Multi Text Study
Rationale/Explanation
Jason Koon
For this
multi-text study I chose two books that deal with the political and social
tensions of Northern Africa.
Naidoo,
Beverly, The Other Side of Truth. London, England: Harper Collins.
2000. ISBN. 0064410021
Thoennes,
Kristin. Nigeria (Countries of the World). Mankato, Minnesota: Capstone
Press. 1999. ISBN 0736801545
Graf, Mike.
Somalia (Countries of the World). Mankato Minnesota: Capstone Press. 1999. ISBN
0736811087
Internet
Workshop: http://en.wikipedia.org/wiki/Ken_Saro-Wiwa
I chose The
Other Side of Truth because it portrays the plight of many people around
the world in a way that is easy for young adolescents to understand and relate
to. The book deals with experiences that
most young adolescents can relate to such as loss, fear, and uncertainty. Through these common experiences, Naidoo
opens the minds of her readers to a world that is far different from their
own; a world of oppression and injustice.
The fictional events of this novel are set in the context of real historical events; such as the execution
of Ken Saro-Wiwa, and against the backdrop of the Abacha regime that controlled
Nigeria in the mid-1990s. This gives
the novel an authenticity that will open the minds of students to the
realities of life in Northern Africa.
The Other
Side of Truth is written on a fifth grade reading level, but the interest
level is considered to be from 7th to 9th grade. This novel is the winner of numerous awards
including the Carnegie Medal, and was named an ALA notable book, and an ALA
best book for young adults.
The
Non-fiction text for this study is Nigeria. It is part of The Countries of the World
series. This book provides background
information on Nigerian culture, history, religion, and politics. This book is written on a 4th
grade reading level and will provide students with a real-life context in which
to place Naidoos characters and story.
I chose
these books for 7th grade because it connects with the Social
Studies Standard course of study for seventh grade. Africa is one of the major themes in seventh
grade social studies and this multi-text study will lend itself to numerous interdisciplinary
connections between Language Arts and Social Studies. Also, I chose this study because it details
the struggle of the two young refugees to find recognition and aid. The two main characters in the book use
informational and argumentative communication to expose the evils of the regime
from which they are fleeing and argue successfully to be allowed to stay in
England.
The Other Side of Truth
Multi-Text Study
Student Packet
Jason Koon
RE 3150
4/4/06
Table of Contents
Section Book(s) Used Page #
1. Reading/Assignment Schedule for all
books
..2
2. Reading Log for all
texts
.............................3
Individual
3. Pre-reading activities for The Other Side of
Truth
..4-6
Small
groups, and whole group
4. Reading Guides for The Other Side of
Truth
..7-14
Individual
5. A Day in the Life of
. For Nigeria
..............15
Individual
6. Ken Saro-Wiwa Internet workshop to be used with the online text
16-17
Individual
7. Ken Saro-Wiwa Speech
project
....................18
Small
Groups, presented to whole group
8. Letters to the Editor/Congressman all
texts
19
Individual
9. Reference
List
...............................................20-21
10. Vocabulary Unit for The Other Side of Truth
22-23
10.
Rubrics
..........................................................24-29
11.
Objectives
.....................................................30
Reading/ Assignment Schedule
This is a
schedule that you should follow when reading The Other Side of Truth
and the other texts that go along with it. This will help you break the book
up, so that you can read a little bit each day rather than try to read it all
in one or two nights.
Assignment(s)
to be completed
Week One - Pre-reading Web-quest
- Read Chapters 1-9 (Chapters 1& 2 will be
read aloud)
- Read Nigeria by Kristin
Thoennes
- Study Guide #1
Week Two -
Read Chapters 10-19 (Chapters 10 &11 will be read aloud)
-
Study Guide #2
- A day in the life of
Week Three - Read Chapters 20-28 (Chapter 20 will be read
aloud)
- Read Aloud Somalia by Mike Graf
- Study Guide #3
Week Four - Read Chapters 29-33 (Chapters 29 & 30
will be read aloud)
- Ken Saro-Wiwa Internet Workshop
Week Five - Chapters 34-42
- Study Guide #4
Week Six - Post-reading Activity: Letters to the
editor/congressman - Ken Saro-Wiwa speech project
Name:__________________________ Book:__________________________________
Reading Log
Date Place Pages
Read
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Pre-Reading Activity
Beverly Naidoo Web Quest
It is
important to remember that whenever you are looking for information on the
internet you must be careful to make sure that your sources are accurate and
reliable. Link to http://www.infopeople.org/resources/bkmk/select.html
and take a few minutes to review the checklist on evaluating internet sources.
