Attachments

English I

52

Attachment A

GLE: R.1.C.9

One-Two Three

Use this strategy for making your best guess at what an unfamiliar word means.

One

Write down your unfamiliar words

in this column

Two Write down the words and phrases

near your word that seem to help

suggest the meaning of the

unfamiliar word. Remember, some

words will contrast your word,

which also helps determine

meaning

Three

Write down your own definition of

the unfamiliar word.

Remember to keep your part of

speech consistent!

Example:

Pause

“skim” (contrast),

“thoroughly,” “read along,” and

“examination”

Peruse – to read carefully

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

53

Attachment B

GLE: R.1.G.

Name _____________________________________________

Current Happenings

Use your own words to summarize the information in the page(s) then choose 2 of the elements to complete.

Page Number(s) Summary Question Inference Visualization Prediction

54

Attachment B

GLE: R.1.G.

Name _____________________________________________

Current Happenings

Scoring

Summary: 3 points- summary is written in their own words and includes 3 details from the

story.

2 points- summary is written in their own words and includes 2 details from the

story.

1 point- summary is written in their own words and includes 1 detail from the

story.

0 points- summary is not written in their own words and/or does not include

details and/or not attempt was made

Story Elements: 3 points- two elements are completed with logical thinking pertaining to the

literature read

2 points- two elements are completed with some logic to thinking

1 point – one element is completed

0 points- no elements are completed and/or the elements do not have any

logical thinking

55

Attachment C

GLE: R.2.A

Name: _________________________________________

Fill out the following charts using the glossary pages from the DESE Communication Arts GLE glossary

Vocabulary Word Page Number GLE Code

Narrative

Slang

Author’s purpose

Infer

Conflict

Vocabulary word Page Number Definition

2 to make a judgment of quality based on evidence

5

to think about and write or speak one’s views in

response to a text or presentation

6

the attitude an author takes toward the subject, the

characters, or the audience

1

repetition of the initial consonant sounds in stressed

syllable or words in sequence; a “sound device”

Choose 3 vocabulary words to use in sentences.

1. ___________________________________________________________________________________

______________________________________________________________________________________

2. ___________________________________________________________________________________

______________________________________________________________________________________

3. ___________________________________________________________________________________

_____________________________________________________________________________________

56

Attachment D

GLE: R.3.A

Name _________________________

Text Features – Non Fiction

Fill out the following chart

Text Feature How does it clarify the author’s purpose?

Table of Contents

Headings

Bold and/or italicized words

Graphics/Illustrations

Pages

57

Attachment E

GLE: R.3.B

Scoring Guide

Satirical Newscast

Category 4 3 2 1 Collaboration with

Peers

Almost always

listens to, shares

with, and supports

the efforts of others

in the group. Tries

to keep people

working well

together

Usually listens to,

shares with, and

supports the efforts

of others in the

group. Does not

cause “waves” in

the group

Often listens to,

shares with, and

supports the efforts

of others in the

group but

sometimes is not a

good team member

Rarely listens to,

shares with, and

supports the efforts

of others in the

group. Often is not

a good team

member.

Duration of

presentation

The newscast was

between 4 to 6

minutes and did not

seem hurried or too

slow

The newscast was

between 4 and 6

minutes and seemed

SLIGHTLY hurried

or too slow

The newscast was

between 4 and 6

minutes but seemed

VERY hurried or

too slow

The newscast was

too long or too short

Research Group researched

the subject and

integrated 3 or more

“tidbits” from their

research into their

newscast

Group researched

the subject and

integrated 2

“tidbits” from their

research into their

newscast

Group researched

the subject and

integrated 1 “tidbit”

from their research

into their newscast

Either no research

was done or it was

not clear that the

group used it in the

newscast

Appropriateness Presentation was

completely within

the bounds of what

is okay for class

Presentation was

good, but on the

edge of appropriate

Presentation was

offensive in minor

ways

Presentation was

highly offensive

Satirical Clarity It is clear from

beginning to end

that the newscast

was satirical.

Humor purposefully

ridicules some event

It is mostly clear

that the newscast

was satirical. Some

humor may not be

purposeful.

