1. Analyzing the similarities or differences in styles (e.g., formal, informal, conversational, scholarly, journalistic, poetic) of two or more texts.
   
2. Analyzing the similarities or differences in themes of two or more texts.
   
3. Analyzing the ways in which different texts illustrate a similar theme.
   

Expectation 1.3: The student will explain and give evidence to support perceptions about print and non-print works.

Indicator 1.3.2: The student will interpret a work by using a critical approach (e.g., reader response, historical, cultural, biographical, structural) that is supported with textual references.

Indicator 1.3.5: The student will explain how common and universal experiences serve as the source of literary themes which cross time and cultures.

Assessment Limits:

1. Identifying the experiences, emotions, issues and ideas in a text or across texts that give rise to universal literary themes.
   
   
2. Considering the influence, effect, or impact of historical, cultural, or biographical information on a text (will not be dependent on student's prior knowledge).
   

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Part 1 -- Characteristics of a Hero: Prior to reading the selection entitled Beowulf, the students had to answer the following questions with complete sentences and with as much detail as possible. (The questions and spaces available for answers were written on a ditto sheet so that students could store the sheet in their notebooks for future reference.)

1. Define the term hero.
   
2. List four characteristics of a hero. Explain the reason for each choice of characteristics.
   a.
   b.
   c.
   d.
   
3. Do you belive that heroes exists today? If so, name two people whom you feel could be categorized as heroes and explain why you would select them as heroes.
   a.
   b.
   

Part 2 -- Identifying Heroes: After reading Beowulf and the novel entitled Jubilee, the students had to answer the following questions with complete sentences, giving as much detil as possible. (The questions and spaces available for answers were written on a ditto sheet so that students could store the sheet in their notebooks for future reference.)

1. According to Anglo-Saxon culture, the character Beowulf would be considered a hero. According to your standards listed on the first questionnaire, would you consider Beowulf to be a hero? Explain your answer by listing some of the characteristics that make Beowulf a hero or by comparing Beowulf's characteristics to your established list (on the first questionnaire) and stating why they are not heroic characteristics.
   a.
   b.
   c.
   
2. The average modern reader would consider Vyry from the novel entitled Jubilee to be a hero. List and explain some of her traits that would make one consider her
   to be a hero.
   a.
   b.
   c.
   

Part 3 -- from David Copperfield: After reading the excerpt from the novel entitled David Copperfield by Charles Dickens, the students were asked to answer the following questions with complete sentences and with as much detail as possible. (The questions and available spaces for answers were written on a ditto sheet so that students could store the sheets in their notebooks for future reference.)

1. In this selection, there is a hero whose characteristics are different. Who is the hero of this selection? Explain your reasons for selecting this character.
   
2. Revisit your list of heroic characteristics. Does this character exemplify any of the characteristics listed? If so, explain. If not, explain how one should consider these characteristics as part of what make one a hero.
3. Revisit a quote taken from the selection:
   
   "From that night there grew up in my breast, a feeling for -?-, which I cannot very well define. She did not replace my mother, no one could do that, but she came into a vacancy in my heart, which closed upon her, and I felt towards her something I have never felt for any other human being. It was a sort of comical affection too; and yet if she had died, I cannot think what I should have done, or how I should have acted out the tragedy it would have been to me." Explain what could have caused the narrator to feel this way about this special someone. (Supply details from the selection to to help you explain.)
   

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20-60-20 Teaching Model

Segment One: Mini-Lesson - Estimated Time: 20% of allocated time

During this segment of the lesson:

Activity #1: Drill: Correct the error in each sentence.

1. The teacher's plan could have went better.
   
2. The information was given to Robert,Sarah, and I.
   
3. Michael nor his friend were given the correct instructions.
   
4. If anyone calls while I am out, tell them to leave a message.
   
5. The information my friend should be submitted to the administrator.

Activity #2:

The student will read the directions to the writing assignment and will discuss what strategies they would use to prepare for writing such a composition. (This activity is used to ascertain that students understand the directions and will use a logical approach to addressing the issues of the directions.)

Materials for this segment: pen and paper
Student product or performance for this segment: an open discussion of the directions for the writing activity to ascertain clarity and understanding as to what measures will be taken to address the issues.
Scoring tool for this segment: n/a

Segment Two: Practice - Estimated Time: 60% of allocated time

During this segment of the lesson the students will compose the first draft of the composition by using the answers on the three pre-writing activity sheets and the following cues for writing.

--paragraph #1
When one thinks about a hero or heroic deeds, a particular individual comes to mind. (What person comes to your mind? Give a detail explanation as to why by sharing at least two heric deeds this person has performed. Note your answer to #3 on your first pre-writing activity sheet.)

