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Performance Task Assessment Grade: 8th grade Subject: English Unit: Anthem by Ayn Rand Purpose: This is a formative and summative assessment for middle school students in 8th grade taking English class. The purpose of this formative/summative assessment is to provide both the student and teacher with information to analyze, evaluate and create multiple genres according to the novel Anthem by Ayn Rand. It will be in association to information regarding collectivism, socialism, individualism, and creativity through a performance task assessment. This performance task assessment will challenge students to critically analyze and evaluate the text by using a multi‐genre activity based on the novel and the themes we have discussed throughout it. This assessment will be given after students have completed the text and learned about collectivism, socialism, individualism, and creativity, but will reinforce concepts addressed in the previous unit of Anne Frank and genocides. The results of this assessment will be used in evaluating the student grades. Common Core State Standards/Benchmarks for Middle School English CCSS.ELA‐Literacy.RL: Key Ideas and Details; Craft and Structure

• CCSS.ELA‐Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

• CCSS.ELA‐Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

• CCSS.ELA‐Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

CCSS.ELA‐Literacy.W: Writing Narratives, Production and Distribution of Writing, and drawing evidence to support analysis

• CCSS.ELA‐Literacy.W.8.3b Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

• CCSS.ELA‐Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• CCSS.ELA‐Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Learning Target I can transform the novel, Anthem, into five different, coherent genres. I can arrange my genres in chronological order according to the sequence of events in Anthem. I can justify the genres I chose based on textual evidence from Anthem.

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Performance Task Assessment Name: Hour: Date: Subject: English Unit: Anthem by Ayn Rand Directions: Before beginning the assessment please write your full name, hour, and date in the designated area in the upper left hand corner of this page. In class we have been learning about themes of collectivism, objectivism, and socialism and discussed concepts of individuality and creativity within Anthem. Today, you will complete a personal task assessment, which will be to help you measure your understanding of key concepts we are studying during this unit. This test will be a formative and summative assessment. Therefore, I will use sections of this test in determining your grade. This assessment will allow us to determine your ability to analyze and connect material learned throughout a novel. As your teacher, I believe you are well prepared for this project and will be successful. Be sure to read all directions carefully and take your time. If you have any questions regarding this assessment, feel free to raise your hand and ask for help. When beginning this assessment read each section carefully and fully. At the end of this assessment, you will then have the opportunity to evaluate yourself. This assessment is worth 100 points. For this assessment, you will be working individually and handing in your own paper, but there will be a day where you will be peer evaluating each other. You should switch packets with a partner at that point, and make sure to receive your own packet back. I have also provided rubrics for this performance task assessment, so use the rubrics to help guide you. In addition, there is a checklist page, where I would like you to come get my signature before continuing onto the next phase of the assessment. At the end of the assessment we will engage in a classroom discussion. Good luck! And remember to follow the directions. Below is a schedule of this performance task assessment. DAY Objective 1 • Introduce Performance Task Assessment

• Fill out Project worksheet. • View sample Multi‐Genre project from instructor

2 • Select possible genres to use with certain events in the book (in project worksheet).

• Begin writing for one chosen genre. 3 • Finish the first genre.

• Begin on a second genre for the project. 4 • Complete third genre for the project. 5 • Complete fourth genre for the project.

• Complete fifth genre for the project. 6 • Peer Evaluation

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7 • Edit work and produce final drafts. 8 • Put displays together of all five final drafts of the

multi‐genre project. • Fill out Self Evaluation forms.

9 • Display work and look at other students’ work. • Class recap & discussion

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DAY 1: Introduction Time: 1 day Materials:

Student Multi‐Genre Project Checklist (page 4, see below) Multi‐Genre Project Assignment (copies for entire class) Instructor Display of personal Multi‐Genre project

Information: Day One of the assessment will allow the teacher to introduce the assessment and review concepts learned in the unit on Anthem by Ayn Rand. This can be completed in multiple ways such as a classroom discussion or a PowerPoint presentation. In order to begin this assessment, make sure to have enough copies of the student checklist and Multi‐Genre project assignment. Once that is completed begin discussing with the class the purpose of the checklist. Explain to them that this sheet will guide them through the assessment and that they are require to get your signature before continuing onto the next section.

