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EDU 740 – Supporting Literacy Development
Week 7: Mini-unit/Lesson Plan Series
Kathleen Duggan
10-11-10
Background:
I begin lesson-planning by using the UBD model [Understanding By Design], and I start by posing a question
related to an over-arching topic, or “Big Idea.”
The “Big Idea”:
Activating thinking during independent reading improves fluency and comprehension and teaches students to
respond literally, inferentially, creatively and cognitively as they read.
Question: How will guided instruction in fluency-building and in applying independent reading strategies
improve reading comprehension for my students who are struggling readers?
Goal:
My goal is to guide my students to become active participants in their independent reading, rather than
passive readers, through modeling of fluency with prosody and by practicing application of reading strategies
using visualization and by making text-based connections.
Proposed Strategies/Activities:
I am using visualization and modeling of active-thinking-while-reading to provide experiential learning
intended to maximize the opportunities for my students to internalize fluency and comprehension strategies.
I call this instructional model, “TWIRP,” for Thinking While I’m Reading Practice. *
My TWIRP model is one that I first introduced to students last year as part of my personal professional
development plan to improve fluency and comprehension for my 5th grade special education students with
significant deficits in these areas. It was extremely well-received by my students, who often asked, “Can we
please TWIRP today?” Progress was also noted and documented in end-of-year assessments demonstrating
improved comprehension for independent reading.
* [see Addendum on page 11 with research basis for my TWIRP model]
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Implementation Plan: Using the TWIRP model
I have taken a fiction reading selection, a fable, The Shepherd Boy, and rewritten it in my TWIRP format to
allow for “thinking” and “visualizing” breaks throughout the reading. We will stop to discuss word choice and
use context clues to infer meaning. We will also stop to create visual images based on what we have read and
then do a quick drawing [2-minute timer] to represent what we see in our mind’s eye. Students will be given
opportunities to share their drawings with the class using the document camera.
Using technology to enlarge and project the reading selection on a screen, I will initially guide students through
the selection as we read chorally. I will model fluency through pacing and prosody, stopping at the designated
points to model strategies to activate thinking: questioning, visualizing/illustrating, etc. Students will be
interactive participants in the process, visually and orally modeling their responses to the class, and over-time
and with experience, even taking on the role of “student as the teacher” by guiding their classmates through
the process. Through repeated practice of these strategies, my intent is that students will begin to read more
fluently and assume more independent responsibility for their own thinking, demonstrating improved
comprehension as the process progresses.
The Enduring Understandings:
During independent reading at the student’s reading level, the student will apply strategies to:
Predict outcomes
Anticipate events
Record feelings
Recall details
Write dialogue
Visualize; illustrate scenes
Draw conclusions/ use context to infer meaning
Form opinions
Anticipated Evidence: Progress-Monitoring Over Time
Videotaping of student participation in modeling strategies at beginning of year and end of year to use
as a tool to direct instruction and reflect on effectiveness of instruction.
Data Gathering: qualitative/quantitative [benchmark assessments, student work samples, projects:
fall/mid-yr./spring]
Anecdotal notes/journal of observations [narrative/reflective]
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UBD Lesson Planning Guide: Mini-Unit/Lesson Plan Series Date: 09-27-10
Teacher: Kathleen Duggan – Special Education Teacher
Grade: 5th grade
Students: 9 students with a range of disabilities and with reading levels from grades 2.1-3.2
Class Setting: Resource Special Education Classroom – Small Group Instruction- Language Arts/Reading.
1. What are the objectives of this lesson? [See attached Reading Lesson Plan- Part 1 and 2]
Objective(s)
The students will read and identify story elements in a fiction selection and use this understanding to
explain why the author chose particular words and phrases to tell the story.
The students will used learned strategies *TWIRP: Thinking While I’m Reading Practice+ to demonstrate
comprehension.
2. Where are you in your teaching?
Students are practicing active reading using our TWIRP model to think and visualize as they read.
