Project Design Template

Project Title: Memories: Sharing Our Stories

Project Idea: Everyone has a story. Our cultural experience, point of view and purpose will determine how we read, view
and relate these stories. This three week project is designed to make students aware of the stories around them, including
their own. Additionally, students will see how narrative reading and writing can help us understand historical events.
Students will work in groups to provide different perspectives and use different mediums to relate chosen stories and
events. (The teacher should refer to the Historical Preservation Letter for clear directions on the assignment.)
Individually, students will select a real or imagined experience to discuss in a narrative format.

Entry Event: Congratulations!  We have been asked to participate in the West Virginia Time Capsule Project. Please
read the Historical Preservation Letter sent to our class. Once your group has researched and prepared your Time
Capsule Product, the group will present their final product to the class and a panel from the Historical Preservation
Society.

Content Standards:

Standards Directly Identified Learning Targets Evidence of Success in Achieving Identified

Taught or Learned Learning Target
Through Discovery
ELA.9.9 Analyze a Students will analyze a particular Students will demonstrate mastery by answering the
particular point of view or point of view reflected in literature reflective writing prompts in their Writer’s Notebook
cultural experience from outside the United States. after discussing an excerpt from The Book Thief by
reflected in a work of Markus Zusak and the poem Return to Witnesses
literature from outside the by Martin Niemoller. The teacher will use the
United States, drawing on Writer’s Notebook Checklist to evaluate the
a wide reading of world reflections.
literature.
ELA.9.12 Determine an Students will analyze how an author Students will demonstrate mastery by answering the
author’s point of view or uses rhetoric in order to determine reflective writing prompts in their Writer’s Notebook
purpose in an informational point of view and purpose in an after discussing the speech from Hope, Despair and
text and analyze how the informational text Memory by Elie Wiesel. The teacher will use the
author uses rhetoric to Writer’s Notebook Checklist to evaluate the
advance that point of view reflections.
or purpose.
ELA.9.22 Write narratives Students will write narratives Students will write a narrative essay about a real or
to develop real or imagined developing real or imagined imagined situation in which they faced a difficult
experiences or events experiences. Students should problem. Grade 9 Narrative Writing Rubric will be
using effective technique, engage the reader, use narrative used to evaluate mastery of narrative writing.
well-chosen details, and techniques such as dialogue and
well-structured event pacing, sequence events, use
sequences. sensory language to convey a vivid
· Engage and orient the picture of the experiences, events,
reader by setting out a setting and/or characters and
problem, situation, or provide a conclusion that follows
observation, establishing the course of the narrative.
one or multiple point(s) of
view and introducing a
narrator and/or characters;
create a smooth
progression of experiences
or events.
· Use narrative
techniques, such as
dialogue, pacing,
description, reflection, and
multiple plot lines, to
develop experiences
events and/or characters.
· Use a variety of
techniques to sequence
events so that they build
on one another to create a
coherent whole.
· Use precise words and
phrases, effective details,
and sensory language to
convey a vivid picture of
the experiences, events,
setting, and/or characters.
· Provide a conclusion that
follows from and reflects
on what is experienced,
observed, or resolved over
the course of the narrative.
ELA.9.30 Initiate and Students will participate in Students will demonstrate mastery by participating
effectively participate in a discussions having read material in a discussion of an excerpt from The Book Thief
range of collaborative under study; explicitly draw on that by Markus Zusak and the poem Return to
discussions (one-on-one, preparation by referring to evidence Witnesses by Martin Niemoller. Students will self-
in groups, and teacher-led) from texts or issue to stimulate a evaluate using the Discussion Checklist.
with diverse partners on thoughtful exchange of ideas, Additionally, students will demonstrate mastery by
grade 9 topics, texts, and propel conversations by posing and answering the reflective writing prompts in their
issues, building on others’ responding to questions that relate Writer’s Notebook after discussing an excerpt from
ideas and expressing the current discussion to broader The Book Thief by Markus Zusak and the poem
ideas clearly and themes or larger ideas; and Return to Witnesses by Martin Niemoller. The
persuasively. respond thoughtfully to diverse teacher will use the Writer’s Notebook Checklist to
· Come to discussions perspectives, summarize points of evaluate the reflections. Students will demonstrate
prepared, having read and agreement and disagreement, and, mastery by participating in a discussion of the
researched material under when warranted, qualify or justify speech from Hope, Despair and Memory by Elie
study; explicitly draw on their own views and understanding Wiesel. Students will self-evaluate using the
that preparation by and make new connections in light Discussion Checklist. Additionally, students will
referring to evidence from of the evidence and reasoning demonstrate mastery by answering the reflective
texts and other research presented. writing prompts in their Writer’s Notebook after
on the topic or issue to discussing the excerpt from Hope, Despair and
stimulate a thoughtful, Memory by Elie Wiesel.
well-reasoned exchange of
ideas.
· Work with peers to set Teacher will assess using the Self-Reflection on
rules for collegial Teacher will facilitate group and Learning form.
discussions and decision- individual work as students prepare
making (e.g., informal both the Time Capsule in groups
consensus, taking votes on and write the narrative essay
key issues, or presentation individually
of alternate views); set
clear goals, deadlines, and
individual roles as needed.
· Propel conversations by
posing and responding to
questions that relate the
current discussion to
broader themes or larger
ideas; actively incorporate
others into the discussion;
and clarify, verify, or
challenge ideas and
conclusions.
· Respond thoughtfully to
diverse perspectives;
summarize points of
agreement and
disagreement and, when
warranted, qualify or justify
views and understanding
and make new
connections in light of the
evidence and reasoning
presented.
ELA.9.36 Demonstrate
command of the
conventions of Standard
English grammar and
usage when writing or
speaking.
· Use parallel structure.
· Use various types of
phrases (noun, verb,
adjectival, participial,
prepositional, and
absolute) and clauses
(independent, dependent,
noun, relative, and
adverbial) to convey
specific meanings and add
variety and interest to
writing or presentations
ELA.9.41 Acquire and
accurately use general
academic and domain-
specific words and
phrases, sufficient for
reading, writing, speaking,
and listening at the
college- and career-
readiness level;
demonstrate
independence in gathering
vocabulary knowledge
when considering a word
or phrase important to
comprehension or
expression.
ELA.9.33 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.
ELA.9.29 Write routinely
over extended time frames
(time for research,
reflection, and revision)
Students will demonstrate
command of the conventions of
standard English grammar and
usage when writing or speaking
Teacher will facilitate students as
they read and discuss using Text-
Dependent Questions for from
Hope, Despair and Memory by Elie
Wiesel as a guide.
Students will acquire and use
general academic words and
phrases.
Teacher will facilitate student
collaboration and work as they
compile their Time Capsule.  mastery.
Teacher will facilitate students as
they read and discuss using Text-
Dependent Questions for from The
Book Thief by Markus Zusak  Witnesses by Martin Niemoller using the Text-
Students will write a narrative essay about a real or
imagined situation in which they faced a difficult
problem. Grade 9 Narrative Writing Rubric will be
used to demonstrate mastery of narrative writing.
Students will analyze the rhetorical methods used in
the poem Return to Witnesses by Martin Niemoller.
Students will self-evaluate using the Discussion
Checklist.
Students will demonstrate mastery by participating
in a discussion of the speech using Text-Dependent
Questions for from Hope, Despair and Memory by
Elie Wiesel  to guide the reading and discussion.
Students will demonstrate mastery by participating
in a discussion of an excerpt from The Book Thief
by Markus Zusak and the poem Return to
Witnesses by Martin Niemoller. Students will self-
evaluate using the Discussion Checklist.
Additionally, students will demonstrate mastery by
answering the reflective writing prompts in their
Writer’s Notebook after discussing an excerpt from
The Book Thief by Markus Zusak and the poem
Return to Witnesses by Martin Niemoller. The
teacher will use the Writer’s Notebook Checklist to
evaluate the reflections.
Students will demonstrate mastery by participating
in a discussion of the speech from Hope, Despair
and Memory by Elie Wiesel.
Students will self-evaluate using the Discussion
Checklist.
Additionally, students will demonstrate mastery by
answering the reflective writing prompts in their
Writer’s Notebook after discussing the excerpt from
Hope, Despair and Memory by Elie Wiesel.
Teacher will observe students using the WVDE
Collaboration Rubric to assess demonstration of
Students will demonstrate mastery by participating
in a discussion of an excerpt from The Book Thief
by  Markus Zusak and the poem Return to
and shorter time frames (a and Text-Dependent Questions Dependent Questions to guide the reading and
single sitting or a day or for Return to Witnesses by Martin discussion.
two) for a range of tasks, Niemoller  as a guide.   
purposes, and audiences.  
 

