Project Design Template

Project Title: Living LegaciesAuthor: April Ramsey Boyce

Project Idea: As we become an older country, our greatest stories are sometimes lost when members of the generation before us dies. This unit is designed to encourage students to discover the hidden stories of their families and community. During the course of this project, students will interview members of their community and/or family members and develop a newsletter that provides background of the time period of the story and the person telling the story. Additional stories will be shared with the students by sharing clips from the stories that have been shared with members of Story Corps (https://storycorps.me/interviews/ ), one of the largest oral history projects in the world.

Entry Event: Congratulations, we have been hired by ALPHA IOTA TV, a new network whose mission is to share stories of personal and worldwide events. Their entrance into the world of network TV has left them short-staffed, and they have contracted our services to produce and edit a television show about families and how they have been shaped by their family history. The show aims to help students understand the value of first-hand accounts and how their ancestors witnessed events that shaped the world in which we live. Catherine Ratliff, the creator of the show, asks that we prepare fifteen episodes featuring thirty different people. Each episode will be 30 minutes in length, must include four public service announcements that will engage people of all ages, and will have a complementary newsletter highlighting the interviewees and providing additional information about the time period.

Every team will have the opportunity to create a product for this project; however, at this time we are only contracted for fifteen episodes. The deciding factor will be determined by a test audience of high school aged students in a rural setting and senior citizens at a local community Senior Center.

Employees will form teams of no more than five. Each team will consist of the following people: producer/director, camera operator, anchor/writer, continuity secretary/technical director and set designer/production assistant. Each team will draw dates from a bucket to determine when their production will go to the test audience.

Content Standards: Standards Directly Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

ELA.9.6 Analyze how the author unfolds an analysis or series of ideas or events in an informational text, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

ELA.9.30 Initiate and effectively participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing ideas clearly and persuasively.

· Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful,

Students analyze interviews from Story Corps (https://storycorps.me/interviews/) to identify questioning techniques, set of the interview, effective use of staging and other items to create an understanding of how to stage and create their own interviews.

Students, working in a collaborative group, create a timeline, contract, a list of goals, and appropriate questions to guide research.

Students adjust the created timeline and goals as they progress through the process.

Formative assessment of notes by teacher using an exit slip.

Summative assessment of interview using Living Legacies: FAT-P: Interview Rubric.

Formative assessment of timeline, contract, goals, and minutes from collaborative meetings using a check sheet.Formative assessment of collaborative work using Learning Log.

Summative assessment of collaboration skills using the Living Legacies Collaboration Rubric.

well-reasoned exchange of ideas.

· Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, or presentation 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.9.25 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

ELA.9.27 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation (e.g., MLA or APA).

ELA.9.21 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and

Students use videos, pictures, moviemaker programs or apps to create a thirty minute television show with four commercials.

Students will use advanced searches to integrate information into the complementary newsletter with maintaining the flow of ideas, avoiding plagiarism and following a standard format for citation.

Students will create an informative complementary newsletter with graphics and an overview of the interviewees which provides additional information about the time period highlighted in the interview.

Summative assessment of television show using Informative/Explanatory Speaking Rubric.

Summative assessment of newsletter articles using the Informative/ Explanatory Writing Rubric.

Summative assessment of newsletter articles using the Informative/ Explanatory Writing Rubric.

analysis of content. · Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures and/or tables), and multimedia when useful to aid comprehension. · Develop the topic with well-chosen, relevant and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. · Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. · Use precise language and domain-specific vocabulary to manage the complexity of the topic. · Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline. · Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ELA.9.34 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ELA.9.35 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 9 Language standards for specific expectations.)

Students will create four public service announcements that convey information clearly and accurately.

Students edit interviews enhance and add interest.

Students demonstrate command of formal English when interviewing.

Summative assessment of television show using Informative/Explanatory Speaking Rubric.

Summative assessment of television show using Informative/Explanatory Speaking Rubric.

Summative assessment of television show using Informative/Explanatory Speaking Rubric.