It was somewhat

clear that the

newscast is a satire.

It was unclear that

the newscast was a

satire.

58

Attachment F

GLE: W.2.C.b

Do’s and Don’ts of Hyphenated Adjectives

1. NEVER hyphenate an adverb to an adjective. Adverbs ending -ly + adjective or participle are always

spelled open: highly developed species, poorly understood work, dimly lit room, gravely ill child

2. Compounds formed with unhyphenated proper names are always open: Civil War literature, Latin

American history, Old English alphabet

Do not confuse with prefix forms of proper names: Austro-Hungarian empire, Russo-Japanese war,

Sino-Soviet split

3. Half- compounds are hyphenated, whether they precede or follow the noun, except for a few permanent

compounds (check your dictionary): half-asleep, half-timbered, but halfway, halfhearted

All- and self- compounds are also hyphenated, whether they precede or follow the noun: self-righteous,

self-inflicted, all-encompassing, all-powerful

4. Compounds formed with noun + present participle (-ing form of the verb) or adjective + past participle

(-ed form of the verb) are hyphenated before the noun: thirst-quenching drink, rain-causing clouds,

street-vending license, risk-based securities, straight-sided fences, fast-paced dialogue

5. Cardinal numbers + unit-of-measurement adjectives are hyphenated before the noun, whether the

number is spelled out or is a figure: 10-foot pole, three-feet high, nine-millimeter pistol, 43-yard line.

When a cardinal number, unit of measurement, and another adjective precede a noun, the entire term is

hyphenated: 40-foot-long fence, 10-year-old girl, but The fence was 40 feet long; The girl was 10 years

old.

6. Cardinal number + -odd adjectives are hyphenated before or after the noun: 60-odd, one-hundred-odd

7. Compound adjectives with well-, ill-, better-, best-, little-, lesser-, etc., are hyphenated when they

precede the noun, unless the compound itself is also modified: little-known fact, best-seller list, well-

intentioned acts, ill-favored man, but She is well known; very best tasting cake

8. Temporary adjectives with cross- are hyphenated, but check your dictionary for those that have become

permanent and are spelled solid: cross-country, cross-eyed, cross-index, crosscut, crosswise, crossover

9. Phrases used as adjectives are hyphenated before the noun: up-to-date equipment, devil-may-care

attitude, but The collection is up to date; He is matter of fact.

10. Foreign phrases used as adjectives are open: laissez faire policy, post mortem session, a priori

assumptions

11. Adjectives of color are open: bluish gray sky, emerald green sweater, orangey pink lipstick, purple pink

flowers

12. The suffix -like forms temporary compounds that are spelled solid, except when the root word is a

proper name, ends with -ll, or is a two-word combination: dreamlike, coallike, roll-like, Quentin

Tarantino-like, vacuum-bottle-like

13. Adjectives with -fold are spelled solid when the number is a word, but hyphenated when the number is a

figure: threefold, 10-fold

14. Quasi- adjectives are hyphenated, whether they precede or follow the noun: quasi-religious courses

15. Chemical terms are spelled open: sodium chloride solution, sulfuric acid rinse

59

Attachment G

GLE: W.2.C.b

Name __________________________________________

Date _____________________________

Hyphenated Compound Adjectives Worksheet

Add hyphens where needed in the sentences below.

1. He is a well respected man.

2. The black and blue mark suggested that he had been involved in an altercation.

3. Our long range plan included several marketing strategies.

4. The play was well rehearsed by a troupe of extremely professional actors.

5. The fence was made of eight foot planks.

Circle the number of the sentences that use hyphens correctly.

6. It is a well known fact that the male penguin carries the egg on their feet until it hatches

7. The five-year-old boy was dressed as a cowboy.

8. I hope you can come up with an easy-to-remember rule to help me know when to use the hyphen.

9. I hope you can come up with a rule that is easy-to-remember.

10. The cross-country team will leave for the meet at 3:00 p.m.

On the lines below explain what is wrong with the sentences you did not circle above.

