Appendix on Implementing District Standards
Standards -- Oklahoma Academic Standards for English Language Arts -- 11th grade. These standards can be easily cross-referenced to other standards.
11.2.W.2 Students will routinely and recursively develop drafts, applying organizational structure(s) (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.).
This is at the heart of my unit; students will be constantly drafting, paying attention to structure and organization.
11.2.W.3 Students will routinely and recursively revise drafts for organization, transitions, sentence variety, and consistent tone and point of view in order to improve coherence and meaning.
As part of the workshop model, students will take the feedback from peers to revise their works.
11.2.W.4 Students will routinely and recursively use resources to edit for grammar, usage, mechanics, and format in order to finalize drafts for publication.
Because the final product is a college essay to get into the fictional McKee University, students will have to edit for grammar, usage, and mechanics. The stakes are high.
11.3.R.4 Students will evaluate how literary elements impact theme, mood, and/or tone, using textual evidence: mood, and/or tone, using textual evidence: figurative language (i.e., simile, metaphor, personification, hyperbole, imagery, symbolism), sound devices (i.e., onomatopoeia, alliteration, assonance),irony (i.e., verbal, situational, dramatic)
By analyzing the mentor texts, students will identify the literary devices and rhetorical strategies used and understand the effects created by these. This will be done through annotations and discussion.
11.3.W.1 Students will compose narratives reflecting real or imagined experiences that: include engaging plots involving well-developed, complex characters resolving conflicts, establish narrator(s) that enhance(s) the narrative, are intentionally sequenced in a way to achieve a specific effect (e.g., create suspense, establish mood, reflect theme), provide clear descriptions, using precise language, sensory details, and dialogue, include varied syntax to enhance readability, emulate literary elements and/or literary devices from mentor texts.
This standard is one that is at the core of this unit as well. Emulating the mentor texts and composing their own narratives is what students will do once every 4-6 weeks.
11.4.W.2 Students will select language to create a specific effect in writing according to purpose and audience.
Students will need to be aware of diction while writing the different styles and structures we are focusing on in class. After studying the mentor texts and seeing how word choice affects tone and purpose, they will be reading to do the same in their own writing.
11.5.W.1 Students will add clarity, variety, and/or style to their writing and presentations with parts of speech and various types of phrases and clauses, intentionally breaking the rules for effect when appropriate.
By being able to play with their creative nonfiction writing, they will be able to find their voice through experimenting with syntax, word choice, schemes, tropes, and different essay types and structures.
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