CA English 11 Tier 2 Animal Farm Credit 5 (2021) PDF

Leave Blank for Cover Page. Credit 5 Extended Reading Student Name: English 11______: Animal Farm by George Orwell Credit 5 - HS - L4L English 11______ (2021) PAGES 1-4 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL Credit Opener: Animal Farm DIRECTION...

Leave Blank for Cover Page. Credit 5 Extended Reading Student Name: English 11______: Animal Farm by George Orwell Credit 5 - HS - L4L English 11______ (2021) PAGES 1-4 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL Credit Opener: Animal Farm DIRECTIONS: Think about the section of the text above. In the space below, explore your thoughts about the text. What might Orwell be saying about gaining power? Credit 5 Extended Reading 1  PAGES 1-4 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL Credit Opener: Animal Farm DIRECTIONS: Preview the learning events. Next, fill in the boxes to help you better understand the work you are about to do. Finally, set a goal for yourself that you will focus on as you complete this credit (ex: I will focus on questioning while I annotate). Observations Questions Support What do you notice after What questions do you have What resources or support can previewing the learning for your teacher? Is there your teacher can provide you to events? Reflect on themes, anything you do not succeed in this credit? activities, and any other understand or need observations you made. clarification on? Personal Learning Goal Teacher-Selected Learning Goal Credit 5 Extended Reading 2  PAGES 1-4 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL Credit Opener: Animal Farm Learning Goals for this Credit Analyze plot, theme, character, figurative language, vocabulary, and context. Analyze author’s choices concerning structure specific parts of text to its overall structure and meaning. Support ideas and analysis with explicit evidence from the text. Lesson Title Assignments BENCHMARK  (if applicable) CREDIT OPENER  1 Reading and Activities  Reading Guide Chapter 5  Reading Questions Chapter 5  Characterization  Theme 2 Reading and Activities  Reading Guide Chapters 6-8  Reading Questions Chapters 6-8 3 Reading and Activities  Reading Guide Chapters 9 & 10  Reading Questions Chapters 9 & 10 4 Performance Task:  Brainstorm Personal Narrative  Outline/Rough Draft  Editing Checklist  Publishing COMPLETED PERFORMANCE TASK  ILLUMINATE MODULE ASSESSMENT  Learning Icons Credit 5 Extended Reading 3  The Performance Task will provide you with an opportunity to demonstrate your learning at the end of each credit. This page provides a preview of that Performance Task. The prompt is restated in Lesson 4. PAGES 1-4 SHOULD BE REVIEWED WITH TEACHER BEFORE LEAVING SCHOOL Performance Task Preview Writing: Prompt Product Write an informative/explanatory essay You will write an informative/explanatory essay describing the events that unfold in Animal describing the events connect to one of the Farm and how the novel connects to one or major themes. more of the following themes: Building a democracy The power of words and language Power corrupts Inequality of social classes Plot and Character Charts When reading a novel, it is important to keep track of various characters, plot, and themes that are important to the overall story. This can at times be overwhelming, so charts are used to record relevant details. Continue to use the chart(s) from credit 4 and record important details as you complete the novel. They will be helpful when completing the writing Performance Task in Lesson 4. Credit 5 Extended Reading 4  Lesson 1: Reading and Activities Learning Goals: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text I can analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama I can draw evidence from literary or informational texts to support analysis, reflection, and research. Reading Guide: Chapter 5 DIRECTIONS: Complete this during and after reading this section. Focus Textual Evidence Connect (text-to-self, Question Predict text-to-text, text-to-world) What is… Based on what I’ve read, I predict This reminds me of…. that… I wonder if/how/why/when… Example: Example: Example: The setting in this section I wonder why the author chose to I predict that the animals will rebel reminds me of a school field use talking animals in his book. against Mr. Jones and take over the trip I once took to a nearby farm. farm. Credit 5 Extended Reading 5  Reading Questions: Chapter 5 DIRECTIONS: Use your reading of Animal Farm to answer the following questions in complete sentences. Include evidence from the text to support your responses. 1. Why does Mollie run away from the farm? 2. What changes have been made in the weekly meetings over the last year? 3. What changes does Napoleon make after his dogs chase Snowball off the farm? 4. Why don’t the other animals protest Napoleon’s decisions? ______ 5. What is the importance of the dogs accompanying Squealer when he comes to talk to the animals? Credit 5 Extended Reading 6  Animal Farm: Characterization DIRECTIONS: The animals are going to elect a leader. You have only one vote, and you must cast it based on what you know about the candidates. After each candidate's name, list two or more of his strengths and weaknesses, (these are traits from the book - not ones you invent). Place a check mark in the box next to name of the animal you vote for at the very bottom of the page. Snowball Napoleon Two strengths and one example: Two strengths and one example: Two weaknesses and one example: Two weaknesses and one example: Snowball Napoleon Credit 5 Extended Reading 7  Animal Farm: Theme DIRECTIONS: Match the text evidence from the novel with the corresponding theme from below. The Power of Words and Language Power Corrupts Inequality of Social Classes Text Evidence Theme Example: The farm animals are supervised by Inequality of social classes the pigs and the pigs are the only ones who are allowed to eat the apples and drink the milk produced on the farm. Squealer speaks on behalf of Napoleon and says, “He would be only too happy to let you make your decisions for yourselves. But sometimes you might make the wrong decisions, comrades, and then where should we be?” When Snowball tries to present his windmill idea, Napoleon uses his trained attack dogs to chase him off of the farm 1. What do you think is the most important lesson or massage the author is trying to persuade the audience to understand? 