Sent. #

______ __________________________________________________________________________

__________________________________________________________________________

______ __________________________________________________________________________

___________________________________________________________________________

______ ___________________________________________________________________________

___________________________________________________________________________

60

Attachment H

GLE: W.2.F.c

Active Voice, Active Writing Class by

Gail Martin

Copyright 2002

LESSON ONE:

Many people confuse the concepts of active "voice" and active "writing." Active voice is a particular form of

structure easy to identify in the English language, the opposite of passive voice, but active writing is a skill

learned by authors to make their work as gripping and action-packed as they can. This creates a "page-turner"

novel that all author's dream about.

ACTIVE voice is the opposite of PASSIVE voice which we normally avoid in our novels. Active voice means

that the subject performs the action. Example: He read the book. She signed the note. They sang the song. He,

she, they are the subjects of the sentence and read, signed, and sang is the action. Now, to make these sentences

passive. We take the action away from the subject. Let's make the subject: book, note, and song. The book was

read by him. The note was signed by her. The song was sung by them. Do you see the difference? Can you see

how the first group of sentences is much more active because the subject is doing the action. In the passive

sentence, the subject is having something done to it.

Sometimes passive voice is appropriate. A writer might use passive voice at times when the "doer" is not

important. What is important is that something was done. For example: When he reached the cliff, he knew the

sarge was correct. The bridge had been destroyed by them. Here, the important message is a destroyed bridge,

not who did it. But passive voice should not be used often in fiction. Only for those special occasions.

Remember that active voice is the opposite. The subject does the action. This makes any story more action

packed.

For each lesson, copy and paste the ACTIVITIES into a new document and send them back to the class when

completed.

ACTIVITIES:

Re-write these sentences from passive to active voice:

1. The baskets were stacked in the corner by Bill

2. The bed was made, then Mary lay on the quilt.

3. When they played together, Billy's puppy was taught to rollover.

4. The scenery was carried in by the stage crew before the rehearsal.

5. After her luggage was packed, Mary toted it down the stairs.

What word(s) provide a clue that these are passive sentences?

Look through some of your recent writing and look for examples of passive voice.

61

Attachment H

GLE: W.2.F.c

LESSON TWO:

In the last lesson, we looked at passive and active voice. This week we will being studying forms of active and

passive writing. Since most of us would agree that active writing is the best style for an author, what can we do

to keep our writing active? Active writing happens when we (1) remove "deadwood phases" from your work,

(2)avoid using predicate nominatives and adjectives because they are showing rather than telling. and (3) select

the most vivid, descriptive verbs to portray the characters actions.

This is a very common error - so this lesson is important!

Deadwood phrases run rampant in many novels. Even well-known authors use them at times, but as a new

writer, we should want to make our writing as unique and perfect as we can. So what is deadwood? Deadwood

refers to unnecessary phrases that take up space and add nothing to the meaning. The major offender in fiction

are these phrases: "there was," "there were," "there is," there are and some of the "it is" and "it was" phrases.

Learn to cut as many of these as you can from your writing.

It wasn't likely that Bill would return.

Improved: Bill's return was unlikely.

OR Bill would probably not return.

It is possible that the lake will be frozen.

Improved: The lake may be frozen.

There were many factions that influenced her feelings.

Improved: Many factors influenced her feelings

There were moments when she wanted to cry.

Improved: Moments arose when she wanted to cry.

Best: She wanted to cry many moments.

ACTIVITIES:

Re-write the sentences below to eliminate "deadwood."

1. There were so many stars in the sky she couldn't breath.

2. It wasn't his comment that upset her but it was his tone.

3. There were people at the party he'd never seen before.

4. There were busloads of people who arrived without advanced tickets.

5. It was a beautiful day filled with sunshine.

62

Attachment H

GLE: W.2.F.c

LESSON TWO: (continued)

Study a chapters of your novel, and look for examples of "deadwood" phrases. List as many as you find and

rewrite the sentences to get rid of the unnecessary words.

In the process of thinking about the past lesson, I thought I'd add a couple of bonus comments that might be

helpful. I'm sure many of you know this already - but it's always a good review.

Avoid redundancy in phrases like:

stand up

sit down

fall down

lift up

jump up

If you think about it - you can jump down - but up is usually a given and the same with the other phrases. Avoid

them.

