ELA Unit Plan TemplateTitle of Unit: ResearchGrade Level: 9Unit Overview: This unit is ongoing throughout the school year. It is possible and suggested that the unit be broken into pieces with the culminating project at the end of the semester or school year. Using “I Have a Dream” by Martin Luther King, Jr. as an anchor text, students will closely read and examine the speech and use it as a model for their own “dream” speech. Additionally, students will engage in research on their potential career and the college and/or training they will need along with financial services available to them. Students will work throughout the semester or school year to create and present a researched multimedia project that will include their speech and their career research.

Unit Introduction/Entry Event:The teacher will break the speech into small parts and distribute the parts to each student. Students will do an oral reading of the speech, each student reading his portion in his own voice. After the reading, students will view the PBS video “In Smaller Voices, “I Have a Dream” Echoes Again Over National Mall” (http://video.pbs.org/video/2187657813/), which is a brief video of students reciting the speech. Next, students will listen to the actual “I Have a Dream” speech by Martin Luther King, Jr. as they read and follow along (http://www.americanrhetoric.com/speeches/mlkihaveadream.htm).

WV CCRS:Objectives Directly Taught or Learned

Through Inquiry/DiscoveryEvidence of Student Mastery of Content

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text.

Through close reading and discussion of MLK’s “I Have a Dream” Text-Dependent Questions, students will demonstrate mastery of content by citing strong and thorough textual evidence of what the text says explicitly and by making inferences.

ELA.9.26 conduct short, as well as more sustained, research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

In a final multimedia researched presentation, students will demonstrate understanding of the subject of their sustained investigation by synthesizing multiple sources of information.Assessed with the Presentation Rubric.

ELA.9.27 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

By creating a Works Cited page and using textual citations within the multimedia presentation, students will demonstrate that they have gathered relevant information from multiple digital sources, assessed the usefulness of each source in answering their research question, integrated the information, and avoided plagiarism by following MLA format for citation. Assessed with the Documented Sources Checklist.

ELA.9.31 integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the

In a final multimedia researched presentation, students will demonstrate that they have integrated multiple sources of information and

credibility and accuracy of each source. evaluated the credibility and accuracy of each source. Assessed with the Presentation Rubric .

ELA.9.33 present information, findings and supporting evidence clearly, concisely and logically such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience and task.

Students will present their findings and supporting evidence in a multimedia researched presentation. In the presentation, students will present the information and findings in a concise and logical manner so that listeners can follow the line of reasoning and the organization and development. The presentation will have substance and style that is appropriate to purpose, audience, and the task. Assessed with the Presentation Rubric.

ELA.9.34 make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

Through the multimedia researched presentation, students will demonstrate that they have made strategic use of digital media in order to enhance understanding of the findings, reasoning and evidence, and to add interest. Assessed with the Presentation Rubric.

ELA.9.38 apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for

Writers) appropriate for the discipline and writing type.

In a Works Cited page and presentation, students will demonstrate knowledge of language and its functions in different contexts. Students will write and edit their multimedia researched presentation so that it conforms to MLA guidelines. Assessed with the Documented Sources Checklist.

TCS.9-12.17 Articulate personal learning goals, select and manage appropriate technologies to achieve them, and reflect on their successes and areas of improvement in working toward their goals.

Using the Project Planning Sheet the student will demonstrate ownership of his/her learning by setting goals, monitoring and adjusting performance, extending learning, and using what he/she has learned to adapt to new situations.

Performance Objectives:Know:How to cite a source (textual and Works Cited) using MLA guidelinesHow to conduct research using credible websitesElements of narrative writingHow to synthesize found information into a textElements of a multimedia presentation The steps of planning a project Do: Close-reading “I Have a Dream” by Martin Luther King, Jr.Write a speech modeling the “I Have a Dream” speechPlan the project/presentationConduct researchSynthesize information found in research

Create a multimedia presentationCreate a Works Cited Page following MLA formatUse textual citations in MLA format

Focus/Driving Question: How will you make your dream come true?Assessment Plan:Major Products: (Group) or (Individual)Individual – Multimedia presentation Student created “I Have a Dream” speech (written and incorporated into the presentation) Works Cited pageProject Plan Sheet Presentation Analysis Sheet

Assessment and Reflection:Rubric(s) I will use: (Check all that apply.)

Collaboration Written Communication x

Critical Thinking & Problem Solving

Content Knowledge

Oral CommunicationSpeaking and ListeningInformative SpeechGrading Rubric

x Other

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Practice presentations xSelf-evaluation NotesPeer evaluation x Checklists/observationsOnline tests and exams Concept maps

Reflections: (Check all that apply)

Survey Focus GroupDiscussion x Task Management ChartJournal Writing/ Learning Log x Other

Documented Sources ChecklistProject Planning Sheet

Manage the Unit:Because of the nature of the unit, it can be broken into pieces and implemented throughout the term. The culminating presentation, which includes a speech about each student’s dream and potential career path, is a good way to conclude the term or year. I have tried to include lots of flexibility for the teacher into this unit so that it is manageable for you and your students. Keep in mind that you know your students and their needs best. This unit can easily be modified and you can provide students with differentiated instruction as needed. Below I have listed the basic components and steps of the process of implementing this unit. Within each lesson, the steps are included in greater detail. Step 1: Introduction Activity (“I Have a Dream”)Step 2: Close reading and discussion “I Have a Dream”Step 3: Students write their own “Dream” speechStep 4: Launch research projectStep 5: Students conduct their research and prepare their presentations Step 6: Final presentations

Informational Writing

Reflection: Students have opportunities to reflect on their learning each day in their Writer’s Notebook. These opportunities are built into the lessons in this unit. In the final lesson, students will reflect on their learning and the skills they have honed and acquired during the entire unit.Teachers should also reflect on their practice in relation to this unit. Below are some guiding prompts for the teacher’s reflection.