2. Do you agree with the author’s message and how he views the world? Explain why or why not. Credit 5 Extended Reading 8  Lesson 2: Reading and Activities Learning Goals: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine two or more themes or central ideas of a text and analyze their development over the course of the text I can analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama I can draw evidence from literary or informational texts to support analysis, reflection, and research. Reading Guide: Chapters 6-8 DIRECTIONS: Complete this during and after you read this section. Focus Textual Evidence Connect (text-to-self, Question Predict text-to-text, text-to- What is… Based on what I’ve read, I predict that… world) I wonder if/how/why/when… This reminds me of…. Example: Example: Example: The setting in this I wonder why the author chose to use I predict that the animals will rebel against section reminds me of talking animals in his book. Mr. Jones and take over the farm. a school field trip I once took to a nearby farm. Credit 5 Extended Reading 9  Reading Questions: Chapters 6-8 DIRECTIONS: Use your reading of Animal Farm to answer the following questions in complete sentences. Include evidence from the text to support your responses. 1. Why does Napoleon decide to engage in trade with neighboring farms? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How do the animals react? ___________________________________________________________________________ ___________________________________________________________________________ 2. How is the windmill destroyed? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Why does Napoleon blame Snowball? ________________________________________________________________________ ________________________________________________________________________ 3. Why does Napoleon order that the hens’ eggs be sold? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ How does he react when they rebel against his orders? ___________________________________________________________________________ ___________________________________________________________________________ Credit 5 Extended Reading 10 4. Why do the animals confess to being traitors? Or is there any explanation? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. What purpose is served by the production figures Squealer reads to the animals? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. How is Napoleon becoming more and more like a typical dictator? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _____________________________________________________________________________ 7. Describe the sale of the stack of lumber. How does Napoleon outwit himself? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. Why do the men blow up the windmill? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 9. Describe the whiskey incident. Why would Orwell make this scene somewhat humorous? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 11 10. Why are the animals easily fooled, even when they find Squealer with a ladder and hide paint beside the barn at night? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 12  Lesson 3: Reading and Activities Learning Goals: I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. I can analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant. I can draw evidence from literary or informational texts to support analysis, reflection, and research. Reading Guide: Chapters 9 & 10 DIRECTIONS: Complete this during and after you read this section. Focus Textual Evidence Connect (text-to-self, Question Predict text-to-text, text-to- What is… Based on what I’ve read, I predict that… world) I wonder if/how/why/when… This reminds me of…. Example: Example: Example: The setting in this I wonder why the author chose to use I predict that the animals will rebel against section reminds me of talking animals in his book. Mr. Jones and take over the farm. a school field trip I once took to a nearby farm. Credit 5 Extended Reading 13  Reading Questions: Chapters 9 & 10 DIRECTIONS: Use your reading of Animal Farm to answer the following questions in complete sentences. Include evidence from the text to support your responses. 1. What happens to Boxer? How do the animals accept it? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What changes have the years brought to the farm? ______________________________________________________________________________ 3. How do the pigs now spend their time? _______________________ What point do you think Orwell is trying to make about bureaucracy (government organizations)? 