For this lesson series, students are participating in a week-long reading unit on identifying story elements,
character development and word-choice in fiction.
Students will review how to map the story elements in fiction selections. Extension activities for this lesson
series will continue beyond this week’s reporting and culminate in a project assessment using student-
created presentations in Power Point format [see Part 2 Reading Lesson Plan].
3. What teaching/learning activities and methods will be used?
The following activities will be used:
Use of technology: Document camera and projector to provide interactive opportunities and facilitate
teaching and learning. Computers will also be used to access websites and to use the Kid-Pix and Power
Point program for an extension slide-show project development.
Use of our class model of “TWIRP-ing” which has students using strategies emphasizing questioning,
modeling, observing, visualizing.
Whole group and small groups[partners/teams] will be used to provide modeling and allow for
differentiation in reading and ability levels and to encourage collaboration in activities and projects.
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4. How are you going to know if students have learned?
Student comprehension and acquisition of skills will be assessed by:
Observation of student team and independent work
Student performance on assigned activities: story-mapping, vocabulary and character development
worksheets, writing response.
Participation in class discussions.
Power Point project - Part 2 Extension will be done in future lessons over a language arts instruction
timeline [beyond this reporting time for this UNE assignment].
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PART A- The Lesson READING Lesson Plan – Part 1 – Identifying Story Elements - Using “TWIRP” (Thinking While I’m Reading Practice)
__________________________________________________________________________________________
Organizing Topic: Literacy Focus: Fluency and Comprehension of Fiction
Related Virginia Standard(s) of Learning: 5.4(a, c), 5.5(b, c, e)
5.4 The student will read fiction and nonfiction with fluency and accuracy.
a) Use context to clarify meaning of unfamiliar words.
c) Use dictionary, glossary, thesaurus and other word-reference materials.
5.5 The student will read and demonstrate comprehension of fiction.
b) Describe character development in fiction and poetry selections.
c) Describe the development of plot and explain how conflicts are resolved.
e) Describe how an author’s choice of vocabulary and style contributes to the quality and enjoyment of
selections.
Learning Objective(s)
• The student will model active reading to read and identify story elements in a fiction selection and use this
understanding and story context to determine meaning of text and to explain why the author might have used
particular words and phrases to tell the story.
Materials needed
• Copy of a blank story map graphic organizer
• Sticky Post-It Notes
• Copies of the fiction reading selection [fable, The Shepherd Boy, modified to follow TWIRP model]
• Student handouts: a familiar story structure organizer (including setting, characters, problem, events and
ending), character development, word choice and writing response worksheets.
• Dictionary
• Projector, document camera, computer
Day 1: Lesson Procedure
1. Tell the students that you are all going to read a fiction story, and specify that it is a fable. Ask them to use
their knowledge of fiction (fable) story structure to predict the story elements that they expect to be part of a
fiction story. As students identify each element of story structure, list it on the board: setting, character,
problem, events and ending/lesson or moral.
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2. Use the document camera to project a blank story map. Have them write each element on a Sticky Note and
call on students to come up to the board to place the notes in the appropriate space on the story map.
3. Pass out copies of the reading selection and use the document camera to project the selection on to the
white board. Ask students to listen to the story and to read aloud in unison as you read it [Choral Reading],
stopping to use think and read strategies [TWIRP-ing] and sharing student responses, written, oral and
illustrated using the document camera and projector. [See attached TWIRP activity for, The Shepherd Boy]
4. After reading together, ask students to talk in groups or as partners to collectively retell the story. Circulate
to understand the level of detail the students recall. Choose groups to share their retelling with the class.
Day 2: Lesson Procedure [continued]
5. Explain that while students have done a good job remembering the story, they will be able to gather more
details if they reread the story, looking specifically for details related to the setting, character, problem, events
and ending. To do this, each person in the group will have specific elements of the story that he or she will look
for and code on their copy of the story.