Before
beginning your internet search look at the title of the book. You can usually learn something about a book
just by looking at its title. Develop
three specific questions that you have about this book based on the title.
1.
________________________________________________________________
_________________________________________________________________?
2. ________________________________________________________________
_________________________________________________________________?
3.
________________________________________________________________
_________________________________________________________________?
After
developing these questions get together with your small groups and make
inferences or predictions about the answers.
1.________________________________________________________________ _________________________________________________________________.
2.
________________________________________________________________
_________________________________________________________________.
3.
________________________________________________________________
_________________________________________________________________.
Next, in
your small groups, use internet sources to investigate eight questions about
Beverly Naidoo and her book, The Other Side of Truth. You will share your findings with the class.
Some websites that contain helpful information are listed below. You may also use any additional websites that
you find, but make sure they are reliable and accurate sources.
http://www.contemporarywriters.com/authors/?p=auth244
1. What
are some of the major events of Beverly
Naidoos life that may have had an
effect on her as a writer?
2. What awards has the book won?
3. What is the setting of this book?
4. Describe the two main characters?
5. Write a brief summary of the plot?
6. What are some other books that Naidoo has
written?
7. From
what you know about Naidoos life, why do you think she has written this book?
8. Why is it important to know background information about a
book and its author before reading
it?
Reading Guide #1: Chapters 1-7
1. Why
did the Nigerian Government assassinate Sade and Femis mother?
2. In
chapter one Uncle Tunde and Folarin have a conversation about the truth and the articles that Folarin writes for his
newspaper. Re-read what each says to the other. Who do you agree with more? Why?
3. How
do the children get to England?
4. Do
you think that Folarin did the right thing by sending his children to a foreign country by themselves? What would you have done in his situation?
5. In
Chapter Seven Sade and Femi have a run in with the authorities. From what
you know about them, how would their reaction to the authorities be different from yours?
Characterization
List at least three character traits for each
character. Note whether you learned this
information through direct or indirect characterization and the page number
where you found this information.
|
Sade |
|
|
Femi |
|
|
Papa (Folarin) |
|
|
Uncle Tunde |
|
Reading Guide #2:
Chapters 8-19
1. What events in Chapters 9-12 lead the children to be taken
into police custody? How do they come to meet Mama Appiah?
2. What
effect do Sade and Femis experiences growing up in Nigeria have on the way that they view the police?
3. What does Sade think of Iyawo Jenny? Why does Sade not respond truthfully to Iyawo Jennys questions?
4. How
does Femi deal with the traumatic events that he has experienced? What
effect doe this have on Sade?
5. Through their traumatic experiences Sade and Femi have begun
to encounter the other side of
truth. What do you think is Naidoos
purpose is in writing a book about
the negative effects of telling the truth on these children?
Characterization
List at least three character traits for each
character. Give a page number where you found clue about this character
trait. Tell whether you learned this
information through direct or indirect characterization
|
Mrs. Bankole |
|
|
Iyawo Jenny |
|
|
Mama Appiah |
|
|
Kevin |
|
Reading Guide #3
Chapters 20-28
1. What
are some of the differences that Sade notices between her old school in Nigeria and her new school in London?
2. How
do Marcia and the other girls react to Sade?
How does Miriam treat Sade?
Character Study: Motivation
Fill in the chart with possible motivations for the
characters behavior
|
Character |
Behavior |
Motivation |
|
Femi |
Refusing to talk to Sade |
|
|
Marcia |
Treating Sade badly |
|
|
Sade |
Stealing from Miriams
familys store |
|
|
Miriam |
Leaving Sade to be cornered
by Marcia |
|
|
Miriam |
Telling Sade her story of
escape from Somalia |
|
3. By this point, many different themes
are developing. Complete the chart to show how the book addresses the following
themes and what events and/or characters
in the story help to develop these themes?
|
Theme |
What does the book say |
Which events or
characters address this theme |
|
Control/ abuse of power |
|
|
|
Telling the truth |
|
|
|
Racism |
|
|
4. Compare and Contrast Sade and Miriam? How are they alike, how are they different?
Reading Guide #4:
Chapters 29-42
1. Earlier in the novel, Naidoo helps us to understand why the
children lied about who they were
and why they had come to England, but now we see the
Negative effects of their lies. What negative effects did their lies have?
2. How
does Folarin end up in a British prison?
