West Virginia Department of Education · Web view2018/08/09 · The Book Thief by Marcus Zusak Recommended Complexity Band: 9th-10th Grade Set in 1938 Nazi Germany, The Book Thief

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 Taught or Learned Through Discovery

Identified Learning Targets Evidence of Success in Achieving Identified Learning Target

ELA.9.9 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Students will analyze a particular point of view reflected in literature from outside the United States.

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.

ELA.9.12 Determine an author’s point of view or purpose in an informational text and analyze how the author uses rhetoric to advance that point of view or purpose.

Students will analyze how an author uses rhetoric in order to determine point of view and purpose in an informational text

Students will demonstrate mastery by answering the reflective writing prompts in their Writer’s Notebook after discussing the speech from Hope, Despair and Memory by Elie Wiesel. The teacher will use the Writer’s Notebook Checklist to evaluate the reflections.

ELA.9.22 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. · Engage and orient the reader by setting out a problem, situation, or observation, establishing 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

Students will write narratives developing real or imagined experiences. Students should engage the reader, use narrative techniques such as dialogue and pacing, sequence events, use sensory language to convey a vivid picture of the experiences, events, setting and/or characters and provide a conclusion that follows the course of the narrative.

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 evaluate mastery of narrative writing.

http://wveis.k12.wv.us/teach21/cso/upload/UP3854WS5.doc


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 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, 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

Students will participate in discussions having read material under study; explicitly draw on that preparation by referring to evidence from texts or issue to stimulate a thoughtful exchange of ideas, propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; and 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.

Teacher will facilitate group and individual work as students prepare both the Time Capsule in groups and write the narrative essay individually

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 assess using the Self-Reflection on Learning form.



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

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 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.

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.

Students will acquire and use general academic words and phrases.

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.

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.

Teacher will facilitate student collaboration and work as they compile their Time Capsule.

Teacher will observe students using the WVDE Collaboration Rubric to assess demonstration of mastery.

ELA.9.29 Write routinely over extended time frames (time for research, reflection, and revision)

Teacher will facilitate students as they read and discuss using Text-Dependent Questions for from The Book Thief by Markus Zusak

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 using the Text-












and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

and Text-Dependent Questions for Return to Witnesses by Martin Niemoller as a guide.

Dependent Questions to guide the reading and discussion.

Performance Objectives:

KnowHow to collaborateHow to plan, create, and present an appropriate projectHow to evaluate peers using rubricsHow to self-evaluate using reflectionsHow 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 WieselHow 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

DoDevelop a group contractComplete research to create an artifact for a Time CapsulePlan, develop and present an appropriate projectCollaborate with group membersComplete self-assessment of the projectAssess success of the project as a wholeWrite narrative essayWrite reflective journal responsesUse technology

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

Assessment Plan:

Major Group ProductsTime Capsule ProjectGroup Contract

Major Individual ProductsNarrative EssaySelf-Reflection on LearningWriter’s Notebook

Assessment and Reflection:

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

CollaborationWVDE Collaboration Rubric

x Written CommunicationGrade 9 Narrative Writing Rubric

x

Critical Thinking & Problem Solving

Content Knowledge

Oral CommunicationWVDE Presentation Rubric

x Other

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

Quizzes/ tests Practice presentations--Rubric XSelf-evaluation NotesPeer evaluation Checklists/observationsOnline tests and exams Concept maps

Reflections: SurveySelf-Reflection on Learning

x Focus Group

DiscussionDiscussion Checklist

x Task Management Chart

Journal Writing/ Learning LogWriter’s Notebook Checklist

x Other




https://writingcenter.fas.harvard.edu/pages/how-do-close-reading




Map the Product: Product: Time Capsule

Knowledge and Skills Needed Already Have Learned

Taught Before the Project

Taught During the Project

1. Collaboration X x2. Research skills x x3. Presentation skills x4. Technology skills x

Resources:

School-based Individuals:History teachersTechnology Integration SpecialistLibrarianTheatre teacherArt teacherMusic teacher Technology:CameraVideo cameraComputers Community:Individuals for possible narrative accounts – depending on the selection of Time Capsule contentNursing homesVeterans groupsHistorical SocietyCommunity museums, libraries, town halls

Materials:from Hope, Despair and Memory by Elie WieselThe Book Thief by Markuks ZusakReturn to Witnesses by Martin NiemollerDiscussion ChecklistGrade 9 Narrative Writing RubricWVDE Collaboration Rubric WVDE Presentation Rubric Self-Reflection on Learning sheetPractice Presentations FormWriter’s Notebook ChecklistMagazines 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

http://owl.english.purdue.edu/

http://kellygallagher.org/









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 SocietyMemory 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

Text-dependent questions CSO’s addressed

The last time I saw her was red. The sky was like soup, boiling and stirring. In some places it was burned. (page 12)

How is figurative language used in this passage?Scaffolding:What is figurative language?What figurative language is used and where?

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.

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)

What is implied by the phrase “….I could hear the echoes…..?Scaffolding:What had been going on before the speaker arrived?

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.

Then, bombs. This time, everything was too late. The sirens. The cuckoo shrieks in the radio. All too late. (page 12)

Explain how the sentence structure affects the mood and tone of the passage.Scaffolding:Describe the sentence structure?



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)

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?

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.

Was it fate?Misfortune?

How does the structure of this paragraph affect the tone?

ELA.9.9 analyze a particular point of view or cultural experience reflected in a work of

http://www.randomhouse.com/features/markuszusak/

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)

Scaffolding:What sentence structure is used?

Why does the author use the word “hurled” in this passage?Scaffolding:Define hurled.

literature from outside the United States, drawing on a wide reading of world literature.


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)

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?


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.


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.

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”?

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.

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”?

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/



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.

Using context clues, what can you determine about the meaning of the word bestow?Scaffolding:What is the occasion of the speech?What does it mean to accept an honor?

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?


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….

How does Wiesel’s use of rhetoric advance the point of view?Scaffolding: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?

How is the use of the word mutilated effective in the comprehension of this sentence? Scaffolding:What does mutilate mean?How can you mutilate a dream or a vision?

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.


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.9.41 acquire and use accurately general academic and domain-specific words and

http://sites.google.com/site/nightcclsmodule/

The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.

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?

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.



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?”

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”?


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

And now the boy is turning to me. “Tell me,” he asks, “what have you done with my future, what

Who is the young boy?Scaffolding:What clues are you given to the

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.

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?

with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.





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.

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



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

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?

independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.



Writer’s Notebook1. 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



They came for the Communists, and I didn't object - For I wasn'ta Communist……Then they came for me -And there was no one left to object.

Who do you think “they” might be? How do you know?Scaffolding:What is a communist?

Why didn’t the speaker “object” to what was happening? Scaffolding:What happened to the speaker?How do we know this?

ELA.9.9 analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Reflection questions for Writer’s Notebook1. 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?

http://remember.org/witness/links.let.niem.html

Text Complexity Analysis of

The Book Thiefby Marcus Zusak

Recommended Complexity Band: 9th-10th Grade

Set in 1938 Nazi Germany, The Book Thief tells the story of Liesel Meminger. Liesel becomes a “book thief” at her brother’s graveside. The first theft leads her to a love affair with words and books as her foster father teaches her to read.

Text Description

Meaning/Purpose: This is a literary text that chronicles or narrates the life of a young girl who is placed with foster parents as World War II accelerates. The novel allows the reader to see the war through the eyes of a young girl and “Death” who is an occasional narrator.

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 serve to supplement the understanding of the text.

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.

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.

Qualitative Measures

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses: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.

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.

Complexity Band Level: The Lexile level places this book below the 9-10 text complexity band.