Describe what worked well. Describe what did not work so well. What might you do differently next time? Describe what you learned about or from your students. Describe what you learned about yourself.

Materials/Websites:“I Have a Dream” text and audio link http://www.americanrhetoric.com/speeches/mlkihaveadream.htm “I Have a Dream” Echoes Again Over National Mall” http://video.pbs.org/video/2187657813/ How to do a close reading https://writingcenter.fas.harvard.edu/pages/how-do-close-reading

Lesson Plan Info: Lesson Plan 1 of 4 in Unit Plan – ResearchGrade Level: 9Duration: 5, 90-minute blocks

Focus/Driving Question: Why is King’s speech relevant to the modern teenager?

Lesson Overview:Students will be engaged in a close reading of Martin Luther King’s “I Have a Dream” speech. Through text-dependent questioning, students will examine King’s historical references, rhetorical devices, the historical significance of the piece, references to other texts, and the idea/message King was trying to convey to the people. Throughout the close reading, students will engage in brief writing tasks (translation, writing the antithesis, etc.) that will lead them to a deeper understanding of the text.

WV CCRS:CCRS ID CCR StandardsELA.9.4 cite strong and thorough textual evidence to support analysis of what the

informational text says explicitly as well as inferences drawn from the informational text.

ELA.9.26 conduct short, as well as more sustained, research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Teacher Facilitation of Student Acquisition of Background Knowledge: For this lesson, there is no front-loading of the text. The teacher should NOT give any background information about the historical context of the speech or the speaker. Through the close reading, text-dependent questioning, and writing, students will uncover the historical context and significance of the speech. During the text-dependent questioning, students will write a translation of a passage, and they will write the antithesis of another passage within the speech.

Anchor Text and Questions for Close Reading: I Have a Dream Text-Dependent Questions

Vocabulary Development: In the text-dependent questioning portion of this lesson, students are asked to translate, cite, annotate the text, and write the antithesis of statements in the speech. Most students will probably be familiar with these words. Before beginning the lesson, discuss these terms and have the students give examples.translate antithesis cite annotateThere are multiple words in the text that students may have difficulty with (i.e. manacles, score, segregation, promissory note, gradualism, etc.) Students and the teacher should use the Vocabulary Self Selection Strategy (http://literacy.kent.edu/eureka/strategies/vocab_self-collection.pdf ) to identify words that are unfamiliar or need further exploration.

Manage the Lesson:Before this unit, it is important that students have some experience with close reading and annotating text. Due to the length and complexity of the text, this should NOT be the first piece of text that students have the opportunity to annotate. You will want to give them multiple experiences with close reading and annotation

before this unit. For more information on close reading, visit https://writingcenter.fas.harvard.edu/pages/how-do-close-reading Using text-dependent questioning works best in smaller groups of three to four. It is challenging to do this as a whole class activity because it is harder to assess individual responses in this type of setting. You might want to consider grouping your students in small groups and working with each of the small groups. YOU are a critical component of that questioning process for the students because you are facilitating their learning and their understanding of the text. Text-dependent questions should not be in the form of worksheet. Listed below are the steps I would take in implementing this lesson. Please keep in mind that this unit and these lessons were planned for a 90-minute block schedule. Depending on your schedule, you may need to make modifications. Additionally, you might choose to implement in a different order, or depending on your students, eliminate steps. This can be flexible. Make it work for your students. Day 1:

Step 1: Distribute numbered pieces of the speech to each student. Allow students a few minutes to practice their portion of the speech.

Step 2: Have students read their portion of the speech in order. Notes: You will need to select the portions of the speech you wish to have students perform. Select small portions. It is likely that you will not have enough students to perform the entire speech, so that is why you will need to select portions of the speech beforehand. If you view the PBS video “In Smaller Voices, “I Have a Dream” Echoes Again Over National Mall” http://video.pbs.org/video/2187657813/ beforehand, you will have a better understanding of what this activity will look like in your own class.

Step 3: Vocabulary Self-Selection Strategy (http://literacy.kent.edu/eureka/strategies/vocab_self-collection.pdf )

Step 4: Distribute the full text of “I Have a Dream” text to students. Have them follow along as they listen to the speech. American Rhetoric http://www.americanrhetoric.com/speeches/mlkihaveadream.htm “I Have a Dream” full text and audio file

Step 5: Next, have students close read and annotate the text. Note: For how to do a close reading, go to http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html

Step 6: Students write a one-page response to the article addressing the writing prompt. Writing Prompt: Citing evidence from the text, describe how King’s speech is relevant to the modern teenager.

Day 2:Step 7: Text-Dependent Questions (1-7). Note: Because I am working with small groups of 3-4 students, I

have chunked the questions over three days to allow time to work each day with each group. Day 3:

Step 8: Text-Dependent Questions (8-14) Day 4:

Step 9: Rhetorical Devices (attached to Text-Dependent Questions) Day 5:

Step 10: Post Literacy - Writing prompt: In light of your new understandings of the text, describe how King’s speech is relevant to the modern teenager. Use textual evidence where appropriate.

Reflection:1. What did you learn from the process of close reading and annotating the text? Explain.2. How can you use this process in your other classes?3. Did the small group discussions help you to have a deeper understanding of the text? Explain.4. What did you find difficult? Explain.

