Semester Two

Semester Two

Semester Two

1st Nine Weeks

Timeline

Concept Benchmarks Activities Assessment
Weeks 1 -2  Short expository essay assigned based on reading and research from two sources (Chaucer)

Peer edit 

12.4.3; 12.4.6

Students should be able tocreate aresponse to literature in writing in which theyanalyze a selected piece and thensupport and defendtheir views through research from credible sources(discriminatingcredible vs. non-credible works).  They willevaluateandcritique peer work to help improve one another's writing and thenrevisetheir essays for submission. After reading Chaucer's Prologue and two of his tales, students will focus upon an aspect of the seven deadly sins relative to the works, and they will research and write an MLA style paper documenting their theories and findings. Rough draft, peer edit (sheet)

 

Finished essay with accurate MLA style documentation  (rubric)

  Vocabulary 801-840

 

12.1.1,2,3; 12.5.6

Analyze word origins. Interpretmeanings of  vocabulary words bygeneratingsentences with appropriate context clues thatrelate to the meaning  of words. Determine parts of speech of words

Group activity using words - closure exercise

Test

Vocabulary tests

Use of words in sentences

 

  Journal writing

12.6.1; 12.6.2; 12.5.3

Writedescriptive and persuasive journal entries,planninganddevisinga piece that tells a story.. Students will write to short topics using various writing modes as warm-up activities Completed journal
  Outside reading

12.3

Read independently with the goal ofcomparison/contrast,evaluationof theme, and use of details tosupporta thesis about the book. Read an appropriate book of their choosing from the Indiana Dept. of Ed. recommended reading list. Reading time application

Written book report at four weeks.

  Literature -

Ch. 2 Literature Portfolio "Reading to Become Symbol-Wise"

The Canterbury Tales"Prologue"               "Wife of Bath's Tale" "Pardoner's Tale"

12.6

Students will read andanalyzegrade-appropriate literature with understanding and perception of historical context and interpreting (level 6)symbolic meaning. Students will read to understand first how to approach the classic material, then they will work in teams to interpret and present Chaucer's pilgrims. After their presentations, the class will read both short stories and use their reading as a basis for the expository essay above.  Presentation rubric

Quizzes on the stories

 

Weeks 3 - 4 Vocab 841-880

 

12.1.1,2,3; 12.5.6

Usevocabulary words. Interpretmeanings of  vocabulary words bygeneratingsentences with appropriate context clues thatrelate to the meaning  of words. Determine parts of speech of words

Group discussion and analysis of words

Test

Group activity participation

Vocabulary tests

  Journal writing

12.4.2-3; 12.6; 12.5.3

Write  narrative journal entries,planningand relatinga story. Write two journal entries of narrative quality. Completed journal

 

  MLA Documentation Review 

12.4

 Students will reinforce concepts of formal documentation and utilize them correctly in their research writing.Identify (level 4)material that must be citedand selectproper MLA formatting style,applyingproper technique to citations.

Review Purdue OWL website

Quiz

Proper documentation in  expository papers.

Quiz

Finished papers with parenthetical documentation and works cited page.

  Essay - Response to literature based on independent reading of book

12.3.3; 12.4.1-6; 12.4.10-12; 12.5.2; 12.5.7

Plan and write a criticalanalysisof a book thatsupportsa statement of  theme, characterization, orcomparison - contrast. Finish the reading of a challenging novel and write a critical analysis. Student essay

Rubric assessingproof of reading/organization/support of ideas/presentation

  Literature Portfolio -Ch. 3, 4

"Writing about Literature"

"Reading and Writing about Short Stories"

12.4, 12.5

Students willwriteabout literature,relatingconcepts from the text toplan, organize, and defendtheir ideas. Read parts of  the chapter in class. Teacher models, pair and share, students read.  Practice reading techniques. Pair and share

Participation

Quiz using notes

  Grammatical conventions review

12.6

Comprehend concepts of pronoun/antececent and subject/verb agreement andillustrateunderstanding byapplyinginwriting. Online grammatical exercises Completion of grammar exercises and correct usage in written work
Weeks 5-6        
  Speech assignment

12.7.6; 12.7.16

Organize anddelivera speech with focus on research,comparison/contrast, and tenets of good speaking as discussed throughout first semester. Students will research and deliver a speech which analyzes comparison/contrast of two basically dissimilar things. Delivery of speech

Notes turned in

Rubric

  Vocab  881-920

12.1.1-3; 12.5.6

Usevocabulary words. Interpretmeanings of  vocabulary words bygeneratingsentences with appropriate context clues thatrelate to the meaning  of words. Determine parts of speech of words.

Group activity using words

Test

Vocabulary test

 

   Short documented expository essay

Comparison/Contrast

12.3, 12.4, 12.5

Analyze essay toidentify (level 4)material that must be citedand selectproper MLA formatting style,applyingproper technique to citations.

Organize and write  a documented expository essay(analyze, identify, apply),applyingthe peer edit process toevaluateandcritiqueone another,  andrevisepaper for submission.

 

The class will look introspectively into their individual traits and choose a food to which they will compare themselves.  They must base points of comparison on qualities that can be researched and supported. Peer Edit Sheets

Finished documented papers

Rubric

Weeks 7, 8, 9 Research Paper      
  RESEARCH PAPER

8 -12 pages

min. 8 sources

outline 

works cited page with annotations

min. 60 note cards and min. 8 bib cards

MLA formatting style

 

 

12.2, 12.3, 12.4   

Research, organize, and write a research paper using multiple sources, applyingthe peer edit process toevaluateandcritiqueone another,  andrevisepaper for submission.

 Identify (level 4)material that must be citedand selectproper MLA formatting style,applyingproper technique to citations.

Students will be able to 

...distinguishreliable sources from unreliable sources and thencombineinformation from  a variety of credible sources.

...identify and narrowthe topic.

...devisea central question

...formulatea clear and comprehensive thesis statement.

...createannotations.

...createan outline.

...applya note-taking system togleanandsynthesize information from multiple sources.

...interpretandparaphrasesource information and use quotations.

...applyproper MLA formatting style

...writea research paper, revise it through the peer edit process, and submit revised paper.

Students will see examples of research papers and the use of MLA style as well as explore the OWL website for further examples and extended understanding of citations and works cited pages. 

Students will begin with a topic, which they will the narrow and develop into a central question, finally formulating  a thesis to establish a direction. They will submit a proposal including thesis statement on Turn It In.

Students will work through  some exercises in gleaning credible sources from websites.

Students will grasp the format required for note cards and bib cards and then begin taking notes from sources that they are gathering. 

We will have three 20-card check days as well as checkpoints for the thesis, outline, and bib cards with annotations.

When rough drafts are due, students will peer edit papers and then revise to submit the final product on Turn It In.

Library exercises

Topic lists

Central question and thesis statement

Submitted proposal

Note cards

Bibliography cards

Rough Draft

Peer Edit Sheet

Finished research paper

Rubric

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