Below is the rubric for your colonial newspaper.


American Revolution Newspaper



Performance Task: The American Revolution was a difficult time in American history. Colonists fought against their own government to secure independence in order to create the United States of America. Your task will be to work as a group to design a newspaper that highlights several important aspects of the American Revolution. Your newspaper will be written from the time period of the American Revolution. Your stories should be based on facts you obtain from researching this period of history. Your newspaper must include:



1. A news article on a specific battle from the American Revolution

2. A news article on an individual that played a key role during the American Revolution

3. A news article on the role of African Americans during the revolution

4. A political cartoon describing an issue from the revolutionary war period.

5. A news article discussing foreign involvement

6. A news article describing the life of a soldier during the war

7. A news article on life on the homefront.

8. A news article on the role of women during this time

9. At least three advertisements throughout the newspaper

10. An article describing the culture of the time period



Below are the outcomes and criteria by which you will be graded.



Outcome
Not Yet
Meets Standards
Exceeds Standards
Plan
Make deliberate plans, reflect, and persevere in order to achieve goals
_ During work periods, student is off task.

_ Student does not meet all project requirements.

_ Student hands in the assignment late.

_ _ The student’s work has a messy appearance and/or looks like it was put together in a rush.
_ During work periods, student is on task most of the time, but may need some teacher redirection.

_ Student meets all project requirements.

_ Student hands in the assignment on time.

_ The assignment has a clean and neat appearance.
_ _ During work periods, student is on task and needs no teacher redirection.

_ Student meets all project requirements.

_ Student hands in the assignment on time.

_ Student puts a tremendous amount of effort, thought, and creativity into the appearance of the assignment.
Be Precise
Accurately represent solutions, ideas, and language
_ The articles contain many inaccurate facts and details.

_ Advertisements are not true to the time period.

_ Articles contain
many errors in capitalization, homophone use, sentence fragments, and/or run-on sentences.
_ The articles used accurate facts and details.

_ Advertisements are true to the time period.

_ The article contains some errors in capitalization, homophone use, sentence fragments, and/or run-on sentences.
_ The article used accurate facts/details and showed creativity.

_ Advertisements are true to the time period.

_ The article has NO errors in capitalization, homophone use, sentence fragments, and/or run-on sentences.
Communicate
Make ideas and information understood, mindful of audience, purpose, and setting
_ The student does not follow the correct format for an article.

_ Student is not able to successfully show the main idea of her topic. Readers may be confused.
_ The student follows the correct format for an article.


_ Student successfully discusses topics in the articles. Readers receive a broad idea of the subject, but may want additional information and facts.
_ The student follows the correct format for an article.


_ Student successfully presents idea with a sufficient number of relevant details and descriptions. Readers are satisfied and feel as though no information is lacking.

If you would like to download a paper copy of this assignment and rubric, click on the icon below:


Below is the rubric for your poetry anthology.


Poetry Anthology



Task Description: For this project, you will compiling your own anthology, or collection, of poems. This will be a mix of poems that you have written yourself and ones that are already officially “published” by others (e.g. famous poets, singers/songwriters, etc.)



Your anthology
MUST__ have the following:

  • An author’s note
  • A total of 5-7 poems:
    • At least 2-3 original poems
    • At least 2-4 “published” poems



When writing your original poems, be sure to keep in mind everything that you have learned about poetry during this unit – literary devices, the different ways that poems can look on the page, your theme/message, how you are creating meaning, etc.



You will be graded on the following outcomes:



Outcome
Not Yet
Meets Standards
Exceeds Standards
Plan
Make deliberate plans, reflect, and persevere in order to achieve goals.
_ During work periods, student is off task.


_ Student does not meet all project requirements.

_ Student does not hand in drafts and/or the author’s note is weak or missing.


_ Student hands in the assignment late.


_ The assignment has a messy appearance and/or looks like it was put together in a rush.
_ During work periods, student is on task most of the time, but may need some teacher redirection.

_ Student meets all project requirements.


_ Student’s drafts have minimal revisions and/or the author’s note could be stronger.


