The Outsiders
The OutsidersBy S. E. HintonJessica RobinsonEnglish Language Arts – Grade 8Novel StudyTable of Contents TOC \o "1-3" \h \z \u Overview PAGEREF _Toc196212438 \h 2Rationale PAGEREF _Toc196212439 \h 3Program of Study Curriculum Outcomes PAGEREF _Toc196212440 \h 3Essential Goals and Questions PAGEREF _Toc196212441 \h 3Questions PAGEREF _Toc196212442 \h 3Goals PAGEREF _Toc196212443 \h 4Calendar of Lessons PAGEREF _Toc196212444 \h 4Learning Activities and Instructional Strategies PAGEREF _Toc196212445 \h 7Assessment Plan PAGEREF _Toc196212446 \h 10Appendices PAGEREF _Toc196212447 \h 11Sample Lesson Plans PAGEREF _Toc196212448 \h 11Lesson 1 PAGEREF _Toc196212449 \h 11Lesson 2 PAGEREF _Toc196212450 \h 12Lesson 3 PAGEREF _Toc196212451 \h 13Lesson 4 PAGEREF _Toc196212452 \h 14Lesson 5 PAGEREF _Toc196212453 \h 15Sample Assignments for Lessons 1-5 PAGEREF _Toc196212454 \h 16Final Project Outline and Assessment PAGEREF _Toc196212455 \h 20OverviewThis novel study is designed for grade 8 students in an English Language Arts class. The purpose of this unit is to help students gain a greater understanding of other people’s perspectives and to consider issues such as social class, gang violence, death, friendship and the struggles of life. They will have the opportunity to read the novel The Outsiders by S. E. Hinton, enhance their reading comprehension and vocabulary, interpret meanings from the text, and reflect upon the main themes of the novel. At the end of the unit we will discuss and reflect upon the main themes of the novel including fighting, gangs, prejudice and what it is like to be a teenager.This unit uses group work, whole class discussions, and individual projects as a means for students to demonstrate their understanding. RationaleThis unit would be a good experience for Junior High students because it can broaden their perspective and enables them to see something from another person’s point of view. In Junior High students are very concerned with labeling others and forming groups. This novel provides clear examples of how things are not always as they seem and that labels can be deceiving. This unit covers various curriculum outcomes from the Language Arts curriculum. A detailed list can be found in the table below. Program of Study Curriculum OutcomesGLO 1: Explore thoughts, ideas, feelings and experiencesGLO 2: Comprehend and respond personally and critically to oral, print and other media textsGLO 3: Manage ideas and informationGLO 4: Enhance the clarity and artistry of communicationGLO 5: Respect, support and collaborate with others1:1: Discover and Explore2.1: Use Strategies and Cues3.1: Plan and Focus4.1: Enhance and Improve5.1: Respect Others and Strengthen Community1:2: Clarify an Extend2.2: Respond to Texts3.3: Organize, Record and Evaluate4.3: Present and Share5.2: Work within a Group2.3: Understand Forms, Elements and Techniques3.4: Share and Review2.4: Create Original TextEssential Goals and QuestionsQuestionsStudents will keep considering…What does it mean to be “good” or “bad”?How do outward appearances affect the way we think of people?How does social class affect young people?GoalsStudents will…Express their own ideas and point of view Extend their understanding of other peopleUnderstand and respond to the textStudents will understand…Other peoples views may differ from their own and that is okay The consequences of using violence as a way to solve conflictThat characters/ people can change i.e. their actions, point of view, understandingsStudents will know… That written text can hold more meaning than what lies on the surfaceStrategies to understand written materialThat opinions may vary about the same issue or topicStudents will be skilled at… Expressing their own opinion through writingComprehending written wordInferring meaning from textCalendar of Lessons WeekMondayTuesdayWednesdayThursdayFriday1Objective: Introduce Author and Novel Activities: Pre Reading QuestionsOutcomes:2.2-5Objective: Consider the perspective of the author and how it relates to their own.Read: Chapter 1Activities: During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3Objective: Get to know and understand characters. Activities:Chapter 1 Assignment Introduction to CharactersOutcomes:5.2-2, 5.3-3, Objective: Look at definitions of groups. Where do they come from?Read: Chapter 2Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3Objective: Understand and remember the main ideas and events of the novel. Activities:Reading Comprehension Questions Ch.’s 1&2Outcomes:2.1-3, 2.1-4, 2.1-52Objective:Understand the main conflicts in the novel. Activities:Chapter 2 Assignment- Introduction to ConflictsOutcomes:3.1-2Objective:Understand character motives. Read: Chapter 3Activities:During Reading Discussion/ Journal Questions Outcomes:1.1-1, 1.1-2, 1.1-3Objective:Understand character and analyze dialogue.Activities:Chapter 3 Assignment- Understanding CharactersOutcomes:2.2-6, 