Also:

Be careful of separating the very from the preposition. This is a common error I see in writing and catch it in

my own - so I know it's very easy to do.

Example:

Propped the book up - should be: propped up the book

Cut the roast up - should be: cut up the roast

Cashed his money in - should be: cashed in his money

Set the table and chairs up - should be: set up the table and chairs

Carried the papers in - should be: carried in the papers

If you were saying, he carried the papers into the house - that's okay because now it's a prepositional phrase.

I hope that helps you. Please look for some of those problems in your writing. They are very common.

63

Attachment H

GLE: W.2.F.c

LESSON THREE:

I wanted to clarify a couple of points so that I don't mislead you.

1. Remember all of those things that drag down your writing and take away action - look for all of the things

you're learning in all four lessons from now on.

2. When writing dialogue, sometimes a character may use "there was/is" or another non-active phrase because

we don't always talk following all the grammar rules. If you can make the change to more active writing and

still sound natural, that's good, but don't mess up your meaning or sound stilted in dialogue by trying to make

these changes.

3. Sometimes was, were, it, etc are unavoidable. If you've referred to someone's lovely coat, for example, you

can say "it's shiny buttons - rather than repeating the coat's shiny buttons. That helps avoid redundancy in using

the same word over and over.

4. The most difficult sentence for many of you was:

It was a beautiful day filled with sunshine.

Here's how one student solved the problem:

Sunshine flooded her new day with its bright beauty.

Or simply say - The beautiful day glistened with sunshine, sparkled, flooded glowed, etc.

Now here's the next lesson:

Lesson 3

In the last lesson, we looked at deadwood phrases. This week we will being studying forms of active and

passive writing. Since most of us would agree that active writing is the best style for an author, what can we do

to keep our writing active?

Active writing happens when we

(1) remove "deadwood phases" from your work

(2) avoid using predicate nominatives and adjectives because they are showing rather than telling, and

(3) select the most vivid, descriptive verbs to portray the characters actions.

This week we will study ways to eliminate as many predicative nominatives and adjectives as we can.

Remember how we found the verbs "was" and "were" to be the culprits in passive voice. We will find similar

clues when looking for phrases that are telling rather than showing.

First, what is a predicate nominative? These are nouns or pronouns that are combined with the "to be" verbs [is,

was, are, were, be, been] or words like: looked, appeared, became. The linking verb is like an equal sign. He

was the mayor. He = mayor. She was a dancer. She = dancer.

A predicate adjective is a noun and an adjective [word that describes a noun] linked with one of the words listed

above: is, are, was, were, etc. She is beautiful. He looked strong. Brad was kind. Grammatically, nothing is

wrong with these sentences, but they ar e "telling" rather than "showing." Good writers want to show their

characters in action rather than tell.

64

65

Attachment H

GLE: W.2.F.c

LESSON THREE: (continued)

So what can you do to improve a predicate nominative?

She was a dancer.

Improved: Mary flounced into the room dressed in a tutu and ballet slippers.

(We are showing she's a dancer rather than telling.)

He was the mayor.

Improved: Elected as mayor last month, Jordan Brown strutted into the room.

What can we do with predicate adjectives?

She was beautiful.

Improved: Looking like a goddess, she arrived, smelling of exotic perfume and radiating like the sun.

He looked strong.

Improved: Lifting the automobile off the ground by the back bumper, he pointed to the muffler. "It's rusted

through."

ACTIVITIES:

Write a sentence for each of the following:

1. The tall man was a soldier.

2. Dora was a designer.

3. The child was a beast.

Write a sentence for each of the following:

1. Brad was kind.

2. Julie was selfish.

3. Karen appeared snobbish.

Look through your own work and find an example of a predicate nominative or predicate adjective and send

along the "telling" example as well as your rewritten version to make it more showing.

Hope this improves your novel a hundredfold!

66

Attachment H

GLE: W.2.F.c

LESSON FOUR:

In this lesson, we will study the last element of making our novels more vivid and more active. One method of

improving the action is to select the most vivid and appropriate verbs. Though walked, saw, hurried, thought,

and touched are all perfectly acceptable action verbs, authors can over use them. Observe people as they "walk"

and see how many different verbs you can identify that means walk but is more vivid and specific. For example,

instead of walked, look at the following words that mean the same thing: ambled, meandered, strode, marched,

sashayed, moseyed, glided, paraded, and bounced. Marched sounds purposeful while paraded sounds more

showy. Notice the subtle differences.