Performance Objectives: Know:How to integrate information into the text selectively to maintain the flow of ideas.How to utilize various forms of media to guide and complete research. How to work effectively in a group setting. How to develop a sense of collaboration and group dynamics.

Do:Create a group contract. Complete a nomination card. Create a list of interview questions that elicit thought on the specific area of their interviewee’s life. Interview a person about their life and/or historical events they have witnessed. Video tape the interview. Create a newsletter about the interviewee and the time period associated with the interviewee’s story for publication. Create storyboards for the Public Service Announcements (PSA’s). Use video editing software--include opening and closing credits as well as the four PSA’s.Create an opening and title sequence for the TV show with original music and graphics.

Driving Question: How does recording, listening to, and sharing oral histories impact our understanding of the world in which we live?

Assessment Plan: FAT-P (Format, Audience, Topic and Purpose): NominationAlpha Iota TV is searching for senior citizens to interview for their upcoming TV show, Living Legacies. Using the enclosed nomination card, nominate a member of your community to be interviewed by the network. (The nomination card can also be placed in the local newspapers to draw an additional pool of candidates.) FAT-P: Interview questionsAlpha Iota TV narrowed its senior citizen search list down to fifteen people. Write a list of forty generic questions to be answered by the finalists. The list should include questions about their families, schooling, careers, global issues and changes they have witnessed. Make sure that the questions cannot be answered with a simple yes or no answer and that they elicit personal information or experiences. Note that all questions may not be used, but it is better to have too many than not enough. FAT-P: InterviewAlpha Iota TV has scheduled each group an interview slot at their studio. Call and set up an interview with one of the fifteen senior citizens from the list provided. Arrange the interview with your team and film the interview. The interview should be 30 minutes in length so you have at least 15 minutes of editable footage. FAT-P: Public Service AnnouncementAlpha Iota TV’s new show, Living Legacies, is set to launch in late spring. The network is having a difficult time finding advertising that is aimed at the show’s demographic audience of school children and adults. They would like five thirty second commercial spots for products that would likely sponsor the show per episode. Each commercial needs to be storyboarded prior to filming. FAT-P: NewsletterAlpha Iota TV has interviewed fifteen people for their new television show, Living Legacies, and would like to market the program with a newsletter style fact sheet for elementary schools about each citizen. They see the fact sheet as an overview of not only the interviewee, but also as an overview of the time period in which the interviewee lived. Each group must write articles about time period(s) mentioned in their interview as well as the fact sheet on their interviewee for the newsletter.

Major Group ProductsInterviewPublic Service AnnouncementsNewsletterTV ShowStoryboard

Major Individual ProductsNomination cardInterview questionsCommercial

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.)

CollaborationLiving Legacies Collaboration Rubric

x Written CommunicationGrade 9 Informative/Explanatory Writing Rubric

x

Critical Thinking & Problem Solving

Content KnowledgeLiving Legacies FAT-P Interview Rubric

x

Oral CommunicationGrade 9 Informative/Explanatory Speaking Rubric

x Other

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentationsSelf-evaluation Notes xPeer evaluation Checklists/observations xOnline tests and exams Concept maps

Reflections: Survey Focus GroupDiscussion Task Management ChartJournal Writing/ Learning Log x Other

Exit Slipx

Map the Product: Product:

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the Project

1. Video editing and filming X2. NETS research technique X3. Storyboard creation X4. Phone and interview etiquette X X5. Interview skills X X6. Public Service Announcement development X7. Newsletter creation X

Resources: School-based Individuals: Video production teacherTechnology Integration Specialistmedia specialist Technology:     film editing app or programdigital camera with USB cord to transfer pictures to a computercard reader--utilize if you do not have a USB cordscanner  video camera, smart phone, or flip camera  auxiliary microphone--not a necessity, but helpful Community:     Family members of students, nursing home director, Historical Society members, anyone who is willing to come in to be interviewed or speak with the students about the value of oral history or willing to help students with their videoVolunteers from local radio or TV stations to help prepare students for interviews and/or being in front of a camera and microphoneMembers of Veterans of Foreign Wars AuxiliaryVeterans of Foreign Wars membersAmerican Legion membersAmerican Legion Auxiliary members           Materials:         https://storycorps.me/ --This site will help guide students and the teacher through several aspects of the project. It includes a variety of materials which can be accessed free of charge.