2.2-7, 2.2-8Objective:Understand character relationships.Read: Chapter 4 Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3Objective:Develop and expand vocabulary. Activities:Vocabulary Ch.’s 1-4Outcomes:2.1 -8, 2.1-93Objective:Consider how point of view effects the story.Activities:Chapter 4 Assignment -Point of View Outcomes:2.3-5Objective:Analyze and understand text. Read: Chapter 5Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3Objective:Consider how you relate to or understand what the characters are going through.Activities:Chapter 5 Assignment- Life as a Greaser PoemOutcomes:2.4-1, 2.2 Objective:Consider what it means to be “good” or “bad”. Read: Chapter 6Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3Objective:Understand and remember the main ideas and events of the novel. Activities:Reading Comprehension Questions Ch.’s 5&6Outcomes:2.1-3, 2.1-4, 2.1-54Objective:Examine conflict resolution. Activities:Chapter 6 Assignment- Conflict Resolution Outcomes:3.1-2Objective:Explore which characteristics of a person are desirable in different situations. Read: Chapter 7Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3Objective:Interpret and infer meaning from the text. Activities:Chapter 7 Assignment- Inference and Character MotivationOutcomes:1.2, 2.2-4, 2.2-3, 4.1-10Objective:Consider similarities and differences between your life and the characters in the book. Read: Chapter 8Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3Objective:Develop and expand vocabulary.Activities:Vocabulary Ch.’s 5-8Outcomes:2.1 -8, 2.1-95Objective:Discuss ways characters change throughout the novel. Activities:Chapter 8 Assignment- Understanding Characters Writing Outcomes:2.2-8Objective:Consider character motivation. Read: Chapter 9Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-1, 1.1-2, 1.1-3Objective:Consider positive and negative ways to resolve a conflict. Activities:Chapter 9 Assignment- Fighting Survey Outcomes:2.3-3Objective:Reconsider assumptions of the novel.Read: Chapter 10&11 Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.2-1, 1.2-2, 1.2-3Objective:Understand and remember the main ideas and events of the novel. Activities:Reading Comprehension Questions Ch.’s 9&10Outcomes:2.1-3, 2.1-4, 2.1-56Objective:Discuss ways characters have changed throughout the novel. Activities:Chapter 10 &11 Assignment- Plot and CharacterizationOutcomes: 2.2-8Objective:Consider experiences and perspective of the narrator and relate to your own perspective. Read: Chapter 12Activities:During Reading Discussion/ Journal QuestionsOutcomes:1.1-4, 2.3-3, 3.3-7Objective:Evaluate elements of the novel. Activities:Chapter 12 Assignment- Elements of the Novel Web Outcomes:2.2-10, 2.2-11, 2.2-12, 2.3-6Objective:Explore the main themes of the novel. Activities:Introduce Final ProjectOutcomes:2.3-3, 4.3-1, 4.3-5Objective:Explore the main themes of the novel. Activities:Work on Final ProjectOutcomes:2.3-3, 4.3-1, 4.3-57Objective: Explore the main themes of the novel. Activities:Work on Final ProjectOutcomes:2.3-3, 4.3-1, 4.3-5Objective:Understand and remember the main ideas and events of the novel. Activities:Review JeopardyObjective:Discuss choices made in making the movie. Activities:Watch Movie Outcomes:2.3-6Objective:Discuss choices made in making the movie. Activities:Watch Movie, Discussion/ Journal QuestionsOutcomes:2.3-6Objective:Discuss choices made in making the movie. Activities:Watch MovieDiscussion/ Journal Questions Outcomes:2.3-68Objective: Explore the main themes of the novel and present ideas to the class. Activities:Present Final ProjectsOutcomes:2.3-3, 4.3-1, 4.3-5, 3.4-1, 3.4-2, 5.1-5Objective: Explore the main themes of the novel and present ideas to the class.Activities:Present Final ProjectsOutcomes:2.3-3, 4.3-1, 4.3-5, 3.4-1, 3.4-2, 5.1-5Objective: Test all knowledge outcomes for the unit. Activities:Final QuizLearning Activities and Instructional StrategiesL= Listening, S= Speaking, R= Reading, W= Writing, V= Viewing, RP= RepresentingNameKey ConceptActivityLSRWVRPAssessmentChapter Reading Comprehension QuestionsUse strategies and cues to understand and comprehend text. Students will complete reading comprehension questions once a week on the chapters we have read that week. ??Questions will be handed in to be marked. Pre, during and post reading Journal QuestionsRespond personally and critically to text.Students will respond to readings in their journal by answering journal questions after each time we read. Students will be asked to share their responses with the class to participate in group discussion of the questions.????Journals will be handed in to be marked. Chapter 1 -Intro to Characters Assignment Respect, support and collaborate with others. Use strategies and cues to understand text.Each member of the group will focus on 1 character and fill in the char about them. Then the group will come together and each member will teach the rest of