Monday, December 31, 2012

Embedded Assessment 2 Rubric/English 9

Embedded Assessment 1 Rubric/English 9
Presenting an Interview Narrative
Scoring Criteria
Emerging: 2 (70-79%)
Proficient: 3 (80-89)
Exemplary: 4(90-100)
An incident may not be described in detail and little to no attention is paid to the descriptive categories.
1 2 3 4 5 6 7 8 9 10
The narrative describes an incident from the person’s high school experience clearly and effectively. The writer mentions examples from the three descriptive categories.
1 2 3 4 5 6 7 8 9 10
The narrative insightfully describes at least one incident from the person’s high school experience which influenced his/her coming of age with careful attention to detail.
The writer vividly uses examples from the three descriptive categories.
1  2  3  4  5 6  7  8  9  10
The narrative may not be multi-paragraphed and/or organized in a logical fashion.
1 2 3 4 5 6 7 8 9 10
The narrative is multi-paragraphed and organized in a logical fashion.
1 2 3 4 5 6 7 8 9 10
The narrative is multi-paragraphed and organized in a way that enhances the reader’s understanding.
1  2  3  4  5  6  7  8  9  10
Use of Language
The voice of the interviewee is not clear, imagery, diction, and use of quotations are inappropriate or missing.
1 2 3 4 5 6 7 8 9 10
Clear imagery, diction, and use of quotations convey a sense of the interviewee’s voice.
1 2 3 4 5 6 7 8 9 10
Vivid imagery, careful diction, and effective use of direct and indirect quotes convey a strong sense of the interviewee’s voice.
1  2  3  4  5  6  7  8  9  10
Frequent errors in standard writing conventions interfere with the meaning. Quotations from the interview are not properly incorporated into the text.
1 2 3 4 5 6 7 8 9 10
Though some errors may appear, they do not seriously impede readability. The writer properly punctuates and capitalizes quotations in the text.
1 2 3 4 5 6 7 8 9 10
Writing is virtually error free. The writer uses proper punctuation and capitalization to smoothly
Embed quotations from the interviewee’s voice.
1 2 3 4 5 6 7 8 9 10
Evidence of Writing Process
The writing lacks evidence of planning, revision, and/or editing. The draft is not ready for publication
1 2 3 4 5 6 7 8 9 10
The writing demonstrates planning, revision, and editing in preparing a publishable draft.
1 2 3 4 5 6 7 8 9 10
The writing demonstrates thoughtful planning, significant revision, and careful editing in preparing a publishable draft.
1  2  3  4  5  6  7  8  9  10
Additional Criteria

Checking Our Completed Work in Our Springboard Text

(-) = 60%
Check Plus
Check Star
Check Supernova 93-100%=5
56-7, Act. 1.14

58-9, Act.1.15


65-67 Mark Text

69, Act.1.17



75, Act.1.18



78, Act.1.19


On Thursday, January 3, 2013, your Springboard text will be checked for completed in class work. These assignment, which lead up to the current embedded assessment #2 should have been completed in your text as assigned during the month of December, 2012. This marking system for these assignments will follow the score designation explained in the new 2013 homework and classwork rubric.

New 2013 Homework and Classwork Rubric

Check (-):
Check Plus:
Check Star
Check Supernova  
Work is minimal. Work is incomplete. Student has not edited the work well. There are numerous errors. Work has little sense of audience. There is little evidence that the student put any effort into understanding and completing the assignment.
Student has made an attempt but did not understand the task. Work is incomplete. Student has not edited the work well. There are numerous errors. Work has little sense of audience.
Student has attempted to follow instructions, but there is evidence of some lack of comprehending task. Student has attempted complete the work. Student has not edited the work well. There are several errors. Work has little sense of audience.
Student has followed instructions. Homework is complete. Student has edited work to follow the conventions of standard written English; however, there are still a few errors. Work has some sense of audience.
Student has followed instructions. Homework is complete and neatly presented. Student has edited work to follow the conventions of standard written English. Work has a definite sense of audience, is fluent and shows evidence of style.

Coming of Age: Grandfather

     My grandfather bought a 1969 Lincoln Continental in 1972. He purchased it from his mother's next door neighbor for four grand. He took care of it like it was a member of the family. This car is part of American culture related to transportation, style, status, and luxury. Lincoln was a division of Ford that was bought by them in 1922 for eight million dollars. The reason Lincoln was sold to Ford was because it had gone bankrupt earlier that year. 
     When my parents were married, they used the lincoln as a limousine. It was also used in the town's parade. My grandfather's family used it often and loved to show it off. This car was part of "coming of age" for my mom and her brother because it was used in special events. This very special vehicle helped to create many memorable experiences for my grandparents.