Multi‐Genre Project Checklist:

Step Activity Item to Complete Signature

1 Introduction Multi‐Genre Pre‐Project Worksheet

2 Complete 2/5 genres Complete 2 genre worksheets

3 Complete 3/5 genres Complete 3 genre worksheets

4 Peer Review Groups Peer Review Sheets

5 Final Display/Final Drafts Display Final Drafts of Genres Reflection sheet

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Pre‐Project Worksheet

Name: Date: Hour: Directions: In class we have discussed character analysis and themes present in Anthem. Please fill out the worksheet below and turn in once you have completed the assignment. I want you to understand what you are doing before you begin the project. Note: You must pick two events or happenings from one of the sections. You should have a total of five summaries. Use extra lined paper and attach it to the packet if needed.

1. Choose one or two of the following events or happenings from Anthem and summarize it on the following lines: ‐The world Equality 7‐2521 lives in (Chapter 1), when the Council of Vocations assigns Equality his career (Chapter 1), Equality 7‐2521 lays eyes on Liberty for the first time (Chapter 2), the first time Equality 7‐2521 and Liberty 5‐3000 meet each other (Chapter 2).

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Choose one or two of the following events or happenings from Anthem and summarize it on the following lines: ‐Equality 7‐2521 ponders the Unmentionable Word and the Legends of the Uncharted Forest (Chapter 2), Equality 7‐2521 discovers electricity (Chapter 3), Equality 7‐2521 and Liberty 5‐3000 give each other new names and touch for the first time (Chapter 4), Equality 7‐2521 creates an electric light and decides present it to the World Council of Scholars (Chapter 5), Equality’s view and findings in the tunnel (Chapter 5). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Choose one or two of the following events or happenings from Anthem and summarize it on the following lines: ‐Equality 7‐2521 is caught and is sent to the Palace of Corrective Detention (Chapter 6), Equality 7‐2521 presents his invention to the World Council of Scholars and their reaction (Chapter 7), Equality 7‐2521’s feelings when he runs away to the Uncharted

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Forest (Chapter 7), Equality 7‐2521’s new found freedom in the forest (Chapter 8), y Liberty 5‐3000 follows Equality 7‐2521 into the forest (Chapter 9), Equality 7‐2521’s changing beliefs (Chapter 9), The Golden One’s attempt to tell Equality 7‐2521 that she loves him (Chapter 9). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Choose one or two of the following events or happenings from Anthem and summarize it on the following lines: ‐Equality 7‐2521 and the Golden One find a house that used to be lived in by two humans (Chapter 10), Equality 7‐2521 begins to read the strange books from the house (Chapter 10), Equality 7‐2521 rediscovers the word “I” and the meaning of individualism (Chapter 11), Equality 7‐2521 begins to use the word “I” (Chapter 11), Equality 7‐2521 and the Golden One are given new names, Prometheus and Gaea (Chapter 12), what Prometheus is planning to do after he has read the rest of the old books (Chapter 12). ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________i_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Now, using the list of genres provided on page 7, go back through your summaries and decide how you could best represent the event or happening from Anthem through a specific genre. For now, you may write down multiple genres you think would work best. Write them down for each section on the lines provided below: 1)_____________________________________________________________________ 2)_____________________________________________________________________ 3)_____________________________________________________________________ 4)_____________________________________________________________________

Checklist: ___Summaries written ___Options for genres written out

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A Brief List of Genres:

• Journal Entries • Personal Letter • Greeting Card • Schedule/Things to Do List • Inner Monologue Representing

Internal Conflicts • Classified or Personal Ads • Personal Essay or Philosophical

Questions • Top Ten List/Glossary or Dictionary • Poetry • Song Lyrics • Autobiographical Essay • Contest Entry Application • Business Letter or

Correspondence/Persuasive or Advocacy Letter

• Biographical Summary • Critique of a Published Source • Speech or Debate • Historical Times Context Essay • Textbook Article • Science Article or Report/Business