the group about their character. ??Observation of group work skills. Chapter 2 -Intro to Conflict Assignment Discover and explore thoughts, ideas, feelings and experiences. Using the information from the novel students will fill in the chart about the 3 main conflicts that continue through the novel. They will describe it, find a quote about it and explain why the conflict exists. ??Students will hand in their chart to be marked.Chapter 3 -Characterization Assignment Clarify and extend to explore thoughts, ideas, feelings and experiences.Students will select a statement from the list provided and think about its meaning. What ideas come to mind when you read the statement? What point of view is being expressed? Do you agree or disagree? Explain. Then using these three questions as a guide write notes on your reaction to the statement. Each person should give a 3-minute speech on the statement. After the speech the class will discuss their reaction to it. ????Students will be graded based on a rubric for their speaking .Chapter 4- Point of View Assignment Respond to text. Create original text. Students will think about Ponyboy’s decision to run away. List what they would like to say to him about his decision and use the list to write a letter to Ponyboy either approving or disapproving of his decision. They must make reference to information from the novel in their letter and use appropriate formatting. ???Students may share the letter with the class. Letters will be handed in to be marked.Chapter 5 - Poem Assignment Respond to text. Create original text.Ponyboy has given the reader a detailed account of his life as a “hood” or greaser. Write a poem that describes one day in the life of a juvenile delinquent, using details from the novel. You may start with: For a hood, life is…????Students can share their poems with the class. Chapter 6 -Conflict Resolution Assignment Clarify and extend to explore thoughts, ideas, feelings and experiences. Students will answer questions to consider the details of the plot that lead to the conflict resolution between Ponyboy and Darry.??Questions will be handed in to be marked. Chapter 7 -Inference Assignment Discover and explore thoughts, ideas, feelings and experiences.Using the statement they have been given from the book they will first list all of the information they can about it. Then they will use the information to write a paragraph that explains the meaning of the statement. Students will get together with others who did the same statement as them. Then they will discuss how their inference differed from others. They will present to the class their statement and briefly describe how their inference related to others in their group.??Observation checklist will be used to observe how students work with their group. Chapter 8 -Character Assignment Clarify and extend to explore thoughts, ideas, feelings and experiences.Students will select one of the topics and write a letter to one of the characters involved. Their letter should include specific details from the story, reasons for their main points and at leas two quotations from the story???Letters may be shared with the group and handed in for marking. Chapter 9 -Fighting Assignment Use strategies and cues to understand text. As a class we will discuss the negative consequences of solving conflict with fighting as seen in the novel. Students will then research strategies to resolve conflict in positive ways. Each student will share at least 2 items that they found. ??Students will present their research to the class. Chapter 10 & 11 -Plot and Characterization Assignment Clarify and extend to explore thoughts, ideas, feelings and experiences.Students will answer questions to show how Ponyboy comes to his conclusions about the two issues he has been struggling with. As well as their opinion about the conclusions of the novel. We will discuss feelings about the conclusion of the novel as a class. ??Questions will be handed in to be marked. Chapter 12 -Web Assignment Understand forms, elements and techniques to comprehend text. Using details from the novel, students will fill in a thought web to explain what the mood and tone of the novel are and how the elements of word choice, figurative language, plot, setting and character work together to create this mood and tone. Go over the results of the assignment as a class. What are some of the variations among responses? If you changed one of the elements how would it affect the mood or other elements of the novel? ??We will go over the material as a class. Final ProjectPlan and focus to manage ideas and information. Present and share. Respect, support and collaborate with others. After reading the novel students may choose a list of possible projects or create their own project to complete. They will include information from the novel to demonstrate that they have read and understand the main themes of the novel, as well as the main