5. How could the teacher improve these processes for the student? Explain.

Active Literacy:Students will close-read and annotate the text. In addition, the students will participate in a small group guided discussion with the teacher. During the small group discussion, students will have several opportunities to write in order to promote their understanding.

Post Literacy:Writing prompt: In light of your new understandings of the text, describe how King’s speech is relevant to the modern teenager. Use textual evidence where appropriate.

Product/Performance:1. Close-reading/annotation of the text –- Each student will submit their annotated text. The teacher will

formatively assess the annotations by looking for evidence of the thinking. The goal is not for the teacher to assign a grade for this. The goal is to provide the student rich feedback and comments to promote in-depth thinking about the text. (For example, a student might write, “I don’t agree with that.” The teacher can promote the thinking process by adding a comment such as, “Give reasons why you don’t agree with that.”)

2. Response -- Following the close reading and annotation and before the text-dependent questioning, each student will write a one-page response to the prompt. The purpose of the assessment of this piece is formative and the teacher should provide additional comments and feedback to promote student thinking.

3. Text-dependent questioning -- Because students will be completing this in small groups, the teacher can formatively assess each student’s difficulties with the text. The teacher should keep teacher can formatively assess each student’s difficulties with the text. The teacher should keep notes on the questions that students are struggling with in order to help the students develop strategies to understand the meaning of the text.

4. Post Literacy Response – This response can also be formative in nature. It is very likely that this may be a new experience for the students. Again, the teacher should provide rich comments and feedback. In this particular response, it is imperative for the teacher to note in the student’s response areas where students have cited their own textual evidence and areas where their thinking may have changed.

Reflection: What did you learn from the process of close reading and annotating the text? Explain. How can you use this process in your other classes? Did the small group discussions help you to have a deeper understanding of the text? Explain. What did you find difficult? Explain. How could the teacher improve these processes for the student? Explain.

Materials & Resources: I Have a Dream Text-Dependent Questions

Websites:PBS video “In Smaller Voices, “I Have a Dream” Echoes Again Over National Mall” http://video.pbs.org/video/2187657813/American Rhetoric full text and audio file for “I Have a Dream” http://www.americanrhetoric.com/speeches/mlkihaveadream.htmHow to do a close reading http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html

Lesson Plan Info: Lesson Plan 2 of 4 in Unit Plan – ResearchGrade Level: 9Duration: 5, 90-minute blocks

Focus/Driving Question: Why is King’s speech relevant to the modern teenager?

Lesson Overview: Using King’s “I Have a Dream” speech as a model, students will write their own dream speech imitating some of the rhetorical devices King uses in his speech.

WV CCRS:CCRS ID CCR StandardsELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational

text says explicitly as well as inferences drawn from the informational textELA.9.26 conduct short, as well as more sustained, research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.

Teacher Facilitation of Student Acquisition of Background Knowledge:

At this point, students will have spent several days working with Martin Luther King’s “I Have a Dream” speech and analyzing some of the rhetorical devices. To get students thinking about their own dream and how they can achieve it, the students will draw a graphic representation of where they see themselves four, six, eight, ten, and 15 years from now. Encourage students to create their graphic in a comic strip representation with appropriate labels and/or captions.

Anchor Text and Questions for Close Reading:I Have a Dream Speech I Have a Dream Speec h Text Dependent Questions

Vocabulary Development:comic strip label caption Some students may not be familiar with these terms which are a part of the journal prompt. Before students write their journal entry comic strips, the teacher should demonstrate this by creating one of his/her own, labeling each box with the appropriate year and a caption describing the events in the scene.

Manage the Lesson:Listed below are the steps I would take in implementing this lesson. Please keep in mind that when I planned this unit and these lessons, I was planning for a 90-minute block schedule. Depending on your schedule, you might need to make modifications. Additionally, you might choose to implement in a different order, or depending on your students, eliminate steps. This can be flexible. Make it work for you and your students. Day 1:

Step 1: Journal: Create a comic strip depicting where you see yourself four, six, eight, ten, and fifteen years from now. Use labels and/or captions where appropriate.

Note: Students will create a graphic representation in a comic strip format of where they see themselves four, six, eight, ten, and fifteen years from now, using appropriate labels and/or captions. Students may wish to create a digital comic strip. If so, they can access the Comic Creator at http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html

Step 2: Students will access Scholastic’s Writing with Writers website(http://teacher.scholastic.com/writewit/speech/writeit.htm), and read the information about speech writing. (This is a good resource for students to use before they begin writing their speech. You might want to have students outline the information or even create a brief PowerPoint presentation of the information given on the site. This will help give them a starting point and some direction.)

Day 2: Step 3: Prompt for students own dream speech: With King’s speech in mind, write your own “I Have a Dream” speech, outlining your hopes and dreams for the future. In your speech, use at least three of the rhetorical devices we examined in “I Have a Dream.”

Day 3:Step 4: Revise and Edit Notes: Depending on your students’ needs, you should determine the structure for revision and editing. We all know that just telling students to revise and edit usually does not work well. Most students need step by step guided or modeled instruction.In Kelly Gallagher’s Write Like This (2011), he introduces a simple but very effective strategy called RADaR revision. (R=Replace, A=Add, D=Delete, and R=Reorder) Essentially it requires students to run their piece of writing “under the RADaR” to revise their piece. A technique such as this gives students a specific strategy or approach to revising their writing, something that emerging writers really need. I highly recommend Gallagher’s work and suggest you consider adding this book to your own resources. You may also want to consider having students turn in their first draft of their speech to you for some formative assessment. The purpose of this is to give the students rich feedback with comments and questions to guide them to a polished final piece.

