“Safely Home” Weekly AssignmentsPrevious Friday:

1. Introduce novel and complete AR guide (5 min)2. Send home “Walking in Someone Else’s Shoes” Handout for Monday’s work (10 min)

a. Introduce the activity by displaying and reading the quotation from To Kill a Mockingbird that inspires the activity: "You never really understand a person until you consider things from his point of view...until you climb into his skin and walk around in it" (36).

b. Ask students to consider what the quotation means—what is the speaker trying to explain to his daughter? What does the speaker mean by the term point of view? How does perspective, or point of view, come into play in writing? Introduce the idea of empathy and discuss its relationship to the quotation.

c. After examining the shoe they choose from Monday’s links, ask students to envision the owner of the shoe and complete the Walking in Someone Else's Shoes handout.

Week 1 Homework:

Monday:

1. Read chapters 1-3 (21 pages – 35 minutes)2. Complete “Walking in Someone Else’s Shoes” Handout. Use one of the following links to

complete the activity (15 minutes):

http://www.corksandcaftans.com/wp-content/uploads/2010/04/dsc04707.jpg

http://funofart.com/wp-content/uploads/2013/05/custom-designed-sneakers-14.jpg

http://www.keds.com/commonimages/keds/zoom/WF47954_1_1200x735.jpg

http://img.loveitsomuch.com/uploads/201209/06/ni/nicely%20distressed%20vintage%2050s%20work%20boots-f09989.jpg

http://1.bp.blogspot.com/-QWK3HXU5Jh8/UiTE5AJY0SI/AAAAAAAAEUg/5umCjYonkJQ/s1600/IMG_6999.jpg

http://3.bp.blogspot.com/_BQa6T0JhrKY/TKPs6aiLLGI/AAAAAAAAAW8/h6YjKJIhd28/s1600/shoes+ridic+AlexanderMcQueen-Shoes.jpg

http://imgsrv4.funzu.com/2011/01/The-new-orthopedic-shoes-003.jpg

3. Read through Literature Circle Directions on RenWeb and write down any questions you might have to ask in class tomorrow. Also, make sure you bring tabs to class tomorrow to track examples of symbolism in your book. (5 min)

4. Vocabulary (10 min)

5. Grammar (15 min)

Tuesday:

1. Symbolism definition and teacher-led discussion. ID the following symbols: mao tai (p. 21), scars (p. 11 and 12), and Ben’s goals (p.17). Students will want to take notes on 1) relevant symbols, and 2) how they relate to the overall theme of the work – your final paper will be on this. Tab or use sticky notes for each example as you go. (20 min)

2. Explain Literature Circle roles and give exemplars (10 minutes)3. Grammar instruction (15 min)4. Vocabulary instruction (5 min)

Wednesday:

1. Read chapters 4-6 (17 pages – 30 min)2. Begin working on your literature circle product. Please make sure you have read the guidelines,

are following them, and are referencing the examples handed out in class. Due Friday(25 min)3. Grammar (15 min)4. Vocabulary (10 min)

Thursday:

1. Read chapters 7-9 (20 pages – 30 min)2. Finish your Literature Circle product, print, and put in your backpack to take to class. Due

tomorrow. (25 minutes)3. Look up the definition of symbolism and a few examples by reading the following web page:

http://literarydevices.net/symbolism/. Write down the definition of symbolism in your own words and continue thinking about possible symbols in Safely Home. (5 minutes)

4. Grammar (15 min)5. Vocabulary (10 min)

Friday:

1. Literature Circle #1 (25 min) 2. “Shoes” Activity to teach Point of View (ELA9RL1) (total: 25 minutes)

a. Have students compare shoes and their characters (5 min)b. Connect to Safely Home by analyzing the three different points of view used in the story.