6. Explain that to code a text is to mark it in a way that identifies specific information. Discuss with the class
various ways to code the story for each of the elements. For example, the person looking for details of setting
might use a yellow highlighter to mark over words or phrases that are setting details, might underline or circle
the words or phrases or might write “setting” next to a paragraph that primarily gives details about the
setting. The person tracing the events may want to put a 1 by the first thing that happens, a 2 by the second,
and so on. As each element is discussed, record the coding idea next to that element on the board.
7. Each group decides who will code which of the story elements and work together to mark their text.
8. When the groups have completed coding the story elements, ask them to follow along and check their coded
text as the class rereads the story aloud together.
9. Explain that their groups will now work collaboratively to complete a story structure organizer. Use the
document camera to project a copy of a familiar organizer and ask if students understand what they are to do.
Clarify the task as needed.
10. Have students present their completed story maps to the class using the document camera.
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Day 3: Lesson Procedure [continued]
11. Continue sharing story maps from the previous day as needed, and review the story structure model.
12. Re-read the story together *chorally+ and reinforce the pace, intonation and “TWIRP” strategies throughout
the reading.
13. Pass out vocabulary-word choice and the character development worksheets and project with document
camera. [See attached worksheets]
14. Ask students to review the words and phrases they marked in the text and selected to record on the story
structure organizer in the previous lesson. Lead the class in a discussion of the author’s vocabulary choice,
asking students to identify words or phrases that stand out, what makes them stand out, and why the author
might have used that particular word or phrase. Ask how word choice enhances the setting, characterization,
plot, or overall impression of the story.
15. Model with students how to complete the vocabulary-word choice and character development worksheets
and ask students to continue to complete them.
16. Pair or team students as needed to differentiate for students who benefit from peer support to complete
the worksheets. Provide teacher guidance, prompting or assistance as needed.
Day 4: Lesson Procedure [continued]
17. Re-read the story together *chorally+ and reinforce the pace, intonation and “TWIRP” strategies throughout
the reading.
18. Have students continue to work on and complete vocabulary and characterization worksheets.
Writing Response:
Have students complete the writing prompt: Real World Connections [see attached writing prompt]
Write about a time you know when someone caused a problem when they didn’t tell the truth.
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Extension:
READING Lesson Plan – Part 2 – Story Elements and Technology* __________________________________________________________________________________________
Organizing Topic: Literacy Focus: Fluency and Comprehension of Fiction
Related Virginia Standard(s) of Learning:
5.3 The student will make planned presentations. a) Determine appropriate content for audience. b) Organize content sequentially or around major ideas. c) Summarize main points before or after presentation. d) Incorporate visual aids to support the presentation. e) Use grammatically correct language and specific vocabulary.
Learning Objective(s)
The student will read and demonstrate comprehension and understanding of story elements of a fiction
selection [fable]
The student will use Kid-Pix and Power Point to create a slide-show presentation to identify the story
elements in a fiction selection and retell the story.[See attached project rubric]
Materials needed:
Computer to access and choose a fable from websites
Website links to review
http://www.pubwire.com/DownloadDocs/AFABLES.PDF http://www.umass.edu/aesop/fables.php
Slide-show graphic organizer
Kid-Pix and Microsoft Power Point program
Project Rubric
Lesson Procedure:
1. Project Power Point sample from website link and review samples
2. Explain that students will be using Kid-Pix and Power Point to create their own slide-show presentation of a
fable of their choosing to be presented to the class.
3. Hand out slide-show graphic organizer and use document camera to review how they will use it to plan the
slides and text.
4. Explain that students will be working in teams of three and will collaborate on the presentations.
5. Hand out the project rubric and review the components, expectations and timeline.
6. Ask and answer questions and then tell students to begin working with their teams.
* This extension lesson will take place over an instructional timeline in the coming weeks.
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PART B- Teacher Reflection – Critique of the Lesson _________________________________________________________________________________________ READING Lesson – Part 1 – Using “TWIRP” (Thinking While I’m Reading Practice) Strengths:
The lesson was very engaging and maintained student focus.
The choral reading provided a model so students were able to follow pace and mimic expression.