What Do I Know--a checklist of skills for the teacher to utilize when trying to assess the abilities of the students in their classes.

Multimedia Presentation Checklist--a checklist for students to utilize prior to turning in their final products.

https://support.microsoft.com/en-us/help/14019/windows-movie-maker-edit-movies -- This site will walk you and your students through the use of the movie maker app.

                                    Manage the Process:

Grouping—students are divided into groups of four based upon learning styles (each group will ideally consist of four students with different learning styles).  Skills previously mastered—Students will have mastered using Movie Maker to edit video, putting pictures to music and creating a show. Interpersonal skills, phone etiquette, writing questions for interviews, collaboration skills and using the Internet for research will be used during the project. Students will have rudimentary knowledge about utilizing templates within word processing software to create a newsletter. Students will have been grouped at the launch of the project, will have an in-depth understanding of the necessary collaborative work skills that are employed and will be familiar with how to rate other classmates’ skills using a rubric. Step One:  Pre-launch:   

Teacher activities:                  Gather all materials needed for the project                  Arrange for delivery of the entry event                  Have students complete the Living Legacies: What Do I Know? self-assessment of skills                  Set up time to broadcast the show to the target audience--the broadcast of this show may be to the school you teach in or on a local station. Step Two:  Launch:                          Catherine Ratliff appears either in person or via video congratulating the class on being awarded this contract.                  Pass out Living Legacies--entry document

Watch the TED Talk by Dave Isay as he discusses how Story Corps first began and watch/listen to clips from his favorite shared stories. https://www.ted.com/talks/dave_isay_everyone_around_you_has_a_story_the_world_needs_to_hear                   Listen to additional sample stories from the https://storycorps.me/interviews/. While a user name and password are available it is unnecessary to have for access. A free toolkit is available at https://storycorps.me/about/resources/. Introduce the use of the Learning Log and explain that it will be used in conjunction with feedback to provide a grade for collaborative work skills.

                                   Step Three:               Students--                   Work in groups creating a contract, timeline, a list of goals, and appropriate questions to guide research. All members need to take minutes from all meetings, and keep an accurate record of their responsibilities.                   Create a group contract.                                                         Complete FAT-P: Nomination.                    Complete a nomination card.                                     Teacher--                   Living Legacies: Nomination Card checklist. Step Four:               Groups--                  Determine which nomination will be the interviewee.                   Create a list of interview questions that elicit thought on the specific area of the interviewee’s life- develop questions independently and utilize questions from the Story Corps website.                  Teacher--                  Monitor groups and provide assistance.Step Five:                 

 Groups--                  Begin researching the background of their chosen interviewee and the time period they are going to interview them about.                   Call and set up a time and date for interview. Step Six:                      Students--                                                   Practice interview techniques                  Complete LL collaborative work skills rubric for each group mate.                  Teacher--

                  Check independently created questions. Living Legacies: FAT-P: Interview Question Rubric           

Step Seven:                Students--                  Interview a person about their life and/or historical events they have witnessed. Video tape the interview. Step Eight:                 Students--                  Create a storyboard for the public service announcements and film the completed PSA’s. Step Nine:                  

Students--                Create a newsletter about the interviewee and the historic events that occurred during their life. Step Ten:                   

Groups--              Edit interviews and PSA’s into final production.               Edit the interview with video editing software--include opening and closing credits as well as the four PSA’s.              Create an opening and title sequence for the TV show with original music and graphics. Evaluate their finalized products using the Living Legacies: Multimedia Presentation Checklist Step Eleven:              

Screening of completed TV show and PSA’s with printed newsletter to test audience.