What textual clues prompt the reader to show that there is a change in speaker? How do the different points of view affect a main idea (for example, how do Ben and Quan’s views on China differ? Why and how do their points of view not align?). Use this to discuss the various points of view that characters hold on different topics (If you would like to, use an organizer like the one below, or complete as a class discussion. Cite text to support your answers – page numbers are appropriate). (20 min)

Ben Quan “Heaven”The true nature of successChina’s policies on religion and human rightsThe role of suffering in lifePersecution

3. Have students ID and take notes on symbols for chapters 4-9: the city of Shanghai (p.48-49)

Week 2 Homework:

Monday:

1. Read chapters 10-14 (39 pages – 65 min)2. Grammar (15 min)3. Vocabulary (10 min)

Tuesday:

1. Have students jot down what they know about China’s economy (2 min). Then, as they watch, have them assess the information presented with what they previously thought, jotting down discrepancies.

2. Watch: http://www.sbs.com.au/dateline/story/watch/id/601007/n/China-s-Ghost-Cities (15 min)

3. Have students discuss and compare what they previously thought with what they saw (5 min)4. Grammar instruction (15 min)5. Vocabulary instruction (15 min)6. Pass out Joni Earekson Tada chart for students to use on Wednesday and answer any questions

Wednesday:

1. Read chapters 15-17 (20 pages – 35 min)2. Watch: Joni Eareckson Tada’s perspective on suffering from 7:52-40:55 ONLY –the rest of the

video is unrelated (35 minutes) http://www.youtube.com/watch?v=s-Z2K0fsKOg 3. As you listen , fill out the compare/contrast chart for how Joni initially felt about her suffering

how she feels now, and why that changed. Bullet points are acceptable, but you need to have at least three topics covered (for example, how did she feel about healing, endurance, and suffering – explaining how she felt then, now, and what changed).

4. Grammar (10 min)5. Vocabulary (10 min)

Thursday:

1. Read chapters 18-19 (12 pages – 20 min) 2. Begin working on your literature circle product (30 min) Due next Tuesday.3. Grammar (10 min)4. Vocabulary (10 min) 5. Put your Bible in your backpack. You need to bring your Bible to class tomorrow.

Friday:

1. Divide the class into groups of 4-5 students. Have them deconstruct Ben and Quan’s argument on pages 108-110 (do the initial argument on the board so they have an example – see below). Instruct them to analyze Ben’s arguments and consider how Quan responds to them. The deconstructed argument can be analyzed simply – like this:

Ben’s Argument Quan’s ResponseIf God really loved me, why would he let my mom die of cancer? (p. 108)

“If I were all powerful, I wouldn’t let people suffer like that”

Strange you did not blame God until it was your own mother

“You do not understand God’s ability to use suffering for higher purposes”

2. Have the students combine and consider whether Quan’s responses are correct, based on the following Scriptures: 1 Chronicles 9:11-12, Ps. 115:3, Job 42:2, Prov. 16:9, Is. 46:9-10, Is. 14:27, Is. 45:7, Lamentations 3:37-39. Rom. 9:19-21

3. Discuss findings as a whole, integrating the testimony of Joni Earekson Tada when appropriate. Feel free to relate to life experiences.

4. ID symbols for chapters 10-19: Shanghai/materialism (p.69-70), the PSB file(p. 86), the Great Wall of China (p.103-105) ), fish (p. 116), musicians (p. 125), Ben’s goals (p. 142)

Week 3 Homework:

Monday:

1. Read chapters 20-23 (28 pages – 50 min)2. Briefly write out what you think the saying “Real gold fears no fire” means (2 min)3. Grammar (15 min)4. Vocabulary (10 min)5. Finish your literature circle product. Bring to class tomorrow (10 min)

Tuesday:

1. Literature Circle #2 (25 min)2. Assign literature circle roles for Friday (5 min)

3. Grammar instruction (15 min)4. Vocabulary instruction (10 min)5. Complete any unfinished work from Friday (just in case discussion went long)

Wednesday:

1. Read chapters 24-26 (26 pages – 45 minutes)2. Begin working on your literature circle product (20 min)3. Vocabulary (10 min)4. Grammar (10 min)

Thursday:

1. Read chapters 27-29 (17 pages – 30 min)2. Finish working on your literature circle product, print, and put in your doc folder to turn in. Due

tomorrow! (25 min)3. Vocabulary (10 min)4. Grammar (15 min)