Day 4:Step 5: Students will self-assess their speech using the Informative Speech Grading Rubric. Students will make necessary revisions before turning in for final grade. Note: Depending on your students’ history with using rubrics or not using them, you may need to spend some time teaching students how to utilize a grading rubric. I have found that when you just hand students the rubric without discussing it or modeling how it can be used, it becomes useless notebook filler. Students have to be taught how to use a rubric for self-assessment purposes.

Day 5: Step 6: Submit speech to be assessed using the Informative Speech Grading RubricNotes: The five-day timeline is only a guide. Again, depending on your students’ needs, you will probably need to make adjustments. Remember that this unit does not have to be taught all at once. It can be broken into pieces and used throughout the course as you see fit. It is important to note that students will not be delivering their speeches at this time. This will take place in the culminating project for the unit.

Active Literacy:Students will plan and write their own “I Have a Dream” speech using King’s as a model. Speeches will be self-assessed, peer reviewed, and revised before turning in for a grade.

Post Literacy:Students will self-evaluate their progress on their “I Have a Dream” speech.

Product/Performance: 1. Outline of speech writing information/tips – Students could work in pairs or small groups for this

portion, or they may each complete their own. The goal is for students to have an understanding of the components of a speech and a strategy for writing their own.

2. Written Speech – Mirroring the “I Have a Dream” speech, students will write their own speech detailing their dreams for the future. In the spirit of King’s speech, students will use at least three of the rhetorical devices King uses in his “I Have a Dream” speech. It is important that students are guided to produce a clear, well-written speech because this speech becomes a component of the final project presentation at the end of the unit.

Reflection:From this experience, what did you learn or come to understand about yourself or your future? Discuss the three rhetorical devices King used in his speech that you used in your speech. Explain why you decided to use these devices. How did using these rhetorical devices make your writing more effective for the reader?

Materials & Resources:I Have a Dream” full text of speechAccess to the Internet and computers

Websites: “I Have a Dream” full text and audio link http://www.americanrhetoric.com/speeches/mlkihaveadream.htm

Scholastic’s Writing with Writer’s speech writing tips http://teacher.scholastic.com/writewit/speech/writeit.htm

Lesson Plan Info: Lesson Plan 3 Of 4 in Unit Plan – ResearchGrade Level: 9Duration: 7, 90-minute blocks

Focus/Driving Question: How can I achieve my dream?

Lesson Overview: With their own “I Have a Dream” speech in mind, students will gather research on their potential career including the college, vocational, or technical training they will need. In addition, they will research financial aid options and create a plan for financing their post-secondary education.

WV CCRS:CCRS ID CCR StandardsELA.9.26 conduct short, as well as more sustained, research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ELA.9.27 gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

ELA.9.38 apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening. write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA

Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Teacher Facilitation of Student Acquisition of Background Knowledge:To get students thinking about research, have them complete the Quick Write. For more information on Quick Writes, go to https://ablconnect.harvard.edu/quick-write Quick Write: Think about a research project you completed for one of your classes. List and give a brief description of the steps you took to complete the project from beginning to end.

Anchor Text and Questions for Close Reading:None for this lesson

Vocabulary Development:tilde(~) A symbol. If a tilde appears in a URL, it indicates that an individual publishes the information. This word appears repeatedly on the web site credibility sites. Before referring students to the web sites, the facilitator may draw that symbol on the board and ask students where they have seen this symbol before (math, over words, in a web address, etc). The facilitator may explain the significance of the term to the students.financial aid technical training vocational training associate degree bachelor’s degree post-secondary education

At the beginning of the lesson, the teacher should facilitate a discussion of the vocabulary listed above. As 9th graders, most students will probably have limited knowledge of these words. As a class, students, with teacher facilitation, will generate a definition for each word and give an example.

Manage the Lesson:Day 1:

Step 1: Vocabulary Development –See above.Step 2: To get students thinking about research, have them complete the Quick Write. Quick Write: Think about a research project you completed for one of your classes. List and give a brief description of the steps you took to complete the project from beginning to end. Note: For more information on Quick Write go to https://ablconnect.harvard.edu/quick-write Step 3: Students will share their lists in small groups of 3-4. Each group will then come up with a step-by-step list to share with the large group. (Each group will need large chart/poster size paper and a marker.) Step 4: Small groups will share their lists with the large group, and the teacher will facilitate the discussion. By then end of the discussion, the whole class will have generated a research process step-by-step list. Step 5: The teacher will launch the research project using the following scenario.

Scholastic is launching a new website for high school students that will focus on topics that are of interest to students your age. The website will contain articles, videos, discussion boards, etc. One of the new site’s features is section called “I Have a Dream.” In this section, students will be able to post videos, essays, poetry, and/or presentations about their future plans related to their career plans. To launch the site, Scholastic wants to feature students like you.

With your “I Have a Dream” speech in mind, create a multimedia, research-based presentation about the career you have chosen, the education you will need to make the career a possibility, and a plan to finance your education. Note: Students will need a little time to think about and digest the scenario and the task required. Have students come to the next class meeting with a list of questions they have regarding the project. As the facilitator, you will need to guide the students so that they have a clear understanding of what is expected and how to proceed with their research.

Day 2Step 6: Q & A – Teacher will facilitate question and answer session.Step 7: Teacher will facilitate discussion about website credibility. Refer students to suggested links.Stanford Guidelines for Web Credibility http://credibility.stanford.edu/guidelines/index.html Assessing Web Site Credibility http://www.nicholls.edu/pt3/Hurricane/website_credibility.htm How to Determine Website Credibility https://www.techwalla.com/articles/how-to-determine-website-credibility Step 8: In small groups of 3-4, students will create their own website credibility checklist. Step 9: Small groups will share their checklists with the whole group.Note: You may want to collect the checklists and make copies available to students for the next class.