4. What drastic actions do the pigs use to shatter the animals’ complacency? Credit 5 Extended Reading 14  How do the animals now feel about their social order and their farm? ______________________________________________________________________________ ______________________________________________________________________________ 5. All seven commandments are erased. What is the new commandment and how has it been true from the beginning? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Describe the pigs’ appearance. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 15  Lesson 4: Performance Task Learning Goals: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis. I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. I can draw evidence from literary or informational texts to support analysis, reflection, and research. I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. In this credit, you will be focusing on the informative/explanatory essay genre for your Performance Task. Carefully read the information on this page to ensure that you understand all of the requirements for this task. Performance Task Writing: Prompt Product Write an informative/explanatory essay You will write an informative/explanatory essay describing the events that unfold in Animal describing the events connect to one of the Farm and how the novel connects to one or major themes. more of the following themes: Building a democracy The power of words and language Power corrupts Inequality of social classes Credit 5 Extended Reading 16  Performance Task: Informative/Explanatory Essay DIRECTIONS: Write an informative/explanatory essay describing the events that unfold in Animal Farm and how the novel connects to one or more of the following themes: Building a democracy The power of words and language Power corrupts Inequality of social classes You may use your any homework, charts, or historical context articles to help you with your essay. If you use outside sources, be sure to include a works cited and properly cite your sources. Include at least two examples and/or direct quotes from the novel to support your essay’s thesis. Quick Theme Brainstorm DIRECTIONS: Match the evidence from the novel with the corresponding theme from above. Text Evidence Theme Example: This work was strictly voluntary, but Inequality of Social Classes any animal who absented himself from it would Power Corrupts have his rations reduced by half. Curiously enough, Clover had not remembered that the Fourth Commandment mentioned sheets; but as it was there on the wall, it must have done so. All of the animals, except the pigs, work sixty hours a week. Boxer, who is injured in the battle, still works as hard as ever on the windmill. When some of the animals think to check the commandments, they find that the sixth now reads, “No animal shall kill any other animal without cause.” Credit 5 Extended Reading 17  Performance Task: Thesis Statement The first step to developing your informative essay is to create a thesis statement, or a sentence to state the main idea of your essay. When thinking about your thesis statement, it is important to remember that you must support your thesis statement with evidence and explanation. ENGAGE Restate the assignment prompt in your own words (Optional) : ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ DIRECTIONS: On the lines below, answer the questions to help draft your thesis statement. 1. What is the topic that I am going to inform or teach my audience about? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What are three major ideas about the topic that I need to teach my audience? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 18  Examples of Thesis Statements: In order to become an Emergency Medical Technician (EMT), someone must take basic training courses, become CPR certified, and pass multiple examinations. Bees are important to the environment because they foster plant growth, contribute to a food source, and produce material that can be used in non-food products, such as beeswax. F. Scott Fitzgerald’s life was turbulent and full of conflict, which in turn influenced much of the work he produced in the early 20th century, particularly The Great Gatsby. 3. Write your thesis statement in 20 words or less: __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ DIRECTIONS: Use the following checklist to proofread your 20-word thesis statement.  My thesis statement is based on the topic or prompt of the assignment.  My thesis statement is a statement with main points that I can support using evidence and explanation.  My teacher has approved my thesis statement for use in my essay. Now, rewrite your revised thesis statement on the lines below: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 19  Performance Task: Evidence The second step to creating your informative essay is to support the main points of your thesis statement with details and evidence, the information that will strengthen your thesis statement. When finding evidence to support your thesis statement, make sure you are finding it from reputable resources (that is, websites with information that can be verified—not Wikipedia.) EXPLORE DIRECTIONS: Complete the chart below with the evidence you plan to use in your essay. When you are done, check in with your teacher to make sure you have found information from reputable sources. Quote or Citation Source Where is this source Is the source reputable? Teacher found? How do you know? Checked Credit 5 Extended Reading 20  Performance Task: Explanation The third step to creating your informative essay is linking your thesis statement and evidence with explanations. Explaining how pieces of evidence support or further define the ideas of your thesis statement will help your audience