1. Use prewriting strategies to generate ideas, develop voice, and plan; develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; proofread writing for appropriateness of organization, content, style, and conventions; frequently refine selected pieces to publish for general and specific audiences; and use technology for aspects of creating, revising, editing, and publishing texts (TEKS 110.44.b.2.A-E)

a. Journal using word processor using designated filename and saving on A:/ Drive.

b. Brainstorm to develop ideas including required standards for evaluation.

c. Observe and maintain a time line to complete project using electronic checklist.

d. Use provided templates to produce required products.

e. Use appropriate software, brainstorm, organize, develop drafts, proof, revise, refine, and publish information.

f. Use appropriate strategies to prepare “successful” presentation.
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

a. Journals

b. Student self-assessment and peer review

c. Teacher evaluation and student self-assessment

d. Completed product using provided templates

e. Student self-assessment, peer review, and  completed products

f. Student self-assessment, peer review, and completed products

a. Inclusion in final product - compilation of journal entries

b. Peer feedback, inclusion of suggestions into evaluation rubrics

c. Peer feedback, progress reports (automated - spreadsheet)

d. Graded work

e. Peer feedback, graded work (product grades)

f. Peer feedback, graded work (product grades)

2.  Read to be entertained, to appreciate a writer's craft, to be informed, to take action, and to discover models to use in his/her own writing; read American and other world literature, including classic and contemporary works; and interpret the possible influences of the historical context on literary works. (TEKS 110.44.b.8.A,B,D)

a. Select and read poem or short story written by Edgar Allen Poe.

b. Research environment/ history related to origin of short story/poem - formulate questions to ask, use available resources (library, Internet), and organize.

c. Use selection to complete stylistic analysis (using provided template).

d. Use analysis to write short story or poem in consistent style or create related product.
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

 

a. Student self-assessment and peer review

b. Student self-assessment and peer review

c. Completed product using provided templates

d. Student self-assessment, peer review, and completed products

 

a. Peer feedback

b. Peer feedback and success of attempted research strategies

c. Graded work

d. Peer feedback, graded work (product grades)

3.  Recognize distinctive and shared characteristics of cultures through reading; and compare text events with his/her own and other readers' experiences. (TEKS 110.44.b.9.A,B)

a. With aid of template (spreadsheet), use research of  environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin.

b. Using research, compare/contrast environment/ time/ origin of short story/ poem to student’s environment/ time/ origin.
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

a. Student self-assessment, peer review, and completed product

b. Student self-assessment, peer review, and completed products

 

a. Peer feedback, graded work (product grades)

b.  Peer feedback and success of attempted research strategies, graded work (product grades)

 

4. Connect literature to historical contexts, current events, and his/her own experiences; (TEKS 110.44.b.11.E)

a. With aid of template (spreadsheet), use research of environment/ time/ origin of short story/ poem to relate to student’s environment/ time/ origin.

b. Use recognized relations (and provided/ completed  templates) to complete poem/ short story/  rap/ other product in related style using student’s experiences for context.
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

 

a. Student self-assessment, peer review, and completed product using provided templates

b. Student self-assessment, peer review, and completed product using provided templates

 

a. Peer feedback, graded work (product grades)

b. Peer feedback, graded work (product grades)

 

5. Evaluate the credibility of information sources, including how the writer's motivation may affect that credibility; (TEKS 110.44.b.12.B)
 

a. Evaluate reliability of resource material and source.

b. Determine which information sources to use for project’s purposes.
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

 

a. Student self-assessment, peer review, and completed product

b. Student self-assessment, peer review, and completed product

 

a. Peer feedback, graded work (product grades)

b. Peer feedback, graded work (product grades)

 

6.  Generate relevant, interesting, and researchable questions; locate appropriate print and non-print information using text and technical resources, including databases and the Internet; use text organizers such as overviews, headings, and graphic features to locate and categorize information; produce reports and research projects in varying forms for audiences; and draw conclusions from information gathered. (TEKS 110.44.b.13.A-E)

a. Develop “relevant, interesting, and researchable” questions to research short story or poem and its environment of origin. (Where was Poe at time of story and what was happening to him and around him?)

b. Organize elements relating story/ poem to environment/ origin using concept mapping and templates if available.

c. Draw conclusions regarding relationship of elements of story/ poem to environment/ origin.

d. Present information regarding elements and their relationship using appropriate software (word processor/ presentation/ spreadsheet/ video).
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

 

a. Student self-assessment, peer review, and completed product

b. Student self-assessment, peer review, and completed product

c. Student self-assessment, peer review, and completed product

d. Student self-assessment, peer review, and completed product

 