Article or Report • Lesson Plan • Encyclopedia Article • Short Scene from a Play with Notes

for Stage Directions • Short Scene from a Movie with

Notes for Camera Shots • Dialogue of a Conversation among

Two or More People • Short Story • Adventure Magazine Story • Ghost Story • Myth, Tall Tale, or Fairy Tale • Talk Show Interview or Panel • Recipe and Description of

Traditional Holiday Events • Classroom Discussion • Character Analysis or Case Study • Comedy Routine or Parody • Liner Notes • Picture book • Chart or Diagram with Explanation

and Analysis

• Brochure or Newsletter

• Time Line or Chain of Events • Map with Explanation and Analysis • Magazine or TV Advertisement or

Infomercial • Restaurant Description and Menu • Travel Brochure Description • How‐To or Directions Booklet • Receipts, Applications, Deeds,

Budgets or Other Documents • Wedding, Graduation or Special

Event Invitation • Birth Certificate • Local News Report • Pop‐Up book • Review and Poster for a Movie,

Book, or TV Program • Board Game or Trivial Pursuit with

Answers and Rules • Comic Strip or Graphic Novel

excerpt • Power Point Presentation • Informational Video • Web Site • Future News Story • Letter to the Editor • Newspaper or Magazine

Feature/Human Interest Story • Obituary, Eulogy or Tribute • News Program Story or

Announcement • Tabloid Article

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Chapter and Genre Choices (You must choose five!) Chapter 1 ‐Report card for Equality 7‐2521 ‐Scrapbook page of first 15 years ‐Write the words and music to one of the hymns mentioned on 27/28 (Option‐join together with a small group to make a music video/CD or hymn book) ‐Map of the land/complete with streets‐buildings‐label ‐Make an official report outlining the crime of International 4‐8818 ‐Map out the government‐What are the councils and their role? Chapter 2 Picture of one of the main characters Chapter 3 ‐Make an entry from an inventor’s log to capture the time period that Equality discovered electricity. Include diagrams/reflections, etc. Chapter 4 ‐Write a love letter exchange between Equality and The Golden One. Chapter 5 ‐Create a poster that announces the meeting of the World Council of Scholars. ‐Design/Plan a presentation‐Power Point/Prezi/Poster that prepares Equality for his presentation to the World Council of Scholars. Chapter 6 ‐Make a copy of the corrections facility report. Document dialogue/conversations between authorities and the accused. Chapter 7 ‐Build a box replica of what Equality would have taken to show. ‐Make a painting documenting Equality’s presentation to the World Council. ‐Write a newspaper article/include an interview. Chapter 8 ‐Make a wordle of some of the words Equality might have been struggling to think of during his new found freedom. Chapter 9 ‐The Golden One expresses her desire to share Equality’s damnation. Write a poem that captures her feelings. ‐Write a journal entry for The Golden One about when she attempts to tell Equality that she loves him, but she cannot find the words. Chapter 10 ‐Create a blueprint design of the house that Equality and The Golden One found and now call

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home. ‐Equality find strange books in the new house. Write a chapter from one he might have found. Chapter 11 ‐Write a newspaper article about the discovery of the word “I” and the implications for the world. ‐Write a song for Equality from when he discovers the word “I”. Chapter 12 ‐Write and Illustrate a children’s book that tells the tales of Prometheus and Gaea. Genres from any point of the book: ‐Recreate/video tape and script of one main event ‐Blog/website for the future society ‐Rap that captures any point in the book ‐Pick a scene from the book to create a set. Draw or build label. Any other ideas you have are welcomed. Please see one of us to have your idea approved first.

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Day Two: Beginning the Multi‐Genre Project Time: 1 day Materials:

Multi‐Genre Project Assignment (students should bring this back to class from Day 1) Pre‐Project Worksheet Genre Practice Sheet (page 9)

Information: Yesterday, we reviewed Anthem and discussed the Performance Task Assessment. Today, I want you to take the Pre‐Project worksheet and finish thinking of ideas of genres you could do with specific events or instances that happened throughout the novel. Below I have provided space for you to practice the genres you chose. It will be beneficial to think of the different components you will use of the event for the genre you choose as you begin mapping out your ideas. Feel free to write it out or draw it out. If you have any questions let me know. I will be more than happy to help you. Genre #1:_________________________ What will it look like? Genre #2:_________________________ What will it look like?