Day 3: Step 10: Students will begin narrowing the focus of their research. As a whole group, choose a career and generate a list of questions to research (i.e. What is the starting pay for a _____? What

are the qualifications to become a _____? etc.) This modeling will help students to generate their own list of questions to research.Step 11: Have each student generate his/her own list of questions to researchStep 12: Teacher will model note taking from a website (summary, paraphrase, quote). Students can copy the examples and practice their own example of each.Step 13: Remind students to copy and paste the URL of the websites they will use to a separate document and save it, or have students add the website to their favorites. (They will need the websites to create a Works Cited page later on.)

Day 4-6:Step 14: Students will conduct the research portion of the project, gathering all the information they will need to put the project together and present it. Note: Three days is just a suggested timeframe. Depending on your students and their needs, you may need less or more time.

Day 7: Step 15: Refer students to their list of web sites they used when completing their research.Step 16: The teacher will facilitate a brief discussion about plagiarism.Step 17: Teacher will model textual citation and how to create an entry for a Works Cited page using the Purdue Online Writing Lab. (There are multiple examples on the Purdue Online Writing Lab website that the teacher can use as a model.)Note: The goal in this step is to get students to use those online resources that are available to cite the sources they use using a specified format such as MLA. Many teachers now rely on these online resources such as Easybib and the Purdue Online Writing Lab rather than referencing a textbook. Students need to know how to use these sites and see just how user friendly they are in order to cite their sources and avoid plagiarism.Step 18: Students will create their Works Cited page.Step 19: Post Literacy and Reflection

Post Literacy: In a paragraph, briefly summarize the research you found about your career. Begin thinking about how you might present this information. List and describe two ideas you have for presenting the information in a formal presentation.Reflection: Describe one thing you learned about your future career. Tell about one thing you learned about the research process. Describe how you might use some of these research skills in other classes you have

now or may have in the futureActive Literacy:Students will actively engage in the research process by finding various sources to answer their questions about their future careers. In addition, they will learn MLA formatting techniques for textual citation and a works cited page.

Post Literacy:In a paragraph, briefly summarize the research you found about your career. Begin thinking about how you might present this information. List and describe two ideas you have for presenting the information in a formal presentation.

Product/Performance:Day 1: Steps of the research process list (small groups)Day 2: Web site credibility checklist (small groups)

Day 3: Student generated list of questions to research (individual) Notes-summary, paraphrase, quote (individual)Days 4-6: Student’s research (individual)Day 7: Works Cited page (individual)

Reflection: Describe one thing you learned about your future career. Tell about one thing you learned about the research process. Describe how you might use some of these research skills in other classes you have now or

may have in the future.

Materials & Resources:Access to the Internet and computersPoster Paper and Markers

Websites:Quick Write Strategy https://ablconnect.harvard.edu/quick-write Stanford Guidelines for Web Credibility http://credibility.stanford.edu/guidelines/index.html How to Determine Website Credibility https://www.techwalla.com/articles/how-to-determine-website-credibility Purdue Online Writing Lab – MLA Guide http://owl.english.purdue.edu/owl/resource/747/01/ EasyBib Student Guide http://content.easybib.com/students/

Lesson Plan Info: Lesson Plan 4 of 4 in Unit Plan – ResearchGrade Level: 9Duration: 7 90-minute blocks

Focus/Driving Question: How can I achieve my dream?

Lesson Overview: Students will create their multimedia presentation using the information they have gathered in their research and their own “I Have a Dream” speech.

WV CCRS:CCRS ID CCR StandardsELA.9.31 integrate multiple sources of information presented in diverse media or formats (e.g.,

visually, quantitatively, orally), evaluating the credibility and accuracy of each source.ELA.9.33 present information, findings and supporting evidence clearly, concisely and logically

such that listeners can follow the line of reasoning and the organization, development, substance and style are appropriate to purpose, audience, and task.

ELA.9.34 make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance understanding of findings, reasoning and evidence and to add interest.

Teacher Facilitation of Student Acquisition of Background Knowledge:Quick Write: Think about a presentation you have seen that really stands out in your mind. What was it about that presentation that made it special or unique? Describe it.

Anchor Text and Questions for Close Reading:None for this lessonVocabulary Development:

Enhance oral fillers tone slang jargon technical language preview review contextual purpose modification script All of the words listed above are part of the Presentation Rubric. It is imperative that students have a good understanding of these terms in order to understand how their presentations will be assessed. Through class discussion with teacher facilitation, students should analyze the rubric and the words within the context of the rubric. Students should provide examples, drawing on past presentations they have given or watched and heard.

Manage the Lesson:Please keep in mind that these lessons were planned for a 90-minute block schedule. Depending on your schedule, you may need to make modifications. Additionally, you might choose to implement in a different order, or depending on your student, eliminate steps. This can be flexible. Make it work for your students.

Day 1:Step 1: Quick Write: Think about a presentation you have seen that really stands out in your mind.

What was it about that presentation that made it special or unique? Describe it. Step 2: Students will watch a presentation by Steve Jobs and analyze it using the Presentation

Analysis sheet.Step 3: The teacher will facilitate a discussion about the presentation after students have

completed their analysis. Step 4: The teacher will hand out the Project Plan Sheet for students to begin planning their own

presentations. The teacher should remind the students that the scenario in the previous lesson will drive their presentation and that they should also think about how they will incorporate their own “I Have a Dream” speech. Note: Steve Jobs is renowned for his presentations. I have included the links to two of his presentations, one introducing the iPod and the other introducing the iPod Nano. You can choose which presentation you wish to use with your students.

