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Multi Text Study Rationale/Explanation: Jason Koon

This document provides information about a multi-text study on the political and social tensions in Northern Africa. The study focuses on two main texts: The Other Side of Truth by Beverly Naidoo, a novel about two refugees fleeing an oppressive regime in Nigeria; and Nigeria by Kristin Thoennes, a non-fiction book providing historical and cultural context. The rationale is that these texts will give students insight into life in Northern Africa and connect to their social studies curriculum, while developing language arts skills. A packet is included outlining pre-reading activities, reading schedules, guides and projects to facilitate learning from the texts.

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0% found this document useful (0 votes)
95 views33 pages

Multi Text Study Rationale/Explanation: Jason Koon

This document provides information about a multi-text study on the political and social tensions in Northern Africa. The study focuses on two main texts: The Other Side of Truth by Beverly Naidoo, a novel about two refugees fleeing an oppressive regime in Nigeria; and Nigeria by Kristin Thoennes, a non-fiction book providing historical and cultural context. The rationale is that these texts will give students insight into life in Northern Africa and connect to their social studies curriculum, while developing language arts skills. A packet is included outlining pre-reading activities, reading schedules, guides and projects to facilitate learning from the texts.

Uploaded by

Wawez 123
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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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 reader’s 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-1990‘s. This

gives the novel an authenticity that will open the mind’s 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 Naidoo’s 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.beverlynaidoo.com
http://www.chapters.indigo.ca/iten.asp?
Item+9786029628&Catalog=Books&N=43+606241&Lang=en&Section+kids&zxac=1
http://www.contemporarywriters.com/authors/?p=auth244

1. What are some of the major events of Beverly Naidoo’s 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 Naidoo’s 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 Femi’s 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 Femi’s 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 Jenny’s 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 Naidoo’s 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 character’s behavior
Character Behavior Motivation
Femi Refusing to talk to Sade

Marcia Treating Sade badly

Sade Stealing from Miriam’s


family’s 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 Femi’s 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 Folarin’s 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-Wiwa’s

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-Wiwa’s detention

experience in a Nigerian prison. Naidoo’s book is heavily influenced by Saro-Wiwa’s 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 Jo’burg by: Beverly Naidoo; Collins Educational, 1996. ISBN 0006726933. This is

one of Naidoo’s 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 Benjamin’s 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 couldn’t 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 Exceptional Quality


6-10pts 11-15pts
Demonstrates little Demonstrates basic ability Demonstrates exceptional
knowledge of research to conduct research and ability to research and
skills and procedures collect information. synthesize information
Demonstrates little ability Demonstrates ability to Demonstrates ability to
to assign meaning to assign meaning to assign meaning and
information and little information or creative creative thought.
creative thought. thought.
Ideas are unorganized and Ideas are generally Ideas are organized,
incomplete organized and complete. complete, and well
expressed
Demonstrates a lack of Demonstrates basic Demonstrates exceptional
understanding of standard knowledge of standard understanding of standard
English usage, grammar, English usage, grammar English usage, grammar,
and punctuation. Errors and punctuation. There are and punctuation. Work is
are numerous. few errors. 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 - Exceptional Quality -


3pts 5pts
Reading Guide Reading Guide Reading Guide
demonstrates that the demonstrates that the demonstrates exceptional
student is not able to draw reader is able to begin to ability to draw conclusions
conclusions or think draw conclusions, and and think critically about
critically about the text. think critically about the the texts.
texts.
Reading Guide is either not Reading Guide Reading Guide
coherent or not completed demonstrates complete and demonstrates well-
in complete sentences. coherent thoughts and developed, complete, and
sentences coherent thoughts and
sentences.
Reading guide Reading Guide Reading Guide
demonstrates a lack of demonstrates basic demonstrates exceptional
understanding of standard knowledge of standard understanding of standard
English usage, grammar, English usage, grammar English usage, grammar,
and punctuation. Errors and punctuation. There are and punctuation. Work is
are numerous. few errors. generally error free.