What do Sade and Femi do to try
to get their father out of this prison?
3. Through
chapter 28, the truth has been responsible for many of the negative things that have happened to Sade, Femi, and
Folarin. In the final chapters how does the truth save them?
4. Throughout
the course of this book, the main characters undergo major changes. In your small groups complete the chart using
the character traits from Study
Guide #1, then list at least three new character traits that each character has developed during the
course of the novel.
|
Character |
Traits from Study Guide
#1 |
New Character Traits |
|
Sade |
|
|
|
Femi |
|
|
|
Folarin |
|
|
5. Although
the events of this story are fictional, similar events regularly happen around the globe. Why do you think events like this often go unreported? What effects might the truth have, if it were
reported about real life events, the way
it was reported about the Solaja family in the story?
A Day in the Life of
The book Nigeria
by Kristin Thoennes gives us some insight into Sade and Femis lives in
Nigeria. After reading this book, you
are going to write a first person account of a young person growing up in
Nigeria. Use the following questions to
help you organize your ideas before you write.
You may want to use the book Nigeria (Cultures of the
World) by Patricia Levy for more information.
My Life in Nigeria
What section of Nigeria do I live
in?__________________________________________
To what people group do I
belong?___________________________________________
What languages do I
speak?_________________________________________________
What jobs do my parents
have?______________________________________________
_______________________________________________________________________
What are my favorite
foods?_________________________________________________
What is my
religion?_______________________________________________________
What holidays do I
celebrate?________________________________________________
________________________________________________________________________
What is my school
like?____________________________________________________
________________________________________________________________________
Where do I live?__________________________________________________________
What is my home
like?_____________________________________________________
_______________________________________________________________________
What are my favorite things to do ?___________________________________________
________________________________________________________________________
Ken Saro-Wiwa Internet Workshop
Although The
Other Side of Truth is fiction, it makes reference to a few real life events and people. One of these is the execution of Nigerian
journalist and author Ken Saro-Wiwa. In
your small groups, access http://en.wikipedia.org/wiki/Ken_Saro-Wiwa
and answer the following questions based on your reading of this article.
1. Who was Saro-Wiwa speaking out for? What
was he speaking out against?
2. According
to the Nigerian government, what was the official reason for his execution?
3. Why
do you think Saro-Wiwa was really executed?
4. Think
about the novel The Other Side of Truth, Folarin Solaja was faced with a difficult decision after the death
of Saro-Wiwa. He had to decide between
writing the truth and protecting his family. Fill out the chart with reasons for and against speaking out
against the government.
|
Reasons for speaking out |
|
|
Reasons for staying quiet |
|
What
would you have done it you were in Folarins position? Why?
Ken Sarro-Wiwa Speech Project
The
following assignment is to be completed in your small groups. Each group will choose a discussion leader, a
research coordinator, a secretary, and a speaker.
Discussion leader The
discussion leader will direct the group meetings. He/she will make sure the meetings
are orderly.
Research Coordinator The research coordinator will
oversee any research and fact checking that needs to be done to
complete this assignment.
Secretary The Secretary
will keep a record of the ideas that are discussed and write/type the final
copy of the speech.
Speaker The Speaker
will contribute ideas to the group and be responsible for delivering the
speech to the class.
All group members are expected to participate in
the research, discussions, and writing of the speech, as well as contribute
ideas and insights whenever possible!!
The Assignment
Imagine that
it is October 1995 and you are the United States ambassador to the United
Nations. Ken Saro-Wiwa is still being
held prisoner by the Nigerian government, and you have the opportunity to
deliver a speech to the Nigerian government on the subject of Saro-Wiwas
arrest and pending execution. Write a
persuasive speech arguing for the release of Ken Saro-Wiwa. Make sure to give specific reasons why he
should be released.
Letters to the Editor/ Letters to
your congressman
This is your
opportunity to take what you have learned and apply it in the real world. By reading The Other Side of Truth,
your eyes have hopefully been opened, as mine were, to the injustice and
oppression that is happening all over the world. Unfortunately, most Americans
have not had an experience like you have hopefully had during this study. You are going to have an opportunity to help
them open their eyes. You have a choice
of two assignments.
1. Write a letter to the editor about your
experience reading The Other Side of Truth, non-fiction materials and the
information about Ken Saro-Wiwa. Give persuasive reasons why Americans should be
aware, and work to bring an end to
injustice and oppression around the world.
Include suggestions about what individuals
can do to help. You may want to use
examples from the book.