_ Student hands in the assignment on time.


_ The assignment has a clean and neat appearance.
_ During work periods, student is on task and needs no teacher redirection.

_ Student meets all project requirements.


_ Student’s drafts show evidence of effective revisions and the author’s note is well-developed.

_ Student hands in the assignment on time.


___ Student puts a tremendous amount of effort, thought, and creativity into the appearance of the assignment.




Create
Produce or develop a product for expression
_ Student uses few to no literary devices in each of her poems.


_ Readers are unable to understand the theme of the poems.
_ Student uses literary devices accurately.


_ Readers have a vague understanding of the poem, but the theme could have been stronger.
_ Student uses literary devices accurately and effectively. Each literary device used contributes to the meaning of the poem.

_ Readers are able to clearly understand the theme of the poems.
Conclude
Infer meanings, analyze information and develop valid ideas based on evidence and analysis.
_ For published poems, student’s annotations are minimal and/or incorrect.
_ For published poems, student’s annotations accurately identify literary devices, but the student may not be able to explain how the devices contribute to the meaning of the poem.
___ For published poems, student’s annotations accurately identify the literary devices. Student can also explain how the devices contribute to the meaning of the poem.

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Below is the rubric for your historical fiction project.


Historical Fiction Essay



In novels, the setting often influences the protagonist in different ways. This could include conflict, decisions made, and relationships formed. Write an essay in which you explain how the setting of your historical fiction book influences the protagonist. In your answer, be sure to use specific evidence from the novel to support your answer



Use the rubric below to write your essay.



Outcome
Not Yet
Meets Standards
Exceeds Standards
Plan
Make deliberate plans, reflect, and persevere in order to achieve goals.
_ During work periods, student is off task.


_ Student does not meet all benchmarks.


_ Student hands in assignment late.


_ The assignment has a messy appearance and/or looks like it was put together in a rush.
_ During work periods, student is on task most of the time, but may need some teacher redirection.


_All major benchmarks have been met.


_ Student hands in the

assignment on time.


_ The assignment has a clean and neat appearance.
_ During work periods; student is on task and needs no teacher redirection.


_All major benchmarks have been met.

_ Student hands in the assignment on time.


_ The assignment has a clean and neat appearance.
Argue
Build a case for and defend conclusions reached, based in sound logic and valid evidence.
_ Student is unable to defend and argue her case. She provides minimal to no evidence, or the evidence that is provided is invalid or irrelevant.


_ Student does not accurately introduce quotes.


_ Student’s discussion is
weak or may be missing completely.
_ Student is able to produce a basic argument. She develops her topic with facts, details, quotations, or other specific information from the book, but the evidence chosen could be stronger.


_ Student accurately introduces quotes.


_ Student is able to discuss her evidence and how it links and supports her thesis.
_ Student produces an exceptionally strong argument by using the most effective and relevant facts, details, and quotations. She includes evidence from both fiction and nonfiction texts.

_ When citing and introducing quotes, student uses as much specificity as possible.

_ Student’s discussion strongly links and supports her thesis statement. She shows an extremely insightful analysis of the topic.
Communicate
Make ideas and information understood, mindful of audience, purpose, and setting.
_ There is no thesis or the thesis is unclear.


_ Introduction may be lacking the thesis and/or topic sentences, or may be missing entirely.


_ Students exhibits little to no organization in the essay (which includes TIED format). She does not use appropriate transitions or they may be missing completely.


_ Student does not provide a conclusion or does not summarize the key points in her argument.
_ Thesis statement is formed by rewording the prompt.

_ Introduction contains a thesis and topic sentences. Readers have a clear idea of the student’s argument.


_ Student exhibits clear organization in the essay (which includes TIED format). She uses appropriate transitions to make her writing flow more smoothly.


_ Conclusion of essay clearly summarizes her thesis and the key points in her argument.
_ Thesis statement is strong and in the student’s own words.

Student’s introduction is extremely engaging, contains a thesis, and outlines her arguments clearly.