Reading guide Reading Guide Reading Guide


demonstrates that student demonstrates that student demonstrates that student
has either not read or not has read and has read, comprehended
comprehended assigned comprehended assigned and assigned meaning to
texts. texts. 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 - Exceptional Quality -


5-9pts 10pts
Demonstrates little Demonstrates a basic Demonstrates detailed
knowledge of Nigeria and knowledge of Nigeria and knowledge about Nigeria
its culture. its culture and its culture
Final product is Final product is well Final product is well
disorganized or poorly organized. organized and shows
written creativity and style.
Demonstrates a lack of Demonstrates basic Demonstrates exceptional
understanding of standard knowledge of standard understanding of standard
English usage, grammar, English usage, grammar English usage, grammar,
and punctuation. Errors and punctuation. There are and punctuation. Work is
are numerous. few errors. 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 Exceptional Quality 5pts


3-4pts
Does not demonstrate Demonstrates basic Demonstrates a thorough
either understanding or understanding of the understanding of the
application of vocabulary meaning and application of meaning and application of
words vocabulary words vocabulary words
Students cannot use Student is beginning to Students demonstrates the
context to discover the learn to use context to ability to use context to
meaning of words. discover the meaning of discover the meaning of
words. words
Demonstrates a lack of Demonstrates basic Demonstrates exceptional
understanding of standard knowledge of standard understanding of standard
English usage, grammar, English usage, grammar English usage, grammar,
and punctuation. Errors and punctuation. There are and punctuation. Work is
are numerous. few errors. 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 Exceptional Quality 5pts


3-4pts
Answers demonstrate that Answers demonstrate that Answers demonstrate
the student is not able to the reader is able to begin exceptional ability to draw
draw conclusions or think to draw conclusions, and conclusions and think
critically about the text. think critically about the critically about the texts.
texts.
Answers are either not Reading Guide Answers demonstrate well-
coherent or not completed demonstrates complete and developed, complete, and
in complete sentences. coherent thoughts and coherent thoughts and
sentences sentences.

Answers demonstrate a Reading Guide Reading Guide


lack of understanding of demonstrates basic demonstrates exceptional
standard English usage, knowledge of standard understanding of standard
grammar, and punctuation. English usage, grammar English usage, grammar,
Errors are numerous. and punctuation. There are and punctuation. Work is
few errors. generally error free.

Answers demonstrate that Answers demonstrate that Answers demonstrate that


student has either not read student has read and student has read,
or not comprehended comprehended assigned comprehended and
assigned texts. texts. 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 Exceptional Quality


3-4pts 5pts
Demonstrates little Demonstrates basic ability Demostrates exceptional
knowledge of research to conduct research and ability to research and
skills and procedures collect information. synthesize information
Demonstrates little ability Demonstrates ability to Demonstrates ability to
to assign meaning to assign meaning to assign meaning and
information and little information or creative creative thought.
creative thought. thought.
Ideas are unorganized and Ideas are generally Ideas are organized,
incomplete organized and complete. complete, and well
expressed
Demonstrates little Demonstrates a basic Demonstrates exceptional
understanding of understanding persuasive understanding of
persuasive and and argumentative writing argumentative writing.
argumentative writing Finished product is
persuasive and very well
written.
Demonstrates a lack of Demonstrates basic Demonstrates exceptional
understanding of standard knowledge of standard understanding of standard
English usage, grammar, English usage, grammar English usage, grammar,
and punctuation. Errors and punctuation. There are and punctuation. Work is
are numerous. few errors. generally error free.

Speech is poorly delivered Speech demonstrates basic Speech is persuasive and


and demonstrates lack of understanding of compelling
understanding of persuasive speaking
persuasive speaking techniques
techniques

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 Exceptional Quality
7-9pts 10-12pts
Demonstrates little Demonstrates basic Demonstrates exceptional
understanding of themes, understanding of themes, understanding of themes,
concepts, and ideas concepts, and ideas concepts, and ideas
presented in the texts. presented in the text. presented in the text.
Demonstrates little ability Demonstrates ability to Demonstrates ability to
to assign meaning to assign meaning to assign meaning and think
information and little information or ability to creatively.
creative thought. think creatively.
Ideas are unorganized and Ideas are generally Ideas are organized,
incomplete organized and complete. complete, and well
expressed
Demonstrates little Demonstrates a basic Demonstrates exceptional
understanding of understanding persuasive understanding of
persuasive and and argumentative writing argumentative writing.
argumentative writing Finished product is
persuasive and very well
written.
Demonstrates a lack of Demonstrates basic Demonstrates exceptional
understanding of standard knowledge of standard understanding of standard
English usage, grammar, English usage, grammar English usage, grammar,
and punctuation. Errors and punctuation. There are and punctuation. Work is
are numerous. few errors. 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- 2.01 - Respond to informational materials
reading web quest for The Other Side of that are read, heard, and/or viewed by
Truth 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 1.03 - Interact in group settings by
persuasive speech arguing for the release responding appropriately to comments and
of Ken Saro-Wiwa 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 3.02 - Explore and Analyze the problem-
local newspaper, or a business letter to a solution process by constructing essays/
congressman or other government official. 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 5.01 - Increase fluency, comprehension,
reading guides. 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.

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