Lexile or Other Quantitative Measure of the Text: 730L

Quantitative Measure

Considerations for Reader and Task

Recommended PlacementIt 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

Of Hope, Despair and Memory by Elie Wiesel

Recommended Complexity Band: 9th-10th Grade

Hope, Despair and Memory is the speech Elie Wiesel wrote for the acceptance of his Nobel Peace Prize awarded in 1986. In the speech, Wiesel references the Holocaust and what he feels is his obligation to those who suffered.

Text Description

Meaning/Purpose: The meaning Hope, Despair and Memory is easy to ascertain.

Text Structure: Hope, Despair and Memory is sometimes difficult to understand. Wiesel occasionally refers to himself in third person, making the speech difficult to follow.

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 language is mostly contemporary with only an occasional unfamiliar word.

Knowledge Demands: The author makes references to the Jewish Holocaust, Adolf Hitler. The extended metaphor in paragraph four increases the difficulty of the text.

Qualitative Measures

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:Challenges are related to knowledge of specific political and social situations during World War II. Students may not be aware the author is a survivor of the 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.

Complexity Band Level: The Lexile level places this speech below the 9-10 text complexity band.

Lexile or Other Quantitative Measure of the Text: 660L

Quantitative Measure

Considerations for Reader and Task

Recommended PlacementIt 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 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade 9 NARRATIVE Writing Rubric (Last Revised 06/27/2017) Aligned to West Virginia College- and Career- Readiness Standards for English Language Arts and Literacy

4Exemplary – Exceeds Standard

3Adequate – Meets Standard

2Partial – Approaches Standard

1Minimal – Begins Standard

Stat

emen

t of P

urpo

se/F

ocus

The writer clearly focuses and maintains the

narrative, real or imagined, throughout

effectively engages and orients the reader byo establishing a settingo 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 focuses and generally

maintains the narrative, real or imagined, throughout

adequately engages and orients the reader by o establishing a settingo setting out a problem,


o establishing one or multiple point(s) of view

o introducing a narrator and/or characters

The writer somewhat maintains the narrative,

real or imagined, throughout with some minor drift in focus

somewhat engages the reader by o establishing a settingo setting out a problem,


o establishing a point of viewo introducing a narrator and/or

characters

The writer shows an attempt to maintain the

narrative, real or imagined, but may provide little or no focus

may show an attempt too establish a settingo set out a problem,


o establish a point of view o introduce a narrator and/or

charactersbut the response may be very brief, have major drift or be confusing or ambiguous

Org

aniz

atio

n

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 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

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

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

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

Dev

elop

men

t: El

abor

atio

n of

N

arra

tive

The writer provides thorough and effective

elaboration:o detailso dialogueo pacingo descriptiono reflectiono multiple plot lines

effectively uses a variety of narrative techniques that advance the story or illustrate the experience

The writer provides adequate elaboration:

o detailso dialogueo pacingo descriptiono reflectiono multiple plot lines

adequately uses a variety of narrative techniques that generally advance the story or illustrate the experience

The writer provides uneven and cursory

elaboration:o uneven detailso limited dialogueo inconsistent pacingo simplistic descriptiono ineffective reflectiono simplistic plot lines

uses uneven and inconsistent narrative techniques that partially advance the story or illustrate the experience

The writer provides minimal elaboration,

using little or no:o detailso dialogueo pacingo descriptiono reflectiono plot lines

uses little or no narrative techniques that advance the story or illustrate the experience

Lang

uage

and

Voc

abul

ary The writer

clearly and effectively expresses experiences or events

effectively useso precise words, phrases and

clauseso specific telling detailso sensory, concrete and

figurative languageto convey a vivid picture of the experiences, events, setting and/or characters

The writer adequately expresses

experiences or events adequately uses

o precise words, phrases and clauses

o telling detailso sensory, concrete and

figurative languageto convey a clear picture of the experiences, events, setting and/or characters

The writer unevenly expresses experiences

or events uses

o simplistic words, phrases and clauses

o partial telling detailso limited sensory, concrete and

figurative languageto convey a partial picture of the experiences, events, setting and/or character