Performance Objectives:

Know
How to collaborate
How to plan, create, and present an appropriate project
How to evaluate peers using rubrics
How to self-evaluate using reflections
How to do a close read using https://writingcenter.fas.harvard.edu/pages/how-do-close-reading
How to do a close read using Text-Dependent Questions for from Hope, Despair and Memory by Elie Wiesel
How to do a close read using Text-Dependent Questions for from The Book Thief by Markus Zusak 
How to do a close read using Text-Dependent Questions for Return to Witnesses by Martin Niemoller 
 
Do
Develop a group contract
Complete research to create an artifact for a Time Capsule
Plan, develop and present an appropriate project
Collaborate with group members
Complete self-assessment of the project
Assess success of the project as a whole
Write narrative essay
Write reflective journal responses
Use technology

Driving Question: How does point of view shape a real or imagined story or event?

Assessment Plan:

Time Capsule Project

Major Group Products Group Contract

Narrative Essay
Major Individual Products Self-Reflection on Learning
Writer’s Notebook

Assessment and Reflection:

Rubric(s) I will use: (Check all that Collaboration x Written Communication x

apply.) WVDE Collaboration Rubric Grade 9 Narrative Writing Rubric
Critical Thinking & Problem Content Knowledge
Solving
Oral Communication x Other
WVDE Presentation Rubric
Other classroom assessments for Quizzes/ tests Practice presentations--Rubric X
learning: (Check all that apply) Self-evaluation Notes
Peer evaluation Checklists/observations
Online tests and exams Concept maps
Reflections: Survey x Focus Group
Self-Reflection on Learning
Discussion x Task Management Chart
Discussion Checklist
Journal Writing/ Learning Log x Other
Writer’s Notebook Checklist
Map the Product:
Product: Time Capsule

Knowledge and Skills Needed Already Have Taught Before Taught During
Learned the Project the Project
1. Collaboration X x
2. Research skills x x
3. Presentation skills x
4. Technology skills x

Resources:

School-based Individuals:
History teachers
Technology Integration Specialist
Librarian
Theatre teacher
Art teacher
Music teacher
 
Technology:
Camera
Video camera
Computers
 
Community:
Individuals for possible narrative accounts – depending on the selection of Time Capsule content
Nursing homes
Veterans groups
Historical Society
Community museums, libraries, town halls

Materials:
from Hope, Despair and Memory by Elie Wiesel
The Book Thief  by Markuks Zusak
Return to Witnesses  by Martin Niemoller
Discussion Checklist
Grade 9 Narrative Writing Rubric
WVDE Collaboration Rubric 
WVDE Presentation Rubric 
Self-Reflection on Learning sheet
Practice Presentations Form
Writer’s Notebook Checklist
Magazines with narrative accounts

Websites:
https://writingcenter.fas.harvard.edu/pages/how-do-close-reading -This website provides directions for close reading.
http://kellygallagher.org/ - This website provides Articles of the Week and other resources for teachers to conduct close
reading in the classroom.
http://owl.english.purdue.edu/ - This website provides assistance with research and writing.

Manage the Process:

Before starting the PBL, the teacher will place students in groups of four. The teacher may assign the groups or
allow the students to group themselves. One suggested method of grouping involves dividing the students according to
their interests. For example, some students may be interested in researching narrative accounts from the Civil War and
others may be interested in narrative accounts from the Spanish Inquisition or the attacks of 9/11. The teacher could
generate a list of possible time periods or events. This list could be helpful in scaffolding instruction. Additionally, students
could be required to “bid” for the group assignments, especially since some of the topics, time periods and historical
events may have more appeal. Avoid duplicating the time periods within a class. This eliminates repetitive presentations.
The “bidding” process could be a written proposal or an oral presentation done prior to the actual grouping of students. By
bidding on the project, students take more ownership in their work. To “bid” for a particular time period or topic, students
might, as a group, prepare a presentation, written document or any product that showcases their plans and interest in the
topic. This process eliminates the casual selection or drawing of a topic that is of no interest to students.  The duration of
the project will be approximately three weeks depending on scheduling, student ability and access to research materials. 
            Regular team/group meetings will be necessary to review the progress of the project – completion of tasks,
research and complications. There will be regularly scheduled workdays for groups. The teacher will conference with
groups and individual students determining progress, ascertaining if further instruction is needed and monitoring student
work. At this time, the teacher will check group notes and research logs. The teacher should consider outside speakers
and sources (history teachers, librarians, etc.) so students can acquire narrative accounts. Depending on the time periods
selected, students may be able to personally interview people for their own narrative accounts. Other students may have
to rely on written or recorded accounts. Students will work in groups to create a product to be placed in the time capsule.
By leaving the product possibilities “open”, the students can consider many different formats (i.e., multimedia
presentations, documentaries, etc.).  Be sure to make connections between the readings and text-dependent
questions and the time capsules the students are creating. By using the readings provided, students can see how one
event or time period might lead to different accounts and products. Additionally, students need to become familiar with
how to do a close read. The teacher can facilitate students by referring them
to https://writingcenter.fas.harvard.edu/pages/how-do-close-reading this website provides directions for close
reading, and/or using Kelly Gallagher’s Article of the Week (reference the Best Practices document).
 