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Genre Practice Worksheet

1. Genre #1 In the space provided, write a rough draft of the first genre you chose and the event, or draw a draft of your genre (this would be for genres such as an ad, ticket stub, birth certificate, items Equality 7‐2521 found, etc.). Event chosen: ________________________________________ Genre chosen:________________________________________

Checklist: ___proper format of genre ___reflects themes or ideas discussed from the book.

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Genre Practice Worksheet (cntd.)

2. Genre #2 In the space provided, write a rough draft of the second genre you chose and the event, or draw a draft of your genre (this would be for genres such as an ad, ticket stub, birth certificate, items Equality 7‐2521 found, etc.). Event chosen: ________________________________________ Genre chosen:________________________________________


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3. Genre #3 In the space provided, write a rough draft of the third genre you chose and the event, or draw a draft of your genre (this would be for genres such as an ad, ticket stub, birth certificate, items Equality 7‐2521 found, etc.). Event chosen: ________________________________________ Genre chosen:________________________________________


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4. Genre #4 In the space provided, write a rough draft of the fourth genre you chose and the event, or draw a draft of your genre (this would be for genres such as an ad, ticket stub, birth certificate, items Equality 7‐2521 found, etc.). Event chosen: ________________________________________ Genre chosen:________________________________________


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5. Genre #5 In the space provided, write a rough draft of the fifth genre you chose and the event, or draw a draft of your genre (this would be for genres such as an ad, ticket stub, birth certificate, items Equality 7‐2521 found, etc.). Event chosen: ________________________________________ Genre chosen:________________________________________

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Days 3, 4, & 5: Continuing the Multi‐Genre Project Time: 3 days Materials:

Multi‐Genre Project Assignment (students should bring back from Day 1) Genre Practice Worksheet (from Day 2‐pages 9 through 13)

Information: Days 3, 4, & 5 is the continuation of the genre practice worksheet. In this portion students will draft three more of the genres they have chosen. Follow the procedures on each worksheet. If you have any questions, please let me know and I will assist you. Genre #3:___________________________ Event:______________________________ What will it look like? (Draw or write our your answer below) Genre #4:__________________________ Event:_____________________________ What will it look like? (Draw or write out your answer below)


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Genre #5:______________________ Event:_________________________ What will it look like? (Draw or write out your answer below)

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Day Six: Peer Review Groups Time: 1 day Materials:

Multi Genre Assignment (Students should have from previous days) Peer Review Worksheet (see page 19) Assignment Rubric (see page )

Directions: In the past four days we have completed the Multi‐Genre Project drafts in which you were assessed based on your ability to analyze and evaluate involving the ideas and themes in Anthem. Today, we will have peer review groups about your drafts of the multi‐genre project and members of each group will complete the “Peer Review Worksheet.” Use the assignment rubric to help you assess group members’ projects. Next, I would like you to go back and make the changes needed and begin the final drafts before we put the displays together. If you have individual questions, please feel free to raise your hand and I will assist you.

Checklist: ___completion of Peer Review worksheet ___Talked over with

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Peer Review Worksheet Name of student being reviewed__________________________________ Name of student peer reviewing__________________________________ Genres and Events chosen: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What did the student do well? (Description, Organization, capturing the scene or characters, etc.) Write your answer here: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What could the student improve on? (Writing style, mechanics, capturing the scene or characters, any confusing parts, etc.) Write your answer here: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write other comments or questions in the space provided below: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

partner ___ changes made to drafts for the final draft

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Discuss your answers to these questions with the partner in your group. Be nice, but give them tips for improvement. This is the purpose of peer evaluation—so that one can see what they need to improve on in their writing. Feel free to see me if you have any questions. Day 7: Editing Day Time: 1 day Materials:

Student Self‐Edit Checklist (pages 21‐22) Multi‐Genre Project Packet Peer Evaluation Sheet from Day Six

Directions: We have already gone through the peer‐editing checklist. Today you will be working on the student self‐edit checklist to make the final changes to your genres and perfect them before we begin to put them together on a display for Day 8. Use the student self‐edit checklist on pages 21 and 22 and make the final changes needed to make your genre project the best! Please feel free to ask if you have any questions or need any help.

