rubric gallery

A good reflection... 1. Is honest. 2. Answers the questions or responds to the statements. 3. Contains examples and details to support opinions and thoughts. 4. Helps the person who wrote it understand him/herself better. 5. Informs the audience and gives useful information. 6. Shows that the person really thought about the question before writing down a response. 7. Shows personal perspective. 8. Is easily understood by the reader. It is free of spelling mistakes as well as confusing language. 9. Is based on what the person believes or thinks about what is asked. 10. Shows thinking.

For each 100 pages of outside reading, students are to write a one-page reflective journal.

Students respond analytically to literary text.

Write a short analysis of this character using one of the elements outlined above. In one paragraph, explain the character’s relationship, motivation, influence, or conflict. Use evidence to support the explanation. In an additional paragraph, extend this element of the character and connect it to the plot. You may explain something that has happened with the character using your above analysis. You may predict something that will happen to the character using your above analysis.

Create a collage that represents the ideas about the American Dream conveyed by the authors studied.

Students will write a memoir based on a childhood event.

Students will complete a culminating project that demonstrates knowledge of material and an understanding of its value as contemporary literature.

In order to demonstrate a personal/meaningful appreciation of literature, students will respond to the assigned reading and be expected to share their ideas in class.

In order to encourage a personal/meaningful appreciation of literature, students will choose from several prompts for responding to the assigned reading.

In order to encourage a personal/meaningful appreciation of literature, students will choose from several prompts for responding to the assigned reading.

Students will choose to emulate Shakespeare's form in the "To be or not to be" sol. but create their own meaning, explore a line particularly rich in imagery to create an original poem dealing with theme, character, and plot concerns of play, or modernize and dramatize a scene to demonstrate its universality.

Analyze Hamlet's emotional intelligence at the end of Act III (turning point in play). See the assignment details.

To better understand the fictional dystopia created by George Orwell in his famous novel 1984, groups will collaboratively examine U.S. civil rights/liberties through analysis and presentation of a court case.

To demonstrate sound knowledge of the novel and understanding of the universal relevance of the themes, students will prepare a PowerPoint presentation (min. 10 slides) that not only identifies and explains a theme through clear, concise, and specific textual references but also establishes a convincing connection to a current issue through sound, thorough explanations of the relevance. Please use the following rubric as a guide when preparing for your presentation and turn this in on the day of the presentation. Please also note that you should include a title slide that includes your MLA heading and a works cited slide as needed.

To prepare for class discussions, students must keep a reading journal as they read The Narrative of the Life of Frederick Douglass.