            Students will have the opportunity to incorporate their learning preferences into their presentations. They might
use both audio and visual components in their presentations. They might possibly incorporate art, drama or music.
Teams will also assign tasks based on their team members’ strengths. The students will use the library and computer
research and possibly personal interviews. Students will present their final product to a panel selected by the teacher.
Since the proposed product is for a Time Capsule contest, the “Historical Preservation” group could be anyone the
teacher chooses. It is advised that students will generally work harder when they know they will present to an audience
other than their classmates. The teacher should consider how these presentations and products might actually be used by
the local libraries and/or historical societies. Students will periodically reflect in their Writer’s Notebook. This writing
process should be utilized throughout the school year, but if a teacher is new to this practice, they should have students
keep a journal where these reflective writings can be placed. The teacher can use the Writer’s Notebook Checklist or
develop their own method for monitoring reflective writing. Additionally, the teacher should model writing by reflecting in a
journal also. 
 
Block scheduling and other class assignments could interfere with project days.
 
Step One
The teacher should plan entire PBL calendar before launch. This includes scheduling computer labs, determining
how to group students and scheduling an audience for presentations. Create a student calendar for the course of the
project.
 
Step Two
            The teacher will launch the PBL with the Historical Preservation Letter asking students to compete in the West
Virginia Time Capsule Project. Students should meet in groups to determine on which focus group they plan to bid. They
should begin to prepare their bid proposal.  The “bidding” process could be a written proposal or an oral presentation done
prior to the actual grouping of students. By bidding on the project, students take more ownership in their work. To “bid” for
a particular time period or topic, students might, as a group, prepare a presentation, written document or any product that
showcases their plans and interest in the topic. This process eliminates the casual selection or drawing of a topic that is of
no interest to students.  
 
Step Three
            Groups will submit bids on the time period of event they prefer to research. The teacher will preview the bids
and/or presentations and determine group assignments. Students will meet to start work on group contracts. There are
samples of group contracts on Teach 21 if the teacher chooses to share with students. 
 
Step Four
            Groups will begin research and reading for project – library/computer lab time should be scheduled ahead of time.
Signed group contracts are due to the teacher. 
 
Step Five
            The teacher will assist the students in their understanding of narrative accounts by sharing the three readings
provided:  From Hope, Despair and Memory  by Elie Wiesel, the excerpt from The Book Thief  by Markus Zusak
and Return to Witnesses  by Martin Niemoller. The students will read the passages and participate in a class discussion
using the Text-Dependent Questions provided. Additionally, the teacher should share with students the connections
between the three passages in order to scaffold their understanding of voice, point of view and purpose. This information
is important as students plan their own narrative accounts for their time capsules. It is very important for the teacher to
make the connection between the narrative accounts and the student project. This would give students the opportunity to
experience another method of narration thus broadening their ideas and possibilities for creative products.
 
Step Six
            The groups will have continued research/group work time. Teachers should start to meet with groups to discuss
work progress and determine if there are any problems. Students will receive their individual Narrative Writing
Assignment. 
 
Step Seven
            Groups will submit a list of sources they are using for project. This list might include readings, videos, recordings
or live interviews. Again, teacher continues to monitor and meet with groups. Groups will provide the teacher with a list of
specific duty assignments within their group. As a means of scaffolding, encourage groups to utilize the individual skills
and talents of all group members. 
 
Step Eight
            Groups have continued research time. This time will be used to film, edit, create web pages, etc. in preparation for
the final presentation. Remember, the final product is up to the group. Some may choose a media product while others
may include other items. 
 
Step Nine
            Group work – finalize plans and assignments. Students will have time to problem solve and troubleshoot.
 
Step Ten
            Practice Presentations. A suggestion – have every group share their presentations. Often a group will “think”
everything is working because they have tried it at home. However, with blocks and firewalls in the schools, often a
presentation involving media will not work. This practice is essential to a successful final presentation. It is also a good
practice to encourage all groups to do their best work.
 
Step Eleven
            Students will present final products before guests and peers. Use the WVDE Collaboration Rubric and WVDE
Presentation Rubric to score.
 
Step Twelve
            Reflection
            The Self-Reflection on Learning sheet will be used to evaluate the project. 
            Students and teacher will debrief – this is another essential element to a successful PBL. Discuss with the
students what was successful and what did not work.
            The individual narrative essay is due. The teacher will determine mastery of narrative writing using the Grade 9
Narrative Writing Rubric.

Project Reflection and Evaluation:

After the final products have been presented and students have completed the Self-Reflection on Learning sheet, the
teacher will facilitate a discussion with all students. This discussion will enable students, and the teacher, to consider what
was successful and what did not work. This debriefing is an important element of PBL. Students need to celebrate their
successes and review their mistakes. It is important for teachers to reflect with the students. The teacher should share the
successes and problems they noticed during the course of the PBL (this includes mistakes the teacher might have
made). 
 Historical Preservation Society
Memory Lane
Anywhere, West Virginia

Time Capsule Contest

Dear Students,
We are conducting a Time Capsule Contest for West Virginia students in order to preserve
memories and events for future generations. This WV Time Capsule will be opened up 25 years from
now so that others can see the world as we saw it in 2012. As you are aware, we all have a story to tell,
yet, sadly, as time passes, we lose details and facts from our daily happenings. For example, ask most
adults where they were when the terrorist attacks happened on 9/11 and they can tell you. However, as
the years pass, we have forgotten some of the pain and emotions we felt on that horrible day. For this
reason, we have decided to conduct this contest in order to utilize the skills of you and your classmates
in helping us preserve these memorable historical events. This is not an ordinary time capsule with
mere items. This should be a narrative account of a historical event coming from various sources.
Please read the rules and instructions below. May the best group win!

 Students will work in groups of 4 or less

 You will pick an event of some significance (i.e., The Great Depressions, Vietnam War, the Civil
Rights Movement, Assassination of John F. Kennedy, etc.) and read accounts (either literary or
informational), watch documentaries or movies, and/or interview people who were in some way
affected by the event. The event you choose may not allow for actual interviews or personal
accounts due to the historical time period. However, when possible, use personal accounts. Do
not overlook published interviews, tapes, etc. when looking for sources. These sources could be
especially valuable as you look for different viewpoints. Remember, this is not an historical
“report”, but a time capsule “capture” of thoughts and viewpoints.
 After accumulating several sources, the group will create a product for the Time Capsule.
Students can choose how they wish to present their findings. Keep in mind the judges are
looking for creativity and authenticity. The product can be in the form of print or media.
 Remember to credit or cite your sources.
 Winners will have the honor of being placed in the actual Time Capsules to be placed in the local
museum. Additionally, winners will receive certificates of recognition.

