Lesson Unit Plan (continued)

Assessment

• Student describes what a character is like by what he or she does in a familiar narration, dialogue, or drama using simple sentences.
• Student analyzes and traces an author’s development of time and sequence, including the use of complex literary devices (e.g. foreshadowing, flashbacks).
• Student identifies several literary elements and techniques (e.g. figurative language, imagery, and symbolism).
• Student revises own writing to improve the logic, coherence, organization, controlling perspective, precision of work choice, and the tone by taking into consideration the audience, purpose, and formality of the context.

Evaluation

• The teacher will develop an action plan (Rubric) for determining if the essay writing assignments are well organized to help the student achieve the reading, writing, and critical thinking goals outlined in this Standards-based Lesson Plan. link Rubric

Essay Rubric Scoring Guide:

Basic Descriptors (0-4)

Score (0): For an F on this assignment (50-59 points)
a) No comprehensive storylines.
b) Response is minimal, fragmented, consisting of isolated words.
c) Lots of MUGS (mechanics, usage, grammar, spelling) errors.
d) No response; blank.

Score (1): For a D on this assignment (60-69 points)
a) Incoherent sentence structure.
b) Does not follow the requirements of the prompt.
c) Merely copies prompt.
d) Lots of MUGS errors.

Score (2): For a C on this assignment (70-79 points)
a) Incomplete understanding of the prompt.
b) Few details about human rights issues.
c) MUGS errors.

Score (3): For a B on this assignment (80-89 points)
a) Clear coherent picture of the Human Rights issues.
b) Sensory images with supporting details.
c) Minimal MUGS errors.

Score (4): For an A on this assignment (90-100 points)
a) Well organized Expository essay, paragraphs clearly stated, and appeals to sensory.
b) Compelling details.
c) The response to the Essential Question flows.
d) Reader thinks about his/her own Human Rights development.
e) No MUGS errors.