a night to remember by walter lord

A NIGHT TO REMEMBERBY WALTER LORD

Period 1Project Options

Reenactment of a Scene

- Create a reenactment for an important scene - Every person in the group will portray a character - At least two props are needed( Extra Credit for dressing up) - Come up with a script - Each person will have to have a minimum of four lines In the script, use at least ten Vocabulary workshop words - Along with this, you will create a well written, short

summary - The summary has to be eight-ten sentences long and contain

a minimum of three Vocabulary Workshop words. Make sure to use sensory details, descriptive language, and transition words

Check List for Scene Reenactment

Scoring Check List

Title Page should include... Title of Book (5 points) Author of Book (4 points) Title of Scene- chapter that is located in (5 points) Names of Group Members (3 points)

Script should... At least 4 lines per character (8 points) Each member is a Character (5 points) be typed in a legible font (3 points) be double-spaced in 12 point font (3 points) Include 10 vocabulary words (2 points) Name who is what character on a separate page (5 points)

Cont. Check list for Reenactment

Reenactment should... include at least two props (5 points) give some kind of information (6 points) include loud voices for the audience to hear (4 points)

Quick Summary should include.. an opening and closing sentence (6 points) 3 vocabulary words (2 points) why you chose this scene (8 points) author and title of the book (4 points) genre of the book (3 points) the chapter and or pages you based your reenactment off of (5 points) explain what is going on in the scene (8 points) state whether or not the scene is important and explain why or why

not (6 points)

Extra Credit- for dressing up somewhat for the role of your character (points- based on your opinion)

Historical Role Play : TitanicTeacher Name: Miss DeStefano

Student Name: ________________________________________

CATEGORY 4. Advanced Proficient 3. Proficient

2. Partially Proficient

1. Needs Improvement

Historical Accuracy

All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most of the historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Knowledge Gained

Can clearly explain several ways in which his character \"saw\" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character \"saw\" things differently than other characters.

Can clearly explain one way in which his character \"saw\" things differently than other characters.

Cannot explain one way in which his character \"saw\" things differently than other characters.

Required Elements

Student included more information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Props/Costume Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.




Titanic MusicalA Titanic Musical

Checklist: At least three songs (15) Must have detailed script including characters, dialogue, setting, etc. (15) At least five minutes long (5) At least 2-3 props (6) At least one vocabulary workshop word (2) Show do not tell (8) Based on true events (10) Include true characters (5) Spelling/grammar (3) Accurate facts (13) Title in quotes (10) Must show emotion/enthusiasm (5) Everyone must participate more than once (3)

Steps to the Musical Step 1: Meet with your group and decide the topic for the musical

Step 2: Brainstorm ideas using your novel

Step 3: Write your songs for the musical

Step 4: Write the script and make sure each group member has EQUAL participation

Step 5: Place your songs into the script where they fit (if they do not fit do not force them to fit)

Step 6: Read over the script

Step 7: Make any necessary changes to the script and songs

Step 8: Think of props to help show and not tell (see checklist)

Step 9: Rehearse the musical to perform it to the best of your ability

CATEGORY

Musical4. Advanced Proficient 3. Proficient


1. Needs Improvement Score

Song Choice Writer uses vivid songs that linger or draw pictures in the reader\'s mind, and the choice and placement of the songs seems accurate, natural and not forced.

Writer uses vivid songs and that linger or draw pictures in the reader\'s mind, but occasionally the words to the songs are used inaccurately or seem overdone.

Writer uses songs that communicate clearly, but the songs lack variety, punch or flair.

Writer uses songs that do not communicate strongly or capture the reader\'s interest. The songs do not fit in as dialogue.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Focus on Topic (Content)

There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Cover Page Cover is a creative and professional looking advertisement promoting the musical.

Cover is a creative looking advertisement promoting the musical.

Cover lacks some creativity and is missing advertisement components.

Cover is basic and minimal. Creativity is not expressedf.

Flow & Rhythm (Sentence Fluency)

All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis.

Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.

Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand.

The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.



1. Needs Improvement Score

Timeline The Timeline should have a minimum of 10 events and should be listed in

chronological order It should be completed on the computer. All take home assignments need to be

typed. Each event should have a one paragraph description (Topic Sentences, Sensory

Details, Figurative Language, Supporting Details, closing sentences, etc.) Include vocabulary workshop words in each description (Total of 10 words) Each event should have a picture that is at least three to five inches long…NO

STICK FIGURES The events you chose should have specific times and locations. You also must include three important quotes from the book.

Checklist 10 Events-25 Points (In chronological order-5 Points) Paragraphs Describing Each Event-50 Points Use of Vocabulary Workshop Words-5 Points Three Important Quotes-5 Points Pictures-5 Points Typed and completed on a Computer-5 Points

Timeline : A Night to RememberTeacher Name: Miss DeStefano

Student Name: ________________________________________




Content/Facts Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Spelling and Capitalization

Spelling and capitalization were checked by another student and are correct throughout.

Spelling and capitalization were checked by another student and were mostly correct .