Instead of "hurried," consider using the following: rushed, bolted, dashed, charged, sped, zipped, tore, and raced

Zipped has a more lighthearted tone than bolted, so keep the mood of your story in mind.

"Saw" could be changed (sometimes using the word "at") with the following words that have subtle undertones

of meaning: eyed, witnessed, studied, gazed, inspected, observed, watched, ogled, gawked, gaped, examined,

looked, and noticed.

ACTIVITIES:

When we share these in class, the examples will give you a selection of words to consider as you write your

next scenes.

List other words that mean the same as those listed below, but add a more vivid picture.

Thought

Hurried

Held

Find some places in your work that you have used a more general word, and rewrite the sentences to make them

more specific and active. List your original sentence and your improved sentence.

67

Attachment I

GLE: W.3.B

Summary, Note Taking, Main Idea & Details Grade Level(s): 9-12

TLW take notes from oral reading, simulating class lecture, for the purpose of extracting main idea and details and transcribing them into a summary.

Materials:

2-3 page magazine article, newspaper article, or very short story less than 500 words

pencils

large sticky notes (approx 3 x 5 inches)

medium sticky notes (approx 2 1/2 x 2 1/2 inches)

small sticky notes (approx 1 1/4 x 1 1/2 inches)

**measurements are approximate (you'll understand as you read on!)

Plan:

1. Focus: Today I will read aloud for 5-7 minutes. You will take notes on the paper I give you, and then we will do several activities from your notes.

2. Take notes in outline format (not essential if students do not know what an outline is)--substitute Take notes the best you can and write down every important fact that I say.

3. Promise you will write in your normal, best handwriting. You are not allowed to scrunch up, write smaller than normal, and you may not write on the back of the paper I give you. Does everybody understand? Does everybody promise to write normal size?

4. Pass out the largest sticky notes, one sheet per student. Listen for the grumbling. Remind students they can only write normal size on one side only.

5. Read the selection, pausing and repeating when you get to a name, date, or place which is important. 6. When finished reading, have some volunteers attempt to 'fact recall' from their notes. Get consensus as to

which set of notes is most complete. 7. Now, pass out medium sized sticky. Reply to the grumbling, "Now you will choose only the most important facts

from your notes to write on the smaller sticky note. You have only 90 seconds (or 2,3,4,5 minutes, depending on level)"

8. Repeat step 5 above to get volunteers to read their 'most important' facts, reminding them they cannot write smaller or on the back. Achieve consensus as to best fact recall.

9. Now, teach summary. Explain summary as the main idea, plus only one or two details, but summary is the 'essence' or what the whole article is about. Summaries are always brief, short cut versions of the whole article, book, or movie.

10. When there are no more questions, pass out the smallest sticky note. Remind students their promise to write the same, normal size as on the first and second stickies. Say, "Now, summarize onto your sticky what the article I read to you, and about which you have taken notes. Before you begin, plan your summary. Think about only the most important meaning of the article and perhaps 1/2 details. You have very little space, choose words carefully and wisely.

Comments:

6-8 Resource used this with main idea, supporting details as well as message relaying during communication lesson. Since they had all experience getting in trouble because they had not relayed a message for a family member, they were interested in being able to get the most important information down at a minimum. 9-12 have to accept that Summary is a standardized testing skill which will also help them wherever they work or continue in school.

68

Attachment J

GLE: W.3.D

NAME ___________________________________

Research Project Scoring Guide

Criteria 4 3 2 1

Purpose

(Thesis)

The argument is

readily apparent to

the reader

The argument is

clear, but at times

digresses

The argument is not

consistently clear

The argument is not

clear

Content

Relevant and

legitimate

information clearly

supports the

argument and shows

a thoughtful, in-

depth analysis of a

significant topic.

The reader gains

important insights.

Information

provides reasonable

support for the

argument and

displays evidence of

a basic analysis of

the topic. The reader

gains some insights.