The “chunking” of text with stopping points allowed students to visualize and make connections and
also helped to sustain attention.
The opportunity to share responses through text connections and illustrations provided for the range of
learners to show their strengths. Students clearly showed pride in their work. The drawings were
amazing and even included dialogue and thought bubbles. The oral responses were thoughtful and
improved as the lesson progressed and students benefitted from observing each other.
The use of the document camera added to the focus and allowed for kinesthetic experience as students
had movement breaks to come to the front of the class and share their drawings via the projector.
The graphic organizer supported students’ organization of the text and facilitated comprehension.
The TWIRP format prompts helped students to reflect upon what they were reading and build
comprehension.
The repetition of the reading selection each day provided a reinforcement of the fluent reader model.
Anticipating that they would be sharing their thinking through their writing and illustrations was an
added incentive for careful work and use of good handwriting, grammar and mechanics as well.
Weaknesses
Time management was challenging. Students wanted to continue drawing and it was initially difficult
to get them to refocus and move on. However, once they got used to the rhythm of the process, they
got better at drawing within the time frame and transitioned well throughout the reading and other
lesson activities and tasks.
Student Dynamic:
I developed this TWIRP model to specifically suit the needs of the students I teach who have deficits in
fluency and as a result are also weak in comprehension. My students are primarily passive readers who
will listen when read to or who will read a series of words in the text, but who will not attempt to
independently make connections during reading.
My small group of nine 5th grade students range in independent reading levels from grades 2.1 to 3.2.
They are struggling with decoding and have little or no expression when they read.
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This lesson series is geared toward these students to guide them through direct instruction and provide
modeling of fluent reading and application of reading strategies to improve comprehension.
Lesson Modifications:
This lesson was modified to follow my TWIRP model. I took a fable and rewrote it in the TWIRP format
to allow for the necessary stop and think points so that my students could visualize the text.
For my students who have a difficult time “getting off go,” I made a point to first choose my stronger
students to come up and share their drawings or to share their thoughts. These student models helped
their more reluctant classmates who were then able to get the idea, follow the routine and were soon
ready to share themselves.
Unique Qualities of Lesson:
This lesson is different from typical lesson plans because it requires abundant teacher-direction and
because it is chunked into the frequent stopping points as checks for understanding which do not
typically occur quite as often in most lessons.
The multiple opportunities for students to share their thinking throughout the lesson also made this
plan somewhat different from others.
The frequency of repeated reading is also at a higher level than most lessons.
Changes to the Plan Model:
It was necessary for me to extend the planned timeline for this lesson series. Due to several factors, I
required more than my originally planned four days to execute Part 1 of my lesson plan. Beginning of
year data-collection/assessments had our academic schedule changing regularly. Also, I found that my
students were very engaged in this lesson and activities and they were really working hard. The time
they needed to really benefit from the process was longer than expected. I wanted to honor their
dedication to the lesson and I was more than happy to give the lesson some extended time. We added
one more day to the original four-day lesson [Part 1].
The extension component: Lesson Part 2: Story Elements and Technology, is a project-based assessment
and will be completed over the next few weeks during time allocated for project work in the language
arts instructional block each day.
My hope is that through repeated practice of these strategies, my students will internalize the fluency model
and begin to assume more independent responsibility for their own thinking during reading. My expectation is
that they will demonstrate improved comprehension as they became proficient in the process. I also feel
empowered by the use of technology in my instruction as well as the enthusiasm my students expressed in their
active participation in their learning.
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ADDENDUM: Research Basis for Instructional Model: TWIRP __________________________________________________________________________________________
I believe that fluency is necessary to ensure high levels of reading achievement because good fluency depends
on and reflects good comprehension. If a reader has not developed fluency, the effort to decode words drains
attention, leaving limited attention available for constructing the meaning of texts. Students who are able to
decode but do not make the necessary connections to infuse expression are also demonstrating both a
symptom and a cause for their inability to derive meaning from the text. These descriptors are representative
of my students.