Day 2-4: Step 5: Students will work on creating their multimedia presentations incorporating their “I Have a

Dream” speech and career research.Day 5:

Step 6: Practice presentations and peer review (Give students copies of the Presentation Rubric for peer review. Each student will need a rubric for each presenter.) The teacher should model how to give rich feedback and comments during peer review before students begin the process. Additionally, the teacher should facilitate a discussion about the vocabulary in the rubric with which students may not be familiar. Students need a good understanding of the structure of the rubric and the vocabulary within it in order to fairly assess their peers.Notes: I have found that students’ final product is much better if they are given opportunity to practice their presentations in front of their peers. The feedback they get from their peers helps them to fine tune the presentation and make necessary changes. Encourage students to give strong, rich comments or questions they have regarding their peers’ presentations. You might consider having students peer review in small groups. Each student could present to their small group and receive peer feedback from the group members. If you choose to do this, I would recommend that you not put friends together, if possible.

Day 6:Step 7: PresentationsNote: Depending on your class size, you may have to plan the presentations over several days. If students could give their presentations to a panel of adults rather than just the teacher, it makes it a much more meaningful, real-world experience for them. You might consider inviting people from your community, other teachers, administrators, or even people from your central office to help assess the presentations.

Day 7:Step 8: Post Literacy: Writing prompt: For this project, you have learned and practiced multiple

skills. For each skill listed below, write what you learned about or from it and how you might use it in the future.

Skill 1: Close reading and annotationsSkill 2: Small group discussionsSkill 3: Whole class discussionsSkill 4: Writing a speechSkill 5: Research

Skill 6: MLA FormatSkill 7: TechnologySkill 8: PresentingSkill 9: Time management Skill 10: Collaborating with peers

Reflection: From this experience, what did you learn or come to understand about yourself or your future?

Active Literacy:Students will watch a presentation by Steve Jobs and analyze it using the Presentation Analysis sheet. In addition, they will make a detailed plan to create, practice, and deliver their presentation. Finally, they will implement their plan thus creating and delivering their final presentation.

Post Literacy:Writing prompt: For this project, you have learned and practiced multiple skills. For each skill listed below, write what you learned about or from it and how you might use it in the future. Skill 1: Close reading and annotationsSkill 2: Small group discussionsSkill 3: Whole class discussionsSkill 4: Writing a speechSkill 5: ResearchSkill 6: MLA FormatSkill 7: TechnologySkill 8: PresentingSkill 9: Time managementSkill 10: Collaborating with peers Note: This may be a new approach for some students. The teacher may need to model one of these before students begin their writing.

Product/Performance:Day 1: Presentation Analysis sheet, Project Plan SheetDay 5: Practice Presentations and peer review (completed rubrics with comments)Day 6: Final scored presentationsDay 7: Post Literacy and Reflection

Reflection:From this experience, what did you learn or come to understand about yourself or your future?

Materials & Resources:Presentation Analysis Sheet (1 per student)Project Plan Sheet (1 per student)Presentation Rubric ( many)

Websites:Apple Music Special Event 2005: The iPod Nano Introduction http://www.youtube.com/watch?v=7GRv-kv5XEg&feature=related First iPod 2001 Presentation http://www.youtube.com/watch?v=vy01RzqA5RA

Anchor Text with Text-Dependent Questions:

“I Have a Dream” Martin Luther King, Jr.

Because of the complexity of this piece, the chart is divided into two parts. The first half addresses questions related to the content of the piece and are designed to help the student understand the big ideas of the piece. The second half addresses the rhetorical devices in the speech. Because there are so many rhetorical devices and the piece is fairly complex, they have been separated. Depending on your students and their needs, you may choose to separate them or integrate the two.

Text, page or paragraph reference

Text-dependent questions CSO’s addressed

1. Five score years ago. . . 1. Why does King use the phrase “Five score years ago. . .” instead of just saying “One hundred years ago. . .”? What is he referencing? Whom is he referencing? Why is this significant to the speech?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text.

2. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination.

2. What is the significance of King using the terms manacles and chains? What emotion does this evoke in the listener?

3. How does the use of these two terms affect meaning and tone?

ELA.9.10 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

3. Paragraph 3 4. What effect does the repetition of the phrase “one hundred years later” have on the reader/listener?

ELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).

4. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

5. What is the “shameful condition” to which he refers?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text.

5. In a sense we've come to our nation's capital to cash a check.

6. To whom is this “check” payable?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational

text says explicitly as well as inferences drawn from the informational text.

6. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness."

7. What is the payment on this check?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text.

7. Paragraph 6 8. Why does King repeat the word Now? What is the significance of capitalizing that word in the first sentence?

9. What affect does the word now have on meaning and tone?

ELA.9.10 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

8. Paragraph 8 10. What warning does King issue to the people?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text

9. Paragraph 8 11. Why is King issuing that warning?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text

10. "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality.

12. Answer the question, “When will you be satisfied?” by rewriting this passage with the antithesis. (We will be satisfied when the Negro is no longer the victim of police brutality.)

ELA.9.5 determine a central idea of an informational text and analyze its development over the course of the informational text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the informational text.

13. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.