Lukas Firestone (Honors Challenge)

Coming of Age: George

      For his fourth birthday, my father, George Firestone, was given a purple Sting Ray. It was a boy's bike with a gear shifter. It was a three-speed and had a T handle. The Sting Ray bike was an iconic children's bicycle design in the late sixties and early seventies. This was an important part of American culture for these two decades.
      Only a few weeks after he got the bike, it was stolen. He had left it unlocked for just a few moments and that was enough time for someone to take it. He said, "It was stupid of me to leave it unlocked." Luckily, the police were able to find the bike and return it back to him. He learned after that day that he needed to be more careful with belongings that were important to him. The adventures that he had with his bike, good or bad, can be easily tied to "coming of age". This object created very memorable experiences for my dad at the time.

Lukas Firestone

Friday, December 21, 2012


Charades with Words ( warm-up and review)

  • Each group will be given a piece of paper with an advertising technique written on it. 

  • Do not share this with anyone except your group members.

  • Go to your Springboard text, page 71 and familiarize yourself with your advertising technique

  • Prepare an act to illustrate it. You can speak, but don’t use the term. Advertise a product.

  • Everyone outside your group will guess.

  • Your job is to make your “act” a good one so that everyone understands which advertising technique you are demonstrating.

  • We will guess.

Thursday, December 20, 2012

December 20: Work on the Embedded Assessment #2

December 20, 2012
Lesson Plan

Discussion Forum on Of Mice and Men (Click it):

Essential Question: How do we use rhetorical appeals and advertising techniques to sell a product?

Group Work (Same groups): Embedded Assessment #2

_______ In your group, review and discuss the questions in Activity 1.18 in your Springboard text. 

_______Consider the book you have chosen for your embedded assessment assignment. In writing, develop a profile of your target audience

_______Brainstorm a list of the features of Of Mice and Men, or another novel read by everyone within your group, that would appeal to this target audience. This would include:
_____relevance to the lives of your audience
_____good direct quotes and dialogue
_____interesting characters
_____subject matter that might connect to our own time ( text-to-world connections)

______Review Activities 1.16-1.19 ( Makes sure they are completed in your text). Begin thinking of how this product might be presented and which of the following two would most appeal to your target audience. 

  • dramatization of a commercial
  • interview with an author
  • printed advertisement

______Begin drafting your advertisement and your persuasive text by further brainstorming. Be sure that you consider how your ad will use the following in writing:
  • advertising techniques
  • rhetorical appeals
  • the five elements of argumentation

In writing, you should designate a role for each group member. This should include:
  1. ad writer ( What would this group member do?)
  2. script writer (What would this group member do?)
  3. storyboard creator (What would this group member do?)

In writing, define the tasks for each of your group members in order to complete the overall project. Name the group members and what they will do.

HW: Continue reading Of Mice and Men. Finish pages 65-107.

Wednesday, December 19, 2012

Coming of Age: Albert

       It was a resiliently bright summer day in the year 1950. The sun was shining across the great land of the United States of America. Just finishing his sophomore year of college, Albert Robidoux was feeling very upright that morning. As he opened his mail that he had received, Al was not prepared for the print that he would read. 

      You are hereby ordered for induction into the armed forces of the United States...” His heart dropped, stomach flopped. His entire brain went blank. How could this happen? He thought. Why me? His mind went straight to thinking of things he'd never done. “ There was a chance that I would die in the war...before I ever had any children,”he murmured to himself. He thought this quite a few more times; however, he had a chance to delay the draft.

      As he was a sophomore in college, and he had not completed all of his courses, he had the opportunity to take a test, proving that he was all about getting educated. If he scored high enough, he could finish school, then go into the military. Not wishing to waste anopportunity, he studied hard during the short window of time he was given. The day of the exam rolled by, and Al filled out the work.When the score came out, he had achieved the second highest score of anyone in Worcester, Massachusetts. But as death and taxes, the draft was unavoidable. He was deployed in 1952. Through many twists and turns, being assigned to many different occupations, he served the majority of his time in a French hospital healing people with severe burns on their body.

      Realizing how much of a bullet he'd dodged (both metaphorically and physically), Al realized how much of a gift life was. He wasn't going to let anotherdry moment of life slip by. After he got out of the service, he wassurely made a more adventurous man. 

1.The French flag symbolizes that he was stationed in France.

2.The medical badges ymbolize what his job was. 

3.The Uncle Sam poster symbolizes that before the draft, he may of just thought of it as a poster and a concept that wouldn't affect him, but after, he realized that no man is out of reach of the U.S. Government. 

4.The draft letter is to show what he received, telling him that he would become listed into the ranks.