_ Student exhibits clear organization throughout the entire essay (which includes TIED format). She also uses appropriate and varied transitions as a tool to persuade and aid readers in following her logic and arguments.

_ Conclusion of essay is extremely engaging. Student does not simply restate thesis and topic sentences, but summarizes her argument in a creative and persuasive way.
Be precise
Accurately represents solutions, ideas, and language.
_ Student does not use correct capitalization, has many errors in the spelling of homophones, or has sentence fragments.

_ Student uses personal pronouns (e.g. I, me, my, mine).
_ Student has minimal mistakes in capitalization, the spelling of homophones, and/or sentence fragments.


_ Student does not use personal pronouns.
_ Student makes no errors in capitalization, homophone use, or sentence fragments.


_ Student does not use personal pronouns.

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Below is the rubric for your colony project.


Colony Project__


Task Description: You have just been gifted a piece of land from the King of England. He has allowed you to pick an area in either New England (Northern), the Middle, or the Southern region of the New World. This land is known as “America.”



You will have to produce an advertisement with the goal of convincing settlers to come to your colony. You must accurately describe your colony based on the characteristics we have examined within each distinct region. Remember you must convince the settler to come to your colony, which means saying why the others are not the best places to settle.



Your project could be in the form of a poster, pamphlet/brochure, flyer, or any other medium that is approved by your teacher.



Outcome
Not Yet
Meets Standards
Exceeds Standards
Argue
Build a case for and defend conclusions reached, based in sound logic and valid evidence
_ Student provides little to no evidence as to why the settlers should choose their colony over colonies in other regions.


_ Student does not explain why the other regions are not as suitable for settlement.
_ Student provides some evidence as to why the settlers should choose their colony over colonies in other regions.


_ Student explains why the other regions are not as suitable for settlement.
_ Student uses multiple, relevant, and strong pieces of evidence as to why the settlers should choose their colony over colonies in other regions.

_ Student is extremely persuasive; she explains with detail why the other regions are not as suitable for settlement.
Be precise
Accurately represent solutions, ideas, and language
_ Student does not explain how geographic features impact the daily lives of the people or the features are incorrect.

_ Student does not include negative aspects of other colonial regions or they are incorrect.

Student does not mention the following aspects associated with living in their colony:
_ Political
_ Economic
_ Social
_ Religious
_ Student explains two geographic features that impact the daily lives of the people.


_ Student includes 2 negative aspects of other colonial regions.


Student briefly explains the following aspects associated with living in their colony:
_ Political
_ Economic
_ Social
_ Religious
_ Student explains at least three geographic features that impact the daily lives of the people.


_ Student includes at least 3 negative aspects of other colonial regions.


Student explains with detail the following aspects associated with living in their colony:
_ Political
_ Economic
_ Social
_ Religious
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Below is the rubric for your book club meetings.



Outcome
Not Yet
Meets Standards
Exceeds Standards
Collaborate
Work effectively with others to achieve common goals
_ Student does not come to the meeting prepared. She has not read the assigned pages or brought appropriate and adequate notes.
_ Student does not contribute to the conversation or speaks only when prompted by someone else.
_ Student does not refer to any textual evidence when supporting ideas.
_ Student does not build on, or respond, to other people’s ideas and/or changes topics too quickly.
_ Student does not use academic language & relevant vocabulary.
_ Student does not follow rules for collegial discussions (e.g. She may interrupt others, have improper body language, etc.)
_ Student comes to meeting prepared with all pages read and with adequate notes.
_ Student voluntarily contributes to the conversation at least twice.
_ Student makes references to the text to support ideas.
_ Student is able to build on, or respond, to other people’s ideas so that the conversation runs smoothly. She is able to make relevant connections.
_ Student uses some academic language & relevant vocabulary.
_ Student follows rules for collegial discussions (e.g. Listens to all members, has proper body language, etc.)
_ Student comes to the meeting prepared with all pages read and with adequate notes.
_ Student contributes often and actively to the discussion, but without dominating. She tries to bring everyone into the conversation.
_ Student regularly includes relevant evidence and refers to specific passages and pages in the text to support ideas.
_ Student is able to skillfully build on, or respond, to other people’s ideas. She comes to new ideas, poses insightful questions, makes relevant connections, and/or helps start or bring the conversation together.
_ Student frequently uses academic language & relevant vocabulary.
_ Student follows rules for collegial discussions (e.g. Listens to all members, has proper body language, etc.)
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Below is the rubric for The Effects of Exploration.