series of events that took place. They will present their project to the class. ??????Projects will be graded based on the rubric attached in the appendices. Assessment PlanTaxonomy and ContentEvidence of LearningTaxonomic LevelKnowledge/ ComprehensionApplication/Analysis/ Evaluation/ SynthesisObjectivesAssignments/ QuizzesAssignments/ Projects1: Explore thoughts, ideas, feelings and experiences1:1: Discover and Explore1:2: Clarify an ExtendPre, during and post reading journal questions(10%)2: Comprehend and respond personally and critically to oral, print and other media texts2.1: Use Strategies and Cues2.2: Respond to Texts2.3: Understand Forms, Elements and Techniques2.4: Create Original TextChapter 1& 2 Comprehension Questions(2%)Chapter 3-6 Comprehension Questions(2%)Chapter 7-10 Comprehension Questions(2%)Chapter 1-4 Vocabulary (2%)Chapter 5-8 Vocabulary(2%)Chapter 3 Characterization Assignment (5%)Chapter 4 Point of View Assignment (5%)Chapter 5 Poem Assignment (5%)Chapter 8 Character Assignment (5%)Chapter 9 Fighting Assignment (5%)Chapter 10 & 11 Plot and Characterization Assignment (5%)Chapter 12 Web Assignment (5%)3: Manage ideas and information3.1: Plan and Focus3.3: Organize, Record and Evaluate3.4: Share and ReviewChapter 2 Intro to Conflict Assignment (5%)Chapter 6 Conflict Resolution Assignment (5%)4: Enhance the clarity and artistry of communication4.1: Enhance and Improve4.3: Present and ShareChapter 7 Inference Assignment (5%)5: Respect support and collaborate with others.5.1: Respect Others and Strengthen Community5.2: Work within a GroupChapter 1 Intro to Characters Assignment (5%)All OutcomesFinal Quiz (10 %)Final Project (15 %)Totals20 %80 %AppendicesSample Lesson PlansLesson 1Length: 45 MinGLO’s2: Comprehend and respond personally and critically to oral, print and other media textsSLO’s2.2-5: make connections between biographical information about authors, illustrators, storytellers and filmmakers and their textsLearning ObjectivesStudents will…Demonstrate their understanding prior to reading the novel.Draw conclusions between the biographical information about the author and the text.MaterialsClass set of novel The Outsiders by S. E. HintonStudents JournalsPreparationHave journal questions written up on the boardProcedureIntroductionIntroduce the author and the novel. Explain who she is, where she comes from, why she wrote the book. Refer to inside cover of the book as well as interview with her on pgs….Body Students will work on pre-reading questions in their journals then we will discuss them as a class. Pre reading questions:Think of a time in your life when you felt like an outsider. What was the situation? How did you handle it?How do you select friends? What qualities do you look for in a friend? What qualities do you try to avoid?Think about a time when you or someone you know made decisions about a person’s neighborhood, town, school or friends. What might be the outcomes of this type of thinking? ConclusionDiscuss student’s responses to questions as a class. Students will hand in their journals to be marked. Assessment MethodsStudents will hand in their journal responses at the end of class. Lesson 2Length: 45 MinGLO’s1: Explore thoughts, ideas, feelings and experiencesSLO’s1.1-1: Revise understanding and expression of ideas by connecting new and prior knowledge and experiences1.1-2: Review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding1.1-3: Seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences. Learning Objectives:Students will…Read and comprehend the events in the novelConsider the ideas, opinions and experiences of the narrator of the novel and how they relate to their own ideas, opinions and experiences.Materials:Class set of novel The Outsiders by S. E. HintonStudent journalsPreparationHave journal questions written up on the boardProcedureIntroductionRead Chapter 1 Body Students will respond to during reading questions in their journals and later we will discuss them as a class:Ponyboy is very concerned with his appearance and says that it marks him as a greaser. How important is appearance to you? Does your appearance label you as part of a particular group? Explain your responsesConclusionDiscuss student’s responses to the novel and discussion questions. Assessment MethodsStudents will hand in their journal responses once every 2 weeks. Lesson 3Length: 45 MinGLO’s5: Respect, support and collaborate with othersSLO’s5.1-2: clarify and broaden perspectives and opinions, by examining the ideas of others5.1-3: compare ways in which oral, print and other media text reflect specific elements of culture or periods in history.5.2 -2: use opportunities as a group member to contribute to group goals and extend own learning5.2-3: contribute ideas, knowledge and strategies to identify group information needs and sourcesLearning ObjectivesStudents will…Examine ideas of others Consider ways that the text reflects specific elements