Friday:

1. Literature Circle #3 (25 min)2. Continue symbolism discussion for chapters 20-29. ID the following symbols: gold (p. 149),

“qianxinian” (p. 152), Home (p. 181). Students will want to mark the pages with tabs, and take notes on 1) relevant symbols, and 2) how they relate to the overall theme of the work. (5 min)

3. Grammar instruction (15 min)4. Vocabulary instruction (10 min)

Week 4 Homework:

Monday:

1. Read chapter 30-31 (11 pages – 20 min)2. Watch: http://www.channel4.com/programmes/unreported-world/4od#3590506 (25 min)3. As you watch , jot down examples of how China’s government giving women “pottery” has hurt

both genders and the society as a whole. Feel free to use bullet points, as long as you are writing out specific examples from the documentary (5 min)

4. Review types of conflict by reading the following link. Please read the section on conflict only: http://www.odessa.edu/dept/english/mjordan/1302LiteraryDevices.htm (5 min)

5. Grammar (15 min)6. Vocabulary (10 min)

Tuesday:

1. Assign Literature circle roles ( 5 min)

2. Discuss yesterday’s video and China’s one child policy in class. Do the students agree that the Bible teaches respect for women? How has disrespect for women hurt Chinese society as a whole? Are there ways that either gender is devalued in today’s society [ex.: Media portrayal of men as bumbling and incompetent, women viewed as objects, etc]. Have students identify and list specific instances as well as the harm they cause. (10 min)

3. Briefly review the 4 types of conflict the students read about yesterday. Clarify that “Man vs. Nature” can also be labeled as “Man vs. Force Greater than Himself” and applied to Ben’s struggle against God. (5 min)

4. Divide students into groups of two. Have them work together and complete the 4 types of conflict chart, identifying 5 examples of each type of conflict and arranging them in the correct columns. Have them list page numbers to support their assertions. (20 min)

5. Grammar/vocabulary instruction (10 min) – sorry it is so short today!

Wednesday:

1. Read chapters 32-35 (18 pages – 30 min)2. As you read, add at least 2 examples of conflict from your reading to the chart begun in class

yesterday (5 min)3. Begin working on your literature circle product, due Friday (20 min)4. Grammar (15 min)5. Vocabulary (10 min)

Thursday:

1. Read chapters 36-39 (19 pages – 30 min)2. As you read, add at least 2 examples of conflict from your reading to the chart begun in class

yesterday (5 min)3. Finish working on your literature circle product, print, and put in your doc folder to turn in. Due

tomorrow! (20 min)4. Grammar (15 min)5. Vocabulary (10 min)

Friday:

1. Literature Circle #3 (25 min)2. Symbol ID: Jade, empty chair, the upside-down empty pail (p. 250), ginko tree (p. 262-264), fruit

(p. 270), carved mahogany chair (p. 277), lion on the table (p. 282), the shattered glass (p. 289) – (10 min). Students will want to take notes on 1) relevant symbols, and 2) how they relate to the overall theme of the work and mark where they are in their books.

3. Briefly lecture on how conflict (and its resolution) always points to the theme of a work of literature. Using the charts they completed in class on Tuesday, have students begin identifying several themes from the work (10 min).

Week 5 Homework:

Monday:

1. Read chapters 40-44 (34 pages – 60 min)2. Grammar (15 min)3. Vocabulary (10 min)

Tuesday:

1. Assign literature circles roles (5 min)2. Continue with the idea of theme: Take the themes that students identified in class on Friday,

and analyze how the author used symbolism to support his theme. This activity, as well as previous notes on symbolism, conflict, and theme, will prepare them for their final project – a paper analyzing the development of theme through symbolism (25 min)

3. Grammar instruction (10 min)4. Vocabulary instruction (10 min)

Wednesday:

1. Read chapter 45 ( 6 pages – 10 min)2. Write a one paragraph personal response to the following quote on page 325. Incorporate

examples from your own life, and/or personal experience. Do you agree with Quan’s point? Why? Why not? Compare this quote with Psalm 73 in your response. Bring your response to class tomorrow. (15 min)