clearly understand and effectively communicate your ideas. EXPLAIN DIRECTIONS: Re-write your finalized thesis statement (from page 2) in the box below. My thesis statement: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ DIRECTIONS: Complete the activity below, using explanations to link the evidence to your thesis statement. Use the sentence starters if necessary. Sentence Starters to Explain Evidence This is significant because… This shows that… This suggests that… This supports the idea that… This example reinforces the idea that… Evidence #1: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 21 Explanation of Evidence #1: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Evidence #2: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Explanation of Evidence #2: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Evidence #3: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Explanation of Evidence #3: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ DIRECTIONS: With your teacher, use the following checklist to proofread your evidence and explanations.  My evidence supports my thesis statement.  My explanations support both my thesis statement and my evidence. Credit 5 Extended Reading 22  Performance Task: Consider Your Audience The fourth and final step to drafting your informative essay is considering your audience. Think about who will be reading your work. Make sure when you are writing you are using academic language and tone to effectively communicate your ideas. EVALUATE DIRECTIONS: Complete the short activity below. If you are unsure about how to complete the activity, discuss the questions with your teacher. Who is my audience? What tone should I use to address this audience? ______________________________________________________________________________ ______________________________________________________________________________ How should this audience be addressed? ______________________________________________________________________________ ______________________________________________________________________________ What type of language will my audience best respond to? (Short, basic words and sentences; long, flowy words and phrases) ______________________________________________________________________________ ______________________________________________________________________________ How will I know if my writing is successfully explaining the ideas of my thesis statement? ______________________________________________________________________________ ______________________________________________________________________________ Credit 5 Extended Reading 23  Performance Task: Outline Your Essay Now that you have thought through the steps to outlining your informative essay, you will outline the full essay using the chart below. General Topic: ___________________________________________________________ I. Introduction a. Background information to introduce topic: _________________________ Keep your audience in mind! _________________________________________________________ b. Thesis statement (main ideas of your essay): ________________________ _________________________________________________________ II. Body A. Body Paragraph – topic sentence about 1st main idea from thesis statement: ________________________________________________________ 1. Evidence – Facts & Examples: These are your pieces of evidence and explanations. _______________________________________________________________ _______________________________________________________________ i. Analysis/Explanation of Evidence: ____________________________________________________________ ____________________________________________________________ 2. Evidence – Facts & Examples: _______________________________________________________________ _______________________________________________________________ ii. Analysis/Explanation of Evidence: ____________________________________________________________ ____________________________________________________________ Credit 5 Extended Reading 24 B. Body Paragraph – topic sentence about 2nd main idea from thesis statement: ___________________________________________________________ 1. Evidence – Facts & Examples: _______________________________________________________________ _______________________________________________________________ i. Analysis/Explanation of Evidence: ____________________________________________________________ ____________________________________________________________ 2. Evidence – Facts & Examples: _______________________________________________________________ _______________________________________________________________ i. Analysis/Explanation of Evidence: ____________________________________________________________ ____________________________________________________________ C. Body Paragraph – topic sentence about 3rd main idea from thesis statement: ___________________________________________________________ 1. Evidence – Facts & Examples: _______________________________________________________________ _______________________________________________________________ i. Analysis/Explanation of Evidence: ____________________________________________________________ ____________________________________________________________ 2. Evidence – Facts & Examples: _______________________________________________________________ _______________________________________________________________ 25 Credit 5 Extended Reading III. Conclusion a. Summarize thesis: ______________________________________________________ ________________________________________________________________________ b. Comment on significance of topic: __________________________________ ________________________________________________________________________ My teacher has checked my outline and approved me to move on to writing my draft. You will now write or type your rough draft. Check here when you have completed your draft. Credit 5 Extended Reading 26  Performance Task: Final Checklist Before you turn in your rough draft, the checklist below has been created for you to make sure you have all necessary elements of a successful essay. EVALUATE DIRECTIONS: Use the checklist below to help you proofread and edit your rough draft. You can also have a peer, tutor, or parent/guardian look over it with you for extra support. I have checked for proper capitalization in my sentences. o Example: Last summer I visited London, England. (Proper nouns are capitalized.) o Example: My friends are great. (Beginning of sentences are capitalized.) I have checked for proper use of commas in my sentences. o Example: The game was over, but the crowd refused to leave. (Commas separate independent clauses with a coordinating conjunction.) o Example: When the snow stops falling, we'll shovel the driveway. (Commas are used after introductory clauses, phrases, or signal words.) I have checked for proper use of quotation marks in my text evidence. o Example: According to Fitzgerald, “the green light symbolizes money and hope for the future.” (Quotes go around what you are citing.) o Example: “The green light symbolizes money and hope for the future” (Fitzgerald 43). I have checked to be sure I have complete sentences, not fragments or run-ons. o Example: After the rain happened. (Sentence fragment) o Example: After the rain happened we went to the park I had a lot of fun that day. (Run-on sentence) I have used commonly misused words correctly. o Example: You’re next; it’s now your turn. (your/you’re) o Example: There is your hat. Their hat is on the ground. They’re going to go pick it up. (there/their/they’re) o Example: Were we supposed to go to the store? We’re heading there now. (were/we’re) o Example: Then she told me, “You’re better than that.” (then/than) o Example: Since it’s going to rain, the bird flew into its nest under the awning. (it’s/its) o Example: I am going to the store with my two dollars. Did you want something, too? (to/two/too) I correctly used semicolons and colons. o Example: I went to the store; I bought apples, pears, and bananas. (Semicolons are used to separate two sentences that can stand alone but are similar.) o Example: At the store I found: apples, pears, and bananas. (Colons can be used to announce a list.) 1 Credit 5 Extended Reading I am writing in active voice, not passive voice. o Example: The cashier counted my money. (Active voice has the subject before the verb.) o Example: My money was counted by the cashier. (Passive voice has the verb before the subject.) I have combined sentences when appropriate. o Example: The bus stopped at my station. I got onto the bus. o Corrected Example: I got onto the bus when it stopped at my station. I do not have any dangling or misplaced modifiers. o Example: She served the sandwiches to children on paper plates. (What is on the paper plates, the sandwiches or the children? This is a misplaced modifier.) o Corrected example: She served the children sandwiches on paper plates. 2 Credit 5 Extended Reading  Performance Task: Editing Checklist DIRECTIONS: Use the checklist below to help you proofread and edit your presentation. You could also have a peer or tutor look over it with you for extra support. Mechanics I capitalized the first word in every sentence and all proper nouns. Each sentence I wrote ends with a period, a question makr, or an exclamation point. I used punctuation correctly (commas, apostrophes, quotes, semi-colons, etc.) I spelled all words correctly (check carefully for commonly confused words like they’re, there, their; you, you’re, your; it’s, its, etc.) Grammar Each of my sentences is a complete thought with a subject and a verb. There are no sentence fragments or run-on sentences in my work. Subjects and verbs agree in number (singular subject, singular verb; plural subject, plural verb). When I use pronouns, they clearly refer to someone or something. I use verb tenses consistently unless a change is required (past, present, future). Style I varied the length of sentences I wrote. Some are long, some are short, and some are medium in length. I chose clear, interesting, colorful, precise words and made sure that they were appropriate for my audience. I avoided vague, overused words and cliches. Although I relied heavily on research, I presented the information in my own voice and gave credit to sources when I quoted or paraphrased. Presentation My presentation is clear, organized, and visually appealing. I addressed all points of the Performance Task. I used 2-3 resources to discuss my argument, claim, or question. I listed my resources in MLA format. Check here when you have created, proofread, edited, and finalized your visual/technological presentation. 3 Credit 5 Extended Reading  Performance Task: Publishing EVALUATE DIRECTIONS: Now that you have edited and revised your rough draft, publish a final draft of your essay. Be sure to type and correctly format your paper before you submit it to your teacher. Remember to refer to the Performance Task instructions at the beginning of Lesson 5 of this packet to ensure that you are including all required elements. Final Draft Guidelines: - Times New Roman font - 12 point size font - Double-spaced formatting - Indent all paragraphs - 1 inch margins, all sides - May include a Works Cited Page, if outside sources used - REFER TO THE EXAMPLE BELOW Example Essay Format Last Name Page # First Name Last Name Teacher Last Name Class Name, Credit # Paper Title Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularized in the Check here when you have published a final draft of your essay. 