Sincerely,

M.I. Story
Anchor Text with Text-Dependent Questions:
From The Book Thief by Marcus Zusak, (2005). Liesel Meminger steals her first book by her brother’s grave. She begins a
love affair with words and books as her foster father teaches her to read. Times are dangerous as Liesel’s foster family
hides a Jew in their basement and Liesel steals books from Nazi book-burnings. Link to Random House website with
interviews with the author and excerpts from the novel. http://www.randomhouse.com/features/markuszusak/
Text, page or paragraph
reference
The last time I saw her was red.
The sky was like soup, boiling
and stirring. In some places it
was burned. (page 12)
Earlier, kids had been playing
hopscotch there, on the street
that looked like oil-stained
pages. When I arrived I could
hear the echoes….. (page 12)
Then, bombs. This time,
everything was too late. The
sirens. The cuckoo shrieks in the
radio. All too late. (page 12)
The streets were ruptured veins.
Blood streamed till it was dried
on the road, and the bodies
were stuck there, like driftwood
after the flood. (page 12)
Was it fate?
Text-dependent questions
How is figurative language used
in this passage?
Scaffolding:
What is figurative language?
What figurative language is used
and where?
What is implied by the phrase
“….I could hear the echoes…..?
Scaffolding:
What had been going on before
the speaker arrived?
Explain how the sentence
structure affects the mood and
tone of the passage.
Scaffolding:
Describe the sentence structure?
H0w does the author use
figurative language and what
impact does it have?
Scaffolding:
What figurative language is used
in this passage?
How could streets look like
“ruptured veins”?
What does ruptured mean?
Why might blood stream?
What are the bodies compared
to?
What is driftwood?
How does the structure of this
CSO’s addressed
ELA.9.41 acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking
and listening at the college and career
readiness level; demonstrate independence in
gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
ELA.9.30 initiate and participate effectively in a
range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and persuasively.
 propel conversations by posing and
responding to questions that relate
the current discussion to broader
themes or larger ideas; actively
incorporate others into the
discussion; and clarify, verify or
challenge ideas and conclusions.
ELA.9.30 initiate and participate effectively in a
range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and persuasively.
 propel conversations by posing and
responding to questions that relate
the current discussion to broader
themes or larger ideas; actively
incorporate others into the discussion;
and clarify, verify or challenge ideas
and conclusions.
ELA.9.36 demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
 use parallel structure.
 use various types of phrases (noun,
verb, adjectival, participial,
prepositional, absolute) and clauses
(independent, dependent; noun,
relative, adverbial) to convey specific
meanings and add variety and
interest to writing or presentations.
ELA.9.9 analyze a particular point of view or
cultural experience reflected in a work of
Misfortune?
Is that what glued them down
like that?
Of course not.
Let’s not be stupid.
It probably had more to do with
the hurled bombs, thrown down
by humans hiding in the clouds.
(pages 12-13)
I was just about to leave when I
found her kneeling there.
A mountain range of rubble was
written, designed, erected
around her. She was clutching a
book. (page 13)
Apart from everything else, the
book thief wanted desperately
to go back to the basement, to
write, or read through her story
one last time. ……She was dying
for it – the safety, the home of it
– but she could not move. Also,
the basement no longer existed.
It was part of the mangled
landscape.
Reflection questions for Writer’s Notebook:
1. Though it is not easily understood in this short passage, Death is the narrator. How does this knowledge affect your
thoughts about the passage? Explain.
2. Can you think of other times in history when in the midst of chaos, turmoil, destruction and disaster, everyday life
goes on? How do you think people manage to “go on”?
paragraph affect the tone?
Scaffolding:
What sentence structure is
used?
Why does the author use the
word “hurled” in this passage?
Scaffolding:
Define hurled.
What makes the last sentence in
this phrase so powerful?
Scaffolding:
What does clutching mean?
How is that different from saying
“she was holding a book”?
How does the word kneeling add
to the image created here?
What is the irony in the phrase
“….She was dying for it…”?
Why does the author choose to
use irony here in the text? What
impact does it have?
Scaffolding:
What is irony?
Is she “dying”?
Who is dying?
For what is she “dying”?
literature from outside the United States,
drawing on a wide reading of world literature.
ELA.9.41 acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking
and listening at the college and career
readiness level; demonstrate independence in
gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
ELA.9.30 initiate and participate effectively in a
range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and persuasively.
 respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and
make new connections in light of the
evidence and reasoning presented.
ELA.9.40 acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking
and listening at the college and career
readiness level; demonstrate independence in
gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
ELA.9.30 initiate and participate effectively in a
range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and persuasively.
propel conversations by posing and
responding to questions that relate the
current discussion to broader themes or
larger ideas; actively incorporate others into
the discussion; and clarify, verify or
challenge ideas and conclusions.
3. Pick a small portion of the passage you find especially powerful and explain why it is so effective.

4. Having read an excerpt from The Book Thief explain why you would or would not want to read the entire book.
Anchor Text with Text-Dependent Questions:
“Hope, Despair and Memory.” By Elie Wiesel. This is an excerpt from the text of the speech Elie Wiesel made when he
accepted his Nobel Peace Prize. The speech refers to his Holocaust experience and the obligations we have to
remember such events. http://sites.google.com/site/nightcclsmodule/

Text, page or paragraph Text-dependent questions CSO’s addressed

reference
It is with a profound sense of
humility that I accept the honor –
the highest there is – that you
have chosen to bestow upon me.
I know your choice transcends
my person.
Do I have the right to represent
the multitudes who have
perished? Do I have the right to
accept this great honor on their
behalf? I do not. No one may
speak for the dead, no one may
interpret their mutilated dreams
and visions. And yet, I sense
their presence. I always do –
and at this moment more than
ever. The presence of my
parents, that of my little sister.
The presence of my teachers, my
friends, my companions….
Using context clues, what can ELA.9.41 acquire and use accurately general
you determine about the academic and domain-specific words and
meaning of the word bestow? phrases, sufficient for reading, writing,
Scaffolding: speaking and listening at the college and
What is the occasion of the career readiness level; demonstrate
speech? independence in gathering vocabulary
What does it mean to accept an knowledge when considering a word or
honor? phrase important to comprehension or
expression.
What other words might have
hindered your reading of this
paragraph?
Scaffolding:
What does hindering mean?
How can word hinder reading?
What does the word transcends
mean?
How does Wiesel’s use of ELA.9.12 determine an author’s point of view or
rhetoric advance the point of purpose in an informational text and analyze
view? how an author uses rhetoric to advance that
Scaffolding: point of view or purpose.
What is rhetoric?
What are the rhetorical
questions?
Why does Wiesel sense the
presence of his parents, sister,
teachers, friends and
companions?
Scaffolding:
What does Wiesel say about the
dead and their dreams, visions
and presence? ELA.9.41 acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking
How is the use of the word and listening at the college and career
mutilated effective in the readiness level; demonstrate independence
comprehension of this sentence? in gathering vocabulary knowledge when
Scaffolding: considering a word or phrase important to
What does mutilate mean? comprehension or expression.
How can you mutilate a dream or
a vision?