“Ben Fielding speaks of looks. Man looks on the outside, but God looks on the heart. Man looks at the seen. God looks at what to us is unseen. The guard is about to come for me – it may appear he is free and I am not. But things are not as they appear. You say that evildoers are doing fine? If a man jumped off a building and you saw him out a window as he fell, he might appear to be doing fine. But very soon his condition will change, will it not? God is judge, Ben. If people turn to Yesu, they can be forgiven for evil. But never do they get away with evil. Death is not a wall; it is a doorway. We live on one side of death. There is another side.”

3. Grammar (15 min)4. Vocabulary (10 min)5. Work on your literature circle product (20 min)

Thursday:

1. Read chapters 46-48 (23 pages – 40 min)2. Finish working on your literature circle product, print, and put in your doc folder to turn in. Due

tomorrow! (20 min)3. Grammar (15 min)4. Vocabulary (10 min)

Friday:

1. Literature Circle #4 (25 min)2. Final class discussion on symbolism in the book! See if students can identify what it means to be

“Safely Home.” ID symbols: broken glass (p.289), the empty chair (p. 339), the chorus of voices (p. 352). (5 min)

3. Assign Symbolism paper. This counts as their test grade:- In a 1.5-2 page essay, explain how Randy Alcorn uses symbols to help convey any one of the

themes of Safely Home. It is critical that you support your points with examples or quotes from the book. Your paper should be typed, double-spaced, written in Times New Roman font size 12, using the standard King’s heading and MLA format. Due in 2 weeks. (5 min)

4. Grammar instruction (15 min)5. Vocabulary (10 min)

Week 6 Homework:

Monday:

1. Read chapters 49-53 (31 pages – 55 min)2. Begin thinking about the thesis statement for your paper. You will write it in class tomorrow.

Refer to your notes if you have questions. (5 min)3. Grammar (15 min)4. Vocabulary (10 min)

Tuesday:

1. Write thesis statements and have students begin outlining their paper in class. Answer any questions related to the paper (45 min).

2. No grammar instruction this week3. Vocabulary (10 min)

Wednesday:

1. Begin working on your paper – Finish your outline if you did not do so in class. Write your introductory paragraph and include your thesis statement. Write 2 additional paragraphs (70 min).

2. No grammar3. Vocabulary (10 min)

Thursday:

1. Analyze the representation of persecution in two of the following mediums. Which medium best portrays a Biblical perspective on persecution and suffering? Which details are emphasized in the two mediums you chose? Which ones are omitted? Take notes to justify your answers and be prepared to discuss in class. (10 min)

a. http://www.persecution.com/imgood (WARNING: This music video contains a disturbing image…they used the makeup artists from “The Walking Dead,” so if that may bother you, please choose a different medium).

b. http://surphside.blogspot.com/2013/10/how-much-do-you-treasure-holy-bible.html A blog entry (please note: I have not read the rest of the blog; please read this entry only).

c. “Safely Home” by Ron DiCianni; this artwork is in the front of your bookd. http://www.persecution.com/public/media.aspx?mediapage_ID=NDk4 Web article for

Voice of the Martyrse. 1 Peter chapter 1

2. Finish drafting your paper. Print and hand in tomorrow to your teacher so she can give you feedback on your paper. (70 min)

3. No grammar4. Vocabulary (10 min)

Friday:

1. Discuss yesterday’s analysis activity (15 min)2. Collect papers -answer any questions on the paper. It will be returned on Tuesday of next week.

Final draft due Friday. (5 min)3. Vocabulary (10 min)4. Introduce next book (5 min)5. Grammar (15 min)

Week 7 Homework

Monday:

Tuesday:

1. Return papers with corrections

Wednesday:

1. Correct papers as needed for content

Thursday:

1. Correct papers as needed for mechanics

Friday:

1. Final draft of symbolism paper due. Please staple together in this order: Final draft, rough draft, and outline.

Anticipation Response Guide

Read each statement below, and place a check mark in the “Agree” or “Disagree” column. There are no correct answers – this is to help you identify and gauge your opinion on different topics. Have fun with it!