--paragraph #2
There are at least four essential characteristics that a hero will possess, and these characteristics are the common denominators that make all heroes similar. (Incorporate your answer to #2 on the first pre-writing activity sheet. Be sure to explain why these essential characteristics are important.)

--paragraph #3
Seemingly, every culture has some idea of what makes a hero, and this can be seen through the deeds of Beowulf of the ancient Anglo-Saxon culture, Peggotty of the Victorian Age, and Vyry of the modern American Era, along with (the person who was named in your first paragraph). (Explain the heroic exploits of Beowulf, Peggotty, and Vyry. Use your answers from the second and third pre-writing activity sheets. Incorporate information from the selections. You may even use direct quotation/documentation.)

--paragraph #4
It is evident that the characters from these fictional pieces of literature, along with (the person named in the first paragraph), possess, if not all, some of the essential characteristics of a hero. (Explain how these four characters/people possess the four essential characteristics you address in paragraph #2.)

--paragraph #5
Obviously, one's perception of what a hero is varies from individual to individual, and sometimes the heroic deeds tend to strike emotional depths. (Take another look at the person you chose in paragraph #1, at Vyry, and at Peggotty. There should be a similarity among them that goes beyond physical capabilities. Explain each. Then end your paragraphy with} By virtue of their deeds, one may define a hero as ... (revisit your answer to #1 on the first pre-writing activity sheet.)

Materials for this segment: pen, paper, and pre-writing activity sheets
Student product or performance for this segment: the first draft of the composition
Scoring tool for this segment: n/a

Segment Three: Feedback - Estimated Time 20% of allocated time

Each student will exchange his/her paper with another student, and each student will be given a checklist. The receiving student will proofread his partner's paper, circling all errors in spelling, punctuation, capitalizing, sentence sense, and grammar/mechanics (especially those studied), writing necessary comments on the paper. The proofreader will complete the checklist according to the information read. After which, the checked paper and the checklist will be returned to the writer of the composition. He/She will use the comments and the checklist to compose the final draft as a home assignment, and the final draft will be due at the next class session.

Materials for this segment: pen, the writer's first draft, an the checklist
Student product or performance for this segment: the proofread first draft and the completed checklist
Scoring tool for this segment: Checklist

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Maryland High School English Rubric: Extended Constructed Response

LEVEL 4

The response is a well-developed essay that fulfills the writing purpose.

• Develops ideas using relevant and complete support and elaboration
  
• Uses an effective organizational structure
  
• Uses purposeful word choice
  
• Demonstrates attention to audience's understanding and interest
  
• Has no errors in usage or conventions that interfere with meaning
  

LEVEL 3

The response is a complete essay that addresses the writing purpose.

• Develops ideas using adequate support and elaboration
  
• Uses an organizational structure that supports the writing purpose
  
• Uses clear word choice
  
• Demonstrates an awareness of audience's understanding and interest
  
• Has few, if any, errors in usage and conventions that interfere with meaning
  

Proficient Performance = Level 3 and above

LEVEL 2

The response is an incomplete or oversimplified attempt to address the writing purpose.

• Has incomplete or unclear support and elaboration
  
• Attempts to use an organizational structure
  
• Demonstrates little awareness of audience's understanding and interest
  
• May have errors in usage and conventions that interfere with meaning
  

LEVEL 1

The response provides evidence of an attempt to address the prompt.

• Has minimal or no support or elaboration
  
• May be too brief to demonstrate an organizational structure
  
• Demonstrates little or no awareness of audience
  
• May have errors in usage and conventions that interfere with meaning
  

LEVEL 0

The response is completely irrelevant or incorrect.

NOTE: The rubric for ECRs was last edited and approved July, 2004. The rubric for BCRs was last edited
and approved July, 2004.

Source: http://mdk12.org/instruction/curriculum/hsa/language_arts/instructional.html

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This was a regular education class with one teacher working with 23 students. The students performance was greater than anticipated and was much improved from the last composition. Students seemed more focused, and their being focused is demonstrated in the results. Using the 4-point rubric established for assessing extended constructed responses, the following results were tabulated:

Note: The four students who failed to submit the composition have been given the opportunity to work through the writing process and submit the final draft within three days.

Re-teaching Concerns:

1. Students have improved in making inferences, but we will continue reinforcing the skill by interpreting theme and using details from text to support ideas.
   
2. Errors in subject/verb agreement and pronoun/antecedent agreement need to be re-addressed.
   
3. The use of vague references and dangling modifiers need to be addressed. We will revisit sentence structure, subordination and coordination, and incorporating phrases to combine sentences.
   
4. Finally, the shifting of person -- the use of "you" -- needs to be re-addressed. Students must learn that their experiences are not universal, but rather, unique.