2. Write a letter to your congressman
about your experience reading The Other Side of Truth and the materials about
Ken Saro-Wiwa. Give persuasive reasons
why the United States government
should act to bring an end to injustice and oppression
around the world.
These
letters should be in business letter format, so that they can be sent to our
congressman or the editor of our local newspaper!!
Reference List
A Month and a Day: A Detention Diary by: Ken Saro-Wiwa and William Boyd; Penguin, 1996.
ISBN 0140259147. A Month
and a Day is the true account of Ken Saro-Wiwas detention experience
in a Nigerian prison. Naidoos book is heavily
influenced by Saro-Wiwas story.
Songs in a Time of War by: Ken Saro-Wiwa; Passeggiata, 1993. ISBN
9994501623. This is a book of poetry
written by Saro-Wiwa.
Sozaboy by: Ken Saro-Wiwa; Longman(African Writers Series), 1995
ISBN 0582236991. Sozaboy is a novel
written for young adolescents about a young man who signs up for the Nigerian
Military and fights in the Biafran War.
It is partly based on his own personal experiences.
Journey to Joburg by: Beverly Naidoo; Collins Educational, 1996. ISBN 0006726933. This is one of Naidoos first and most
acclaimed books. Many of the same themes
that are addressed in The Other Side of Truth are also present in
this work.
Out of Bounds by: Beverly Naidoo; Puffin, 2001. ISBN 0141309695. This is a collection of short stories by
Naidoo that deals with the oppression and injustice under the Apartheid system
of South Africa.
Esparanza Rising by: Pam Munoz Ryan; Blue Sky Press, 2002. ISBN 043910242x. Although set in a very different context than
The Other Side of Truth, Esparanza Rising deals with many of the same
themes. Especially the idea of being
forced to leave ones homeland and becoming a refugee.
Coming to England by: Florella Benjamin, Illustrated by Michael Frith; Puffin, 1995
ISBN 0140380817. Based on Benjamins real life experience of
moving from Trinidad to England, this book deals with adjusting to life in a
new country and culture.
Nigeria (Cultures of the World) by: Patricia Levy; Benchmark Books,
1996.
ISBN
1854355740. This book is a much more in
depth look at the culture of Nigeria. It
goes into much more detail about the life that Sade and Femi may have had in
Nigeria before being forced to leave.
The Other
Side of Truth is an eye-opening book to much of the injustice and oppression
that exists around the world, as well as to issues dealing with refugees,
immigration, and racism. These
additional materials are all materials that will help further your study in any
or all of these areas. All of these
references deal in some way with some of the themes or events of the book. I have provided this list and allowed for
self-selection so that all students can pursue the themes and elements of this
study that were of particular interest to them.
Other Side of Truth Vocabulary Unit
Surname
Refugee
Asylum
Immigration
Passport
Boycott
Vocabulary Activity 1:
Synonyms and Antonyms
Complete the chart with at least two synonyms and one
antonym for each word
|
Antonym |
Vocabulary Word |
Synonym |
|
|
Surname |
|
|
|
Refugee |
|
|
|
Asylum |
|
|
|
Immigration |
|
|
|
Passport |
|
|
|
Boycott |
|
|
|
|
|
Vocabulary Activity 2: Sentence stems and idea
completion
1. A debate was held over the issue of immigration
to decide if_____________________
_______________________________________________________________________.
2. The young woman had become a refugee
because_____________________________
_______________________________________________________________________.
3. Peter was granted asylum
after___________________________________________
_______________________________________________________________________.
4. Stephen refuse to tell the officials his surname
because________________________
_______________________________________________________________________.
5. I couldnt find my passport so
____________________________________________.
6. The boycott was
_______________________________________________________.
Vocabulary Assessment
Write a well-developed
paragraph using all of the vocabulary words at least once.