The Effects of Exploration



Project Description: American Heritage, a prestigious and well-known American history magazine, has asked you to write a persuasive essay to be published in their next quarterly issue as part of their upcoming feature on the Age of Exploration. In this essay, you are to discuss whether the positive effects of exploration outweigh the negative, using different examples throughout history to support your opinion.



Below is the rubric and criteria by which you will be graded.



Outcome
Not Yet
Meets Standards
Exceeds Standards
Plan
Make deliberate plans, reflect, and persevere in order to achieve goals.
_ During work periods, student is off task.


_ Student does not meet all benchmarks.

_ Student hands in assignment late.


_ The assignment has a messy appearance and/or looks like it was put together in a rush.
_ During work periods, student is on task most of the time, but may need some teacher redirection.


_All major benchmarks have been met.

_ Student hands in the assignment on time.


_ The assignment has a clean and neat appearance.
_ During work periods, student is on task and needs no teacher redirection.


_All major benchmarks have been met.

_ Student hands in the assignment on time.


_ The assignment has a clean and neat appearance.
Argue
Build a case for and defend conclusions reached, based in sound logic and valid evidence.
_ Student is unable to defend and argue her case. She provides minimal to no evidence, or the evidence that is provided is invalid or irrelevant.


_ Student does not cite or accurately introduce sources.


_ Student’s discussion is weak or may be missing completely.
_ Student is able to produce a basic argument. She develops her topic with facts, details, quotations, or other specific information, but the evidence chosen could be stronger.

_ Student accurately cites and introduces sources. All sources are reputable.


_ Student is able to discuss her evidence and how it links and supports her thesis.
_ Student produces an exceptionally strong argument. She uses the most effective, relevant, and persuasive facts, details, and quotations.


_ When citing and introducing reputable sources, student uses as much specificity as possible (e.g. names of specific articles, authors, etc.)

_ Student’s discussion strongly links and supports her thesis statement. She shows an extremely insightful analysis of the topic.
Communicate
Make ideas and information understood, mindful of audience, purpose, and setting.
_ There is no thesis or the thesis is unclear.


_ Introduction may be lacking the thesis and/or topic sentences, or may be missing entirely.

_ Students exhibits little to no organization in the essay (which includes TIED format). She does not use appropriate transitions or they may be missing completely.


_ Student does not provide a conclusion or does not summarize the key points in her argument.
_ Thesis statement is formed by rewording the prompt.

_ Introduction contains a thesis and topic sentences. Readers have a clear idea of the student’s argument.

_ Student exhibits clear organization in the essay (which includes TIED format). She uses appropriate transitions to make her writing flow more smoothly.


_ Conclusion of essay clearly summarizes her thesis and the key points in her argument.
_ Thesis statement is strong and in the student’s own words.


_ Student’s introduction is extremely engaging, contains a thesis, and outlines her arguments clearly.

_ Student exhibits clear organization throughout the entire essay (which includes TIED format). She also uses appropriate and varied transitions as a tool to persuade and aid readers in following her logic and arguments.

_ Conclusion of essay is extremely engaging. Student does not simply restate thesis and topic sentences, but summarizes her argument in a creative and persuasive way.
Be precise
Accurately represents solutions, ideas, and language.
_ Student does not use correct capitalization or has many errors in the spelling of homophones.

_ Student uses personal pronouns (e.g. I, me, my, mine).
_ Student has some minimal mistakes in capitalization and spelling of homophones.

_ Student does not use personal pronouns.
_ Student makes no errors in capitalization or homophone use.


_ Student does not use personal pronouns.