The writer vaguely expresses experiences or

events uses

o confusing or incorrect words, phrases and clauses

o little or no telling detailso little or no sensory, concrete

and figurative languageto convey an unclear or confusing picture of the experiences, events, setting and/or characters

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

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


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


o demonstrates frequent errors in usage and sentence formation that may obscure meaning

The writer demonstrates a lack of command

of conventionso 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


o demonstrates frequent and severe errors in usage and sentence formation that often obscures meaning

CollaborationBelow Standard At Standard Above Standard

Leadership

Student plays a passive role, Student generates few new ideas Student tends to only do what they are told to

do by others.

Student plays an active role in generating new ideas. Student takes initiative in getting tasks organized. Student delegates responsibilities when required. Student keeps group/class on task and on schedule. Student understands and articulates goals of class/group. Student accepts responsibilities for his or her actions and

the actions of the group.

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.

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

Cooperation

Student does not willingly follow directions. Student vocalizes intense opposition to group or

classroom goals. Student does not comply with group, classroom

and community rules.

Student follows directions from group leaders, group members and adults who take the lead or offer assistance.

Student expresses the ability in words and deeds to adapt to the goals of the group, even when those goals may be different than their own.

Student complies with group, classroom and community rules.

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

Attitude & Demeanor

Student does not display positive attitude in words, expression or body language

Student does not provide positive feedback. Student does not dress, act or respond

appropriately to the task at hand.

Student displays positive attitude toward individual and group tasks in words, expression and body language

Student provides positive feedback to peers and adults Student dresses, acts and responds appropriately to the

task at hand.

In addition to meeting the criteria for At Standard, the: Student models appropriate speech, behavior, clothing,, etc. even at the

risk of breaking peer norms. Student goes out of their way to encourage positive behavior and attitude.

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

Facilitation & Mediation

Student is passive in the face of individual or group conflict.

Student encourages discord. Student does not seek or encourage facilitation

or mediation of conflict.

Student seeks to resolve conflicts between individuals or groups by listening to both sides.

Student encourages peers and adults to listen to each other. Student never attempts to cause conflict by false

reporting. Student only engages in private side conversations when

attempting to reduce discord. Student is willing to accept facilitation or mediation in the

event they are involved in a conflict.

In addition to meeting the criteria for At Standard, the: Student serves as facilitator or mediator between groups or individuals. Student volunteers to find resources or schedule meetings between

individuals or groups in conflict. Student, alone or in concert with other students or adults, initiates

activities that further harmony between individuals or groups.

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

Empathy

Student does not express empathy for the feelings of others.

Student displays a lack of awareness or disregard for diversity.

Student is locked into one view of issue(s).

Student expresses empathy for the feelings of others through words, body language or deeds.

Student displays awareness of diversity and the needs of different ethnic/social/religious groups.

Student demonstrates ability to look at issues from multiple points of view.

In addition to meeting the criteria for At Standard, the: Student engages in action that makes the emotional comfort of others a

primary concern. Student attempts to broaden group activities to be more inclusive.

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 At Standard Above StandardKnowledge → Comprehension Application → Analysis Evaluation → Synthesis

Phys

ical

Att

ribut

es

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.

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.

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.

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

Ora

l & V

erba

l Ski

lls

Student uses oral fillers (uh, ok, etc.) 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.

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.

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.

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

Org

aniz

ation

&

Stru

ctur

e

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.

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.

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.

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

Tech

nica

l Att

ribut

es

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.

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.

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.

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

Resp

onse

to

Audi

ence

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.

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.

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

SELF-REFLECTION ON LEARNINGSpend 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:

www.novelapproachpbl.com

Documents

West Virginia Department of Education · Web view2018/08/09 · The Book Thief by Marcus Zusak Recommended Complexity Band: 9th-10th Grade Set in 1938 Nazi Germany, The Book Thief