Rubrics
Pre-Reading Web Quest
|
Work in Progress 0-5pts |
Satisfies
Assignment 6-10pts |
Exceptional Quality 11-15pts |
|
Demonstrates little
knowledge of research skills and procedures |
Demonstrates basic ability
to conduct research and collect information. |
Demonstrates exceptional
ability to research and synthesize information |
|
Demonstrates little ability
to assign meaning to information and little
creative thought. |
Demonstrates ability to
assign meaning to information or creative thought. |
Demonstrates ability to
assign meaning and creative thought. |
|
Ideas are unorganized and
incomplete |
Ideas are generally
organized and complete. |
Ideas are organized,
complete, and well expressed |
|
Demonstrates a lack of
understanding of standard English usage, grammar, and punctuation. Errors are numerous. |
Demonstrates basic
knowledge of standard English usage, grammar and punctuation. There are few errors. |
Demonstrates exceptional
understanding of standard English usage, grammar, and punctuation. Work is generally error free. |
A 41-45
B 36-40
C 31-35
D 26-30
F 25 or below
Study Guides
|
Work in Progress - 1pt |
Satisfies Assignment -
3pts |
Exceptional Quality -
5pts |
|
Reading Guide demonstrates
that the student is not able to draw conclusions or think critically about
the text. |
Reading Guide demonstrates
that the reader is able to begin to draw conclusions, and think critically
about the texts. |
Reading Guide demonstrates
exceptional ability to draw conclusions and think critically about the texts. |
|
Reading Guide is either not
coherent or not completed in complete sentences. |
Reading Guide demonstrates
complete and coherent thoughts and sentences |
Reading Guide demonstrates
well-developed, complete, and coherent thoughts and sentences. |
|
Reading guide demonstrates
a lack of understanding of standard English usage, grammar, and
punctuation. Errors are numerous. |
Reading Guide demonstrates
basic knowledge of standard English usage, grammar and punctuation. There are few errors. |
Reading Guide demonstrates
exceptional understanding of standard English usage, grammar, and
punctuation. Work is generally error
free. |
|
Reading guide demonstrates
that student has either not read or not comprehended assigned texts. |
Reading Guide demonstrates
that student has read and comprehended assigned texts. |
Reading Guide demonstrates
that student has read, comprehended and assigned meaning to assigned texts. |
A 18-20
B 13-17
C 9-12
D 7-9
F 6 or below
A Day in the Life of
.
|
Work in Progress -
1-4pts |
Satisfies Assignment - 5-9pts |
Exceptional Quality -
10pts |
|
Demonstrates little
knowledge of Nigeria and its culture. |
Demonstrates a basic
knowledge of Nigeria and its culture |
Demonstrates detailed
knowledge about Nigeria and its culture |
|
Final product is
disorganized or poorly written |
Final product is well
organized. |
Final product is well
organized and shows creativity and style. |
|
Demonstrates a lack of
understanding of standard English usage, grammar, and punctuation. Errors are numerous. |
Demonstrates basic knowledge
of standard English usage, grammar and punctuation. There are few errors. |
Demonstrates exceptional
understanding of standard English usage, grammar, and punctuation. Work is generally error free. |
A 28-30 B 25-27
C 21-24 D 19-20
F 18 or
below
Vocabulary Unit Rubric
|
Work in Progress 1-2pts |
Satisfies assignment 3-4pts |
Exceptional Quality 5pts |
|
Does not demonstrate either
understanding or application of vocabulary words |
Demonstrates basic
understanding of the meaning and application of vocabulary words |
Demonstrates a thorough
understanding of the meaning and application of vocabulary words |
|
Students cannot use context
to discover the meaning of words. |
Student is beginning to
learn to use context to discover the meaning of words. |
Students demonstrates the
ability to use context to discover the meaning of words |
|
Demonstrates a lack of
understanding of standard English usage, grammar, and punctuation. Errors are numerous. |
Demonstrates basic
knowledge of standard English usage, grammar and punctuation. There are few errors. |
Demonstrates exceptional
understanding of standard English usage, grammar, and punctuation. Work is generally error free. |
A 15 B 12-14
C 9-11 D 6-8
F 5 or
below
Ken Saro-Wiwa Internet Workshop
|
Work in Progress 1-2pts |
Satisfies
Assignment 3-4pts |
Exceptional Quality 5pts |
|
Answers demonstrate that
the student is not able to draw conclusions or think critically about the
text. |
Answers demonstrate that
the reader is able to begin to draw conclusions, and think critically about
the texts. |
Answers demonstrate
exceptional ability to draw conclusions and think critically about the texts. |
|
Answers are either not
coherent or not completed in complete sentences. |
Reading Guide demonstrates
complete and coherent thoughts and sentences |
Answers demonstrate
well-developed, complete, and coherent thoughts and sentences. |
|
Answers demonstrate a lack
of understanding of standard English usage, grammar, and punctuation. Errors are numerous. |
Reading Guide demonstrates
basic knowledge of standard English usage, grammar and punctuation. There are few errors. |
Reading Guide demonstrates
exceptional understanding of standard English usage, grammar, and
punctuation. Work is generally error
free. |
|
Answers demonstrate that
student has either not read or not comprehended assigned texts. |
Answers demonstrate that
student has read and comprehended assigned texts. |
Answers demonstrate that
student has read, comprehended and assigned meaning to assigned texts. |
A 18-20
B 15-17
C 12-14
D 9-11
F 8 or below
Ken Saro-Wiwa Speech Project
|
Work in Progress 1-2pts |
Satisfies
Assignment 3-4pts |
Exceptional Quality 5pts |
|
Demonstrates little
knowledge of research skills and procedures |
Demonstrates basic ability
to conduct research and collect information. |
Demostrates exceptional
ability to research and synthesize information |
|
Demonstrates little ability
to assign meaning to information and little
creative thought. |
Demonstrates ability to
assign meaning to information or creative thought. |
Demonstrates ability to
assign meaning and creative thought. |
|
Ideas are unorganized and
incomplete |
Ideas are generally
organized and complete. |
Ideas are organized,
complete, and well expressed |
|
Demonstrates little
understanding of persuasive and argumentative writing |
Demonstrates a basic
understanding persuasive and argumentative writing |
Demonstrates exceptional
understanding of argumentative writing.