In the Report of the National Reading Panel (NICHD, 2000) and The Literacy Dictionary (Harris & Hodges,
1995): Reading fluency is defined as efficient, effective word recognition skills that permit a reader to construct
the meaning of text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and
makes possible, independent reading comprehension.
In support of that definition, theorists propose that there are two primary ways in which fluency plays a part in
learners' reading development (Kuhn & Stahl, 2003; National Institute of Child Health and Human
Development, 2000; Samuels, 1979, Schreiber, 1991). The first involves the development of automatic word
recognition and the second deals with prosody, or those elements of fluency that allow oral reading to sound
like spoken language. Their research suggests that readers are only able to use prosody correctly when they
become aware of the connection between written and oral language. Therefore, the correct use of these skills
is a valid indicator of a reader's comprehension of the material because without this understanding it would be
impossible to apply these skills appropriately. This ability develops when students are given opportunities to
listen to and read along with skilled models of expressive reading (Stahl & Kuhn, 2002).
The Report of the National Reading Panel (NICHD, 2000) highlighted attention to fluency, with the panel’s
review largely theorizing that “fluency develops from reading practice.” Research also shows that a variety of
procedures based on repeated readings can help readers to improve their fluency and that students who are
non-achieving in reading may need more guidance and support in order to develop fluency.
This is especially true for my struggling readers who have disabilities impacting their abilities to develop these
skills and necessitating targeted support. My TWIRP model was born as a method to provide this support and
to achieve my goal of guiding my students to become active participants in their independent reading, rather
than passive readers, through modeling of fluency with prosody and by practicing application of reading
strategies using visualization and making text-based connections.
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References:
Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann. Harris, T.L., & Hodges, R.E. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Association.
Heckelman, R.G. (1969). A neurological-impress method of remedial-reading instruction. Academic Therapy, 4, 277–282. Kuhn, M.R., & Stahl, S.A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. LaBerge, D., & Samuels, S.J. (1974). Towards a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
Mathes, P.G., & Fuchs, L.S. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research & Practice, 8, 233–243.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00- 4769). Washington, DC: U.S. Government Printing Office.
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Name: __________________________________________ Date:_____________________ Aesop’s Fable
THE SHEPHERD BOY There was once a young Shepherd Boy who tended his sheep at the foot of a snow-capped
mountain near a dark forest.
What do you think “TENDED” means?
_____________________________________________________________________________ _____________________________________________________________________________
DRAW A PICTURE OF THE SHEPHERD BOY TENDING HIS SHEEP
It was rather lonely for him all day, so he thought upon a clever plan by which he could get a
little company and some excitement.
What do you think “CLEVER” means?
_____________________________________________________________________________ _____________________________________________________________________________
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The Shepherd Boy rushed down towards the village crying out “Wolf! Wolf!” and the concerned villagers came out to meet him. Some of the villagers stopped and stayed with him for a considerable time.
DRAW A PICTURE OF THE SHEPHERD BOY AND THE VILLAGERS
How do you think the shepherd boy felt when the villagers came? _____________________________________________________________________________ _____________________________________________________________________________ This pleased the boy so much that a few days afterwards he tried the same trick. Again, he
rushed down toward the sleepy village.
What do you think he said to the villagers? _____________________________________________________________________________ _____________________________________________________________________________
Again the villagers came to his help and again there was no wolf to be seen.
How do you think the villagers felt then? _____________________________________________________________________________ _____________________________________________________________________________
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Shortly after this, the Wolf actually emerges from the forest. Upon seeing the Wolf leering at
them from the fringes of their pasture, the sheep began to worry.
What do you think “Leering” means?
_____________________________________________________________________________ _____________________________________________________________________________
DRAW A PICTURE OF THE SHEEP AND THE WOLF.
The Shepherd Boy was worried too.
Why do you think the shepherd boy was worried?
_____________________________________________________________________________ _____________________________________________________________________________
Fearing for his sheep, the boy of course cried out “Wolf! Wolf!”, still louder than before.