Project Reflection and Evaluation:

During the course of the project each person will need to write their personal reflections about the project in their project journal. Reflections do not need to be done daily; however, they do need to be completed at least once or twice a week. In the journal students should reflect on how the team is working, what aspects of the project are proving to be the most difficult and list any things they think should be changed. Students will meet with the teacher/advisor as a team at least once a week to compare notes and discuss any complications. The teacher/advisor should meet with the individual members to discuss their journal entries. While previewing each show, students will share the pros and cons of the project and describe the problems that arose and how they addressed each.

Living Legacies: What Do I Know?Directions: Use the following chart to rate your level of expertise in each of the following categories, and list the skills or expertise you have under your rating. For example: You may consider yourself a design master because you have painted and chosen accessories for your room at home, and people have told you it looks really great. CATEGORY Expert Average Student BeginnerDesign

Research

Public Speaking

Collaboration skills

Telephone call etiquette

Interview skills

Video taping

Video editing using Windows Movie Maker app or another editing program

Other pertinent information you wish to share

Congratulations, we have been hired by ALPHA IOTA TV, a new network whose mission is to share stories of personal and worldwide events. Their entrance into the world of network TV has left them short-staffed, and they have contracted our services to produce and edit a television show about families and how they have been shaped by their family history. The show aims to help students understand the value of first-hand accounts and how their ancestors witnessed events that shaped the world in which we live. Catherine Ratliff, the creator of the show, asks that we prepare fifteen episodes featuring thirty different people. Each episode will be 30 minutes in length, must include four public service announcements that will engage people of all ages, and will have a complementary newsletter highlighting the interviewees and providing additional information about the time period.

Every team will have the opportunity to create a product for this project; however, at this time we are only contracted for fifteen episodes. The deciding factor will be

determined by a test audience of high school aged students in a rural setting and senior citizens at a local community Senior Center.

Employees will form teams of no more than five. Each team will consist of the following people: producer/director, camera operator, anchor/writer, continuity secretary/technical director and set designer/production assistant. Each team will draw dates from a bucket to determine when their production will go to the test audience.

Exit Slip Questions for Post-Analysis of Story Corps videos

1. Write two questions you could use in an interview with a grandparent.

2. List three things you noticed about the setting of the videotaped interviews.

Living Legacies Nomination CardName of Nominee: ________________________________________________________________________________

Address of Nominee: ______________________________________________________________________________

Phone Number of Nominee: _________________________________________________________________________

Birth date of Nominee: __________________________ Nickname (if any) ___________________________________

Why would this person be an excellent candidate for Living Legacies? (List at least two)

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

Please list one or two family stories for which you would like Living Legacies to get the real scoop. Please include dates for these stories.________________________________________________________________________________________________

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

Please put any additional information below.________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

Living Legacies Nomination CardName of Nominee: ________________________________________________________________________________

Address of Nominee: ______________________________________________________________________________

Phone Number of Nominee: _________________________________________________________________________

Birth date of Nominee: __________________________ Nickname (if any) ___________________________________

Why would this person be an excellent candidate for Living Legacies? (List at least two)

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

Please list one or two family stories for which you would like Living Legacies to get the real scoop. Please include dates for these stories.________________________________________________________________________________________________

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

Please put any additional information below.________________________________________________________________________________________________

_

________________________________________________________________________________________________

_

________________________________________________________________________________________________

FAT-P: Nomination Card

Category Criteria Met Criteria Not Met

Nomination card includes name, address, phone number and birth date of nominee

Nomination card includes two reasons why the nominee would make an excellent candidate for the show, Living Legacies.

Nomination card includes one personal story that a family member or friend would like the nominee to recount.

Nomination card is free of spelling and grammatical errors.

FAT-P: Interview QuestionsCategory Feedback

Questions encourage the interviewee to explain or elaborate

Questions are designed to build on research about the time period the interviewee was alive

Questions reflect a variety of topics from the interviewee’s life.

Questions encourage the interviewee to "tell their story"

Living Legacies: FAT-P: InterviewCategory Targeted criteria Targeted Feedback

Setting Up the Interview

The interviewer introduced himself/herself, explained why he/she wanted to interview the person, and asked permission to set up a time for an interview.

Follow-up Questions

The students listened carefully to the person being interviewed and wrote or asked several relevant follow-up questions based on the interviewee's responses.

