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Spring Term 2020

Marking Period 2 Project Assignment #1

 

CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

 

Learning Intention: Use strategically-selected and thoroughly-analyzed text evidence to compose a written response that conveys complex ideas and concepts about a chosen text.

 

Success Criteria:

___ I can accurately select and thoroughly analyze text evidence when supporting a response to a general writing prompt about literature.

___ I can cite implicit text evidence that requires inference and analysis.

___ I can use my organization skills (TEAL) to compose a written response that clearly supports the topic and clearly and thoroughly conveys all ideas and observations related to that topic.

 

This marking period, each student will complete and submit two projects for project grades.  The first project will be due on 5/8, and the second project will be due on 6/12.

 

Project #1 due on Friday, May 8th, 2020

 

Below, you will find several writing prompts/topics that can be applied to any work of literature that you have read as part of a high school English class.

 

Please select one of the following prompts/topics and respond according to the instructions.  Use our class 3-2-1 rubric to guide the quality of your response.

 

 

Writing Prompts/Topics

 

  1. In many works of literature, the setting directly impacts one or more characters in the story. Using any story that you have read in any high school English class, compose a 2-3 paragraph response that explains the effect that the story’s setting has had on one or more characters in the story.

 

  1. As readers, we are sometimes satisfied and sometimes not satisfied by a story’s ending. Using any story that you have read in any high school English class, compose a 2-3 paragraph response that explains why the story’s ending was or was not satisfying to you as a reader.

 

 

  1. Characters in literature regularly experience internal and external conflicts. Using any story that you have read in any high school English class, compose a 2-3 paragraph response that describes a character’s internal and external conflict and that explains how these conflicts help to reveal one theme in the story.

 

  1. Good versus evil is a common theme in literature. Using any story that you have read in any high school English class, compose a 2-3 paragraph response that identifies the “good” and the “evil” in the story and that explains how this battle between good and evil helps you to better understand the story’s theme.

 

 

  1. In many works of literature, one or more characters seek power of some kind. Using any story that you have read in any high school English class, compose a 2-3 paragraph response that describes the type of power that is sought by one or more characters in the story.  Next, analyze and explain how this quest for power affects the character or characters and how this quest for power affects other characters in the story.

 

  1. Often, a story’s minor characters are considered to be unimportant to the story as a whole. However, minor characters in some stories do have an important role in the story and do contribute to the development of other characters and the story’s overall meaning.   Using any story that you have read in any high school English class, compose a 2-3 paragraph response that explains why and how a minor character has a significant impact on the story’s overall meaning and on the development of other characters in the story.

 

 

  1. Many characters in literature are morally ambiguous, meaning that they cannot be considered to be purely evil or purely good. Using any story that you have read in any high school English class, compose a 2-3 paragraph response that identifies the “good” and the “evil” qualities in any character.  Next explain how these “good” and “evil” qualities have affected that character and other characters in the story.  What theme is revealed by the battle between this character’s “good” and “evil” qualities?

 

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