the outsidersthebirdscage.weebly.com/uploads/1/0/8/2/10829904/the_… · web viewcomprehending...

The OutsidersBy S. E. Hinton

Jessica Robinson

ENGLISH LANGUAGE ARTS – GRADE 8Novel Study

Table of ContentsOverview.................................................................................................................................... 2

Rationale.................................................................................................................................... 3Program of Study Curriculum Outcomes...................................................................................3

Essential Goals and Questions............................................................................................. 3Questions.............................................................................................................................................. 3Goals....................................................................................................................................................... 4

Calendar of Lessons................................................................................................................ 4

Learning Activities and Instructional Strategies..........................................................7

Assessment Plan.................................................................................................................... 10

Appendices.............................................................................................................................. 11Sample Lesson Plans...................................................................................................................... 11

Lesson 1.............................................................................................................................................................11Lesson 2.............................................................................................................................................................12Lesson 3.............................................................................................................................................................13Lesson 4.............................................................................................................................................................14Lesson 5.............................................................................................................................................................15

Sample Assignments for Lessons 1-5.......................................................................................16Final Project Outline and Assessment.....................................................................................20

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OverviewThis novel study is designed for grade 8 students in an English Language Arts class. The purpose of this unit is to help students gain a greater understanding of other people’s perspectives and to consider issues such as social class, gang violence, death, friendship and the struggles of life.

They will have the opportunity to read the novel The Outsiders by S. E. Hinton, enhance their reading comprehension and vocabulary, interpret meanings from the text, and reflect upon the main themes of the novel. At the end of the unit we will discuss and reflect upon the main themes of the novel including fighting, gangs, prejudice and what it is like to be a teenager.

This unit uses group work, whole class discussions, and individual projects as a means for students to demonstrate their understanding.

RationaleThis unit would be a good experience for Junior High students because it can broaden their perspective and enables them to see something from another person’s point of view. In Junior High students are very concerned with labeling others and forming groups. This novel provides clear examples of how things are not always as they seem and that labels can be deceiving. This unit covers various curriculum outcomes from the Language Arts curriculum. A detailed list can be found in the table below.

Program of Study Curriculum OutcomesGLO 1: Explore thoughts, ideas,

feelings and experiences

GLO 2: Comprehend and respond

personally and critically to oral, print and other

media texts

GLO 3: Manage ideas and

information

GLO 4: Enhance the clarity and

artistry of communication

GLO 5: Respect, support and

collaborate with others

1:1: Discover and Explore

2.1: Use Strategies and Cues

3.1: Plan and Focus

4.1: Enhance and Improve

5.1: Respect Others and Strengthen Community

1:2: Clarify an Extend

2.2: Respond to Texts

3.3: Organize, Record and Evaluate

4.3: Present and Share

5.2: Work within a Group

2.3: Understand Forms, Elements and Techniques

3.4: Share and Review

2.4: Create Original Text

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Essential Goals and Questions

QuestionsStudents will keep considering…

What does it mean to be “good” or “bad”? How do outward appearances affect the way we think of people? How does social class affect young people?

GoalsStudents will…

Express their own ideas and point of view Extend their understanding of other people Understand and respond to the text

Students will understand… Other peoples views may differ from their own and that is okay The consequences of using violence as a way to solve conflict That characters/ people can change i.e. their actions, point of view,

understandings

Students will know… That written text can hold more meaning than what lies on the surface Strategies to understand written material That opinions may vary about the same issue or topic

Students will be skilled at… Expressing their own opinion through writing Comprehending written word Inferring meaning from text

Calendar of Lessons Week Monday Tuesday Wednesday Thursday Friday

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1

Objective: Introduce Author and NovelActivities: Pre Reading QuestionsOutcomes:2.2-5

Objective: Consider the perspective of the author and how it relates to their own.Read: Chapter 1Activities: During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3

Objective: Get to know and understand characters.Activities:Chapter 1 Assignment Introduction to CharactersOutcomes:5.2-2, 5.3-3,

Objective: Look at definitions of groups. Where do they come from?Read: Chapter 2Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3

Objective: Understand and remember the main ideas and events of the novel.Activities:Reading Comprehension Questions Ch.’s 1&2Outcomes:2.1-3, 2.1-4, 2.1-5

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Objective:Understand the main conflicts in the novel.Activities:Chapter 2 Assignment- Introduction to ConflictsOutcomes:3.1-2

Objective:Understand character motives.Read: Chapter 3Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3

Objective:Understand character and analyze dialogue.Activities:Chapter 3 Assignment- Understanding CharactersOutcomes:2.2-6, 2.2-7, 2.2-8

Objective:Understand character relationships.Read: Chapter 4 Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3

Objective:Develop and expand vocabulary.Activities:Vocabulary Ch.’s 1-4Outcomes:2.1 -8, 2.1-9

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Objective:Consider how point of view effects the story.Activities:Chapter 4 Assignment -Point of ViewOutcomes:2.3-5

Objective:Analyze and understand text.Read: Chapter 5Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3

Objective:Consider how you relate to or understand what the characters are going through.Activities:Chapter 5 Assignment- Life as a Greaser PoemOutcomes:2.4-1, 2.2

Objective:Consider what it means to be “good” or “bad”.Read: Chapter 6Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3

Objective:Understand and remember the main ideas and events of the novel.Activities:Reading Comprehension Questions Ch.’s 5&6Outcomes:2.1-3, 2.1-4, 2.1-5

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Objective:Examine conflict resolution.Activities:Chapter 6 Assignment- Conflict ResolutionOutcomes:3.1-2

Objective:Explore which characteristics of a person are desirable in different situations.Read: Chapter 7Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3

Objective:Interpret and infer meaning from the text.Activities:Chapter 7 Assignment- Inference and Character MotivationOutcomes:1.2, 2.2-4, 2.2-3, 4.1-10

Objective:Consider similarities and differences between your life and the characters in the book.Read: Chapter 8Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3

Objective:Develop and expand vocabulary.Activities:Vocabulary Ch.’s 5-8Outcomes:2.1 -8, 2.1-9

5 Objective:Discuss ways characters change

Objective:Consider character motivation.

Objective:Consider positive and negative ways

Objective:Reconsider assumptions of the

Objective:Understand and remember the main

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throughout the novel.Activities:Chapter 8 Assignment- Understanding Characters WritingOutcomes:2.2-8

Read: Chapter 9Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3

to resolve a conflict.Activities:Chapter 9 Assignment- Fighting SurveyOutcomes:2.3-3

novel.Read: Chapter 10&11Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3

ideas and events of the novel.Activities:Reading Comprehension Questions Ch.’s 9&10Outcomes:2.1-3, 2.1-4, 2.1-5

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Objective:Discuss ways characters have changed throughout the novel.Activities:Chapter 10 &11 Assignment- Plot and CharacterizationOutcomes:2.2-8

Objective:Consider experiences and perspective of the narrator and relate to your own perspective.Read: Chapter 12Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-4, 2.3-3, 3.3-7

Objective:Evaluate elements of the novel.Activities:Chapter 12 Assignment- Elements of the Novel WebOutcomes:2.2-10, 2.2-11, 2.2-12, 2.3-6

Objective:Explore the main themes of the novel.Activities:Introduce Final ProjectOutcomes:2.3-3, 4.3-1, 4.3-5

Objective:Explore the main themes of the novel.Activities:Work on Final ProjectOutcomes:2.3-3, 4.3-1, 4.3-5

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Objective:Explore the main themes of the novel.Activities:Work on Final ProjectOutcomes:2.3-3, 4.3-1, 4.3-5

Objective:Understand and remember the main ideas and events of the novel.Activities:Review Jeopardy

Objective:Discuss choices made in making the movie.Activities:Watch MovieOutcomes:2.3-6

Objective:Discuss choices made in making the movie.Activities:Watch Movie,Discussion/ Journal QuestionsOutcomes:2.3-6

Objective:Discuss choices made in making the movie.Activities:Watch MovieDiscussion/ Journal QuestionsOutcomes:2.3-6

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Objective:Explore the main themes of the novel and present ideas to the class.Activities:Present Final ProjectsOutcomes:2.3-3, 4.3-1, 4.3-5, 3.4-1, 3.4-2, 5.1-5

Objective:Explore the main themes of the novel and present ideas to the class.Activities:Present Final ProjectsOutcomes:2.3-3, 4.3-1, 4.3-5, 3.4-1, 3.4-2, 5.1-5

Objective:Test all knowledge outcomes for the unit.Activities:Final Quiz

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Learning Activities and Instructional Strategies

L= Listening, S= Speaking, R= Reading, W= Writing, V= Viewing, RP= Representing

Name Key Concept Activity L S R W V RP AssessmentChapter Reading Comprehension Questions

Use strategies and cues to understand and comprehend text.

Students will complete reading comprehension questions once a week on the chapters we have read that week.

✓ ✓ Questions will be handed in to be marked.

Pre, during and post reading Journal Questions

Respond personally and critically to text.

Students will respond to readings in their journal by answering journal questions after each time we read. Students will be asked to share their responses with the class to participate in group discussion of the questions.

✓ ✓ ✓ ✓ Journals will be handed in to be marked.

Chapter 1 -Intro to Characters Assignment

Respect, support and collaborate with others. Use strategies and cues to understand text.

Each member of the group will focus on 1 character and fill in the char about them. Then the group will come together and each member will teach the rest of the group about their character.

✓ ✓ Observation of group work skills.

Chapter 2 -Intro to Conflict Assignment

Discover and explore thoughts, ideas, feelings and experiences.

Using the information from the novel students will fill in the chart about the 3 main conflicts that continue through the novel. They will describe it, find a quote about it and explain why the conflict exists.

✓ ✓ Students will hand in their chart to be marked.

Chapter 3 -Characterization Assignment

Clarify and extend to explore thoughts, ideas, feelings and experiences.

Students will select a statement from the list provided and think about its meaning. What ideas come to mind when you read the statement? What point of view is being expressed? Do you agree or disagree? Explain. Then using these three questions as a guide write notes on your reaction to the statement. Each person should give a 3-minute

✓ ✓ ✓ ✓ Students will be graded based on a rubric for their speaking .

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speech on the statement. After the speech the class will discuss their reaction to it.

Chapter 4- Point of View Assignment

Respond to text. Create original text.

Students will think about Ponyboy’s decision to run away. List what they would like to say to him about his decision and use the list to write a letter to Ponyboy either approving or disapproving of his decision. They must make reference to information from the novel in their letter and use appropriate formatting.

✓ ✓ ✓ Students may share the letter with the class. Letters will be handed in to be marked.

Chapter 5 - Poem Assignment

Respond to text. Create original text.

Ponyboy has given the reader a detailed account of his life as a “hood” or greaser. Write a poem that describes one day in the life of a juvenile delinquent, using details from the novel. You may start with: For a hood, life is…

✓ ✓ ✓ ✓ Students can share their poems with the class.

Chapter 6 -Conflict Resolution Assignment


Students will answer questions to consider the details of the plot that lead to the conflict resolution between Ponyboy and Darry.


Chapter 7 -Inference Assignment

Discover and explore thoughts, ideas, feelings and experiences.

Using the statement they have been given from the book they will first list all of the information they can about it. Then they will use the information to write a paragraph that explains the meaning of the statement.Students will get together with others who did the same statement as them. Then they will discuss how their inference differed from others. They will present to the class their statement and briefly describe how their inference related to others in their group.

✓ ✓ Observation checklist will be used to observe how students work with their group.

Chapter 8 -Character Assignment


Students will select one of the topics and write a letter to one of the characters involved. Their letter should include specific details from the story, reasons for their main points and at leas two quotations from the story

✓ ✓ ✓ Letters may be shared with the group and handed in for marking.

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Chapter 9 -Fighting Assignment

Use strategies and cues to understand text.

As a class we will discuss the negative consequences of solving conflict with fighting as seen in the novel. Students will then research strategies to resolve conflict in positive ways. Each student will share at least 2 items that they found.

✓ ✓ Students will present their research to the class.

Chapter 10 & 11 -Plot and Characterization Assignment


Students will answer questions to show how Ponyboy comes to his conclusions about the two issues he has been struggling with. As well as their opinion about the conclusions of the novel. We will discuss feelings about the conclusion of the novel as a class.


Chapter 12 -Web Assignment

Understand forms, elements and techniques to comprehend text.

Using details from the novel, students will fill in a thought web to explain what the mood and tone of the novel are and how the elements of word choice, figurative language, plot, setting and character work together to create this mood and tone. Go over the results of the assignment as a class. What are some of the variations among responses? If you changed one of the elements how would it affect the mood or other elements of the novel?

✓ ✓ We will go over the material as a class.

Final Project Plan and focus to manage ideas and information. Present and share. Respect, support and collaborate with others.

After reading the novel students may choose a list of possible projects or create their own project to complete. They will include information from the novel to demonstrate that they have read and understand the main themes of the novel, as well as the main series of events that took place. They will present their project to the class.

✓ ✓ ✓ ✓ ✓ ✓ Projects will be graded based on the rubric attached in the appendices.

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Assessment Plan

Taxonomy and Content Evidence of LearningTaxonomic Level Knowledge/

ComprehensionApplication/Analysis/ Evaluation/ Synthesis

Objectives Assignments/ Quizzes Assignments/ Projects1: Explore thoughts, ideas, feelings and experiences1:1: Discover and Explore1:2: Clarify an Extend

Pre, during and post reading journal questions(10%)

2: Comprehend and respond personally and critically to oral, print and other media texts2.1: Use Strategies and Cues2.2: Respond to Texts2.3: Understand Forms, Elements and Techniques2.4: Create Original Text

Chapter 1& 2 Comprehension Questions(2%)

Chapter 3-6 Comprehension Questions(2%)

Chapter 7-10 Comprehension Questions(2%)

Chapter 1-4 Vocabulary (2%)

Chapter 5-8 Vocabulary(2%)

Chapter 3 Characterization Assignment (5%)

Chapter 4 Point of View Assignment (5%)

Chapter 5 Poem Assignment (5%)

Chapter 8 Character Assignment (5%)

Chapter 9 Fighting Assignment (5%)

Chapter 10 & 11 Plot and Characterization Assignment (5%)

Chapter 12 Web Assignment (5%)

3: Manage ideas and information3.1: Plan and Focus3.3: Organize, Record and Evaluate3.4: Share and Review

Chapter 2 Intro to Conflict Assignment (5%)

Chapter 6 Conflict Resolution Assignment (5%)

4: Enhance the clarity and artistry of communication4.1: Enhance and Improve4.3: Present and Share

Chapter 7 Inference Assignment (5%)

5: Respect support and collaborate with others.5.1: Respect Others and Strengthen Community5.2: Work within a Group

Chapter 1 Intro to Characters Assignment (5%)

All Outcomes Final Quiz (10 %) Final Project (15 %)Totals 20 % 80 %

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Appendices

Sample Lesson Plans

Lesson 1Length: 45 Min

GLO’s2: Comprehend and respond personally and critically to oral, print and other media texts

SLO’s2.2-5: make connections between biographical information about authors, illustrators, storytellers and filmmakers and their texts

Learning ObjectivesStudents will…

o Demonstrate their understanding prior to reading the novel.o Draw conclusions between the biographical information about the author and the

text.

Materials Class set of novel The Outsiders by S. E. Hinton Students Journals

Preparation Have journal questions written up on the board

ProcedureIntroduction

Introduce the author and the novel. Explain who she is, where she comes from, why she wrote the book. Refer to inside cover of the book as well as interview with her on pgs….

Body Students will work on pre-reading questions in their journals then we will discuss

them as a class. Pre reading questions:

1. Think of a time in your life when you felt like an outsider. What was the situation? How did you handle it?

2. How do you select friends? What qualities do you look for in a friend? What qualities do you try to avoid?

3. Think about a time when you or someone you know made decisions about a person’s neighborhood, town, school or friends. What might be the outcomes of this type of thinking?

Conclusion Discuss student’s responses to questions as a class. Students will hand in their journals to be marked.

Assessment Methods Students will hand in their journal responses at the end of class.

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GLO’s1: Explore thoughts, ideas, feelings and experiences

SLO’s1.1-1: Revise understanding and expression of ideas by connecting new and prior knowledge and experiences1.1-2: Review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding1.1-3: Seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences.

Learning Objectives:Students will…

Read and comprehend the events in the novel Consider the ideas, opinions and experiences of the narrator of the novel

and how they relate to their own ideas, opinions and experiences.

Materials: Class set of novel The Outsiders by S. E. Hinton Student journals



Read Chapter 1 Body

Students will respond to during reading questions in their journals and later we will discuss them as a class:1. Ponyboy is very concerned with his appearance and says that it marks

him as a greaser. How important is appearance to you? Does your appearance label you as part of a particular group? Explain your responses

Conclusion Discuss student’s responses to the novel and discussion questions.

Assessment Methods Students will hand in their journal responses once every 2 weeks.


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GLO’s5: Respect, support and collaborate with others

SLO’s5.1-2: clarify and broaden perspectives and opinions, by examining the ideas of others5.1-3: compare ways in which oral, print and other media text reflect specific elements of culture or periods in history.5.2 -2: use opportunities as a group member to contribute to group goals and extend own learning5.2-3: contribute ideas, knowledge and strategies to identify group information needs and sources


Examine ideas of others Consider ways that the text reflects specific elements of the time period

Materials Class set of novel The Outsiders by S. E. Hinton Character handouts


Divide the class into groups of 7. Hand out books. Explain the assignment that students will be doing.

Body Each member of the group will focus on 1 character and fill in the chart about

them. Characters include Ponyboy, Two- Bit Mathews, Sodapop, Darry, Steve Randle, Dally, and Johnny Cade.

Then the group will come together and each member will teach the rest of the group about their character.

Conclusion As a class we will discuss the information that the students have found and

fill in a larger chart to hang up in the classroom for the duration of the novel study.

Assessment Methods As students are working individually and as a group observe to see if they are

completing their assignment and how well they are contributing to the group When we go through the information as a class each students must contribute

at least one point to the chart to show that they were participating in the assignment.


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GLO’s1: Explore thoughts, ideas, feelings and experiences

SLO’s1.2-1: acknowledge the value of the ideas and opinions of others in exploring and extending personal interpretations and perspectives1.2-2: exchange ideas and opinions to clarify understanding and to broaden personal perspectives1.2-3: reconsider and revise initial understandings and responses in light of new ides, information and feedback from others.


Understand others an broaden their own perspectives Continually reconsider their initial understandings and assumptions and

they gather new information and ideas from the novel

Materials Class set of novel The Outsiders by S. E. Hinton Student journals



o Read Chapter 2Body

Students will respond to during reading questions in their journals and later we will discuss them as a class:

1. Explain the differences between a Soc and Greaser. If you were a student at Pony and Cherry’s high school would you want to belong to either group? Why or why not?

Conclusion Discuss student’s responses to the novel and journal question.

Assessment Methods Students will hand in their journals once every 2 weeks.


GLO’s

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2: Comprehend and respond personally and critically to oral, print and other media texts

SLO’s2.1-3: enhance understanding by paraphrasing main ideas and supporting details and by rereading and discussing relevant passages2.1-4: monitor understanding; skim, scan or read slowly and carefully, as appropriate, to enhance comprehension2.1-5: take notes, make outlines and use such strategies are read, recite, review to comprehend and remember ideas and information.


Understand and remember the main ideas and events of the novel

Materials Class set of The Outsiders by S. E. Hinton Reading Comprehension Questions Chapters 1 & 2


o Review what has happened in chapters 1 and 2 of the novel on the board as a class

Body o Students will complete reading comprehension questions individually then

we will mark them as class. Conclusion

Mark reading comprehension questions.

Assessment Methods Students responses to the questions will be marked.

Sample Assignments for Lessons 1-5Chapter 1- Introduction to Characters

In Chapter 1, the characters of the novel are introduced. It is important to know who the characters are to help us follow the events of the novel.

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The narrator tells the reader their ages, appearances, backgrounds, personalities, and things that are important to them in life.

In groups of 7, each person in the group will complete the following chart about one character. When all members of the group are finished each person will be describe their character to the other group members and while they complete the chart on the reverse side.

Characters Name:____________________________Age and Background

Appearance

Important things in his life

Personality

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Nam

eA

ge a

nd

B

ack

grou

nd

Ap

pea

ran

ceIm

por

tan

t T

hin

gs in

His

Li

feP

erso

nal

ity

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Chapter 2- Introduction to Conflicts

In this novel, the narrator, Ponyboy, has several conflicts. The conflicts involving the Socs are external, the internal conflicts center around Pony and his relationship with his brother.

Complete the follow charts describing the details of the conflict and exploring the reasons that it exists.

The Socs versus the GreasersDetails that describe the problem

A quotation from Ponyboy about the conflict

Reasons the conflict exists

Darry versus PonyboyDetails that describe the problem



Ponyboy versus Himself Feeling hurt about DarryDetails that describe the problem



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Final Project Outline and AssessmentOutsiders Final Project

After reading the novel The Outsiders by S. E. Hinton, you may choose from the list below a project to complete. You must include information from the novel to demonstrate that you have read and understand the main themes of the novel, as well as the main series of events that took place. You will be presenting your project to the class, so you will need to consider ways to make your presentation interesting, and engaging for all class members.

1. Scene Illustration:Illustrate a scene from the novel that reveals one of the themes. Include an appropriate caption that describes the scene. You may do one large scene, or a series of scenes in comic book format. Also include one paragraph explaining how the scene relates to the theme.

2. Soc vs. Greaser Collage:Create a collage showing the two “worlds” of the greasers and Socs. Use quotes, drawings, symbols, and photos to show the differences and similarities between the two worlds. You must include a one paragraph that explains why you’ve chosen the images you did and how they relate to the theme. This can be as a part of the collage, or separately.

3. Conflict Resolution Report:Research conflict resolution from books about the topic, or on the internet. Apply your findings to the conflicts in the story by creating a report recommending how the greasers should have dealt with their problems. The report must be at least 2 pages in length typed, 12 pt font, and double-spaced. Include 2-3 images that represent the conflict resolution strategies you suggest. Remember to include facts, quotes and information from the novel.

4. Outsiders Board Game:Create a board game based on The Outsiders. Base your game board on events in the novel, and use dice to advance tokens that represent the characters. Your board game must be the size of a poster board, and include images and text including clear rules and directions for

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how to play the game. Remember to include facts, quotes and information from the novel.

5. Reenactment of Courtroom Scene:Imagine that the judge at the hearing decides that Ponyboy must go to trial for his involvement in the death of Bob Sheldon. With a maximum of 4 other students, create a trial. Among the parts you should assign are a prosecuting attorney, a defense attorney, a judge, character witnesses, and actual witnesses to the event. Members of the class will serve as the jury. You may present it in front of the class, or record it to create a mini movie. Together as a group you must hand in a printed copy of the script, including speaking lines and stage directions for each actor.

6. Music PowerPoint:Research some of the songs of The Beatles and of Elvis Presley in the mid 1960’s. Create a 10 slide PowerPoint presentation explaining why you think The Beatles appeal to the Socs, and Elvis to the greasers. Your PowerPoint must include visual and written elements. Remember to include facts, quotes and information from the novel to support your reasoning.

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Final Project Rubric Project:__________________________

Great4

Good3

Needs Work2

Incomplete1

Total

Research and Preparation of

Project

o Used any extra time to extend research

o Used a variety of appropriate resources

o Showed outstanding effort

o Used preparation time well

o Used 2 resources

o Showed effort

o Spent minimal time on preparation

o Used 1 resources

o Showed fair effort

o Not prepared

o Used no resources for research

o Showed little effort

/12

Content of Project

o Used appropriate evidence and examples from the novel

o Used logical, easy-to-follow order

o Covered topic with appropriate information

o Made effort to use evidence and examples from the novel

o Used easy to follow order

o Covered topic with adequate information

o Used some evidence and examples from the novel

o Used order that was confusing at times

o Did not cover topic adequately

o Used little evidence and few examples from the novel

o Used hard-to-follow order

o Omitted important information

/12

Visual Elements

o Were highly interesting, easy to see and understand

o Supported purposeo Communicated

main ideas clearly

o Were interesting, easy to see and understand

o Supported purposeo Communicated

main ideas

o Were somewhat interesting

o Were related to purpose

o Generally supported main ideas

oWere messy, disorganized, hard to understand

oWere unrelated to purpose

oDidn’t support main ideas

/12

Written Elements

o Had very few errors

o Were thoroughly proofread and revised

o Supported main ideas with rich details

o Had few errors

o Were proofread and revised

o Supported main ideas

o Had several errorso Needed more

proofreading and revising

o Weakly supported main ideas

o Had many errorso Needed to be

proofread and revised

o Didn’t support main ideas

/12

Oral Presentation

o Spoke audibly and expressively

o Maintained eye contact

o Created and maintained interest from the audience

o Spoke audibly and expressively

o Maintained some eye contact

o Kept the audience’s attention

o Could develop more expression

o Attempted to maintain eye contact

o Lost audiences attention at times

o Was difficult to hear

o Did not attempt to maintain eye contact

o Created little audience interest /12

Total: / 60Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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