Speaks clearly Speaks clearly and distinctly all of the time and mispronounces no words.

Politeness

Student never interrupted or hurried the person being interviewed and thanked them for being willing to be interviewed.

Living Legacies: Multimedia Presentation Checklist

Category Responsibilities Check if complete

Appearance Title and heading are easy to distinguish from other text.

My background is not distracting.

Sounds and music are easy to hear.

Transitions are not distracting or boring.

Media Use I used original music or sound effects.

I used voice-overs.

I used music or sound effects made by others.

I cited all resources I include that were made by others.

I used media in accordance with copyright.

I used media ethically and appropriately.

Organization I used an outline or storyboard to organize my ideas, information and thoughts.

I organized my ideas in a meaningful and logical way.

I included a meaningful title.

I included a conclusion.

Preparation I planned my time wisely to assure access to needed materials.

I made a time line of when key components needed to be done.

I made an outline or storyboard to organize my thoughts and ideas.

I used feedback from others to refine my topic and questions.

Resources I used electronic resources (Internet, on-line newspaper archives)

I used material in accordance with copyright.

I used resources ethically and appropriately.

I cited my sources.

Speaking Rubric (Last Revised 6/26/2017)Aligned to WV College- and Career- Readiness Standards for English Language Arts and Literacy

INFORMATIVE/EXPLANATORY4

Exemplary – Exceeds Standard3

Adequate – Meets Standard2

Partial – Approaches Standard1

Minimal – Begins Standard

Stat

emen

t of

Purp

ose/

Focu

s

The speaker effectively and consistently focuses

on a clearly identified purpose and topic throughout

effectively considers the audience’s knowledge of the topic

The speaker adequately focuses on an identified

purpose and topic adequately considers the audience’s

knowledge of the topic

The speaker somewhat focuses on an identified

purpose and topic shows some consideration of the

audience’s knowledge of the topic

The speaker seldom focuses on purpose

and topic, and response may be very brief, confusing or ambiguous

does not consider the audience’s knowledge of the topic

Org

aniz

ation

The speaker demonstrates a clear and effective

organizational structure that effectively and logically presents complex ideas, concepts and information to analyze important connections and distinctions, creating unity and completeness

effectively and consistently uses a variety of transitional strategies (efficient and meaningful words, phrases and clauses, as well as varied syntax) to: o link major sections of speecho create cohesiono clarify relationships among

complex ideas and concepts presents an effective introduction presents a powerful conclusion that

follows from and effectively supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The speaker demonstrates an evident

organizational structure that adequately presents complex ideas, concepts and information to make important connections and distinctions, creating a sense of completeness

adequately uses transitional strategies (words, phrases and clauses, as well as varied syntax) with some variety to:

o link major sections of speech

o create cohesiono clarify the relationships

among complex ideas and concepts

presents an adequate introduction presents a conclusion that follows

from and adequately supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The speaker demonstrates an inconsistent

organizational structure that partially presents ideas, concepts and information, partially making connections but with some evident flaws

inconsistently uses basic transitional strategies (some words, phrases or clauses) with little variety and simple syntax to

o link major sections of speech

o create cohesiono clarify the relationships

among complex ideas and concepts

presents a limited introduction presents a conclusion that partially

supports the information or explanation presented

The speaker demonstrates little or no

discernible organizational structure to present ideas, concepts and information, seldom making connections

uses few or no transitional strategies (limited language structures) with frequent extraneous ideas that may intrude

presents a minimal or no introduction

does not present a conclusion that adequately supports the information or explanation presented

Deve

lopm

ent:

