9-10.W.6)
• Avoid use of sentence fragments or run-ons unless used intentionally and effectively.
• Use parallel structure.
• Use various types of clauses.
• Spell correctly.
• Use correct punctuation.
• Provide an introductory paragraph (with a clear thesis statement).
• Include a concluding or transitional sentence at the end of each body paragraph.
• Conclude with a paragraph that supports or discusses the significance of the claim or topic.

2.0: Understanding & Remembering:
Student publishes letter or essay that demonstrate understanding of the above concepts.

3.0: Applying & Analyzing
A. Using his or her essay as an example, students creates instructive blog postings about at least one of the following concepts: thesis statement, transitional sentence, or concluding paragraph.  Or student publishes more than one essay or letter that demonstrates understanding of the above concepts.

4.0: Evaluating & Creating
A. Student publishes essays and/or letters that demonstrate understanding of above concepts.  Using his or her essay as an example, students creates instructive blog postings about at least one of the following concepts: thesis statement, transitional sentence, or concluding paragraph.  Student publishes only essays and letters that demonstrate understanding of the above concepts.

3. Publish ARGUMENTS to support claims.
(9-10.W.1; 9-10.W.3; 9-10.W.6)
(C-E-E-E: Claim-Evidence-Examples-Explanations)
• Use valid reasoning and relevant and sufficient evidence.
• Use the active voice
• Avoids using the word I unless needed to separate fact from opinion
• Establish claim with thesis statement (essay or letter) or topic sentence (paragraph).
• Include a concluding statement: paragraph (essay or letter) or sentence (paragraph).

2.0: Understanding & Remembering:
Student publishes arguments that demonstrate understanding of the above concepts.

3.0: Applying & Analyzing
Student publishes at least three arguments that demonstrate understanding of above concepts.

4.0: Evaluating & Creating
Student creates and publishes more than three inventive arguments that go beyond the concepts listed.

4. Publish SUMMARIES. Summaries must be objective and concise, identifying central idea, main supporting details, and the author’s point of view or purpose.  The title, author, and main idea of the text must be called out in the topic sentence of summary.  Summary should not include the word I and should not include the student’s opinion of the article. (9-10.RI.1)

2.0: Understanding & Remembering:

Student gathers relevant information and publishes at least one summaries of informational text, either citing the source or providing link. 

3.0: Applying:

Student gathers relevant information and publishes at least two summaries of informational text, either citing the source or providing link.  (9-10.RI.1)

4.0: Evaluating & Creating

Student gathers relevant information and publishes at least three summaries of informational text, either citing the source or providing link.  (9-10.RI.1).  Student effectively integrates information from summaries to publish his or her own essay about the value of learning to write well.  Student cites textual evidence to support analysis of sources, discusses the usefulness of sources, and provides citations or links to sources.  (9-10.RI.6; 9-10.RI.2)

 

 

 5. Use technology to produce and publish writing, using technology’s capacity to link writing to other information.  (9-10.W.6)

2.0: Understanding & Remembering:
Student publishes his or her writing on a blog. 

3.0: Applying & Analyzing:
Student sends email to Mr. Winch with a link to his or her blog.

4.0: Evaluating & Creating
In addition to the above requirements, student publishes writing and creates links in an inventive manner.  For example, student uses an appropriate link in his or her published writing.  This link may be part of a citation, a link to another site that would be of interest to readers, or a link to more writing by the same student–for example an explanation as required for other proficiencies.

  

6. Avoid plagiarism; follow a standard format for citation. (9-10.W.8)

3.0: Applying & Analyzing:
Student avoids plagiarism on all blog postings, using citations when needed.
If plagiarism is found on blog, student writes a five-paragraph essay about plagiarism.  If intentional plagiarism is found again, student will face serious consequences–likely dropped from class and reported to other teachers.

7. READING: Literature

2.0: Understanding & Remembering:
Student effectively completes all questions in reading booklet, identifying title, author, genre, protagonist, setting, narrative point of view, conflict/resolution, and theme(s).  (9-10.RL.2) (9-10.W.6)

3.0: Applying & Analyzing:

Student effectively completes all questions in reading booklet and publishes an objective and concise plot summary of a novel, identifying title, author, genre, protagonist, setting, narrative point of view, conflict/resolution, and theme(s).  (9-10.RL.2) (9-10.W.6)

4.0: Evaluating & Creating:
Student effectively integrates the information above in his or her own journalistic review of the story.  Student also incorporates some of the following information in his or her review: a) Identify how a character develops over the course of the story and analyze how that advances the plot or develops the themes; b) Determine the meaning of figurative language and analyze the impact–determining how it evokes a sense of time and place; how it resonates with the setting or character; or how it sets a tone (informal or formal). (9-10.RL.4) (9-10.RL.3).  As an alternative, student publishes a unique and inventive project that goes beyond the requirements for 3.0, perhaps redesigning a book jacket (with illustrations on front and a review on back) so the new cover is at least as professional and more insightful than the original.