This honor belongs to all the
survivors and their children and,
through us to the Jewish people
with whose destiny I have always
identified.
I remember: it happened
yesterday, or eternities ago. A
young Jewish boy discovered the
Kingdom of Night. I remember
his bewilderment, I remember his
anguish. It all happened so fast.
The ghetto. The deportation.
Why does this honor belong to all
the survivors?
In understanding the author’s
purpose, why is it important to
know with whom Wiesel aligns
his destiny?
Scaffolding:
What is a survivor?
What does “align” mean?
Have you ever “aligned” with any
person(s) or groups?
ELA.9.12 determine an author’s point of view
or purpose in an informational text and
analyze how an author uses rhetoric to
advance that point of view or purpose.
ELA.9.12 determine an author’s point of view or
purpose in an informational text and analyze
how an author uses rhetoric to advance that
point of view or purpose.
ELA.9.41 acquire and use accurately general
academic and domain-specific words and
The sealed cattle car. The fiery
altar upon which the history of
our people and the future of
mankind were meant to be
sacrificed.
I remember he asked his father:
“Can this be true? This is the
twentieth century, not the Middle
Ages. Who would allow such
crimes to be committed? How
could this world remain silent?”
And now the boy is turning to me.
“Tell me,” he asks, “what have
you done with my future, what
What might the “Kingdom of
Night” represent?
Scaffolding:
What connotations do we
associate with the word “night”?
Why is “Kingdom” capitalized?
What is deportation?
Scaffolding:
How can you break the word
apart? What does deport mean?
How does the writer use parallel
structure in his speech?
How is this passage symbolic?
Why does he refer to “the future
of mankind”?
Scaffolding:
How is “fiery altar” symbolic?
What is the extended metaphor
in the passage?
Scaffolding:
What is an extended metaphor?
How does the passage you
selected fit this definition?
Where does the shift in narration
occur?
Why is the shift effective?
Scaffolding:
What is third person?
(Note to teacher: the next
paragraph will continue this shift
process and further explanation
will be needed)
What does the boy mean when
he says, “This is …..not the
Middle Ages.”?
Scaffolding:
Why is the comparison of time
periods important?
What are the crimes to which he
refers?
Scaffolding:
Why is the time period
important?
How are these crimes different
from what we usually consider a
“crime”?
Who is the young boy?
Scaffolding:
What clues are you given to the
phrases, sufficient for reading, writing, speaking
and listening at the college and career
readiness level; demonstrate independence
in gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
ELA.9.36 demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
 use parallel structure.
ELA.9.30 initiate and participate effectively
in a range of collaborative discussions
(one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas
and expressing their own clearly and
persuasively.
 propel conversations by posing and
responding to questions that relate
the current discussion to broader
themes or larger ideas; actively
incorporate others into the discussion;
and clarify, verify or challenge ideas
and conclusions.
ELA.9.30 initiate and participate effectively
in a range of collaborative discussions
(one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas
and expressing their own clearly and
persuasively.
 respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and
make new connections in light of the
evidence and reasoning
ELA.9.30 initiate and participate effectively
in a range of collaborative discussions
(one-on-one, in groups, and teacher-led)
have you done with your life?”
And I tell him that I have tried.
That I have tried to keep memory
alive, that I have tried to fight
those who would forget.
Because if we forget, we are
guilty, we are accomplices.
And then I explain to him how
naïve we were, that the world did
know and remained silent. And
that is why I swore never to be
silent whenever human beings
endure suffering and humiliation.
We must take sides. Neutrality
helps the oppressor, never the
victim. Silence encourages the
tormentor, never the tormented.
Sometimes we must interfere.
When human lives are
endangered, when human dignity
is in jeopardy, national borders
and sensitivities become
irrelevant. Wherever men and
woman are persecuted because
of their race, religion, or political
views, that place must – at that
moment – become the center of
the universe.
young boy’s identity?
How does the previous
paragraph help us understand
who the boy really is?
What is the “memory”?
Scaffolding:
Why is it important for the
narrator to let the boy know he
kept the memory alive?
What is an accomplice?
How does forgetting make “we”
guilty of being accomplices?
Scaffolding:
Who are the people referred to
as “we”?
How can the victims become
accomplices?
Scaffolding:
Why are these people victims?
How does neutrality help the
oppressor, never the victim?
Scaffolding:
What is neutrality?
What does “oppressor” mean?
What does naïve mean?
Scaffolding:
Why does the speaker think they
with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas
and expressing their own clearly and
persuasively.
 respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and
make new connections in light of the
evidence and reasoning presented.
ELA.9.41 acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking
and listening at the college and career
readiness level; demonstrate independence
in gathering vocabulary knowledge when
considering a word or phrase important to
comprehension or expression.
ELA.9.30 initiate and participate effectively
in a range of collaborative discussions
(one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas
and expressing their own clearly and
persuasively.
 respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and
make new connections in light of the
evidence and reasoning presented.
ELA.9.30 initiate and participate effectively
in a range of collaborative discussions
(one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas
and expressing their own clearly and
persuasively.
 respond thoughtfully to diverse
perspectives, summarize points of
agreement and disagreement, and,
when warranted, qualify or justify their
own views and understanding and
make new connections in light of the
evidence and reasoning presented.
ELA.9.41 acquire and use accurately general
academic and domain-specific words and
phrases, sufficient for reading, writing, speaking
and listening at the college and career
readiness level; demonstrate independence in
gathering vocabulary knowledge when
 were naïve?
How does the word interfere
change connotation in this
passage?
Scaffolding:
How does the word “interfere”
change from a negative to a
positive connotation?
What does Wiesel mean when
he says, “…national borders and
sensitivities become
irrelevant…”?
Scaffolding:
What are national borders?
What is meant by “sensitivities”?
What does irrelevant mean?
considering a word or phrase important to
comprehension or expression.
ELA.9.30 initiate and participate effectively
in a range of collaborative discussions
(one-on-one, in groups, and teacher-led)
with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas
and expressing their own clearly and
persuasively.
 propel conversations by posing and
responding to questions that relate
the current discussion to broader
themes or larger ideas; actively
incorporate others into the discussion;
and clarify, verify or challenge ideas
and conclusions.

Writer’s Notebook
1. The following questions can be used for reflective writing in the Writer’s Notebook:
2. Explain why Hope, Despair and Memory is an appropriate title for the speech?
3. How does Wiesel use his speech as a “call to action”?
4. Think of a time when your lack of action might have made you an accomplice. Describe the incident and the
feelings you had.
Anchor Text with Text-Dependent Questions:
Return to Witnesses by - Martin Niemoller, German Protestant Pastor - Niemoller was a pastor in the German
Confessing Church who spent eight and one-half years in a Nazi concentration camp.
http://remember.org/witness/links.let.niem.html

Text, page or paragraph Text-dependent questions CSO’s addressed

reference
They came for the Communists,
and I didn't object - For I wasn't
a Communist…
…Then they came for me -
And there was no one left to
object.
Who do you think “they” might be? ELA.9.9 analyze a particular point of view or
How do you know? cultural experience reflected in a work of
Scaffolding: literature from outside the United States,
What is a communist? drawing on a wide reading of world
literature.
Why didn’t the speaker “object” to
what was happening?
Scaffolding:
What happened to the speaker?
How do we know this?