Teacher Comments:






Below is the rubric for the Native American journals.


Native American Journal Entries__



Project Description: You have just spent a number of class periods learning about Native American culture. For this project, you are to pretend that you are a member of a Native American tribe (you can choose which tribe you would like to be a part of). You will be writing journal entries from the first person point of view (using “I,” “my,” “mine,” etc.) that show what the daily life of a Native American would be like. Use your notes and other reference materials to help you.





Below are the rubric and criteria by which you will be graded.



Outcome
Not Yet
Meets Standards
Exceeds Standards
Be Precise
Accurately represents solutions, ideas, and language.
_ Project does not contain at least 4 journal entries or the journal entries are not related to the task.

_ Journal entries do not refer to aspects of Native American culture or the information in the entries is incorrect.


_ Readers have a very vague (unclear) idea of what Native American life was like.
_ Project contains at least 4 journal entries.


_ Journal entries mention some aspects of Native American culture. Student incorporates some of the information learned in class into her journal entries.

_ Readers get a general idea of what Native American life was like.
_ Project contains at least 4 or more creative journal entries.


_ Journal entries mention many aspects of Native American culture. Student incorporates most or all of the information learned in class into her journal entries.

_ Readers have a strong idea of what Native American life was like.

Click on the link below to download a copy of the rubric:



Below is the rubric for your road trip project.


Road Trip



Project Description__: You are taking a road trip from New York to one of the states on the West coast and will keep a journal of your experience. You must visit at least one state in each region of the United States. You will use the following maps to help you with your journey: political map, physical map, highway map, population map, and resource map. You will need to discuss the following:



  • The route you developed to get from state to state.
  • The 8 stops you made and what you did while you were there. (Each stop should be a different state.)
  • Examine how geography changes along your trip and the impact it has on a specific area and your journey.
  • Gather information from all the maps and research in class to incorporate into your journal entries.



Below is the rubric and criteria by which you will be graded:



Outcome
Not Yet
Meets Standards
Exceeds Standards
Plan
Make deliberate plans, reflect, and persevere in order to achieve goals.
_ The journal does not contain eight entries.

_ During work periods, student is frequently off task and requires frequent teacher redirection.

_ Student hands in assignment late.

_ The assignment has a messy appearance and/or looks like it was put together in a rush.

_ Student does not include states from all the regions of the U.S.
_ The journal contains eight entries.

_ During work periods, student is on task most of the time, but may need some teacher redirection.

_ Student hands in the assignment on time.

_ The assignment has a clean and neat appearance.

_ Student includes states from all the regions of the U.S.
_ The journal includes eight or more creative entries.

_ During work periods, student is on task and needs no teacher redirection.
_ Students hands in the assignment on time.

_ Students puts a tremendous amount of thought, effort, and creativity into the appearance of the assignment.

_ Student includes states from all the regions of the U.S.
Be Precise
Accurately represents solutions and ideas.
_ Student does not use all required maps and/or information is not accurate.


_ There is very little detail written about each stop on the journey.
_ Student uses all required maps (political, highway, physical, resource, population) in their journal accurately.

_ Student describes her journey with some details.
_ Student uses all required maps and includes accurate information from other maps and research.

___ Student examines how geography impacts their journey.
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Below is the rubric for your reading response journals.


Reading Response Rubric



Outcome
Not Yet
Meets Standards
Exceeds Standards
Conclude
Infer meanings, analyze information, and develop valid ideas based on evidence and analysis
Student does not use at least three reading strategies. She does not use any specific examples to support her opinion. There are no reactions, just a basic summary.
Student uses at least three reading strategies. She uses specific examples to support her opinion and shows a basic understanding of the text.
Student uses three or more reading strategies. She uses multiple, specific examples to support her opinion and her response contains a strong analysis of the text.
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Below is the description and rubric for the Election Performance Task:



Performance Task: Campaign PR Kit



You are a campaign manager for ONE of the 2012 presidential candidates. Your task is to convince potential voters to vote for your candidate. You will create a public relations (PR) packet to distribute to potential voters. Your packet MUST include:



-A persuasive essay explaining why your candidate is the best choice for President (to be printed in the local newspaper)



And at least ONE__ of the following:

-An 8 ½ x 11 flyer to be mailed to people’s homes

-A political cartoon to be printed in the local newspaper

-A 30 sec./1 minute commercial to be played in a swing state

- A poster that addresses an important issue in the election


OPTIONAL VARIATION & REQUIREMENTS
You have the option to choose whether you would like to work individually or with a partner. Please note, however, that if you choose to work with a partner, the requirements will be different.

  • BOTH students need to submit their own individual persuasive essay
  • And at least THREE of the other items in the packet must be completed

PR Packet Rubric
Outcome
Not Yet
Meets Standards
Exceeds Standards
Plan
Make deliberate plans, reflect, and persevere in order to achieve goals
_ For the essay, student does not have drafts attached to the final piece or made no revisions.

_ During work periods, student is off task.

_ Student hands in assignment late.

_ The assignment has a messy appearance and/or looks like it was put together in a rush.
_ For the essay, student hands in a draft attached to the final piece. Some small edits are made.

_ During work periods, student is on task most of the time, but may need some teacher redirection.

_ Student hands in the assignment on time.

_ The assignment has a clean and neat appearance.
_ For the essay, student hands in a draft attached to the final piece. She makes significant revisions to the content of the essay to make it stronger.

_ During work periods, student is on task and needs no teacher redirection.

_ Student hands in the assignment on time.

_ Student puts a tremendous amount of thought and effort into the appearance of the assignment.
Argue
Build a case for and defend conclusions reached, based in sound logic and valid evidence
_ Student does not cite or accurately introduce sources.

_ Student is unable to defend and argue her case. The evidence is weak and/or the argument contains less than three distinct ideas. Ideas are similar to each other.

_ Student does not use accurate facts and/or her discussion is weak.
_ Student accurately cites and introduces sources. All sources are reputable.

_ Student is able to produce a basic argument. She uses evidence, but it may not be the strongest. The argument contains at least three distinct ideas to defend her case.

_ Student uses accurate facts and is able to discuss how they link to her argument.
_ When citing and introducing reputable sources, student uses specificity.

_ Student produces an exceptionally strong argument. She uses the most effective and persuasive evidence in order to defend her case. The argument contains three or more distinct ideas to defend her case.

_ Student uses accurate facts and many details to discuss her argument. She uses relevant content-related vocabulary.
Communicate
Make ideas and information understood, mindful of audience, purpose, and setting
_ Essay does not contain a thesis.

_ Body paragraphs do not contain a clear topic sentence or it may be missing.

_ Student does not use any transition words. Her sentences may sound repetitive.

_ The introduction of the essay may be lacking the thesis and/or topic sentences, or may be missing completely.

_ Conclusion of essay may be missing or does not summarize the key points in her argument.

_ The other pieces in the PR packet contain no bias. Student does not consider purpose or audience.

_ Student does not use correct capitalization and/or does not spell the names of candidates correctly.
Thesis statement is formed by rewording the prompt.

_ Body paragraphs contain simple topic sentences. They may begin the same way or have little variation in their structure.

_ Student uses some basic transition words in order to make her ideas more clear.

_ The introduction of the essay contains a thesis statement and topic sentences. Readers have a clear idea of the student’s argument.

_ Conclusion of essay clearly summarizes her thesis and the key points in her argument.

_ Student creates bias in the other pieces in the PR packet, but does not support it with relevant details.

_ Student uses correct capitalization most of the time and candidates’ names are spelled correctly.
_ Thesis statement is strong and in the student’s own words.

_ Body paragraphs contain strong and forceful topic sentences. There is variety in their structure and clarity in the student’s words.

_ Student uses transition words as a tool to persuade and to aid readers in following her logic and arguments. They also help her writing flow more smoothly.

_ The introduction of the essay is extremely engaging, contains a thesis statement, and outlines her arguments clearly and persuasively.

_ Conclusion of essay is extremely engaging. Student does not simply restate thesis and topic sentences, but summarizes her argument in a creative and persuasive way.

_ Student creates bias in the other pieces in the PR packet, and supports it with relevant details.

_ Student has no errors in capitalization or spelling of candidates’ names.

Click on the icon below to download a paper copy of the description and rubric for this performance task:



Below is the rubric for any exit slips that are done in class:


Exit Slip Rubric


Outcome
Not Yet
Meets Standards
Exceeds Standards
Conclude
Infer meanings, analyze information and develop valid ideas based on evidence and analysis.
Student is unable to accurately answer the question or the response does not reflect the topic addressed in class.
Student’s response is basic and contains minimal detail. Her response does not reflect a deep understanding of the topic.
Student writes a detailed response that clearly illustrates their understanding of the topic. She uses many details or examples.

Click on the link below to download a paper copy of the exit slip rubric:



Below is the description for The Giver Performance Task #1: Investigative Reporting.

Performance Task #1: Investigative Reporting

You are an investigator hired by the elders of Jonas’s community to discover why Jonas chose to leave the community. The elders want to know - what went wrong? What made this boy rebel against the norms? They would like to use this information to fix their community to make it truly ideal. You will discover this information by interviewing people who interacted with Jonas. Once you have performed the investigation, you will submit a final report to the Committee for their perusal.

Your final report for the elders MUST include the following:

  • A cover page (which includes a title and your name)
  • Copies of the “interviews”
  • A summary of your findings, which should include:
    • Identification of major turning points in Jonas’s thinking and/or feelings
    • Explanation of Jonas’s motivation for leaving
    • Suggestions for the elders to improve their community

Below is an interviewing template that you can use as you conduct “interviews”. You will include any interviews you conduct in your final report to the elders.


Transcript of Interview


Personal Information about the Interviewee

Name:

Job:

Age (approximate):


Possible Questions:

1. When did you first meet Jonas?

2. What subjects did you talk about?

3. Did Jonas ask many questions? If so please tell me what they were.

4. How often did you talk to Jonas?

5. Did Jonas mention any dissatisfaction with the way things were? If so what did he say?

6. Was Jonas a happy boy? What made you say that?Did he show any signs of joy or unhappiness?

7. Did Jonas question things (not accept things as they are? If so what did he question (not accept)?

8. What did you think of Jonas as a boy?

9. What good qualities did he have? Did he have any negative qualities? What were they?

10. Why do you think he did what he did?

11. What other information can you provide me that would help the investigation?



Investigative Reporting Rubric
Outcome
Not Yet
Meets Standards
Exceeds Standards
Discern
View, read, and listen with focused attention to what matters
_ Student chooses only one character or irrelevant character(s) to interview.


_ Student uses information and facts that are incorrect or irrelevant.
Student chooses at least 2 important characters to interview. Their answers provide some information for the investigation.


Student uses facts from the text in the Q&A with the interviewee. Answers are “in character” and remain within the scope of the character’s knowledge.
_ Student chooses multiple and the most relevant characters with whom to speak. She thoroughly interviews them to get crucial and necessary information for the investigation.

Student uses facts along with direct quotes from the text in the Q&A with the interviewee. Answers are “in character” and remain within the scope of the character’s knowledge.
Conclude
Infer meanings, analyze information, and develop valid ideas based on evidence and analysis
Student is unable to identify major turning points in Jonas’s thinking and/or feelings.

Student is unable to correctly identify the flaws that Jonas saw in his community. She is unable to describe Jonas’s motivation for leaving.


Student makes no suggestions to the elders on how to improve their community.
Student is able to identify at least 2 of the turning points in Jonas’s thinking and/or feelings.

Student identifies some of the flaws that Jonas saw in his community. She briefly explains Jonas’s decision to leave, but the description may lack some specific details.

Student gives general suggestions to the elders about how to improve their community.
Student is able to identify 3 or more major turning points in Jonas’s thinking and/or feelings.

