Beverly High School: Senior English ~ College Essay Curriculum Map
Stage 1 Desired Results | ||
ESTABLISHED GOALS Mastering personal writing as an important skill for students’ current and future academic career. | ||
Standards | ||
Students will be able to independently use their learning to… Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Write narratives to develop real or imagined (in this case, real only) experiences or events using effective technique, well-chosen details, and well-structured event sequences. L 11-12.2 Demonstrate the conventions of standard English conventions/mechanics when writing | ||
Meaning (Objectives) | ||
UNDERSTANDINGS Students will know …
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ESSENTIAL QUESTIONS
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Resources | ||
* Johns Hopkins University’s Essays That Worked (https://apply.jhu.edu/apply/essays-that-worked/2018/) * Common Types of Essay Questions https://bigfuture.collegeboard.org/get-in/essays/3-ways-to-approach-common-college-essay-questions * Supplemental personal essays such as “Shooting An Elephant” by George Orwell, “Death of a Moth” by Virginia Woolf, “Once More to the Lake” by E. B. White, “Total Eclipse” by Annie Dillard * Supplemental non-fiction articles about college prep, statistics, expectations | ||
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Stage 2 - Evidence (Assessments) | ||
Evaluative Criteria | Assessment Evidence | |
Read and respond to other students’ work to help reinforce understanding of the criteria involved in college essays, and also to offer a chance for feedback and reflection. | PERFORMANCE TASK(S): Peer editing exercises. | |
Write personal narrative using description, tone and word choice to reflect an experience of personal significance appropriate to their audience (college admissions board). | OTHER EVIDENCE: Polished draft of essay and accompanying conference with teacher. | |
Edit and proofread for mechanics and punctuation stressed in previous grades including comma usage (words in a series, comma between two independent clauses, after an introductory phrase), apostrophes, colons, and semicolons. | Class exercises. Open-response with emphasis on the usage of punctuation. | |
Stage 3 – Learning Plan | ||
Summary of Key Learning Events and Instruction
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