MN Graduation Rule Requirements for English 11

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Crookston Public Schools

English 11

MN Graduation Rule Requirements

Content Standards: Arts Analysis & Interpretation / Write & Speak: Academic Writing

Course: English 11

Title of package/activity: Understanding U.S. Literature: A Bundled “Ghost” Package

Note: This course is a College in the High School course and falls under “waiver for academic rigor” guidelines. Students who complete this course for CIHS credit may be waived from the standard. Students who do not complete the course for CIHS credit will be required to demonstrate learning according to guidelines set forth in this performance assessment.

Summary Statement of Content Standard:

Academic Writing

A student shall demonstrate the ability to write using grammar, language mechanics, and other conventions of standard written English for a variety of academic purposes and situations by writing original compositions that:

A. describe, narrate, or explain observations of human events or situations;

B. analyze patterns and relationships of ideas, topics, or themes;

C. construct support for position, argument, plan, or idea; and

D. evaluate an idea, topic, or theme based on expressed criteria.

Literature and Arts Analysis and Interpretation

A student shall demonstrate the ability to interpret and evaluate complex works of music, dance, theater, visual arts, literature, or media arts by:

A. describing the elements and structure of the art form; the artistic intent; and the historical, cultural, and social background of the selected art works;

B. applying specific critical criteria to interpret and analyze the selected art works;

C. describing how particular effects are produced by the artist’s use of the elements of the art form; and

D. communicating an informed interpretation using the vocabulary of the art form.

Description of Student Performances

Name of Student:

Performance Record Achievement

Task 1: Unit 1--Personal Narrative date: grade:

Task 2: Unit 2--Scientific Study date: grade:

Task 3: Unit 3--Critical Analysis date: grade:

Task 4: Unit 4--Persuasion date: grade:

Task 5: Unit Testing date: grade:

FINAL ACHIEVEMENT RATING 4 3 2 1

Scoring Criteria

4 student work exceeds expectations

3 student work meets expectations

2 student work is passing, but has problems in quality

1 student work is completed, but is substantially below expectations

No package score can be recorded until ALL parts of the package have been completed.

Task #1

Specific Statements from the Standard:

Academic Writing

A. describe, narrate, or explain observations of human events or situations;

Product: Personal Narrative Composition

Task Description:

[As a model, use McDougall-Littell’s The Language of Literature, pp. 120-124.]

Based on the readings of personal narrative, each student will write a personal narrative about a single life-transforming event. The composition will be 500-1000 words in length, typed (double-spaced). It will be done in stages, including brainstorming, drafting, and polishing. Each paper will include a title page, correctly formatted according to instructions given in class, and will be formatted entirely according to instructions given in class.

Each student’s composition will demonstrate an understanding of appropriate standard narrative structures, including use of dialogue, and the standard conventions of English grammar, sentence mechanics, and usage.

Checklist for Task #1

Y=Yes, the items are clearly completed

N=No, the items are not clearly completed

Name:

Student Teacher

_____ Student turns in completed narrative, _____

brainstorming materials, and drafts

_____ Student demonstrates standard conventions _____

of grammar, language mechanics, and usage

_____ Student appropriately describes, narrates, or _____

explains observations of human events or

situations

Academic Writing Evaluation _____

Notes following performance:

Task #2

Specific Statements from the Standard:

Academic Writing

D. evaluate an idea, topic, or theme based on expressed criteria.

Literature and Arts Analysis and Interpretation

A student shall demonstrate the ability to interpret and evaluate complex works of music, dance, theater, visual arts, literature, or media arts by:

C. describing how particular effects are produced by the artist’s use of the elements of the art form; and

Product: Critical Analysis Composition

Task Description:

[As a model, use McDougall-Littell’s The Language of Literature, pp. 248-252.]

Each student will select an appropriate literary work (written or film) for study and will write a critical analysis according to information provided in class. The composition will be 500-1000 words in length, typed (double-spaced). It will be done in stages, including brainstorming (see attached table), drafting, and polishing. Each paper will include a title page, correctly formatted according to instructions given in class, and will be formatted entirely according to instructions given in class.

Each student’s composition will demonstrate an understanding of literary techniques, critical language, and the standard conventions of English grammar, sentence mechanics, and usage.