AGREE DISAGREE1. Suffering is good _________ _________

2. Money will mostly make you happy _________ _________

3. Americans do not suffer persecution _________ _________

4. Chinese believers have a decent amount of freedom _________ _________

5. Hate speech is dangerous _________ _________

6. The government ought to be obeyed _________ _________

7. Bibles are precious _________ _________

8. Death is a scary topic _________ _________

9. It is important to live for the moment _________ _________

10. We need to be happy _________ _________

11. Recognition in your work is important _________ _________

12. Christianity is a western religion _________ _________

13. TV and Web are accurate sources of information _________ _________

14. Wisdom can be gained from other religions _________ _________

15. One culture cannot impose their views on another _________ _________

16. It is okay to be angry at God because of suffering _________ _________

17. Goals are secondary to family _________ _________

18. Countries try to manipulate outsiders _________ _________

19. Business trumps politics _________ _________

20. You live at home _________ _________

Walking in Someone Else’s Shoes Handout

“You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.” (Lee, Harper TKAM p.30)

1. Describe the shoe that you're using for this activity (e.g., what size and style is it? how old is it? how can you tell?)

2. Give the owner a first, middle, and last name

3. What is the owner's age?

4. What is the owner's marital or family status?

5. What does the owner look like? (Give details)

6. What does the owner do for a living? (e.g., does the owner work a nine-to-five job; is he or she a student, an athlete, a movie star, a musician, a Web manager, a hematologist?)

7. List three personality traits of the owner.

8. What does the owner do in his or her spare time?

9. What is the owner's favorite food?

10. How do other people feel about the owner?

Literature Circle Roles

(Modified from: http://iws.punahou.edu/user/bschauble/sophs/litcirc.html)Assign Student Roles and Groups:

1) Moderator

Your job is to get your group started when they have broken down. Your group may not need you at all, but if the discussion dies, you're the person who will be called upon for a jump start. Your job is therefore to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about small details; your task is to help people identify and talk over the “big ideas” in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as your read. It’s a good idea to keep your notebook handy while you read so you can write down questions as they occur to you. Bring eight to ten good, open-ended questions to class with you. Base your questions on the text and cite page and paragraph numbers in your questions whenever possible.

2) Biographer

Your job is to pay special attention to the names of the characters, their roles, and the relationships between them. You should make a picture, graph, or chart of some kind which shows who is who in this section of the story, and how the actions of the characters in this part of the story are connected to the overall development of the plot. Bring your chart to class with you. Cite page numbers on your chart.

3) Psychological Critic

Your job is to watch carefully what the characters say and do, and to try to make plausible, high-probability inferences, based on their words and actions, about how their minds work. What motivates each character? What is his/her state of mind? What shapes his/her point of view? Bring to class a short psychological profile of each major character in the section you have read. Cite pages numbers on your profiles to support your statements. The total write up should be around 100-200 words.

4) Anthropological Critic

This story takes place in modern corporate America and both urban and rural China. What observations and inferences can you make about the culture at that time based on what you have read in this section? What beliefs and behaviors seem strongest or most important? What factors affect the point of view of each of the characters? What new information do you have in this section that allows you to understand this culture better? What conflicts exist within the culture? The book is called Safely Home. How has this idea been referenced so far in the book? How explicitly? Bring to class with you a 50-100 word summary of your observations and inferences

about the dynamics of the culture in this section.

5) New Critic

The grounding assumption of New Criticism (which actually stopped being new more than 50 years ago) is that answers to any questions that we have must be found in the text and only in the text. New Critics tend to favor a type of reading known as "close reading" where key passages from the text are examined very carefully, and interpretation is based strictly on what can be observed and inferred on the basis of what the text says. Your task is to choose two or more passages which are significant and relevant to a full understanding of the book. You will lead the part of your group's discussion that centers on that passage. Type out and bring to class 5 copies of the text in question.