Information

supports the

argument at times.

Analysis is basic or

general. The reader

gains few insights

The argument is not

clearly identified.

Analysis is vague or

not evident. Reader

is confused or may

be misinformed.

Organization

The ideas are

arranged logically to

support the purpose

or argument. They

flow smoothly from

one to another and

are clearly linked to

each other. The

reader can follow

the line of reasoning

The ideas are

arranged logically to

support the central

purpose or

argument. They are

usually clearly

linked to each other.

For the most part,

the reader can

follow the line of

reasoning.

In general, the

writing is arranged

logically, although

occasionally ideas

fail to make sense

together. The

reader is fairly clear

about what the

reader intends.

The writing is not

logically organized.

Frequently, ideas

fail to make sense

together. The

reader cannot

identify a line of

reasoning and loses

interest.

Sentence

Sentences are well

phrased and varied

in length and

structure. They

flow smoothly from

one to another.

Sentences are well

phrased and there is

some variety in

length and structure.

The flow from

sentences to

sentence is

generally smooth.

Some sentences are

awkwardly

constructed so that

the reader is

occasionally

distracted

Errors in sentences

structure are

frequent enough to

be a major

distraction to the

reader.

Writing Mechanics,

Spelling, Grammar

The writing is free

or almost free of

errors

There are occasional

errors, but they

don’t represent a

major distraction or

obscure meaning.

The writing has

many errors, and the

reader is distracted.

There are so many

errors that meaning

is obscured. The

reader is confused.

CONTINUED

69

Attachment J

GLE: W.3.D

NAME _____________________________________

Research Project Scoring Guide

Criteria 4 3 2 1

Length

The paper is the

number of pages

specified.

The paper has more

or fewer pages than

specified

Use of

References

Compelling

evidence from

professionally

legitimate sources is

given to support

claims. Citation is

clear and fairly

represented.

Professionally

legitimate sources

that support claims

are generally

present and citation

is, for the most part,

clear and fairly

represented.

Although citations

are occasionally

given, many

statements seem

unsubstantiated.

The reader is

confused about the

source of

information and

ideas.

References are

seldom cited to

support claims.

Use of MLA

Format

MLA format is used

accurately and

consistently in the

paper and on the

“works cited” page.

MLA format is used

with minor errors.

There are frequent

errors in MLA

format.

The format of the

paper is not

recognizable as

MLA.

70

Attachment K

GLE: W.3.E

NAME ____________________________________________

Personal Resume

Scoring Guide

Criteria 3 2 1

Format

In addition to Minimal

Standards:

Sections attractively

spaced

Sub-headings are

bolded

Name & headings:

appropriate font

Minimum ½ “ margin

on all sides

Content is aligned

appropriately on the

page

Uses 1 page

Sections are spaced

Headings are bolded

and capitalized

Content indented

under headings

Uses size 10-12 font,

but only one font size

used

Exceeds 1 page

Sections poorly

spaced

Headings not bolded

or capitalized

Content not indented

under headings

Use of boxes,

graphics, shading

Heading

Name, address phone #,

& email

Name, address with

zip, phone #

Incomplete

information

Resume

Sections

Includes: Heading,

Objective, Education,

Skills/Abilities, Work

Experience

Includes: Heading,

Objective, Education,

Skills/Abilities

Work experience

Not all required

sections listed

Content

In addition to Minimal

Standards

Skills/abilities

examples use power

and action words (show

results)

Work experience

includes detailed

responsibilities

Appropriate personal

information

Relevant

skills/abilities

supported by

examples of

experience

Complete Work

experience

Personal information

includes age, soc.

Sec. #, ht., wt.,

religion

Skills/abilities not

relevant to job

Incomplete

Work/Volunteer

experience

information

Grammar

Punctuation

Capitalization

Spelling

No errors Up to 3 errors More than 3 errors

Word Choice Uses descriptive

adjectives and Power-

Action words

Uses phrases but

word choice need

development

Refers to self as “I”

or “Me”

Uses full sentences

71

Attachment L

GLE: LS.1.A.c

Title - Puzzle Me This!