Finished product is persuasive and very well written. |
|
Demonstrates a lack of understanding
of standard English usage, grammar, and punctuation. Errors are numerous. |
Demonstrates basic
knowledge of standard English usage, grammar and punctuation. There are few errors. |
Demonstrates exceptional
understanding of standard English usage, grammar, and punctuation. Work is generally error free. |
|
Speech is poorly delivered
and demonstrates lack of understanding of persuasive speaking techniques |
Speech demonstrates basic
understanding of persuasive speaking techniques |
Speech is persuasive and
compelling |
A 28-30
B 24-27
C 19-23
D 15-18
F 15 or below
Letters to the Editor/Congressman
|
Work in Progress 5-6pts |
Satisfies
Assignment 7-9pts |
Exceptional Quality 10-12pts |
|
Demonstrates little
understanding of themes, concepts, and ideas presented in the texts. |
Demonstrates basic
understanding of themes, concepts, and ideas presented in the text. |
Demonstrates exceptional
understanding of themes, concepts, and ideas presented in the text. |
|
Demonstrates little ability
to assign meaning to information and little
creative thought. |
Demonstrates ability to
assign meaning to information or ability to think creatively. |
Demonstrates ability to
assign meaning and think creatively. |
|
Ideas are unorganized and
incomplete |
Ideas are generally
organized and complete. |
Ideas are organized,
complete, and well expressed |
|
Demonstrates little
understanding of persuasive and argumentative writing |
Demonstrates a basic
understanding persuasive and argumentative writing |
Demonstrates exceptional
understanding of argumentative writing.
Finished product is persuasive and very well written. |
|
Demonstrates a lack of
understanding of standard English usage, grammar, and punctuation. Errors are numerous. |
Demonstrates basic
knowledge of standard English usage, grammar and punctuation. There are few errors. |
Demonstrates exceptional
understanding of standard English usage, grammar, and punctuation. Work is generally error free. |
A 54-60
B 46-53
C 38-45
D 30-37
F 29 or below
NCSCOS Objective Addressed
|
Unit Activity |
NC Language Arts Grade 7 |
|
In Small groups students
complete a pre-reading web quest for The Other Side of Truth |
2.01 - Respond to
informational materials that are read, heard, and/or viewed by summarizing
information, determining the importance of information, making connections to
related topics/information, and drawing inferences and/or conclusions |
|
In Small Groups students
create a persuasive speech arguing for the release of Ken Saro-Wiwa |
1.03 - Interact in group
settings by responding appropriately to comments and questions, offering
personal opinions confidently without dominating, and giving appropriate
reasons to support their opinions |
|
|
3.03 - Study and create
arguments that evaluate by justifying the judgement with logical, relevant
reason, clear examples, and supporting details. |
|
Create a business letter to
the editor of a local newspaper, or a business letter to a congressman or
other government official. |
3.02 - Explore and Analyze
the problem-solution process by constructing essays/ presentations that
respond to a given problem by proposing a solution that includes relevant
details, and recognizing and/or creating an organizing structure appropriate
to purpose, audience, and context. |
|
Students will read texts
and complete reading guides. |
5.01 - Increase fluency,
comprehension, and insight through a meaningful and comprehensive literacy
program by analyzing the effects of such elements as plot, theme, point of
view, characterization, mood, and style. |