Elab

orati

on

of E

vide

nce

The speaker supplies thorough and convincing

support/evidence:o factso extended definitionso concrete detailso quotations or other informationo strong examples

effectively uses a variety of elaborative techniques

The speaker supplies significant and relevant

support/evidenceo factso extended definitionso concrete detailso quotations or other informationo strong examples

adequately uses some elaborative techniques

The speaker supplies some relevant

support/evidenceo factso detailso examples

uses weak or uneven elaborative techniques

The speaker provides little or no relevant

support/evidenceo factso detailso examples

uses little or no elaborative techniques

Lang

uage

and

Voc

abul

ary

The speaker clearly and effectively expresses

ideas, using precise language to manage the complexity of the information/explanation

uses academic and domain-specific vocabulary that is clearly appropriate for the audience and purpose

uses a well-controlled and appropriate tone for the audience and purpose

effectively adapts language to a variety of contexts and tasks

The speaker adequately expresses ideas,

employing a mix of precise with more general language to convey the information/explanation

uses domain-specific vocabulary that is generally appropriate for the audience and purpose

uses an appropriate tone for the audience and purpose

adequately adapts language to a variety of contexts and tasks

The speaker unevenly expresses ideas, using

simplistic language to support the information/explanation

uses domain-specific vocabulary that may at times be inappropriate for the audience and purpose

uses a tone that somewhat relates to audience and purpose

adapts language to a variety of tasks

The speaker expresses vague, unclear or

confusing ideas, rarely using language that supports the information/explanation

uses limited language or domain-specific vocabulary

uses a tone that shows little or no relation to audience and purpose

shows an attempt to adapt language

Pres

enta

tion

The speaker uses effective eye contact and

volume with clear pronunciation uses an understandable pace

adapted to the audience demonstrates consistent awareness

of the audience’s engagement effectively makes use of digital

media (e.g., textual, graphical, audio, visual and interactive elements) when appropriate too enhance understanding of

findings, reasoning and evidence

o add interesto clarify the argument

The speaker uses appropriate eye contact,

volume and pronunciation uses a generally understandable

pace adapted to the audience demonstrates sufficient awareness

of the audience’s engagement adequately makes use of digital

media (e.g., textual, graphical, audio, visual and interactive elements) when appropriate too enhance understanding of

findings, reasoning and evidence

o add interesto clarify the argument

The speaker uses inconsistent eye contact,

volume and pronunciation uses a pace partially adapted to the

audience demonstrates partial awareness of

the audience’s engagement uses some digital media (e.g.,

textual, graphical, audio, visual and interactive elements) when appropriate too enhance understanding of

findings, reasoning and evidence

o add interesto clarify the argument

The speaker uses infrequent eye contact

and inappropriate volume and pronunciation

uses a pace not adapted to the audience

demonstrates little or no sense of the audience’s engagement

uses little or no digital media (e.g., textual, graphical, audio, visual and interactive elements)

Grade 9 Instructional Writing Rubric* (Last Revised 06/26/2017)Aligned to West Virginia College- and Career- Readiness Standards for English Language Arts and Literacy

INFORMATIVE/EXPLANATORY 4

Exemplary – Exceeds Standard

3Proficient – Meets Standard

2Partial – Approaches Standard

1Minimal – Begins Standard

Stat

emen

t of

Purp

ose/

Focu

s

The writer effectively and consistently

focuses on a clearly identified purpose and topic throughout

effectively considers the audience’s knowledge of the topic

The writer adequately focuses on an identified

purpose and topic

adequately considers the audience’s knowledge of the topic

The writer somewhat focuses on an

identified purpose and topic

shows some consideration of the audience’s knowledge of the topic

The writer seldom focuses on purpose and

topic, and response may be very brief, confusing or ambiguous

does not consider the audience’s knowledge of the topic

Org

aniz

atio

n

The writer uses a clear and effective

organizational structure that effectively and logically presents complex ideas, concepts and information to analyze important connections and distinctions, creating unity and completeness

includes formatting (e.g. headings), graphics (e.g. figures and tables), and multimedia when useful to aiding comprehension

effectively and consistently uses a variety of transitional strategies (efficient and meaningful words, phrases and clauses, as well as varied syntax) to:

o link major sections of text

o create cohesiono clarify relationships

among complex ideas and concepts

provides an effective introduction

provides a powerful conclusion that follows from and effectively supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The writer uses an evident organizational

structure that adequately presents complex ideas, concepts and information to make important connections and distinctions, creating a sense of completeness