4 Credit 5 Extended Reading  Illuminate Module Assessment Learning Goals: I can draw evidence from literary or informational texts to support analysis, reflection, and research. I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings. I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning. Assessment Complete the Illuminate Module Assessment for the Anchor and/or Enrichment Texts in this credit. Question Item Types  Multiple Choice  Evidence Based Selected Response  Highlight-Selectable Text  Non-Traditional Selected Response  Select Dropdown o Constructed Response o Vocabulary Mastery Teacher Notes: Multiple Choice: ___________________ /10pts The scoring breakdown for Constructed Response: ____________ x 5 = _______________ / 10pts the Illuminate Assessment is (Rubric Score) also located on the last page of this credit. You can leave ___________________________ x 2 = _________________________ / 40 pts this blank and complete (MC + CR Total /20pts) in the Scoring Guide, if preferable. 5 Credit 5 Extended Reading  Glossary: Key Terms Term Definition allegory (n ) A story that can be read on two levels. Characters represent something else and convey a moral message. communism (n ) A political system under which all property would be held in common; there is no privately owned property. democracy (n ) A form of government in which people choose leaders by voting. fable (n ) A narration to enforce a useful truth, teach a moral lesson, and often uses animals as the main characters. hyperbole (n ) An exaggeration of ideas for the sake of emphasis. imperative (n ) A command. propaganda (n ) The use of a variety of communication techniques that create an emotional appeal to get a specific response. rhetoric (n ) The way in which an author uses words to convey a message. rhetorical question (n ) A statement formed as a question that is not supposed to be answered. satire (n ) Use of irony, sarcasm, or ridicule to expose human folly or vices. 6 Credit 5 Extended Reading  Informative/Explanatory Rubric Total points possible: 40 pts. 4 : Advanced 3 : Proficient 2 : Expanding 1: Emerging Points (1-4) Purpose: Introduces and communicates Sufficiently communicates with Attempts to communicate with Communicates without Is my main idea clearly with consideration to the consideration to the purpose, considerations to the purpose, consideration to purpose, clear? purpose, audience, and task. audience, and task. audience, and task but is audience, and task. confusing. ___/4 Organization: Logically and clearly develops Development of ideas are Unevenly develops ideas Presents ideas but logical Are my ideas ideas from beginning to end. evident from the beginning to throughout the task (e.g. weak structure is limited. organized? end. introduction, weak transitions). ___/4 Elaboration: Clearly and effectively Explains ideas using a mix of Explains ideas unevenly, using Begins to explain ideas but lacks Are my thoughts elaborates ideas, using precise precise and general vocabulary. mostly general vocabulary. clarity and uses general or explained? vocabulary. inaccurate vocabulary. ___/4 Evidence: Provides in-depth evidence for Provides evidence to reinforce Provides evidence for the main Provides minimal evidence for Is my main idea the main idea that includes the the main idea that includes the idea some of which is uneven or the main idea that includes little supported? effective use of sources, facts, use of sources, facts, and limited. use of sources, facts, and and details. details. details. ___/4 Conventions & Clearly and effectively uses Uses accurate language and Attempts to use accurate Attempts to use accurate Style Guidelines: accurate language and appropriate mechanics for the language and appropriate language and appropriate Are my language, appropriate mechanics for the genre. mechanics for the genre. mechanics without grammar, and genre. - Mostly correct use of - Somewhat correct use of consideration for the genre, form correct? - Correct use of chosen style chosen style guideline. chosen style guideline. sentence structure, verb tense, guideline. spelling, and punctuation. - Incorrect use of chosen style guideline. ___/4 Teacher Notes: 1 Credit 5 Extended Reading  Scoring Guide Assignments Scoring Guidelines Points Learning Events Packet ________________________ x 2 = _______________________ / 20 pts Rubric (Rubric Score) 20 10 - 9 All work completed. Student work demonstrated exceptional understanding. 8 All work completed. Student work demonstrates adequate understanding. 7 All work completed. Student work demonstrates sufficient understanding. 6 All work completed. Student work demonstrates basic understanding. 0-5 Not complete. (redo) Performance Task ________________________ x 2 = ________________________ / 40 pts 40 Illuminate Multiple Choice: ___________________ / 10pts Module Constructed Response: ____________ x 5 = _______________ / 10pts Assessment 40 (Rubric Score) ___________________________ x 2 = _________________________ / 40 pts (MC + CR Total /20pts) (Total Points) Illuminate When the growth benchmark is completed Benchmark check the box to the right. (if applicable) Add the points to the Total Credit Score. Total Credit Score = = _____% 100 1 Credit 5 Extended Reading