Spelling and capitalization were mostly correct, but were not checked by another student.

There were many spelling and capitalization errors.

Graphics All graphics are effective and balanced with text use.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are not effective.

Learning of Content

The student can accurately describe 75% (or more) of the events on the timeline without refering to it and can quickly determine which of two events occurred first.

The student can accurately describe 50% of the events on the timeline without refering to it and can quickly determine which of two events occurred first.

The student can describe any event on the timeline if allowed to refer to it and can determine which of two events occurred first.

The student cannot use the timeline effectively to describe events nor to compare events.

Resources The timeline contained at least 8-10 events related to the topic being studied.

The timeline contained at least 6-7 events related to the topic being studied.

The timeline contained at least 5 events related to the topic being studied.

The timeline contained fewer than 5 events.

Journal Entry For this entry, the group of students must create a

journal entry as a first, second, or third class passenger of the Titanic. The topic of the entry can be about any event which occurred on the Titanic (any turning point or climax). The entry must be a minimum of one page. Five paragraphs would be very exceptional and allows a higher grade.

The entry must include what was happening, how you felt, what you were thinking, who was with you, where you were, what time it was, and must include factual evidence from the story which indicates that you read the story.

Specific Details for Journal Entry The group of students must create 3 journal entrées as a

first, second, or third class passenger of the Titanic

Each entrée must have its own topic, before the crash, during the crash, and after the crash

The entry must be a minimum of 3 pages, with five paragraphs per page

The entry must include what was happening, how you felt, what you were thinking, who was with you, where you were, what time it was, and must include factual evidence from the story which indicates that you read the story.

Journal EntryTeacher Name: Miss DeStefano

Student Name: ________________________________________




Capitalization & Punctuation (Conventions)

Writer makes no errors in capitalization or punctuation, so the paper is exceptionally easy to read.

Writer makes 1 or 2 errors in capitalization or punctuation, but the paper is still easy to read.

Writer makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Writer makes several errors in capitalization and/or punctuation that catch the reader\'s attention and greatly interrupt the flow.

Accuracy of Facts (Content)

All supportive facts are reported accurately.

Almost all supportive facts are reported accurately.

Most supportive facts are reported accurately.

NO facts are reported OR most are inaccurately reported.

Adding Personality (Voice)

The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them \"his own.\"

The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic.

The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic.

The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else.

Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced.

Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning.

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Titanic Play Write a script describing what each class was going through during the tragic Titanic sinking. Act out

each class with vivid description and their emotions through your dramatic play. Include stage directions and vocabulary words.

CHECKLIST

1. Descriptive language - 15 pts

2. Vocabulary Workshop - 10 pts

3. Setting and plot - 10 pts

4. Accurate information - 20 pts

5. Vivid description of all events - 15 pts

6. Proper grammar - 5 pts

7. Correct spelling - 5 pts

8. All information is present - 10 pts

9. Volume, eye contact, and focus during performance - 10 pts

Historical Role Play : TitanicTeacher Name: Miss DeStefano

Student Name: ________________________________________




Historical Accuracy

All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most of the historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Knowledge Gained

Can clearly explain several ways in which his character \"saw\" things differently than other characters and can clearly explain why.

Can clearly explain several ways in which his character \"saw\" things differently than other characters.

Can clearly explain one way in which his character \"saw\" things differently than other characters.

Cannot explain one way in which his character \"saw\" things differently than other characters.

Required Elements

Student included more information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Props/Costume Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

News Paper Article News Paper Article

Create a Newspaper article reporting the disaster on the Titanic. Make sure to include specific times and dates in your article. Your article should fill up 1 to 2 pages and each article

should contain graphics and captions. Consider using Publisher.

USE 12 PT. FONT SIZE! Include a name for your newspaper and each individual

article needs a title. Include the date the article was written. You may put advertisements in your article on the side to

make your newspaper more interesting. Remember you are writing your article in the past, so don't

advertise the iPhone or other present items.

Newspaper : A Night to RememberTeacher Name: Miss DeStefano

Student Name: ________________________________________




Layout - Headlines & Captions

All articles have headlines that capture the reader\'s attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic.

All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions.

Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions.

Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions.

Knowledge Gained

All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.

Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.




Spelling and Proofreading

No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.

Several spelling or grammar errors remain in the final copy of the newspaper.

Articles - Interest The articles contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.

The articles contain facts, figures, and/or word choices that make the articles interesting to readers.

The article contains some facts or figures but is marginally interesting to read.

The article does not contain facts or figures that might make it interesting to read.

Who, What, When, Where & How

All articles adequately address the 5 W\'s (who, what, when, where and how).

90-99% of the articles adequately address the 5 W\'s (who, what, when, where and how).

75-89% of the articles adequately address the 5 W\'s (who, what, when, where and how).

Less than 75% of the articles adequately address the 5 W\'s (who, what, when, where, and how).

a night to remember by walter lord

Documents

character points

points script

points genre

points state

points title of scene

points author of book

points quick summary

points extra credit