Reflection questions for Writer’s Notebook

1. Think back to Elie Wiesel’s speech and his call to action. How is this poem similar?

2. Can you think of a time when you stood by and allowed something to happen even though you felt it was
wrong? Reflect on that incident. How do you feel about your behavior now? What might you do if given
another chance to react?
 Text Complexity Analysis of
Text Description
The Book Thief
Set in 1938 Nazi Germany, The Book Thief tells the story of Liesel Meminger. Liesel
by Marcus Zusak becomes a “book thief” at her brother’s graveside. The first theft leads her to a
Recommended Complexity Band: 9th-10th Grade love affair with words and books as her foster father teaches her to read.

Qualitative Measures
Quantitative Measure
Meaning/Purpose:
This is a literary text that chronicles or narrates the life of a young girl who is Complexity Band Level:
placed with foster parents as World War II accelerates. The novel allows the reader The Lexile level places this book below the 9-10 text complexity band.
to see the war through the eyes of a young girl and “Death” who is an occasional
narrator. Lexile or Other Quantitative Measure of the Text:
730L
Text Structure:
The text structure increases the complexity of the reading. The novel is written in a
narrative structure with occasional shifts in point of view. The text structure is
complicated due to several shifts in time. There are some simple graphics which Considerations for Reader and Task
serve to supplement the understanding of the text. Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

Language Features:
The use of figurative language and irony complicate the text in places. However,
the vocabulary is largely familiar, conversational and contemporary, with the
occasional exception of a German word-which is usually defined or explained in
the novel.
The challenges this novel presents are primarily related to historical events such as
World War II, air-raids, fallout shelter, the Jewish Holocaust, rationing and
concentration camps. The novel also contains mature themes, situations and
language. Additionally, the abstract use of “Death” as a narrator may create
understanding problems for some students.

Knowledge Demands:
The author makes references to the Jewish Holocaust, Adolf Hitler (the Fuhrer), air-
raids and fallout shelters. There are several references to the Olympic athlete Jesse
Owens. The novel does use multiple themes, but knowledge demands are age
appropriate.
Major Instructional Areas of Focus (3-4 CCS Standards) for this Text:
Differentiation/Supports for Students:
To support struggling readers, the teacher should use the text-dependent
questions, oral readers by the teacher, and whole class discussions. The length of
the novel may hinder slower readers.

Recommended Placement
It is recommended that the novel, The Book Thief, be included in the 9-10 text complexity band. While the Lexile measure is lower, the content, structure and abstract ideas
place the novel in this band.
 Text Complexity Analysis of
Text Description
Of Hope, Despair and Memory
Hope, Despair and Memory is the speech Elie Wiesel wrote for the acceptance of
by Elie Wiesel his Nobel Peace Prize awarded in 1986. In the speech, Wiesel references the
Recommended Complexity Band: 9th-10th Grade Holocaust and what he feels is his obligation to those who suffered.

Qualitative Measures
Quantitative Measure
Meaning/Purpose:
The meaning Hope, Despair and Memory is easy to ascertain. Complexity Band Level:
The Lexile level places this speech below the 9-10 text complexity band.
Text Structure:
Hope, Despair and Memory is sometimes difficult to understand. Wiesel Lexile or Other Quantitative Measure of the Text:
occasionally refers to himself in third person, making the speech difficult to follow. 660L

Language Features:
The vocabulary in the speech is somewhat difficult at times. The use of abstract,
ironic, and figurative language increases difficulty for the reader. However, the Considerations for Reader and Task
language is mostly contemporary with only an occasional unfamiliar word. Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

Knowledge Demands: Challenges are related to knowledge of specific political and social situations
The author makes references to the Jewish Holocaust, Adolf Hitler. The extended during World War II. Students may not be aware the author is a survivor of the
metaphor in paragraph four increases the difficulty of the text. concentration camps. Additionally, students may not be familiar with the Novel
Peace Prize.

Instructional area could focus on figurative language and text structure. Students
will also notice how an author uses language to persuade and tell a story.

Differentiation/Supports for Students:

To support struggling readers in accessing the text, consider oral reading by
teacher, close reading with text-dependent questions, and discussion with
students.

Recommended Placement
It is recommended that the text be included in the 9-10 text complexity band, which is where the standards have it, because of the deeper messages embedded in the
speech.
 Writer’s Notebook Checklist
Explain why Hope, Despair and Memory is an appropriate title for the speech?
How does Wiesel use his speech as a “call to action”?
Think of a time when your lack of action might have made you an accomplice. Describe the
incident and the feelings you had.
Think back to Elie Wiesel’s speech and his call to action. How is this poem similar?
You have read the short poem Return to Witnesses. Can you think of a time when you stood by
and allowed something to happen even though you felt it was wrong? Reflect on that incident.
How do you feel about your behavior now? What might you do if given another chance to react?

Though it is not easily understood in this short passage from The Book Thief, Death is the narrator.
How does this knowledge affect your thoughts about the passage? Explain.

Can you think of other times in history when in the midst of chaos, turmoil, destruction and
disaster, everyday life goes on? How do you think people manage to “go on” ?

Pick a small portion of the passage you find especially powerful and explain why it is so effective.

Having read an excerpt from The Book Thief explain why you would or would not want to read the
entire book.
 DISCUSSION CHECKLIST

Name ________________________________________________________________________
Date _________________________________________________________________________
Block ________________________________________________________________________
Discussion Topic _______________________________________________________________

Reflecting upon my participation in this discussion, I participated positively in the discussion by

_____ using active listening skills.

_____ asking clarifying questions.
_____ stating my opinion on the topic.
_____ using evidence to support my position.
_____ making relevant comments.
_____ developing analogies.
_____ evaluating the merit of others’ opinions.
_____ recognizing when another person makes an irrelevant comment.
_____ pointing out contradictions in another’s statement.
_____ summarizing my thinking as well as my perception of the opinions of others.

Reflecting upon my participation in this discussion, I detracted from the discussion by

_____ not paying attention to others.
_____ distracting others.
_____ interrupting the speaker.
_____ making an irrelevant comment.
_____ monopolizing the discussion.
_____ personally attacking another.

As I reflect on my participation in this discussion, I contributed to a productive discussion by

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

To improve my participation in the next discussion, I will _______________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________ .

