UNIT 1

UNIT 2

UNIT 3

JUNE 3 / 10

(MAJOR WORK /
RANTS)

[3 ASSIGNMENTS
REQUIRED]

MARCH 4

APRIL 29

MAY 27

[3 ASSIGNMENTS
REQUIRED]

LAST CHANCE!

30%

LAST CHANCE!

CRITICAL /
ANALYTICAL
RESPONSE

20%

Name:

15%
15%

REPRESENTING

VIEWING &

20%

LISTENING &
SPEAKING

SKILLS: EXAMS
& QUIZZES

ANNOTATIONS

SKILLS:

SKILLS: TEXT
CREATION

PERSONAL
RESPONSE

WEIGHT

LAST CHANCE!

LAST CHANCE!

LAST CHANCE!

CATEGORIES

LAST CHANCE!

LAST CHANCE!

BUILD A PRT

On the Rainy River

LAST CHANCE!

GRAPHIC ORGANIZER

Girls & Boys

LAST CHANCE!

SOCIOGRAM (VISUALS)

Mystic River

LAST CHANCE!

RANT

UNIT 5

LAST CHANCE!

[4 ASSIGNMENTS
REQUIRED]

SOCRATIC SEMINAR

The Great Gatsby

LAST CHANCE!

UNIT 4
6

ACTIVE LISTENING

Blue Jasmine
4

LAST CHANCE!

[4 ASSIGNMENTS
REQUIRED]

UNIT EXAM #2

A Streetcar Named Desire

5

UNIT EXAM #1

Moonlight Mile
7

DIALECTICAL JOURNAL

SOCIOGRAM (RATIONALE)

Pleasantville
3

LAST CHANCE!

POETRY

Miss Brill
5

LAST CHANCE!

MARCH 24
3

DNA: WRITTEN ELEMENTS

Horses of the Night

3

LAST CHANCE!

[4 ASSIGNMENTS
REQUIRED]

#3: MAJOR B

The Legend of Sleepy

Hollow
15

LAST CHANCE!

Hamlet
10

#2: MAJOR A

ASSIGNMENT
5

#1: MICRO-ESSAY

& TEXTS
8

#3: OPEN STYLE (OPTIONAL)

ASSESSMENT CHECKPOINT
6

#2: CREATIVE (NARRATIVE, DESCRIPTIVE, OR ANALOGY)

UNIT #,
6

#1: CRITICAL / PERSONAL / UNIVERSAL (CPU)

DISTRIBUTION

LAST CHANCE!

English 30-1 Learning Plan

Block:

Okay, So What Do I Have To Do?

The following is a summary of the types of assessment activities that you are to complete throughout this course. Detailed
digital copies of instructions are provided through your OneNote Classroom application; however, printed resources
are available upon request. Remember, you can also access support during FLEX time.
CREATIVE (NARRATIVE, DESCRIPTIVE, ANALOGY)three forms of Personal Response writing that are taught by examining short
stories for their literary elements. This will lead to a heightened awareness of all that is involved in the act of writing and help to
further recognize the fundamentals of the short story genre. By reading a variety of essay types (descriptive, narrative, analogy)
students will become aware of the deliberate choices that authors make during the writing process. Students are then asked to write
one of these three forms under Diploma time constraints.
OPEN STYLEan optional Personal Response that may be completed using the CPU or CREATIVE forms explored in class. This can
also be used as a replacement grade for one of the previous attempts.
MICRO-ESSAYthis is a snapshot of a full essay. Written as a single paragraph, it includes a thesis (functioning as an introduction
paragraph), three pieces of evidence, and a concluding statement. This assignment helps students to review theme / thesis, CEA, and
form & structure elements of a full Critical Analytical Response to Literary Text.
DNA: WRITTEN ELEMENTSstudents are asked to write one of each of the three types of creative responses (Narrative,
Descriptive, or Analogy). One story is selected and is shared aloud with classmates. Students are assessed on content and rhetorical
devices presented in their text. This will prepare students for writing the Creative Personal Response (listed above).
POETRYstudents are asked to write a minimum of two poems throughout the course. The minimum will include one free
verse/thematic poem and one blackout poem. Blackout poetry uses a permanent marker to cross out or eliminate whatever words or
images the creator sees as unnecessary or irrelevant to the effect he/she is seeking to create. The central idea is to devise a completely
new text from previously published words and images, which the reader is free to interpret as he/she wishes. See the following as
examples of blackout poetry:

http://austinkleon.com/category/newspaper-blackout-poems/
http://newspaperblackout.com/

SOCIOGRAMis a visual representation of the relationships among characters in a literary text. Students can make use of pictures,
symbols, shapes, colors, and line styles to illustrate these relationships.
DIALECTICAL JOURNALa dialectical journal is another name for a double-entry journal or a reader-response journal. A dialectical
journal is a journal that records a dialogue, or conversation between the ideas in the text (the words that you are reading) and the ideas
of the reader (the person who is doing the reading). In journals, students have a conversation with the text and themselves; writing
down thoughts, questions, insights, and ideas while reading.
ACTIVE LISTENINGis a structured form of listening and responding that focuses the attention on the speaker. The listener must
take care to attend to the speaker fully, and then repeats, in the listeners own words, what he or she thinks the speaker has said. The
listener does not have to agree with the speakerhe or she must simply state what they think the speaker said. This enables the
speaker to find out whether the listener really understood. This assignment is usually completed in quiz or journal form.
SOCRATIC SEMINARthe goal of a Socratic Seminar is for students to help one another understand the ideas, issues, and values
reflected in a specific text. The Socratic Seminar is a formal discussion, based on a text, in which the leader asks open-ended questions.
Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate
their own thoughts and their responses to the thoughts of others. Through this process, students learn to work cooperatively and to
question intelligently and civilly.
RANTa good rant is just necessary every now and then. If youve got to shout something at the top of your lungs, though, youll
shred your vocal cords. Do it in writing and everyone will be a lot better off. Students will learn to choose good ranting subjects, nail
the tone of their rants, and some tips for avoiding an epic rant fail.
GRAPHIC ORGANIZERalso known as knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept
diagram, is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships
between them. Students are asked to utilize either Cornell Notes, the Major Works Data Sheet, or SketchNotes to complete this assignment.
BUILD A PRTstudents are asked to use the format of the Diploma exam to model and create their own Personal Response assignment.
This includes selecting a poem, excerpt (from one of the major texts studied in class), and visual to complement their constructed
theme statement / prompt.
dds