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Student Self‐Edit Checklist Name_________________________________________ Date____________________ Assignment___________________________ Title ________________________________ 4 = Excellent 3 = Meeting Expectations 2 = Developing 1 = Not there yet ORGANIZATION _____My main idea jumps right out at you from the beginning of my genres. _____My genres go together and flow well. _____I use an effective beginning strategy. The strategy is ___________________________. _____The whole thing is organized to help you go from point to point without feeling lost. My story is told in a good order. _____Every statement I make relates in some way to my main point. _____The multi‐genre project has a good ending. IDEAS AND CONTENT _____My genres are clear, focused and purposeful. You can identify and understand my message. _____I have plenty of information from experience and/or research. I have included sufficient details in my genres. _____I chose information I knew would answer readers’ questions. _____I use evidence and examples to support every single point I make. There are NO gaps. VOICE _____I have energy, enthusiasm, and the confidence that comes from knowing a topic well. _____You’ll want to know more about this topic, too, once you read my project. WORD CHOICE _____I have used words that go with my genres and help the reader to follow. _____I avoid vague language: stuff that’s like, you know, too vague and stuff. SENTENCE FLUENCY _____Every sentence in my paper is grammatically correct. I checked. _____Sentences or phrases begin in different ways. _____I used long and short sentence lengths. _____I have included enough to tell my story well. _____You will find my writing very easy to follow. _____My story sounds good when read aloud. CONVENTIONS

Checklist: ___Self‐Editing Checklist completed ___ Final Drafts of genres completed

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_____My mechanics (spelling, punctuation, capitalization, grammar) are correct. _____I left spaces between words. _____I left margins on the left and on the right. _____Another person can easily read my genres. _____ I edited this paper. REFLECTIONS

1. What part of your project are you most proud of and why?

2. a) What area of your writing will you concentrate on the most in your revision to improve?

b) How will you do this?

3. What do you hope your paper leaves your audience thinking about?

4. If your teacher was to read your paper and use this checklist to evaluate your paper, do you think your teacher would agree with your scores? Explain.

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(Taken from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEQQFjAC&url=http%3A%2F%2Fwww.readingrockets.org%2Fcontent%2Fpdfs%2Fstudentchecklist‐1.pdf&ei=N‐orUaqHJe3AyQH3q4HIBQ&usg=AFQjCNHD83axd9gvAwT7yzrwvU0JosqN2A&sig2=amABfXOnczCrU3uXORHO1A&bvm=bv.42768644,d.aWc)

Day Eight: Display Assembling and Self Evaluation Time: 1 day Materials:

Display Materials Multi‐Genre Project Packet Self Evaluation Form (page 24)

Directions: Today you will be putting together the displays for your project. This will be show casing the hard work you have been putting together for the past several days. You will need to use the final drafts of your project and put them in an intriguing and artful display. After you have completed your display you will need to complete the self‐evaluation form on page 24. If you need help or have any questions please feel free to ask!

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Self‐Evaluation

1. What did you find most helpful about this project? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What was your favorite genre to work on throughout the project? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Checklist: ___Completed Display ___Self Evaluation Sheet

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________________________________________________________________________________________________________________________________________________

3. How do you think the project increased your understanding of Anthem? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What grade do you think you deserve on the project? Why? Be sure to explain your reasoning in detail. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Other comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Day Nine: Project Showcase Time: 1 day Materials:

Student’s Displays Multi‐Genre Project Packet

Directions: All your hard work has paid off! Feel free to enjoy each other’s projects and walk around and look at everyone’s work. Please turn your packet in to me so that I can assess your work and use the rubric to look over your final project and score it. Great job!