Noah Robidoux (Honors Challenge) 

Coming of Age: Monica

      Monica stared tediously at the sign up sheets that were carefully pinned on the bulletin board at Cave Hill School. “Which one should should I pick?”, the fifth grader silently murmured to herself. On the left would be the pathway to maintaining the old, to continue the way her life had previously progressed since kindergarten, and being a cheerleader. On the right would be a new, adventurous gateway that beckoned for her engagement, an activity foreign to any of her after school enrollments, including girls' basketball. 

      These were two totally different sports. People who participated in cheering were renown as being snooty, magnetically attracted to social dilemmas, and feminine. The right way of the fork in the road, a new voyage yearned. She would be chanted for by people she previously was on a team with. Theoretically, she would become a more rugged type of human. One not afraid of danger. One not afraid of a ball beinghurled at her about the size of her head. Monica would be a different person. 

     After contemplating for days and days, a decision had finally been made. She would choose the thing that would make her a stronger person.That would make her quicker...would make her faster...make her stronger. Monica chose basketball. 

      It was definitely a change from what she previously indulged in. Leaving cheering behind seemed weird at first, but it was an undeniable fact that she enjoyed the new scenery. As the years rolled by, her skill increased in basketball much more swiftly than her talents were evolving in cheering. This being her freshman year right now, she is on the 9thgrade basketball team. It seems that she thinks that playing b-ball has done her more good than cheering would have. 

Noah Robidoux (Honors Challenge)

Coming of Age: Mom's Car

My mother shared with me the story of her first car, a 1974 Ford LTD. At 14 she started working in the diner at the Franklin Trading Post, and also assisted in raking the blueberry fields during August. My mother got her driver's license at the age of 16, but her family only owned one car, so she wasn’t able to use the car very often. At the age of 18, she had finally saved enough money to purchase her own car. 
      When she bought her car, she had to also purchase her own auto insurance policy. She purchased her policy from the Dwight Brown Agency, where she has now been employed for 24 years. She says this was a coming of age experience for her because it was a pretty big deal to have your own car. “It gave me independence, and responsibility. It was up to me to pay the expenses for my car, and it taught me responsibility at a young age.” I think that many children nowadays take having cars for granted. Now, more often than not, kids are given cars, and don’t really have to work for it like my mother did.

Rachel Bunker (Honors Challenge)

Coming of Age: Richard

     My father, Richard Young, had coming of age experiences in high school. When he was in high school, he started working on cars. He told me once that when he was in high school he could “take a part a car and put it back together”. He would work on and paint cars in his spare time, and he told me that he worked at a body shop and air brushed cars. This took a lot of hard work and practice for him. He still tells me all the time about him buying his first car and fixing it up It was something he loved to do.
  He then started working at Ellsworth Auto Supply and was a delivery driver there; he would work on people’s cars, and he would work the counter selling items and talking to customers. My uncle worked there to, but he didn’t have as much skill as my dad did. If he hadn’t worked hard to know how to fix a car he would have never gotten that job. My dad has worked at Ellsworth Auto for 23 years, and he now owns the business today. 

Madison Young (Honors Challenge)

December 19, 2012

December 19, 2012

Discussion Forum on Of Mice and Men (Click it):

Essential Question: How do we use rhetorical appeals and advertising techniques to sell a product?
Check as we complete.

______Do Now: Get into your groups of three. Be prepared to do your presentation. Also, familiarize yourself with page 72 in your Springboard text again. Have your text open to this page. 
______Respond in writing in the graphic organizer and the margins your identification of each of the group’s use of advertising techniques and rhetorical appeals.
______Fill out the rubric in response to each of the groups, as this will inform both assessment and serve as practice for our work with the embedded assessment #2.

_______Review of embedded assessment #2. Check and improve my embedded assessment #2 checklist. You might type this out and save this to your laptop as we will be working on the embedded assessment this week and when we return from the holiday.

Read Aloud: Of Mice and Men. 
HW: Continue reading Of Mice and Men to page 65 for Thurs./Fri. Visit the discussion board and respond. That means you should have six responses to questions or comments made by the teacher your fellow classmates.

Thursday/ Friday Class

We will:
_______Review pages 77-79 in Springboard. Page 79 will be very important to your completion of an ad. This will be checked at the beginning of class to see that you have completed. 
Peer Review: Complete this rubric for each group on the paper provided. Identify one group member to identify the group on the paper. Groups will present 2-3 minute commercials using rhetorical appeals and advertising techniques. Score by identifying each letter identifying the scoring criteria and then a score between one and four.
Scores: 1-Doesn’t Meet  2-Emerging 3-Proficient 4-Exemplary
Group Member: “Joe”
A. Organization: 1  2  3  4
B. Use of advertising technique(s): 1 2 3 4
C. Identifiable rhetorical appeals: ____________________________________________
  1. Slogan and Clearly Defined Product 1 2 3 4
E. Polished Ad: Evidence of Practice 1 2 3 4