Assign class procedure:

15-20 minutes: Students meet in literature circles. It should be emphasized that the discussion should NOT consist of one person after another giving a report on their area of expertise. It should be an open discussion in which students share ideas and questions. If a question comes up which relates to a particular role, then the expert in that area can try to help. Last 5-10 minutes: Teacher debriefs the small group discussions at the board. Each group is asked to report on at least one significant idea or question that arose during the literature circle discussions. The teacher can ask for elaboration, or seek reactions from other groups. The teacher can also use the emerging themes from the discussion to lead into follow up discussions or subsequent class activities. One way of doing this is to provide students with a set of notes which recap key ideas and themes which arise in various classes.

Literature Circle Exemplars1) Moderator

Bring eight to ten good, open-ended questions to class with you. Base your questions on the text and cite page and paragraph numbers in your questions whenever possible.

1. Why do you think Scout and Jem’s father allowed them to call him by his first name? (p. 3)

2. Why do you think the author gives a history of Atticus and Maycomb? (p. 4-5)3. Who is Boo Radley and why is he interesting to the children? (p. 10-11)4. Do you think Boo Radley was as interested in the children as they were in him? Why

or why not? (p. 15)5. Will Dill be a good or bad influence on Jem and Scout? Why or why not?6. In the Maycomb social circle, what was the Radley’s biggest crime? (p. 9)7. Describe Scout’s relationship with Jem. How does this compare to your own

relationship with your own siblings?8. How do you think the lack of a mother affects Scout and Jem’s upbringing? Do you

think Calpurnia can fill that void? How does Southern culture play into Calpurnia’s role?

2) Biographer

Bring your chart to class with you. Cite page numbers on your chart.

Simon Finch + Wife

|

“A line that ran high to daughters” p. 4

|

Atticus + “A Graham” Jack Alexandra + “A taciturn man” p.4

|

Jeremy Atticus Finch Scout Finch

Calpurnia (p. 6) – cook for Atticus and caretaker of Jem and Scout

Miss Rachel Haverford (p. 6) – Neighbor to the Finch Family and Aunt to Dill (Charles Baker Harris)

Dill – Staying the summer with his aunt; has “no father”; won “Beautiful Child” contest (p. 7).

Radley Family – Mysterious neighbors down the street from the Finches.

3) Psychological Critic

Bring to class a short psychological profile of each major character in the section you have read. Cite pages numbers on your profiles to support your statements.

Atticus Finch – A widower and small town lawyer who seems to enjoy a simple and peaceful life. While throwing tradition to the wind in his younger days by leaving Finch Landing and studying law in the city (p. 4), he since settled down to a small town where he knew everyone and was known (p. 5). The only other indicator of a continuing challenge to tradition is that he lets his children call him by his first name.

Jem Finch – An almost 10 year old boy whose greatest concerns seem to be football (p. 3) and being strong and brave by not running out on a dare (p.14-15). He is shown to be sensitive though, when he prevents Scout from pestering Dill about the lack of a father (p. 8), and when he goes to play alone behind the car house because he is missing his mother (p.4).

Scout Finch – A 6 year old girl who does not miss her mother (p. 4), has been “reading since she was born” (p. 7), and follows the lead set by her brother (p.8). You can sense her independent streak in her description of Calpurnia and their battles that Calpurnia always wins (p. 6). She seems like the stereotypical little sister who is always tagging along with her older brother and sharing in his adventures (p. 14-15).

4) Anthropological Critic

Bring to class with you a 50-150 word summary of your observations and inferences about the dynamics of the culture in this section.

The culture in To Kill A Mockingbird seems so be extremely Southern and almost Mayberry-like. Harper Lee describes a small town where going to church is considered a “principal recreation” (p. 9), and it is normal to climb “front steps and call ‘He-y’ of a Sunday afternoon” (p. 10). Lee also creates a culture where history is important, and where people know where they have come from and boast in their ancestry, pointing to familial pride and all the social spats that go with it. It seems to be a society where norms are held sacred and cherished by its members, as Lee writes about Atticus Finch when she says, “He liked Maycomb, he was Maycomb County born and bred; he knew his people, they knew him, and because of Simon Finch’s industry, Atticus was related by blood or marriage to nearly every family in the town” (p. 5).