Overall I would rate my participation in this discussion as ______________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
because ______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Aligned to West Virginia College- and Career- Readiness Standards for English Language Arts and Literacy
4 3
Exemplary – Exceeds Standard
The writer
 clearly focuses and maintains the
narrative, real or imagined,
Statement of Purpose/Focus
throughout
 effectively engages and orients
the reader by
o establishing a setting
o setting out a problem,
situation, or observation and
its significance
o establishing one or multiple
point(s) of view
o introducing a narrator and/or
characters
The writer
 effectively creates a well-executed
progression of experiences or
events, real or imagined, from
beginning to end, so that they
build on one another to create a
coherent whole that leads to a
particular outcome (e.g., a sense
Organization
of mystery, suspense, growth or
resolution)
 effectively and consistently
incorporates a variety of
transitional strategies
 provides an effective opening
 provides a powerful ending that
follows from and reflects on what
is experienced, observed or
resolved over the course of the
narrative
Grade 9 NARRATIVE Writing Rubric (Last Revised 06/27/2017)
Adequate – Meets Standard
The writer
 adequately focuses and generally
maintains the narrative, real or
imagined, throughout
 adequately engages and orients
the reader by
o establishing a setting
o setting out a problem,
situation, or observation and
its significance
o establishing one or multiple
point(s) of view
o introducing a narrator and/or
characters
The writer
 adequately creates a smooth
progression of experiences or
events, real or imagined, from
beginning to end, so that they
build on one another to create a
coherent whole that leads to a
particular outcome (e.g., a sense
of mystery, suspense, growth or
resolution)
 adequately incorporates a variety
of transitional strategies
 provides an adequate opening
 provides an adequate ending that
follows from and reflects on what
is experienced, observed or
resolved over the course of the
narrative
2 1
Partial – Approaches Standard
The writer
 somewhat maintains the narrative,
real or imagined, throughout with
some minor drift in focus
 somewhat engages the reader by
o establishing a setting
o setting out a problem,
situation, or observation and
its significance
o establishing a point of view
o introducing a narrator and/or
characters
The writer
 creates an inconsistent and
uneven progression of
experiences or events, real or
imagined, from beginning to end
with evident flaws that create only
a partial sense of unity or
completeness
 inconsistently incorporates basic
transitional strategies with little
variety
 provides a weak opening
 provides a weak conclusion that
partially follows from what is
experienced, observed or
resolved over the course of the
narrative
Minimal – Begins Standard
The writer
 shows an attempt to maintain the
narrative, real or imagined, but
may provide little or no focus
 may show an attempt to
o establish a setting
o set out a problem,
situation, or observation and
its significance
o establish a point of view
o introduce a narrator and/or
characters
but the response may be very
brief, have major drift or be
confusing or ambiguous
The writer
 use little or no discernible events
and experiences, real or
imagined, to convey the narrative
 incorporates few or no transitional
strategies
 provides little or no opening with
extraneous ideas that may intrude
 does not provide a conclusion that
follows from what is experienced,
observed or resolved over the
course of the narrative
Language and Vocabulary NarrativeDevelopment: Elaboration of
The writer
 provides thorough and effective
elaboration:
o details
o dialogue
o pacing
o description
o reflection
o multiple plot lines
 effectively uses a variety of
narrative techniques that advance
the story or illustrate the
experience
The writer
 clearly and effectively expresses
experiences or events
 effectively uses
o precise words, phrases and
clauses
o specific telling details
o sensory, concrete and
figurative language
to convey a vivid picture of the
experiences, events, setting
and/or characters
The writer
 provides adequate elaboration:
o details
o dialogue
o pacing
o description
o reflection
o multiple plot lines
 adequately uses a variety of
narrative techniques that
generally advance the story or
illustrate the experience
The writer
 adequately expresses
experiences or events
 adequately uses
o precise words, phrases and
clauses
o telling details
o sensory, concrete and
figurative language
to convey a clear picture of the
experiences, events, setting
and/or characters
The writer
 provides uneven and cursory
elaboration:
o uneven details
o limited dialogue
o inconsistent pacing
o simplistic description
o ineffective reflection
o simplistic plot lines
 uses uneven and inconsistent
narrative techniques that partially
advance the story or illustrate the
experience
The writer
 unevenly expresses experiences
or events
 uses
o simplistic words, phrases and
clauses
o partial telling details
o limited sensory, concrete and
figurative language
to convey a partial picture of the
experiences, events, setting
and/or character
The writer
 provides minimal elaboration,
using little or no:
o details
o dialogue
o pacing
o description
o reflection
o plot lines
 uses little or no narrative
techniques that advance the story
or illustrate the experience
The writer
 vaguely expresses experiences or
events
 uses
o confusing or incorrect words,
phrases and clauses
o little or no telling details
o little or no sensory, concrete
and figurative language
to convey an unclear or confusing
picture of the experiences, events,
setting and/or characters
 The writer
 demonstrates a strong command
of conventions:
o demonstrates effective use of
capitalization, punctuation,
and spelling, with insignificant
errors that need little or no
editing
Conventions
o effectively demonstrates
correct
 use of a semicolon (and
perhaps a conjunctive
adverb) to link two or more
closely related
independent clauses
 use of a colon to introduce
a list or quotation
o demonstrates few, if any,
errors in usage and sentence
formation
The writer
 demonstrates an adequate
command of conventions:
o demonstrates adequate use of
capitalization, punctuation,
and spelling, with few errors
that need editing but do not
distract from the narrative
o adequately demonstrates
correct
 use of a semicolon (and
perhaps a conjunctive
adverb) to link two or more
closely related
independent clauses
 use of a colon to introduce
a list or quotation
o demonstrates some minor
errors in usage and sentence
formation
The writer
 demonstrates a partial command
of conventions:
o demonstrates inconsistent
use of capitalization,
punctuation, and spelling,
with errors that need editing
to clarify the narrative
o sometimes demonstrates
correct
 use of a semicolon to link
two or more closely related
independent clauses
 use of a colon to introduce
a list or quotation
o demonstrates frequent errors
in usage and sentence
formation that may obscure
meaning
The writer
 demonstrates a lack of command
of conventions
o demonstrates incorrect use of
capitalization, punctuation,
and spelling, with frequent
and severe errors that need
editing to convey the narrative
o demonstrates incorrect
 use of a semicolon to link
two or more closely
related independent
clauses
 use of a colon to introduce
a list or quotation
o demonstrates frequent and
severe errors in usage and
sentence formation that often
obscures meaning
Collaboration
Below Standard At Standard
 Student plays a passive role,  Student plays an active role in generating new ideas.
 Student generates few new ideas  Student takes initiative in getting tasks organized.
 Student tends to only do what they are told to  Student delegates responsibilities when required.
do by others.  Student keeps group/class on task and on schedule.
Leadership  Student understands and articulates goals of class/group.
 Student accepts responsibilities for his or her actions and
the actions of the group.
0……………………………………………………..17 18………………………………………………………………35
 Student does not willingly follow directions.  Student follows directions from group leaders, group
 Student vocalizes intense opposition to group or members and adults who take the lead or offer assistance.
classroom goals.  Student expresses the ability in words and deeds to adapt
Cooperation  Student does not comply with group, classroom to the goals of the group, even when those goals may be
and community rules. different than their own.
 Student complies with group, classroom and community
rules.
Above Standard
In addition to meeting the criteria for At Standard, the:
 Student thoughtfully organizes and divides the work between group
members.
 Student monitors progress toward group goal.
 Student adapts easily to changes in the task or group.
36……………………………………………………………………50
In addition to meeting the criteria for At Standard, the:
 Student encourages cooperation through words and actions.
 Student creates or initiates procedures (or activities) that encourage
cooperation.
 Student willingly switches roles in group or classroom as required by the
situation.