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Student Name____________________________

Multi‐Genre Project Rubric

Performance Criteria for Multi‐Genre Project

Proficiency Levels

1

2

3

4

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Pre‐Project Worksheet

‐Student completed minimal portions of worksheet. ‐Student has little

‐Student completed part of worksheet. ‐Student answers reflect slight

‐Student completed half of worksheet. ‐Student answers reflect some

‐Student completed entire worksheet. ‐Student answers reflect a

‐Student completed entire worksheet. ‐Student answers reflect a

Checklist: ___Look at each other’s displays of multi‐genre project.

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understanding of the events Anthem.

understanding of the events in Anthem.

understanding of the events in Anthem.

broad understanding of the events in Anthem.

diverse understanding of the events in Anthem.

Genre Practice Worksheet

‐Worksheet is incomplete. ‐Genres are missing and lack definite planning and all key features of the genres. ‐Writings or drawings contain no effort. ‐Checklists are incomplete and genre rough drafts contain no depth. ‐Many details are missing.

‐Worksheet is partially complete. ‐Part of the genres are complete, but still lack planning and most key features of the genres. ‐Writings or drawings contain little effort. ‐Checklists are partially complete, but genre rough drafts still contain little to no depth. ‐Most details are missing.

‐Worksheet is half complete. ‐Half of the genres are complete, and show some planning and some key features of the genres. ‐Writing or drawings contain some effort. ‐Checklists are mostly complete, and genre rough drafts contain some depth. ‐Some details are missing.

‐Entire worksheet is complete. ‐All of the genres are complete, showing proper planning and key features of the genres. ‐Writing or drawings contain effort. ‐Checklists are complete and genre rough drafts contain depth. ‐Details are there, but one or two are missing.

‐Entire worksheet is complete. ‐All of the genres are completed neatly, showing proper and detailed planning and major key features of the genres. ‐Writing or drawings contain exceptional effort and show a significant amount of time spent on them. ‐All details are present within the genres.

Peer Review Evaluation Sheet

‐Worksheet is incomplete. ‐Little to no feedback is written for the person being peer reviewed. ‐Little to no detail is written.

‐Worksheet is incomplete. ‐Little feedback is written for the person being peer reviewed. ‐Little detail is written.

‐Worksheet is half complete. ‐Some feedback is written for the person being peer reviewed. ‐Some detail is written.

‐Worksheet is complete. ‐Feedback is written for the person being peer reviewed. ‐Details are written.

‐Entire worksheet is completed. ‐Helpful feedback is written for the person being peer reviewed. ‐Specific details are written.

Self Evaluation ‐Worksheet is incomplete. ‐Few to no questions are answered. ‐Little to no detail is written.

‐Worksheet is incomplete. ‐A few questions are answered. ‐Little detail is written.

‐Worksheet is half complete. ‐Some questions are answered. ‐Some detail is written.

‐Worksheet is complete. ‐Questions are answered. ‐Details are written.

‐Entire worksheet is complete. ‐Questions are responded to with in depth answers. ‐Details are

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written in full and show effort.

Final Draft of Multi‐Genre Project

‐Project is incomplete. ‐One or no genres are written. ‐Genres show little to no understanding and use few to no details from the chapters as support. ‐Genres do not build on top of each other. ‐Multi‐Genre project is not on a display.

‐Project is incomplete. ‐Two genres are written and in final draft form. ‐Genres show little understanding and use few details from the chapters as support. ‐Genres do not really build on top of each other. ‐Multi‐Genre project is on a display, but is messy.

‐Project is half complete. ‐Three genres are written and in final draft form. ‐Genres show some understanding of Anthem, but do not use many details from the chapters as support. ‐Genres somewhat build on top of each other. ‐Multi‐Genre project is on a display.

‐Project is complete. ‐Four genres are written and in final draft form. ‐Genres show understanding and use details from the chapters as support. ‐Genres build on top of each other. ‐Mutli‐Genre project is neatly displayed.

‐Entire Project is complete. ‐All five genres are written and in final draft form. ‐Genres show in depth understanding of Anthem and use many details from the chapters as support. ‐Genres build on top of each other and support each other. ‐Multi‐Genre project is neatly and creatively displayed.

Additional Comments: Total Score: ______/100