11. Why does MLK specifically mention these states?

ELA.9.4 cite strong and thorough textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the informational text

14. I have a dream that one day this nation will rise up and live out the true meaning of

12 Translate the phrase “I have a dream.”

ELA.9.11 analyze in detail how an author’s ideas or claims are developed and refined by

its creed. . . particular sentences, paragraphs or larger portions of an informational text (e.g., a section or chapter).

13. I have a dream today! 13. What effect does the repetition of the phrase “I have a dream. . .” have on the reader/listener?

14. How does the repetition advance the purpose of the piece?

ELA.9.12 determine an author’s point of view or purpose in an informational text and analyze how an author uses rhetoric to advance that point of view or purpose.

14. Phrases are throughout the text

15. Why does King weave phrases from the Declaration of Independence, the Bible, spirituals, and patriotic songs into his speech?

ELA.9.6 analyze how the author unfolds an analysis or series of ideas or events in informational texts, including the order in which the points are made, how they are introduced and developed and the connections that are drawn between them.

Anchor Text with Text-Dependent Questions:

“I Have a Dream” Martin Luther King, Jr.

Rhetorical DevicesText, page or paragraph reference

Text-dependent questions CCRS’s addressed

1. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation.

Free at last! Free at last!

Thank God Almighty, we are free at last!

Allusion

How do these allusions affect the text?

ELA.9.40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text. · Analyze nuances in the meaning of words with similar denotations.

2. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their

Extended metaphor

How do these extended metaphors affect the text?

ELA.9.40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text.

captivity.

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

· Analyze nuances in the meaning of words with similar denotations.

3. In a sense we've come to our nation's capital to cash a check.

We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until

. . . will not be judged by the color of their skin but by the content of their character.

Alliteration

What effect does alliteration have on the listener?

ELA.9.40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text. · Analyze nuances in the meaning of words with similar denotations.

4. We must forever conduct our struggle. . .

Assonance

What effect does assonance have on the listener?

ELA.9.40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text. · Analyze nuances in the meaning of words with similar denotations.

5. . . . and we will not be satisfied until "justice rolls down like waters, and

Simile

How does simile impact the

ELA.9.40 Demonstrate understanding of figurative language, word relationships,

righteousness like a mighty stream."

text? and nuances in word meanings. · Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text. · Analyze nuances in the meaning of words with similar denotations.

6. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.

With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

Parallelism

What effect does parallelism have on the text?

ELA.9.40 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · Interpret figures of speech (e.g., euphemism or oxymoron) in context and analyze their role in the text. · Analyze nuances in the meaning of words with similar denotations.

Project Plan Sheet

Name:_______________________ Project Title:__________________________ Date:____________

1. What do I want my audience to learn from my presentation?

2. What will I learn from creating and delivering this presentation?

3. What technology or equipment will I need to create and deliver this presentation?

4. What will the audience see and hear during the presentation?

5. What are the steps I need to take to prepare this presentation from beginning to end?

6. Create a timeline for creating, practicing, and delivering the final presentation.

Documented Sources Checklist

Your first and last name in a header Size 12, Times New Roman font 1” margins Double-spaced Hanging indent for each entry Works Cited centered at top of page (no bold, italics, or underline) Alphabetical Order Entries are in MLA format Correct punctuation Correct capitalization

For more information on MLA format for Works Cited pages you may visit the

Purdue Online Writing Lab MLA Works Cited Page

http://owl.english.purdue.edu/owl/resource/747/05/

Presentation Analysis

Name:________________ Project Title:_________________________ Date:____________

1. What do you think the presenter wants the audience to learn from the presentation?

2. What technology and props did the presenter use? Did these help to enhance the presentation? Explain

3. What did the audience see and hear during the presentation?

4. What words or phrases did the speaker repeat throughout the presentation? Why did the speaker do this?

5. How did the speaker incorporate graphs and charts into the presentation? Was it effective? Explain.

6. On a scale of 1-5 (1 = very poor and 5 = outstanding), how would you rate the presenters speaking skills? Explain giving specific examples.

Presentation Below Standard At Standard Above Standard

Knowledge → Comprehension Application → Analysis Evaluation → Synthesis

Physical Attributes

Student does not dress appropriately. Student does not maintain proper body

language. Student does not maintain eye contact

with audience Student fidgets, hides behind objects, and

plays with objects, etc. Student does not face audience.

Student dresses appropriately for the presentation. Student maintains proper body language. Student maintains eye contact with audience Student refrains from fidgeting, hiding behind

objects, playing with objects, etc. Student faces audience.

In addition to the At Standard criteria: Student dresses to enhance the purpose of the presentation. Student uses body language to enhance the purpose of the

presentation. Student uses physical space and movements to enhance the purpose

of the presentation.

Oral & Verbal Skills

Student uses oral fillers (uh, ok, etc.) Student pronounces words incorrectly. Student does not speak loudly and clearly. Student uses tone and pace that obscures

communication. Text contains errors. Student reads from notes.

Student uses minimum of oral fillers (uh, ok, etc.) Student pronounces words correctly and in Standard

English. Student speaks loudly and clearly. Student speaks at a pace and in a tone that allows

clear communication to the audience. Text displayed during the presentation is free of

spelling, usage or mechanical errors. Student possesses notes but does not read from

them.

In addition to the At Standard criteria: Student modifies pronunciation of words to enhance presentation. Student modulates volume and tone to enhance presentation. Student modulates pace to enhance presentation. Student uses slang, jargon or technical language to enhance

presentation. Student speaks from memory and makes only passing reference to

notes or cards.

Organization & Structure

Student does not begin and end on time. Student does not provide preview/review. Student does not provide clear and

definable opening and closing. Student does not have all required

materials ready. Student has not practiced presentation. Student does not demonstrate flexibility.

