To Kill A Mockingbird: Main Themes and Historical Context: Evaluation

Evaluation

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Research and Creation of Letter (s)	The letter contains no accurate facts about the topic. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Students identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research. (0-5)	The letter contains 1-2 accurate facts about the topic. Most sentences are complete and well-constructed. Paragraphing needs some work. Students identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research. (6-10)	The letter contains 3-4 accurate facts about the topic. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Students independently identify at least 4 reasonable ideas/questions to pursue when doing the research. (11-15)	The letter contains at least 5 accurate facts about the topic. Sentences and paragraphs are complete, well-constructed and of varied structure. Students independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research. (16-20)
Collaboration and Group Work	One or more students in the group cannot clearly explain what information they are responsible for locating. Listen to Other Teammates (0-5)	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. Usually doing most of the talking--rarely allows others to speak. (6-10)	Each student in the group can clearly explain what information s/he is responsible for locating. Listens, but sometimes talks too much over others. (11-15)	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Listens and speaks a fair amount. (16-20)
Final Presentation	Does not seem to understand the topic very well. Often mumbles or can not be understood OR mispronounces more than one word. Student is unable to accurately answer questions posed by classmates about the topic. (0-1)	Shows a good understanding of parts of the topic. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Student is able to accurately answer a few questions posed by classmates about the topic. (2-4)	Shows a good understanding of the topic. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Student is able to accurately answer most questions posed by classmates about the topic. (5-7)	Shows a full understanding of the topic. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Student is able to accurately answer almost all questions posed by classmates about the topic. (8-10)

Beginning

Developing

Accomplished

Exemplary

Score

Research and Creation of Letter (s)

The letter contains no accurate facts about the topic. Many sentence fragments or run-on sentences OR paragraphing needs lots of work. Students identify, with considerable adult help, 4 reasonable ideas/questions to pursue when doing the research.

(0-5)

The letter contains 1-2 accurate facts about the topic. Most sentences are complete and well-constructed. Paragraphing needs some work. Students identify, with some adult help, at least 4 reasonable ideas/questions to pursue when doing the research.

(6-10)

The letter contains 3-4 accurate facts about the topic. All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well. Students independently identify at least 4 reasonable ideas/questions to pursue when doing the research.

(11-15)

The letter contains at least 5 accurate facts about the topic. Sentences and paragraphs are complete, well-constructed and of varied structure. Students independently identify at least 4 reasonable, insightful, creative ideas/questions to pursue when doing the research.

(16-20)

Collaboration and Group Work

One or more students in the group cannot clearly explain what information they are responsible for locating. Listen to Other Teammates

(0-5)

Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating. Usually doing most of the talking--rarely allows others to speak.

(6-10)

Each student in the group can clearly explain what information s/he is responsible for locating. Listens, but sometimes talks too much over others.

(11-15)

Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed. Listens and speaks a fair amount.

(16-20)

Final Presentation

Does not seem to understand the topic very well. Often mumbles or can not be understood OR mispronounces more than one word. Student is unable to accurately answer questions posed by classmates about the topic.

(0-1)

Shows a good understanding of parts of the topic. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Student is able to accurately answer a few questions posed by classmates about the topic.

(2-4)

Shows a good understanding of the topic. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Student is able to accurately answer most questions posed by classmates about the topic.

(5-7)

Shows a full understanding of the topic. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Student is able to accurately answer almost all questions posed by classmates about the topic.

(8-10)