of the time periodMaterialsClass set of novel The Outsiders by S. E. HintonCharacter handoutsProcedureIntroductionDivide the class into groups of 7. Hand out books. Explain the assignment that students will be doing. Body Each member of the group will focus on 1 character and fill in the chart about them. Characters include Ponyboy, Two- Bit Mathews, Sodapop, Darry, Steve Randle, Dally, and Johnny Cade.Then the group will come together and each member will teach the rest of the group about their character. ConclusionAs a class we will discuss the information that the students have found and fill in a larger chart to hang up in the classroom for the duration of the novel study. Assessment MethodsAs students are working individually and as a group observe to see if they are completing their assignment and how well they are contributing to the group When we go through the information as a class each students must contribute at least one point to the chart to show that they were participating in the assignment.Lesson 4Length: 45 MinGLO’s1: Explore thoughts, ideas, feelings and experiencesSLO’s1.2-1: acknowledge the value of the ideas and opinions of others in exploring and extending personal interpretations and perspectives1.2-2: exchange ideas and opinions to clarify understanding and to broaden personal perspectives1.2-3: reconsider and revise initial understandings and responses in light of new ides, information and feedback from others. Learning ObjectivesStudents will…Understand others an broaden their own perspectivesContinually reconsider their initial understandings and assumptions and they gather new information and ideas from the novelMaterialsClass set of novel The Outsiders by S. E. HintonStudent journalsPreparationHave journal questions written up on the boardProcedureIntroductionRead Chapter 2Body Students will respond to during reading questions in their journals and later we will discuss them as a class:Explain the differences between a Soc and Greaser. If you were a student at Pony and Cherry’s high school would you want to belong to either group? Why or why not?ConclusionDiscuss student’s responses to the novel and journal question. Assessment MethodsStudents will hand in their journals once every 2 weeks.Lesson 5Length: 45 MinGLO’s2: Comprehend and respond personally and critically to oral, print and other media textsSLO’s2.1-3: enhance understanding by paraphrasing main ideas and supporting details and by rereading and discussing relevant passages2.1-4: monitor understanding; skim, scan or read slowly and carefully, as appropriate, to enhance comprehension2.1-5: take notes, make outlines and use such strategies are read, recite, review to comprehend and remember ideas and information. Learning ObjectivesStudents will…Understand and remember the main ideas and events of the novelMaterialsClass set of The Outsiders by S. E. HintonReading Comprehension Questions Chapters 1 & 2ProcedureIntroductionReview what has happened in chapters 1 and 2 of the novel on the board as a classBody Students will complete reading comprehension questions individually then we will mark them as class. ConclusionMark reading comprehension questions. Assessment MethodsStudents responses to the questions will be marked.Sample Assignments for Lessons 1-5Chapter 1- Introduction to CharactersIn Chapter 1, the characters of the novel are introduced. It is important to know who the characters are to help us follow the events of the novel. The narrator tells the reader their ages, appearances, backgrounds, personalities, and things that are important to them in life. In groups of 7, each person in the group will complete the following chart about one character. When all members of the group are finished each person will be describe their character to the other group members and while they complete the chart on the reverse side.Characters Name:____________________________Age and BackgroundAppearanceImportant things in his lifePersonalityNameAge and BackgroundAppearanceImportant Things in His LifePersonalityChapter 2- Introduction to ConflictsIn this novel, the narrator, Ponyboy, has several conflicts. The conflicts involving the Socs are external, the internal conflicts center around Pony and his relationship with his brother. Complete the follow charts describing the details of the conflict and exploring the reasons that it exists. The Socs versus the GreasersDetails that describe the problemA quotation from Ponyboy about the conflictReasons the conflict existsDarry versus PonyboyDetails that describe the problemA quotation from Ponyboy about the conflictReasons the conflict existsPonyboy versus Himself Feeling hurt about DarryDetails that describe the problemA quotation from Ponyboy about the conflictReasons the conflict existsFinal Project Outline and AssessmentOutsiders Final ProjectAfter reading the novel The Outsiders by S. E. Hinton, you may choose from the list below a project to complete. You must include information from the novel to demonstrate that you have read and understand the main themes of the novel, as well as the main series of events that took place. You will be presenting your project to the class, so you will need to consider ways to make your presentation interesting, and engaging for all class members. Scene Illustration:Illustrate a scene from the novel that reveals one of the themes. Include an appropriate caption that describes the scene. You may do one large scene, or a series of scenes in comic book format. Also include one paragraph explaining how the scene relates to the theme. Soc vs. Greaser Collage:Create a collage showing the two “worlds” of the greasers and Socs. Use quotes, drawings, symbols, and photos to show the differences and similarities between the two worlds. You must include a one paragraph that explains why you’ve chosen the images you did and how they relate to the theme. This can be as a part of the collage, or separately.Conflict Resolution Report:Research conflict resolution from books about the topic, or on the internet. Apply your findings to the conflicts in the story by creating a report recommending how the greasers should have dealt with their problems. The report must be at least 2 pages in length typed, 12 pt font, and double-spaced. Include 2-3 images that represent the conflict resolution strategies you suggest. Remember to include facts, quotes and information from the novel. Outsiders Board Game:Create a board game based on The Outsiders. Base your game board on events in the novel, and use dice to advance tokens that represent the characters. Your board game must be the size of a poster board, and include images and text including clear rules and directions for how to play the game. Remember to include facts, quotes and information from the novel.Reenactment of Courtroom Scene:Imagine that the judge at the hearing decides that Ponyboy must go to trial for his involvement in the death of Bob Sheldon. With a maximum of 4 other students, create a trial. Among the parts you should assign are a prosecuting attorney, a defense attorney, a judge, character witnesses, and actual witnesses to the event. Members of the class will serve as the jury. You may present it in front of the class, or record it to create a mini movie. Together as a group you must hand in a printed copy of the script, including speaking lines and stage directions for each actor.Music PowerPoint:Research some of the songs of The Beatles and of Elvis Presley in the mid 1960’s. Create a 10 slide PowerPoint presentation explaining why you think The Beatles appeal to the Socs, and Elvis to the greasers. Your PowerPoint must include visual and written elements. Remember to include facts, quotes and information from the novel to support your reasoning.Final Project Rubric Project:__________________________Great 4Good 3Needs Work 2Incomplete 1TotalResearch and Preparation of ProjectUsed any extra time to extend researchUsed a variety of appropriate resourcesShowed outstanding effortUsed preparation time wellUsed 2 resourcesShowed effortSpent minimal time on preparationUsed 1 resourcesShowed fair effortNot preparedUsed no resources for researchShowed little effort/12Content of ProjectUsed appropriate evidence and examples from the novelUsed logical, easy-to-follow orderCovered topic with appropriate informationMade effort to use evidence and examples from the novelUsed easy to follow orderCovered topic with adequate informationUsed some evidence and examples from the novelUsed order that was confusing at timesDid not cover topic adequately Used little evidence and few examples from the novelUsed hard-to-follow orderOmitted important information/12Visual ElementsWere highly interesting, easy to see and understandSupported purposeCommunicated main ideas clearlyWere interesting, easy to see and understandSupported purposeCommunicated main ideasWere somewhat interestingWere related to purposeGenerally supported main ideasWere messy, disorganized, hard to understand Were unrelated to purposeDidn’t support main ideas/12Written ElementsHad very few errorsWere thoroughly proofread and revisedSupported main ideas with rich detailsHad few errorsWere proofread and revisedSupported main ideasHad several errorsNeeded more proofreading and revisingWeakly supported main ideasHad many errorsNeeded to be proofread and revisedDidn’t support main ideas/12Oral PresentationSpoke audibly and expressivelyMaintained eye contactCreated and maintained interest from the audienceSpoke audibly and expressivelyMaintained some eye contactKept the audience’s attentionCould develop more expressionAttempted to maintain eye contactLost audiences attention at times Was difficult to hearDid not attempt to maintain eye contactCreated little audience interest/12Total: / 60Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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