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Used for grading several types of poetry within a chapbook written by students.

Students are to write a short story that demonstrates their understanding of the stages of plot and the characteristics of a short story and the elements of dystopian fiction.

Two-page analysis of a quote from The Scarlet Letter, review of a secondary source, and contextualization of Hester Prynne in 17th century Puritan society in the New World.

Critique of a video titled "Water" using the elements of a rhetorical precis and of visual rhetoric.

Analyzing an allegorical fable through characterization, symbolism, and irony. Adapted from Rcampus.com

Students use Rachel Carson's "Fable for Tomorrow," found in her 1964 book Silent Spring, as a model. Students choose one topic from a list of ten and write their own fable, organized according to the four rhetorical elements of an argument: thesis, purpose, technique, and audience. Students address their peers and future generations of high school students in a narrative that may be humorous, satirical, or serious, and that either informs, entertains, or educates.

Write a 750 word, five-paragraph persuasive argument in which you use what you have learned in this module on food to support a claim about the 'link' between nutrition and human development. You must cite at least six sources; include in-text citation and a Works Cited page; and follow the CCSS Writing and Language Standards.

Based on the article, "Eating Healthy in the Bronx," students explore the 'link' between obesity and hunger by discussing how junk food may contribute to both obesity and hunger. In the essay, students must discuss the quote: "Obesity and hunger are two sides of the same malnutrition coin. Empty calories are usually the cheapest and most accessible." Students must cite the article; moreover, students should conclude by stating what more they'd like to know about this topic.

A six paragraph critique (#1) of a college essay and one secondary source analysis. Students critique a college essay, supporting their position with reasons and textual evidence, as well as compare and contrast their ideas with those of the secondary source analysis. A six-paragraph critique (#2) of an ad's visual rhetoric. Students discuss the effectiveness of the ad in rhetorical terms, as well as its subjective impact on them; and then compare and contrast their objective and subjective judgments.