J Hagburg
American Literature
1
To Kill a Mockingbird Reflective Oral Discussion and Written
Reflection
Advanced American Literature- J Hagburg
A: Analyzing
GLE
Or
Big
Rock
2.1 Literary and historical influences determine the
meaningwill
of work in small groups to focus on a
Students
traditional and contemporary literary texts
relevant discussion about the novel. Each student
Criteria
3.54.0
The student:
i. Provides perceptive analysis of the content,
context, language, structure, technique, style of
text(s), and the relationship among texts.
ii. Perceptively analyzes the effects of the creator’s
choices on an audience.
iii. Gives detailed justification of opinions and ideas
with a range of examples, and thorough
explanations; uses accurate terminology.
iv. Perceptively compares and contrasts by making
extensive connections in features across and within
genres and texts.
is
responsible for intiating and contributing to part of
the discussion. After the Reflective Oral students
will write a Written Discussion Reflection.
Task-Specific Rubric
Consistently cites and analyzes strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
Consistently determines the meaning of
words and phrases as they are used in the
text, including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone)
Relates a literary work to primary source
documents of its literary period or historical
setting and analyzes and synthesizes the
relevance of this information
2.53.0
The student:
i. Competently analyzes the content, context,
language, structure, technique, style of text(s), and the
relationship among texts.
ii. Competently analyzes the effects of the creator’s
choices on an audience.
iii. Sufficiently justifies opinions and ideas with
examples and explanations; uses accurate
terminology.
iv. Evaluates similarities and differences by making
substantial connections in features across and within
genres and texts.
Cites and analyzes strong and thorough
textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text.
Determines the meaning of words and
phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone)
Relates a literary work to primary source
documents of its literary period or historical
setting
J Hagburg
1.52.0
0.51.0
GLE
Or
Big
Rock
3.54.0
American Literature
The student:
i. Provides adequate analysis of the content, context,
language, structure, technique and style of text(s), and
the relationship among texts.
ii. Provides adequate analysis of the effects of the
creator’s choices on an audience.
iii. Justifies opinions and ideas with some examples
and explanations, though this may not be consistent;
uses some terminology.
iv. Evaluates some similarities and differences by
making adequate connections in features across and
within genres and texts.
2
Rarely cites and analyzes strong and
thorough textual evidence to support
analysis of what the text says explicitly as
well as inferences drawn from the text.
Rarely determines the meaning of words
and phrases as they are used in the text,
including figurative and connotative
meanings; analyze the cumulative impact
of specific word choices on meaning and
tone (e.g., how the language evokes a
sense of time and place; how it sets a
formal or informal tone)
The student:
i. Provides limited analysis of the content, context,
language, structure, technique and style of text(s), and
the relationship among texts.
ii. Provides limited analysis of the effects of the
creator’s choices on an audience.
iii. Rarely justifies opinions and ideas with examples
or explanations; uses little or no terminology.
iv. Evaluates few similarities and differences by
making minimal connections in features across and
within genres and texts.
1.1
Content that is gathered
carefully and organized well
successfully influences an
audience
1.2 Effectively operating in small
and large groups to
accomplish a goal requires
active listening
Criteria
The student:
i. Provides perceptive analysis of the content,
context, language, structure, technique, style of
text(s), and the relationship among texts.
ii. Perceptively analyzes the effects of the creator’s
choices on an audience.
iii. Gives detailed justification of opinions and
ideas with a range of examples, and thorough
explanations; uses accurate terminology.
iv. Perceptively compares and contrasts by
making extensive connections in features across and
within genres and texts.
Students will work in groups of 3-5 to discuss the
novel and identify and discuss: What is the
historical, social, and cultural context of the novel?
RE-1
Task-Specific Rubric
Consistently Present information, findings,
and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of
reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.
Lead, Initiate and participate effectively in a
range of collaborative discussions with
diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing
their own clearly and persuasively.
Come to discussions prepared, having read
and researched material under study;
J Hagburg
American Literature
3
explicitly draw on that preparation by referring to
evidence from texts and other research on
the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
2.53.0
The student:
i. Competently analyzes the content, context,
language, structure, technique, style of text(s), and
the relationship among texts.
ii. Competently analyzes the effects of the creator’s
choices on an audience.
iii. Sufficiently justifies opinions and ideas with
examples and explanations; uses accurate
terminology.
iv. Evaluates similarities and differences by making
substantial connections in features across and within
genres and texts.
Present information, findings, and supporting
evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and
the organization, development, substance, and
style are appropriate to purpose, audience, and
task.
Initiate and participate effectively in a range
of collaborative discussions with diverse
partners on grades 9–10 topics, texts, and issues,
building on others’ ideas and expressing their own
clearly and persuasively.
Come to discussions prepared, having read
and researched material under study;
explicitly draw on that preparation by referring to
evidence from texts and other research on
the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.
1.52.0
0.51.0
.
The student:
i. Provides adequate analysis of the content, context,
language, structure, technique and style of text(s),
and the relationship among texts.
ii. Provides adequate analysis of the effects of the
creator’s choices on an audience.
iii. Justifies opinions and ideas with some examples
and explanations, though this may not be consistent;
uses some terminology.
iv. Evaluates some similarities and differences by
making adequate connections in features across and
within genres and texts.
Student rarely meets grade level standards and
does not apply learned information or skills.
Rarely presents information, findings, and
supporting evidence clearly, concisely, and
logically such that listeners can follow the line of
reasoning and the organization, development,
substance, and style are appropriate to purpose,
audience, and task.
Rarely initiates and participate effectively in
a range of collaborative discussions with
diverse partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and expressing
their own clearly and persuasively.
Does not come to discussions prepared, having
read and researched material under study;
explicitly draw on that preparation by referring to
evidence from texts and other research on
the topic or issue to stimulate a thoughtful, wellreasoned exchange of ideas.

 Does not participate
J Hagburg
GLE
Or
Big
Rock
7-8
American Literature
Topic/
Task
(3.1) Literary
or narrative genres feature a
variety of stylistic devices to engage or
entertain an audience
MYP Criteria
Student consistently and thoroughly exceeds
grade level standards and is able to apply them
almost faultlessly in a wide variety of
situations. The student demonstrates originality
and insight and always produces work of high
quality.
In a Written Discussion Reflection,
students will write a short reflection
which based upon the essential question:
How was your understanding of the
historical, social, and cultural contexts of
the novel developed through the Reflective
Oral Discussion?
RE-1
3.5-4.0
Task-Specific Rubric
Students can:
1. Write narratives to develop and
analyze real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
2. Use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters
3. Write literary and narrative texts
applying a wide range of stylistic
devices (poetic techniques,
figurative language, imagery,
graphic elements) to support the
presentation of implicit or explicit
theme
2.5-3.0
Students can:
1. Write narratives to develop real or
imagined experiences or events
using effective technique, wellchosen details, and well-structured
event sequences.
2. Use precise words and phrases,
telling details, and sensory
language to convey a vivid picture
of the experiences, events, setting,
and/or characters.
3. Write literary and narrative texts
using a range of stylistic devices
(poetic techniques, figurative
language, imagery, graphic
elements) to support the
The student:
i. Produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of insight, imagination or
sensitivity and perceptive exploration of and critical
reflection on new perspectives and ideas.
ii. Makes perceptive stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience.
iii. Selects extensive relevant details and examples to
develop ideas with precision.
5-6
4
Student consistently meets and sometimes
exceeds grade level standards and is able to
apply learned information and skills to new and
unfamiliar situations independently.
The student:
i. Produces texts that demonstrate considerable
personal engagement with the creative process;
demonstrates considerable insight, imagination or
sensitivity and substantial exploration of and critical
reflection on new perspectives and ideas.
ii. Makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience.
iii. Selects sufficient relevant details and examples
to develop ideas with precision.
J Hagburg
American Literature
5
presentation of implicit or explicit
theme
3-4
Student sometimes meets grade level standards
and uses regular adult support to apply learned
information and skills to some new or
unfamiliar situations.
1.5-2.0
The student:
i. Produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates
some insight, imagination or sensitivity and some
exploration of and critical reflection on new
perspectives and ideas.
ii. Makes some stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
adequate awareness of impact on an audience.
iii. Selects some relevant details and examples to
develop ideas.
0.51.0
Student rarely meets grade level standards and
does not apply learned information or skills.
Students can:
1. Write narratives to develop real or
imagined experiences or events
using some effective technique,
well-chosen details, and wellstructured event sequences.
2. Use ver y few precise words and
phrases, telling details, and
sensory language to convey a vivid
picture of the experiences, events,
setting, and/or characters.
3. Write literary and narrative texts
using a limited range of stylistic
devices (poetic techniques,
figurative language, imagery,
graphic elements) to support the
presentation of implicit or explicit
theme
0.5-1.0
D: Using Language
GLE
3.3-Grammar, language usage,
mechanics, and clarity are the basis
of ongoing refinements and revisions
within the writing process.
Topic/
Task
How is your understanding of the text
affected by the various historical, social and
cultural contexts?
IB
7-8
Criteria
RE-1
3.5-4.0
Task-Specific Rubric

Student applies concepts of language to
create a well-designed analysis of text.
5-6
The student:
i. Effectively uses a range of appropriate vocabulary,
sentence structures and forms of expression.
ii. Writes and speaks in a consistently appropriate
register and style that serve the context and intention.
iii. Uses grammar, syntax and punctuation with a high
degree of accuracy; errors are minor and
communication is effective.
iv. Spells/writes and pronounces with a high degree of
accuracy; errors are minor and communication is
effective.
v. Makes effective use of non-verbal communication
techniques.
The student:
i. Uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
competently.
ii. Writes and speaks competently in a register and
style that serve the context and intention.
iii. Uses grammar, syntax and punctuation with
considerable degree of accuracy; errors do not hinder
communication.
iv. Spells/writes and pronounces with a considerable
degree of accuracy; errors do not hinder effective
2.5-3.0

MLA Style is consistent and presented
using a high degree of accuracy with few errors.

Apply knowledge of language to
understand how language functions in different
contexts, to make effective choices for meaning
or style, and to comprehend more fully when
reading or listening.

Write and edit work so that it conforms to
the guidelines in a style manual (e.g., MLA
Handbook, Turabian’s Manual for Writers)
J Hagburg
3-4
1-2
communication.
v. Makes sufficient use of non-verbal communication
techniques.
The student:
i. Uses a adequate range of appropriate vocabulary and
forms of expression.
ii. Sometimes writes and speaks in a register and style
that serve the context and intention.
iii. Uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
communication.
iv. Spells/writes and pronounces with some degree of
accuracy; errors sometimes hinder communication.
v. Makes some use of non-verbal communication
techniques.
The student:
i. Uses a limited range of appropriate vocabulary and
forms of expression.
ii. Writes and speaks in an inappropriate register and
style that do not serve the context and intention.
iii. Uses grammar, syntax and punctuation with limited
accuracy; errors often hinder communication.
iv. Spells/writes and pronounces with limited accuracy;
errors often hinder communication.
v. Makes limited and/or inappropriate use of nonverbal communication techniques.
American Literature
6
appropriate for the discipline and writing type.
1.5-2.0
0.5-1.0

Student has constructed a basic analysis of
text that includes some aspects of language
functions within the writing.

MLA style has some errors that affect the
accuracy and development of the writing.