English+281

English 281 - Ideas & Revisions for 2013-2014

Reintergrate or Create for Upcoming Year per Common Core Standards >
 * Seminar Process (formative & summative)- reformat for block + shorter discussions. How to attach to quarterly writing assignments?
 * Fishbowling (fully formative) - formalize, develop rules + requirements + participation grade rubric (quantity & quality) - mandatory participation
 * Blog entries for ancillary reading: align with Readiness Anchor Standards for Writing - CCS: collaboration & interaction
 * Plagiarism!!! Introduction, definition of types (departmental style guide), examples. Exercises to edit plagiarized texts to practice quoting (correct integration) and paraphrasing. DO THIS EARLY!
 * Create assignments that include speaking elements - develop rubrics for speaking / include a speaking element in grades. Start at -nflonline.org - develop handouts / lessons concerning speaking & responding.
 * MLA citation for Shakespeare & drama - parenthetically especially.
 * Must teach block quoting & how to integrate a quote from a secondary source - research papers where terrible in this context...
 * How to quote poetic, Shakespearean, or other dramatic text using /...none understood this.

**Ancillary Texts**
 * //Jane Eyre -// Lexile - 890 - ? - Bildungsroman, rite of passage, byronic hero, gothic romance, victorian novel, culture, ideology, early feminism, the mad woman in the attic


 * //The Metamorphosis -// Lexile - 1340 - modernism, alienation & isolation, anti-semitism, anthropomorphism, basic marxism, "Kafkaesque", "Letter to his Father"


 * //Heart of Darkness -// Lexile -1050 - african colonialism, frame tale, journey / quest, allegorical journey into self, basic psychoanalytics, inversion of color imagery/symbol, Toni Morrison - //Playing in the Dark//,


 * //Modern Fiction Selection//


 * //Non-Fiction Selection + Class NonFiction text?//
 * //In the Heart of the Sea -// Lexile - 1210


 * //Macbeth -// Lexile 1350 - elements of tragedy, motifs of decay, chain of being, elizabethan superstition, corrupting nature of power


 * //The Merchant of Venice -// Lexile 1380 - anti-semitism


 * //The Namesake? -// Lexile - 1210
 * //Cold Mountain? -// Lexile - 1210
 * //The Tin Drum? -// Lexile - 1220
 * //Chronicle of a Death Foretold? -// Lexile - 1270

**Summer Work**
 * due date after the first week of class. Any reason that it HAS to be due on day one? avoid issues of students moving in, "i left it at home" - easier to communicate requirements, allow time for revisions or questions. Only one additional week. - [[file:English 281-SummerWork 13-14.pdf|Summer Work Assignment]]
 * foster text chapters, but use envelope assignments for each chapter - not paragraphs. allow students to collect evidence with will help them with essay to be assigned second week as base-line writing assignment & tool to use for guided revision & writing "boot camp"

**Prepare this year for next year**
 * Revise Summer work assignment & due dates accordingly
 * **Grading rubrics for individual essay elements - EACH ELEMENT SERVES AS A COMMON FORMATIVE (for revision) & SUMMATIVE (post revision; final submission) ASSESSMENT**
 * thesis statements - [[file:Thesis Statement Rubric.docx]]
 * introductory paragraphs - [[file:Introductory Paragraph Rubric.docx]]
 * critical paragraph / body paragraphs - [[file:Critical Body Paragraph Rubric.docx]]
 * conclusion

**QUARTER ONE**


 * summer work essay - assign end of week one / beginning of week two : due one week later. use throughout the quarter to revise individual elements.
 * first weeks, writing boot camp + analytical & annotation strategies: soapstone, tpcastt, etc...
 * individual elements !! always introduce with grading rubric & several examples for students to grade - teach them how the rubric works!:
 * thesis statements + formative editing & practice **avoiding vague statements: //creating a deeper meaning//, or //helping the reader to better understand...//**
 * **intro paragraphs + formative editing & practice -** avoiding vague statements: //creating a deeper meaning//, or //helping the reader to better understand...//
 * embedding quotes + critical paragraphs - formative editing & practice
 * conclusions + formative editing & practice
 * lessons on active v. passive voice
 * editing exercises - literary present, active v. passive, grammar, wordiness, verboten phrases, etc.
 * timed writing process


 * eventually writing assessment will be randomized between narrative prompts, argumentative prompts, or persuasive prompts - must teach all three types and reinforce with quarterly timed writes.
 * with common core, genre study is no longer the most valid methodology - switch to thematic units:
 * each unit includes An ancillary (outside novel, nonfiction, or dramatic work), historical, social, and artistic contexts, poems, & short fiction connected to the theme.
 * Unit 1 - Jane Eyre : the bildungsroman & the quest archetype (rite of passage, elements of gothic, victorian ideology (social & economic)