Checklist for Task #2

Y=Yes, the items are clearly completed

N=No, the items are not clearly completed

Name:

Student Teacher

_____ Student turns in completed composition, _____

brainstorming materials, and drafts

_____ Student demonstrates standard conventions _____

of grammar, language mechanics, and usage

_____ Student evaluates an idea, topic, or theme based _____

on expressed criteria

Academic Writing Evaluation _____

_____ Student describes how particular effects are _____

produced by the artist’s use of the elements of the

art form

Literary Interpretation Evaluation_____

Notes following performance:

Task #3

Specific Statements from the Standard:

Academic Writing

B. analyze patterns and relationships of ideas, topics, or themes;

Literature and Arts Analysis and Interpretation

A student shall demonstrate the ability to interpret and evaluate complex works of music, dance, theater, visual arts, literature, or media arts by:

B. applying specific critical criteria to interpret and analyze the selected art works;

Product: Comparison-contrast composition about two short-story selections from American literature.

Task Description:

[As a model, use McDougall-Littell’s The Language of Literature, pp. 902-906.]

Each student will select two appropriate pieces of literature for study and write a comparison-contrast analysis of the techniques used and the treatment of subject in the selections. The composition will be 500-1000 words in length, typed (double-spaced). It will be done in stages, including brainstorming (see attached table), drafting, and polishing. Each paper will include a title page, correctly formatted according to instructions given in class, and will be formatted entirely according to instructions given in class.

Each student’s composition will demonstrate an understanding of standard comparison-contrast structure and conventions, and the standard conventions of English grammar, sentence mechanics, and usage.

Checklist for Task #3

Y=Yes, the items are clearly completed

N=No, the items are not clearly completed

Name:

Student Teacher

_____ Student turns in completed composition, _____

brainstorming materials, and drafts

_____ Student demonstrates standard conventions _____

of grammar, language mechanics, and usage

_____ Student appropriately analyzes differences in _____

patterns and relationships of ideas, topics,

or themes

Academic Writing Evaluation _____

_____ Student applies specific critical criteria to _____

interpret and analyze the selected short stories

Literary Interpretation Evaluation_____

Notes following performance:

Task #4

Specific Statements from the Standard:

Academic Writing

C. construct support for position, argument, plan, or idea;

Literature and Arts Analysis and Interpretation

A student shall demonstrate the ability to interpret and evaluate complex works of music, dance, theater, visual arts, literature, or media arts by:

D. communicating an informed interpretation using the vocabulary of the art form.

Product: Critical Interpretation

Task Description:

[As a model, use McDougall-Littell’s The Language of Literature, pp. 624-627.]

Each student will formulate an appropriate original thesis about one of the works studied in English 11. The student will demonstrate a thorough understanding of the selected work and will argue the formulated thesis to a conclusion in a persuasive-style composition. The composition will be 500-1000 words in length, typed (double-spaced). It will be done in stages, including brainstorming (see "Prewriting," p.627, or attached brainstorming sheet), drafting, and polishing. Each paper will include a title page, correctly formatted according to instructions given in class, and will be formatted entirely according to instructions given in class.

Each student’s composition will demonstrate an understanding of the organization and strategies used in persuasion, and the standard conventions of English grammar, sentence mechanics, and usage.

Checklist for Task #4

Y=Yes, the items are clearly completed

N=No, the items are not clearly completed

Name:

Student Teacher

_____ Student turns in completed composition, _____

brainstorming materials, and drafts

_____ Student demonstrates standard conventions _____

of grammar, language mechanics, and usage

_____ Student constructs support for position, argument, _____

plan, or idea

Academic Writing Evaluation _____

_____ Student communicates an informed interpretation _____

using the vocabulary of the art form

Literary Interpretation Evaluation_____

Notes following performance:

Task #5

Specific Statements from the Standard:

Literature and Arts Analysis and Interpretation

A student shall demonstrate the ability to interpret and evaluate complex works of music, dance, theater, visual arts, literature, or media arts by:

A. describing the elements and structure of the art form; the artistic intent; and the historical, cultural, and social background of the selected art works;

Product: Pencil-and-Paper Tests

Task Description:

Each student will take pencil-and-paper tests covering the literary works, films, and literary concepts taught while the student is in the course. The tests will consist of multiple-choice, true-false, matching, and short essay questions designed to measure student understanding of the elements and structure of various literary art forms; the artistic intent of those forms studied; and the historical, cultural, and social backgrounds of the selected art works.

Checklist for Task #5

Y=Yes, the items are clearly completed

N=No, the items are not clearly completed

Name:

Student Teacher

_____ Student takes each separate pencil-and- _____

paper unit test given while the student is

in the course

_____ Student demonstrates understanding of the _____

elements and structure of various literary forms

_____ Student demonstrates understanding of the _____

artistic intent of the various works studied

_____ Student demonstrates understanding of the _____

historical, cultural, and social backgrounds

of the selected art works

Literary Interpretation Evaluation_____

Notes following performance: