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4
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Teacher Teams "Teachers"
will plan a lesson to teach a specific literary skill
using an assigned short story.
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Group was unprepared
- seemed like lesson was thrown together at the last
minute and/or that group members did not communicate
responsibilities.
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Group coordination
was somewhat disjointed - as a result the lesson was
ineffective or confusing.
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Lesson was well planned
and the group was organized - concepts were well thought
out and activities were designed with "students" in
mind.
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The lesson was organized
and effective - Group did a thorough analysis of the
concepts to be taught and planned creative activities.
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"Teachers" will
include preview activities to frontload any information
"students" will need to better understand the story.
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No or very little preview
activities which did not convey necessary information
to assist understanding of the story and/or the literary
concept.
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Preview activities
did not cover enough material to help "students" understand
the story and literary concept.
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Preview activities
included most of the background information needed to
help students understand the story and literary concept.
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Preview activities
incorporated all vocabulary; author bio info; social,
historical, and cultural context information needed.
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"Teacher" teams
will guide "students" in the reading of the short story.
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"Teachers" simply assigned
the reading and were not able to answer questions from
"students."
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The choice of reading
method seemed to be based on the easiest, not the most
effective method of reading the story. Group members
did not seem to know enough about the story to answer
questions.
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Group members selected
an effective method of student reading and were able
to answer most questions related to the story.
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Group members effectively
decided how students would read the story in the best
(not the easiest) way. Group members were able to answer
all questions related to the story.
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"Teachers" will
show how the literary device is utilized in the short
story.
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There is no evidence
that the "teachers" understood the literary concept
they were assigned to teach.
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"Teachers" may not
understand the literary concept themselves. As a result,
they were not able to convey its usage to the "students."
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"Teachers" were able
to point out examples of the literary concept in the
story.
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"Teachers" clearly
understood the literary concept themselves and were
able to provide examples of how that concept is utilized
in the short story.
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"Teachers" will
test whether their "students" learned the material through
some sort of assessment.
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The assessment was
a joke - didn't test important or relevant information
and/or was too easy.
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The assessment didn't
test understanding of all necessary information.
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The assessment was
effective in testing important information.
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The assessment tested
the understanding of all important information, was
creative and/or well planned, and had students tie the
story/literary concept back to the unit essential question.
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| STUDENT SECTION |
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Organization/Mechanics
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Ideas and Scenes seemed
to be randomly arranged. The final draft has more than
3 spelling and punctuation errors
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The story is a little
hard to follow. The final draft has 2-3 spelling and
punctuation errors.
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The story is pretty
well organized. One idea or scene may seems out of place.
Clear transitions are used. The final draft has one
spelling and punctuation error.
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The story is very well
organized. One idea or scene follows another in a logical
sequence with clear transitions. There are no spelling
or punctuation errors in the final draft.
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Setting
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The reader has trouble
figuring out where and when the story took place
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The reader can figure
out where and when the story took place but the author
didn't supply much detail.
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Some vivid descriptive
words were used to tell the reader where and when the
story took place.
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Many descriptive words
were used to tell the reader where and when the story
took place.
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Creativity/Characters
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There is very little
creativity in the story. It is difficult to determine
who the main characters are.
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The story contains
a few creative details and/or description, but they
distract from the story. The characters are named but
the reader knows little about them.
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The story contains
a few creative details and/or description that contribute
to the reader's enjoyment. Most readers would be able
to name and describe the main characters.
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The story contains
many creative details and/or description that contribute
to the reader's enjoyment. The main characters are named
and clearly defined. Most readers could describe the
characters accurately.
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Problem/Conflict
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It is not clear what
problem the main characters face.
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It is fairly easy for
the reader to understand the problem the main characters
face but it is not clear why it is a problem.
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It is fairly easy for
the reader to understand the problem the main characters
face and why it is a problem.
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It is very easy for
the reader to understand the problem the main characters
face and why it is a problem.
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Solution/Resolution
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No solution is attempted
or it is impossible to understand.
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The solution to the
character's problem is a little hard to understand.
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The solution to the
character's problem is easy to understand, and is somewhat
logical.
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The solution to the
character's problem is easy to understand, and is logical
there are no loose ends.
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Total---->
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