5) New Critic

Your task is to choose two or more passages which are significant and relevant to a full understanding of the book. You will lead the part of your group's discussion that centers on that passage. Type out and bring to class 5 copies of the text in question.

“Atticus’s office in the courthouse contained little more than a hat rack, a spittoon, a checkerboard and an unsullied Code of Alabama. His first two clients were the last two persons hanged in the Maycomb County jail. Atticus had urged them to accept the state’s generosity in allowing them to plead Guilty to second-degree murder and escape with their lives, but they were Haverfords, in Maycomb County a name synonymous with -------. The Haverfords had dispatched Maycomb’s leading blacksmith in a misunderstanding arising from the alleged wrongful detention of a mare, were imprudent enough to do it in the presence of three witnesses, and insisted that the-son-of-a _____-had-it-coming-to-him was a good enough defense for anybody.” (p.4-5).

“The old house was the same, droopy and sick, but as we stared down the street we thought we saw an inside shutter move. Flick. A tiny, almost invisible movement, and the house was still.” (p. 15).

Writing Rubric for “Symbolism Essay”

CATEGORY 10-9 Points 8-7 Points 6-5 Points 4-3 PointsIntroduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper. Intro ends in a well-written thesis statement.

The introduction states the main topic and previews the structure of the paper, but the thesis statement needs more thought.

The introduction states the main topic, but does not adequately preview the structure of the paper. Thesis statement is unclear.

There is no clear introduction of the main topic or structure of the paper. There is no thesis statement.

Transitions (Organization)

A variety of thoughtful transitions are used. They clearly show how ideas are connected.

Transitions clearly show how ideas are connected, but there is little variety.

Some transitions work well; but connections between other ideas are fuzzy.

The transitions between ideas are unclear or nonexistent.

Parallel Structure

The writer uses parallel structure correctly in both the thesis statement and elsewhere in the essay.

The writer uses parallel structure in the thesis statement, but fails to use it elsewhere in the essay.

The writer occasionally uses parallel structure correctly.

The writer has no understanding of parallel structure.

Personal Pronouns

The writer avoids the use of personal pronouns throughout the essay.

The writer uses one or two personal pronouns.

The writer uses three or four personal pronouns.

The writer uses personal pronouns throughout the essay.

Word Choice Writer uses vivid words and provides detailed examples. The writer does not use contractions and does not use email or text message acronyms.

Writer uses some vivid words and examples, but will sometimes settle for easy or bland descriptions. One or two contractions or text shortcuts were found.

Writer uses words that lack variety, punch or flair. Several contractions and text shortcuts were found.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Text jargon and colloquialisms are found throughout the essay.

Primary Quotes The writer provides a quote from the primary source (“Safely Home”) in each body paragraph.

The writer only provides two quotes from the primary source.

The writer only provides one quote from the primary source.

There are no quotes from the primary source

.

Sentence Structure (Sentence Fluency)

All sentences are well-constructed with varied structure.

Most sentences are well-constructed with varied structure.

Most sentences are well-constructed but have a similar structure.

Sentences lack structure and appear incomplete or rambling.

Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that s/he understands the author’s argument.

The conclusion is recognizable and almost summarizes the essay.

The final paragraph doesn’t really sum up the essay. It doesn’t quite feel like a conclusion

There is no clear conclusion, the paper just ends.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 2-4 errors in grammar or spelling that distract the reader from the content.

Writer makes 5-6 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 6 errors in grammar or spelling that distract the reader from the content.

Content (Facts and Analysis)

facts are consistently linked to thesis with highly effective explanations

contains examples of critical thinking

complex understanding of topic demonstrated

facts are generally linked to thesis with effective explanations

solid understanding of topic demonstrated

additional analysis in places would strengthen arguments

connections between ideas and facts not always made

more analysis/explanation needed

facts may appear to be ‘listed’

connections between ideas and facts not made

depth to argument lacking/moreexplanation of facts needed