What do you think the villagers will do this time?
_____________________________________________________________________________ _____________________________________________________________________________
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But this time the villagers, who had been fooled twice before, thought the boy was again
deceiving them, and nobody stirred to come to his help.
What do you think “DECEIVING” means?
_____________________________________________________________________________ _____________________________________________________________________________ So, with no one to stop him, the ravenous Wolf made a good meal of the boy’s flock.
When the boy complained to the villagers, the wise man of the village said:
“A liar will not be believed, even when he speaks the truth.”
DRAW A PICTURE SHOWING HOW THE SHEPHERD BOY FEELS NOW.
What Lesson Did The Shepherd Boy Learn?
_____________________________________________________________________________ _____________________________________________________________________________
_____________________________________________________________________________
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Name: __________________________________________ Date:_____________________ Aesop’s Fable
The Shepherd Boy Vocabulary – Word Choice: [5.4 a,c], [5.5 e]
Fill in the chart below to show how the author’s word choice was used in this story. [Use a dictionary to find the definitions of unfamiliar words]
Word or Phrase Story Element it Describes How does this word or
phrase add to the meaning of the story?
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Name: __________________________________________ Date:_____________________ Aesop’s Fable
The Shepherd Boy Character Development: [5.5 b]
Fill in the chart below to describe how the characters change as the story develops.
The Shepherd Boy The Villagers
B
egin
nin
g
B
egin
nin
g
M
idd
le
M
idd
le
End
End
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Name: __________________________________________ Date:_____________________ Aesop’s Fable
The Shepherd Boy
Story Elements: 5.5 (c)
Fill in the story map below to identify and summarize the story elements.
Setting
_________________________________________________ _________________________________________________
Characters
_________________________________________________ _________________________________________________
Problem/Conflict
_________________________________________________ _________________________________________________
Event
_________________________________________________ _________________________________________________
Event
_________________________________________________ _________________________________________________
Event
_________________________________________________ _________________________________________________
Ending/Resolution
_________________________________________________ _________________________________________________
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Name: __________________________________________ Date:_____________________ Aesop’s Fable
The Shepherd Boy Real World Connections Write about a time you know when someone caused a problem when they didn’t tell the truth.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Name: __________________________________________ Date:_____________________
STORY MAP
Story Elements
Use with document camera to model story structure
Title
Setting
Characters
Problem -
Conflict
Event
Event
Event
Resolution
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Name:____________________________________________ Date:________________________________
Project Rubric
Fable:_______________________________________________________________
Requirement 3 Exceeds
Expectations
2 Meets
Expectations
1 Below
Expectations
Total Score
Organization and
Planning
made an outline or
idea map or storyboard to organize thinking.
checked work and
proofread plan before creating the final copy.
made a plan to
organize thinking.
checked work before
creating the final copy.
did not make a useful
plan to organize thinking.
didn’t check work and
proofread plan before creating the final copy.
Team Work
always worked
cooperatively with teammate/s
shared many ideas
listened to all the
ideas of teammate/s
stayed on task always
with a positive attitude
worked cooperatively
with teammate/s most of the time.
shared 1 or 2 ideas
listened to ideas of
my teammate/s
stayed on task most
of the time.
didn’t work
cooperatively with teammate/s
did not share ideas
didn’t listen to the
ideas of teammate/s
was not on task
Slide Show Presentation
used meaningful and
interesting text and pictures.
used a lot of robust
vocabulary and proper grammar and punctuation in the text.
included all story
elements in a logical sequence, a strong ending and a moral to the story.
used appropriate text
and pictures.
used some robust
vocabulary and proper grammar and punctuation in most text.
included story
elements in sequence, an ending and a moral to the story.
did not use
appropriate text and pictures.
did not use robust
vocabulary and had mistakes in grammar and punctuation in the text.
story elements are not
in logical sequence, no ending and no moral to the story.
Total
+ + + = ________
Grade
8-9= A 6-7=B 4-5=C 2-3=D 0-1=E