Student identifies all or most of the flaws that Jonas saw in his community. She is able to clearly explain Jonas’s logic and motivation for leaving.


Student gives very specific suggestions to the elders about how to improve their community.


You can download and print a paper copy of this description by clicking on the link below:




Below is the description for The Giver Performance Task #2: Scrapbook.


Performance Task #2: Scrapbook



You are Jonas. You have been keeping a scrapbook of all of your experiences starting from right before the Ceremony of Twelve until the night of your escape. This scrapbook should consist of both journal entries written in 1st person (from Jonas’s point of view) AND drawings with explanatory captions. Be sure there is a good mix of both genres in your scrapbook! If you would like to include other genres in addition to journals and drawings, you may do so as well.



Within the entire scrapbook, the following must be addressed:

  • Important events/experiences in your life
  • Major turning points in your thinking / feelings
  • An explanation of your decision to leave
  • Flaws that you are realizing in the community



When reading the scrapbook, your audience should have a very clear picture of what happened to Jonas and the emotions he was feeling. Be sure that your entire scrapbook reflects this! Every entry should be purposeful.



The design of the scrapbook is up to you. Be creative!



Scrapbook Rubric



Outcome
Not Yet
Meets Standards
Exceeds Standards
Discern
View, read, and listen with focused attention to what matters
_ Student does not describe significant moments or events in Jonas’s life.


_ Student uses information and facts that are incorrect when creating journal entries and drawings.
Student represents at least 2 major events in Jonas’s life. The audience gets a general idea of what happened to him throughout the course of the book.

Student uses facts from the text when creating journal entries and captions for drawings.
_ Student thoroughly outlines at least 3 major events in Jonas’s life. It is a well-rounded picture of Jonas’s experience.


Student uses facts along with direct quotes from the text when creating journal entries and illustrations.
Conclude
Infer meanings, analyze information, and develop valid ideas based on evidence and analysis
Student does not mention major turning points in Jonas’s thinking and/or feelings.

Student does not discuss the community’s flaws or explain Jonas’s reasons and motivation for leaving.

Journal entries are not written “in character.”
Student mentions at least 2 major turning points in Jonas’s thinking and/or feelings.


Student discusses some of the flaws of the community. She briefly explains Jonas’s decision to leave, but the description may lack some specific details.

_ Journal entries are written “in character.”
Student mentions more than 3major turning points in Jonas’s thinking and/or feelings.

Student discusses all or most of the flaws in the community and is able to clearly explain Jonas’s logic and motivation for leaving.

_ Journal entries are written “in character.”
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Below is the in-class assessment that will take place on Tuesday, September 25, 2012.

In-Class Assessment:
Reading Strategies & 9/11/01

Description: You will be reading an article related to 9/11/01. As you do so, create and fill in a chart with the 3 reading strategies that you learned (Questioner, Literary Luminary, & Summarizer). For Literary Luminary, you will need to explain briefly why you chose the quotes you did. After you have read the article, you are also going to answer the following prompt: “Do you agree or disagree with the views stated in the article? Explain.”


Below is the outcome and the criteria by which you will be graded:

Outcome
Not Yet
Meets Standards
Exceeds Standards
Discern:
View, read, and listen with focused attention to what matters.
Student has questions that are unrelated to the text.


_ Student does not adequately explain why she chose the quote.


_ Student does not clearly summarize the main points of the article.
_ Student has some questions as they read, but may be unrelated to the big ideas in the text and more focused on comprehension.


_ Student chooses quotes that strike them personally for some reason, but may not necessarily be linked to the main ideas of the text.

_ Student can accurately retell in a few sentences the key points in the text. The summary contains the main ideas and a few important details.
_ Student asks insightful questions that help them understand and clarify the main themes in the text. She also tries to figure out the answers to their questions.

_ Student chooses the most powerful quotes related to the main themes of the text and uses it to make larger global connections.

___ Student can provide a brief yet rich summary of the text that contains the large themes and/or ideas and no unnecessary details.

If you would like to download and print a paper version of this rubric, click on the icon below.