Grade Level - 7-12

Specific topic: Writing and giving clear and concise directions to assemble a simple puzzle.

Objectives:

At the end of this lesson, the student will be able to:

-write more concise instructions to accomplish a given task.

-listen more attentively to instructions given by another.

Materials:

-Simple 5-Piece Puzzle -- created by teacher

-Simple 6-Piece Puzzle -- created by teacher

Procedures:

Anticipation

1) Ask a student to give the teacher directions to draw a common object (tree, house, candle, etc.). The

teacher should take the student as literally as possible and exaggerate the drawing as much as possible.

This will model the need for clear and concise wording in giving instructions.

2) Discuss the importance of instructions in everyday life with the students. Write the students'

comments on the white-board or chalkboard. If the students are stymied, offer several suggestions such

as: good v. bad driving directions, assignment instructions, etc.

Investigation

1) Tell the students that the activity will be writing directions for a fellow classmate to be able to

assemble a simple puzzle. Emphasize that clarity and conciseness are essential in this lesson.

2) Split the class down the middle. Distribute the puzzle pieces and a picture of the completed 5-piece

puzzle to one half of the class and a picture of the completed 6-piece puzzle with pieces to the other half.

3) Allow the students approximately 15 minutes to work on the instructions-writing. After this step is

concluded, have the students exchange their puzzles with a classmate from the other half of the room.

4) Give the students 5-10 minutes to attempt to assemble their puzzles.

Reflection

1) Discuss with the students any problems, issues, frustrations, etc. that they encountered while

attempting to put the puzzles together.

2) Ask the class if there are any specific ways to improve the directions, for example: word choice,

sentence structure, order of pieces, etc.

Evaluation:

Students will be evaluated on clarity, conciseness, creativity, and how well they have written the

instructions. The assembly directions must be written in a logical order and worded as briefly and as

clearly as possible.

72

Attachment M

GLE: LS.1.B

NAME _____________________________________

Listening Behaviors

Scoring Guide

Criteria 3 2 1

Attentiveness

Student has eyes on the

speaker the entire time.

Seems to be listening

attentively to speaker.

Taking notes on

important information

Student keeps eyes on the

speaker for 2/3’s of the

presentation. Seems to be

listening attentively to the

speaker. Taking a few

notes on important

information

Student is not paying

attention to the speaker.

Seems to have more

interest in things going on

around the room. Taking

little to no notes on

important information

Respect

Student shows complete

respect for the speaker.

The student does not talk

at all during the

presentation.

Student shows some

respect for the speaker.

The student talks a little

bit during the

presentation.

Student shows little

respect for the speaker.

Student is rude and

inconsiderate. Talks

during the presentation.

Questions

Student raises hand every

time he/she has a question

and waits to be called on.

Questions are appropriate

and pertain to the topic.

Student occasionally

raises hand to ask a

question. Questions are

not inappropriate but

seem to be a little off

topic at times.

Student does not raise

hand to be called on when

asking a question.

Questions asked are

inappropriate or do not

pertain to the topic.

Body Language

Student sat up straight

and acted interested

throughout entire

presentation.

Student sat up straight

and acted interested most

of the time.

Student slouched in chair

or turned away from

speaker; body language

communicated

indifference.

Facial Expressions

Student’s facial

expression indicated

appropriate feelings

toward the information

the speaker was giving

(agreement,

disagreement, and/or

confusion)

Student’s facial

expressions indicated

feelings toward the

information the speaker

was giving

Student’s facial

expressions were

inappropriate or not

related to the information

the speaker was giving.

73

Attachment N

GLE: LS.2.A

Class Debate : Debate: Formal Team Debate Project

Student Name: ________________________________________

CATEGORY 4 3 2 1

Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Use of Facts/Statistics

Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Understanding of Topic

The team clearly understood the topic in-depth and presented their information forcefully and convincingly.

The team clearly understood the topic in-depth and presented their information with ease.

The team seemed to understand the main points of the topic and presented those with ease.

The team did not show an adequate understanding of the topic.

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

Presentation Style

Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

One or more members of the team had a presentation style that did not keep the attention of the audience.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

74

Attachment O

GLE: IL.1.B