Molly PetersenEDU 6361

Reaching Out, Pushing Away UnitWriting Assignments and Rubrics

Goals for Unit:1. Students will be able to determine a theme within a text and analyze how it is

developed throughout the work using specific details, expressed in writing and speaking activities. CCSS.ELA-LITERACY.RL.9-10.2; CCSS.ELA-LITERACY.SL.9-10.1

a. In-process text: Reading log b. In-process text: Group discussion

2. Students will be able to use multiple strategies to identify the meaning of unknown words and phrases. CCSS.ELA-LITERACY.L.9-10.4; CCSS.ELA-LITERACY.RL.9-10.4

a. In-process text: Dictionary in the Rye

3. Students will be able to write a personal narrative using well-chosen details and effective organization. CCSS.ELA-LITERACY.W.9-10.3

a. In-process text: Place-based journal experienceb. Culminating text: Personal narrative

Please see the writing assignments for all five texts (four in-process, and one culminating) for students, along with the associated rubrics, on the following pages.

Reading Log

You will create a reading log for The Catcher in the Rye to document your thoughts and questions as your read the novel. The purpose of this reading log is to provide content for small-group discussions of the book. The items that you document, or record, in your reading log will be shared with your classmates. The reading log is an exploratory text and will not be graded for grammar or proper use of English language conventions. However, you must include the following:

Format: In your reading journal, divide each page in half vertically. Label the left column “Significant passages” and notate significant passages

or quotes by writing down the page number and a few words so that you can find the passage again.

Label the right column “Notes.” In this column you have three options:1. Ask a question2. Provide an evaluation of the passage (why the author included this

passage, how the passage helps the reader understand the characters, what the passage means etc.)

3. Provide an interpretation of the passage connecting it to a theme of the book

Example of layout:

Significant Passage Notesp.5 Holden bought a “hunter’s cap” Interpretation: Theme of isolation -

wearing the distinctive red cap sets Holden apart from everyone else.

Criteria for Assessment: At least 5 significant passages noted per reading assignment (see the reading

schedule posted on class website) All 3 forms of analysis (questioning, evaluation, and interpretation) must be

used at least once per reading assignment

Rubric for Reading Log

Discussion Groups

You will be assigned to a discussion group or 4 or 5 students for this unit (please see group assignments on class website). You will meet once for each reading section assigned. Together you will analyze insights from your Reading Logs. The goal of your analysis is to find themes in The Catcher in the Rye and details that support the themes. The analysis will consist of the following:

Format: Each group member will share a minimum of one discovery from their own

reading log per discussion Each group member will extend the discussion by posing an additional

question to another group member, or by relating additional information at least once per discussion

Small-group discussion will be followed by whole class discussion Group members will take turns as group leader. Group leader is responsible

for beginning the discussion and sharing a summary with the whole class.

Criteria for Assessment: You respectfully participate in discussion, listening without interrupting, and

keep the discussion focused on the book. You self-assess the number of times you introduce a topic and the number of

times you extend the discussion during each discussion. You graph your participation after each discussion in your reading journal.

Example of Self-assessment:

Discussion 1 Discussion 2 Discussion 3 Discussion 40

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Shared from Reading LogExtended Discussion

Rubric for Discussion Groups

Dictionary in the Rye

The Catcher in the Rye has many unusual words and 1950’s slang. We will work collaboratively as a class to create a dictionary to help us understand the book. The goal of this project is to present to the class a strategy you used for defining an unknown word. The dictionary will be on the “Dictionary in the Rye” Google Doc so that everyone can access the dictionary whenever they need to. It is an ongoing and continually improving dictionary.

Format: You will present ONE vocabulary word and its definition on TWO different

assigned days (See class website for your assigned days). Yes, that means you will present a total of TWO different vocabulary words.

Before your presentation add your word and its definition to the Dictionary in the Rye Google Doc.

Your oral presentation must include a description of the strategy you used to find a definition. (We will cover specific strategies in-class such as using an online dictionary, using context clues, using word parts, word substitution, etc.)

Criteria for Assessment: Presenting on assigned due date Oral presentation includes a correct definition and description of the

strategy used to define word

Rubric for Dictionary in the Rye

Place-Based Journals

You will observe details of physical locations and write a personal journal based on your observations. The goal of the journal is to gain experience using descriptive details to explain the importance of a location to your life. The place-based journal consists of three separate journaling experiences:

1. First Journal Entry: Describe a place of isolation. Identify a place where you go when you need a “time-out” from the world. Go to that location and spend at least 20 minutes observing the space and writing specific details, including sensory details. Your journal entry should include a physical description of the location and an explanation of why you go to this location when you want to be isolated from the world.

2. Second Journal Entry: Memory of safety. Identify a place, outside of your home, where you feel safe and relaxed and describe it in detail without actually going to that place. Do not be physically present in the location when you describe it! Be sure to include physical details of the location and the reason why you feel safe there.

3. Third Journal Entry: Describe the place of safety. Go to the place identified in your second journal entry spend at least 20 minutes observing the space. Describe it again and note differences between your memory of the space (in journal entry two) and your current observations.

Criteria for Assessment: Each journal entry will consist of at least 200 words Journal entries must be on a Word document, double spaced, and submitted

on TurnItIn.com Each journal entry will note at least 5 sensory details Journal three will include a note on differences between memory and actual

space.

Rubric for Place-Based Journal

End of Unit Assignment: Personal Narrative (Culminating Text)

You will write a personal narrative based on a scene from The Catcher in the Rye. What would it be like if you stepped into Holden’s shoes today, in your own town? Choose a scene from the book and retell the experience using your own voice, your own locations, in modern times. Write yourself into the narrative in Holden’s place. You will need to develop at least one theme of your choice through detailed sensory images and compelling organization of events.

Format: Narrative will be at least 1200 words Narrative will be on a be on a Word document, double spaced, and submitted

on TurnItIn.com You will submit a rough draft for peer review You will include an additional author’s note on which scene was chosen from

The Catcher in the Rye and why (50-100 words)

Criteria for Assessment: Your voice is evident in a compelling opening Evidence of a correlation to the The Catcher in the Rye (possibilities of

evidence include: theme, sequence of events, emotions of characters) Identifiable theme Includes at least 6 sensory details Sequence of events that is cohesive and captivating Use of appropriate grammar and pronunciation

Rubric for Personal Narrative