 

a.  Peer feedback and success of attempted research strategies, graded work (product grades)

b. Peer feedback, graded work (product grades)

c. Peer feedback, graded work (product grades)

d. Peer feedback, graded work (product grades)

 

7. Use the conventions of oral language effectively; use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; communicate effectively in conversations and group discussions while problem solving, and planning; use effective verbal and nonverbal strategies in presenting oral messages; ask clear questions for a variety of purposes and respond appropriately to the questions of others; and make relevant contributions in conversations and discussions. (TEKS 110.44.b.15.A-F)
 

a. Work in small groups to research background information for short story/ poem.

b. Work in small groups to produce product to present background information for short story/ poem.

c. Work in small groups to produce short story/ poem/ rap/ skit/  narration/ etc. that represents group’s interpretation of updated version of short story or poem.

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

 

a. Student self-assessment, peer review, and completed product

b. Student self-assessment, peer review, and completed product

c. Student self-assessment, peer review, and completed product

a.  Peer feedback and success of attempted research strategies, graded work (product grades)

b. Peer feedback, graded work (product grades)

c. Peer feedback, graded work (product grades)

8. Present interpretations such as telling stories, performing original works, and interpreting poems and stories for a variety of audiences. (TEKS 110.44.b.18.C)
 

a. Provide background presentation for short story/ poem/ rap/ other product using appropriate medium.

b. publish short story/ poem/ rap/ etc. using appropriate medium.
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

 

a. Student self-assessment, peer review, and completed product

b. Student self-assessment, peer review, and completed product

a. Peer feedback, graded work (product grades)

b. Peer feedback, graded work (product grades)

Group

Points

Participation

Does not engage in activities

Rarely engages in activities

Engaged in most activities

Engaged in all activities

Cooperation

Never ready to contribute or to support team effort

Rarely ready
to contribute
or support
team effort

Usually ready to contribute and supports team effort

Always ready to contribute
and support team effort

Responsibility

Cannot be depended upon in performance of duties

Rarely dependable in performance of duties

Usually is dependable in
performance of duties

Always dependable in
performance of duties

Quantity of Work

Much less than
proportional share

Less than proportional share

More than proportional share

Much more than proportional
share

Quality of Work

Inadequate

Barely satisfactory

Good

Excellent

Journal

Points

Journal Entries

Not present

Most are present but not all and/or entries for the most part are unclear, inappropriate, or incomplete
 

Recorded daily
but are not
always clear,
appropriate, or
complete

Recorded daily and are clear, appropriate, and complete
 

Conventions

No apparent paragraphing. Both grammar and punctuation errors are common

Paragraphing is confusing. Grammar or punctuation errors are common.
 

Paragraphing intentional, with one main idea. One or two errors with grammar or punctuation
 

Paragraphing intentional, assisting the reader, with one main idea. Correct grammar and punctuation.
 

Fluency

Meaning is unintelligible or confusing. Run-ons are common or sentences are incomplete.
 

Meaning of sentences is unclear. Only one or two run-ons or incomplete sentences
 

Meaning of sentences is clear with no run-ons or incomplete sentences
 

Sentences begin in varied manner and length with sentences building on the ones that came before
 

Organization

Ideas not organized in meaningful manner
 

Logical connectors used, but organization does not reflect a logical sequence
 

Ideas flow and
are well
connected with
appropriate
introduction

Ideas organized in a meaningful way, reflecting a logical sequence
 

Project (Solution)

Points

Success in
Targeting
Objective(s)

Almost none of the targeted objectives are achieved
 

Few of the targeted objectives are achieved
 

Most of the targeted objectives are achieved
 

All of the targeted objectives are achieved
 

Coverage of
Criteria

Very little if any of background information provided is appropriately covered
 

Little of the background information/ requirements provided is appropriately covered
 

Most to all of
the
background
information or
requirements
covered
appropriately

The required criteria are covered in a manner that goes above and beyond what was required
 

Organization
of Content
and
Mechanics

No apparent connection or  relation among items. Extensive spelling and grammatical errors
 

Connections and relations between items stated difficult to grasp. Few spelling or grammatical errors
 

Connections and relations between items are apparent. Almost no spelling or grammatical errors
 

Connections and relations are clear, direct, and add to the solution (project) No spelling or grammatical errors
 

Originality

Minimal rehash of others’ ideas
 

Large
collection of
ideas that
have
belonged to
others

Others' ideas have been altered, modified, and improved
 

Most of the ideas presented are original and inventive
 

Subject
Knowledge

Knowledge of subject not evident
 

Knowledge of subject demonstrated at minimal level