includes formatting (e.g. headings), graphics (e.g. figures and tables), and multimedia when useful to aiding comprehension

adequately uses transitional strategies (words, phrases and clauses, as well as varied syntax) with some variety to:

o link major sections of texto create cohesiono clarify the relationships

among complex ideas and concepts

provides an adequate introduction

provides a conclusion that follows from and adequately supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The writer uses an inconsistent

organizational structure that partially presents ideas, concepts and information, partially making connections but with some evident flaws

uses some formatting, graphics and multimedia when useful to aiding comprehension

inconsistently uses basic transitional strategies (some words, phrases or clauses) with little variety and simple syntax to

o link major sections of texto create cohesiono clarify the relationships

among complex ideas and concepts

provides a limited introduction

provides a conclusion that partially supports the information or explanation presented

The writer uses little or no discernible

organizational structure to present ideas, concepts and information, seldom making connections

uses little or no formatting, graphics or multimedia

uses few or no transitional strategies (limited language structures) with frequent extraneous ideas that may intrude

provides a minimal or no introduction

does not provide a conclusion that adequately supports the information or explanation presented

Dev

elop

men

t: El

abor

atio

n of

Evi

denc

e

The writer supplies thorough and convincing

support/evidence:o factso extended definitionso concrete detailso quotations or other informationo strong examples

effectively uses a variety of elaborative techniques

effectively uses evidence from sources that is smoothly integrated, comprehensive and concrete

The writer supplies significant and relevant

support/evidenceo factso extended definitionso concrete detailso quotations or other informationo strong examples

adequately uses some elaborative techniques

adequately uses some evidence from sources that is integrated, though citations may be general or imprecise

The writer supplies some relevant

support/evidenceo factso detailso examples

uses weak or uneven elaborative techniques

uses evidence from sources that is weakly integrated, and citations, if present, are uneven

The writer provides little or no relevant

support/evidenceo factso detailso examples

uses little or no elaborative techniques uses little or no evidence from sources

or evidence that is erroneous or irrelevant

Lang

uage

and

Vo

cabu

lary

The writer clearly and effectively expresses

ideas, using precise words, phrases and clauses to manage the complexity of the information/explanation

uses academic and domain-specific vocabulary that is clearly appropriate for the audience and purpose

effectively establishes and maintains a formal style and objective tone

The writer adequately expresses ideas, employing

a mix of precise with more general words, phrases and clauses to convey the information/explanation

uses domain-specific vocabulary that is generally appropriate for the audience and purpose

adequately establishes and maintains a formal style and objective tone

The writer unevenly expresses ideas, using

simplistic words, phrases and clauses to support the information/explanation

uses domain-specific vocabulary that may at times be inappropriate for the audience and purpose

partially establishes a formal style and objective tone

The writer expresses vague, unclear or confusing

ideas, rarely using words, phrases and clauses that support the information/explanation

uses limited language or domain-specific vocabulary

rarely establishes a formal style and objective tone

Con

vent

ions

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

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

o demonstrates effective use of parallel structure

o demonstrates effective use of various types of phrases and clauses

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 information/explanation

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 that do not obscure meaning

o demonstrates adequate use of parallel structure

o demonstrates adequate use of various types of phrases and clauses

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 information/explanation

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

o demonstrates partial use of parallel structure

o demonstrates some use of phrases and clauses

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 information/explanation

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 obscure meaning

o demonstrates little or no use of parallel structure

o demonstrates little or no use of phrases and clauses

Living Legacies Collaboration Rubric

Category Criteria Group Feedback Teacher Feedback

Con

trib

utio

ns Routinely provides useful ideas

when participating in the group and in classroom discussion. A definite leader who contributes

a lot of effort.

Tim

e-m

anag

emen

t Routinely uses time well throughout the project to

ensure things get done on time. Group does not have to

adjust deadlines or work responsibilities because of this

person's procrastination.

Qua

lity

of W

ork Provides their best work and/or

goes beyond what is expected of them by the group.

Wor

king

with

Oth

ers Almost always listens to,

shares with, and supports the efforts of others. Tries to keep people working well together.