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

 Student does not display positive attitude in  Student displays positive attitude toward individual and In addition to meeting the criteria for At Standard, the:
words, expression or body language group tasks in words, expression and body language  Student models appropriate speech, behavior, clothing,, etc. even at the
Attitude &  Student does not provide positive feedback.  Student provides positive feedback to peers and adults risk of breaking peer norms.
Demeanor  Student does not dress, act or respond  Student dresses, acts and responds appropriately to the  Student goes out of their way to encourage positive behavior and attitude.
appropriately to the task at hand. task at hand.
0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50
 Student is passive in the face of individual or  Student seeks to resolve conflicts between individuals or In addition to meeting the criteria for At Standard, the:
group conflict. groups by listening to both sides.  Student serves as facilitator or mediator between groups or individuals.
 Student encourages discord.  Student encourages peers and adults to listen to each other.  Student volunteers to find resources or schedule meetings between
 Student does not seek or encourage facilitation  Student never attempts to cause conflict by false individuals or groups in conflict.
Facilitation & or mediation of conflict. reporting.  Student, alone or in concert with other students or adults, initiates
Mediation  Student only engages in private side conversations when activities that further harmony between individuals or groups.
attempting to reduce discord.
 Student is willing to accept facilitation or mediation in the
event they are involved in a conflict.
0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50
 Student does not express empathy for the  Student expresses empathy for the feelings of others In addition to meeting the criteria for At Standard, the:
feelings of others. through words, body language or deeds.  Student engages in action that makes the emotional comfort of others a
 Student displays a lack of awareness or disregard  Student displays awareness of diversity and the needs of primary concern.
Empathy
for diversity. different ethnic/social/religious groups.  Student attempts to broaden group activities to be more inclusive.
 Student is locked into one view of issue(s).  Student demonstrates ability to look at issues from
multiple points of view.
0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50
Practice Presentation

What will the audience learn from my presentation?

What part am I responsible for?

What are other group members doing?

What did I do well in my practice presentation?

What do I need to improve in my presentation?

What specific skills do I need to work on?

Created by Juanita Spinks

 Below Standard
Knowledge → Comprehension
 
Physical Attributes
Student does not dress appropriately.
 Student does not maintain proper body language.
 Student does not maintain eye contact with audience
 Student fidgets, hides behind objects, and plays with objects,
etc.
 Student does not face audience.
0……………………………………………………..17
 Student uses oral fillers (uh, ok, etc.)
 
Oral & Verbal Skills
Student pronounces words incorrectly.
 Student does not speak loudly and clearly.
 Student uses tone and pace that obscures communication.
 Text contains errors.
 Student reads from notes.
0……………………………………………………..17
Response to Technical Attributes Organization & Structure
 Student does not begin and end on time.
 Student does not provide preview/review.
 Student does not provide clear and definable opening and
closing.
 Student does not have all required materials ready.
 Student has not practiced presentation.
 Student does not demonstrate flexibility.
0……………………………………………………..17
 Student use of display boards, presentation software,
websites, audio, video, etc., distract audience from the content
and purpose of presentation.
 Student does not demonstrate care in creation, including
editing, proofreading, finishing.
0……………………………………………………..17
 Student does not provide appropriate oral responses to
audience questions, concerns, comments.
 Student does not adapt the presentation based on questions,
concerns or comments from audience.
0……………………………………………………..17
At Standard
Application → Analysis
Student dresses appropriately for the presentation.
 Student maintains proper body language.
 Student maintains eye contact with audience
 Student refrains from fidgeting, hiding behind objects,
playing with objects, etc.
 Student faces audience.
18………………………………………………………………35
 Student uses minimum of oral fillers (uh, ok, etc.)
Student pronounces words correctly and in Standard
English.
 Student speaks loudly and clearly.
 Student speaks at a pace and in a tone that allows clear
communication to the audience.
 Text displayed during the presentation is free of spelling,
usage or mechanical errors.
 Student possesses notes but does not read from them.
18………………………………………………………………35
 Student begins and ends on time.
 Student provides preview and review of main ideas.
 Student provides clear and definable opening and closing.
 Student has all required materials ready for use.
 Student has practiced order of presentation.
 Student demonstrates flexibility in the face of technical or
contextual problems.
18………………………………………………………………35
 Student use of display boards, presentation software,
websites, audio, video, etc. does not distract audience from
the content and purpose of the presentation.
 Student demonstrates care in creation, including editing,
proofreading, finishing.
18………………………………………………………………35
 Student provides appropriate oral responses to audience
questions, concerns, comments.
 Student makes minor modifications to the presentation
based on questions, concerns or comments from audience.
18………………………………………………………………35
Above Standard
Evaluation → Synthesis

In addition to the At Standard criteria:
 Student dresses to enhance the purpose of the presentation.
 Student uses body language to enhance the purpose of the presentation.
 Student uses physical space and movements to enhance the purpose of the
presentation.
36……………………………………………………………………50
 In addition to the At Standard criteria:

Student modifies pronunciation of words to enhance presentation.
 Student modulates volume and tone to enhance presentation.
 Student modulates pace to enhance presentation.
 Student uses slang, jargon or technical language to enhance presentation.
 Student speaks from memory and makes only passing reference to notes or
cards.
36……………………………………………………………………50
In addition to At Standard criteria:
 Student provides written notes, brochures, overviews, etc.
 Student creates an opening that is engaging (provides a hook for audience)
and a closing that re-enforces key understandings.
 Student demonstrates planning for technical and contextual problems.
36……………………………………………………………………50
 Student uses advanced features and utilities of presentation software,
creates web-enabled presentations, creates non-linear presentation , and uses
audio, video, movie maker programs, webpage design software, etc. to
enhance the purpose of the presentation.
 Student uses advanced features of word processing software, i.e. outline,
table of contents, index feature, draw tool, headers and footers, hyperlinks to
other file formats to enhance presentation.
36……………………………………………………………………50
In addition to At Standard criteria:
 Student incorporates audience questions, comments and concerns into the
presentation.
 Student displays willingness and ability to move away from the script/plan
and modify presentation based on audience response.
36……………………………………………………………………50
Audience
SELF-REFLECTION ON LEARNING
Spend a few minutes to analyze your performance on group and individual tasks.

Name:
Project Name:
Describe the project in a
sentence or two:
What is the most important
thing you learned during this
project:
What do you wish you had
spent more time on:
What big idea(s) did this project
help you understand:
What do you wish you had done
differently:
What part of the project did
you do your best work on:
What was the most enjoyable
part of this project:
What was the least enjoyable
part of this project:
How could your teacher(s)
change this project to make it
better next time:

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