Student begins and ends on time. Student provides preview and review of main ideas. Student provides clear and definable opening and

closing. Student has all required materials ready for use. Student has practiced order of presentation. Student demonstrates flexibility in the face of

technical or contextual problems.

In addition to At Standard criteria:

Student provides written notes, brochures, overviews, etc. Student creates an opening that is engaging (provides a hook for

audience) and a closing that re-enforces key understandings. Student demonstrates planning for technical and contextual problems.

Technical Attributes

Student use of display boards, presentation software, websites, audio, video, etc., distract audience from the content and purpose of presentation.

Student does not demonstrate care in creation, including editing, proofreading, finishing.

Student use of display boards, presentation software, websites, audio, video, etc. does not distract audience from the content and purpose of the presentation.

Student demonstrates care in creation, including editing, proofreading, finishing.

In addition to At Standard criteria:

Student uses advanced features and utilities of presentation software, creates web-enabled presentations, creates non-linear presentation, and uses audio, video, movie maker programs, webpage design software, etc. to enhance the purpose of the presentation.

Student uses advanced features of word processing software, i.e. outline, table of contents, index feature, draw tool, headers and footers, hyperlinks to other file formats to enhance presentation.

Response to Audience

Student does not provide appropriate oral responses to audience questions, concerns, comments.

Student does not adapt the presentation based on questions, concerns or comments from

Student provides appropriate oral responses to audience questions, concerns, comments.

Student makes minor modifications to the presentation based on questions, concerns or comments from audience.

In addition to At Standard criteria:

Student incorporates audience questions, comments and concerns into the presentation.

Student displays willingness and ability to move away from the

audience. script/plan and modify presentation based on audience response.

Grade 9 INFORMATIVE/EXPLANATORY Writing Rubric* (Last Revised 6/28/2017)Aligned to West Virginia College- and Career- Readiness Standards for English Language Arts

4Exemplary – Exceeds Standard

3Adequate – Meets Standard

2Partial – Approaches Standard

1Minimal – Begins Standard

Stat

emen

t of

Purp

ose/

Focu

s

The writer effectively and consistently

focuses on a clearly identified purpose and topic throughout

effectively considers the audience’s knowledge of the topic

The writer adequately focuses on an

identified purpose and topic

adequately considers the audience’s knowledge of the topic

The writer somewhat focuses on an

identified purpose and topic

shows some consideration of the audience’s knowledge of the topic

The writer seldom focuses on purpose and

topic, and response may be very brief, confusing or ambiguous

does not consider the audience’s knowledge of the topic

Org

aniz

atio

n

The writer uses a clear and effective

organizational structure that effectively and logically presents complex ideas, concepts and information to analyze important connections and distinctions, creating unity and completeness

includes formatting (e.g. headings), graphics (e.g. figures and tables), and multimedia when useful to aiding comprehension

effectively and consistently uses a variety of transitional strategies (efficient and meaningful words, phrases and clauses, as well as varied syntax) to:

o link major sections of texto create cohesiono clarify relationships

among complex ideas and concepts

provides an effective introduction

provides a powerful conclusion that follows from and effectively supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The writer uses an evident organizational

structure that adequately presents complex ideas, concepts and information to make important connections and distinctions, creating a sense of completeness

includes formatting (e.g. headings), graphics (e.g. figures and tables), and multimedia when useful to aiding comprehension

adequately uses transitional strategies (words, phrases and clauses, as well as varied syntax) with some variety to:

o link major sections of texto create cohesiono clarify the relationships

among complex ideas and concepts

provides an adequate introduction

provides a conclusion that follows from and adequately supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The writer uses an inconsistent

organizational structure that partially presents ideas, concepts and information, partially making connections but with some evident flaws

uses some formatting, graphics and multimedia when useful to aiding comprehension

inconsistently uses basic transitional strategies (some words, phrases or clauses) with little variety and simple syntax to

o link major sections of texto create cohesiono clarify the relationships

among complex ideas and concepts

provides a limited introduction

provides a conclusion that partially supports the information or explanation presented

The writer uses little or no discernible

organizational structure to present ideas, concepts and information, seldom making connections

uses little or no formatting, graphics or multimedia

uses few or no transitional strategies (limited language structures) with frequent extraneous ideas that may intrude

provides a minimal or no introduction

does not provide a conclusion that adequately supports the information or explanation presented

Dev

elop

men

t: El

abor

atio

n of

Evi

denc

e The writer supplies thorough and convincing

support/evidence:o factso extended definitionso concrete detailso quotations or other

informationo strong examples

effectively uses a variety of elaborative techniques

The writer supplies significant and relevant

support/evidenceo factso extended definitionso concrete detailso quotations or other informationo strong examples

adequately uses some elaborative techniques

The writer supplies some relevant

support/evidenceo factso detailso examples

uses weak or uneven elaborative techniques

The writer provides little or no relevant

support/evidenceo factso detailso examples

uses little or no elaborative techniques

Lang

uage

and

Voc

abul

ary

The writer clearly and effectively expresses

ideas, using precise words, phrases and clauses to manage the complexity of the information/explanation

uses academic and domain-specific vocabulary that is clearly appropriate for the audience and purpose

effectively establishes and maintains a formal style and objective tone

The writer adequately expresses ideas,

employing a mix of precise with more general words, phrases and clauses to convey the information/explanation

uses domain-specific vocabulary that is generally appropriate for the audience and purpose

adequately establishes and maintains a formal style and objective tone

The writer unevenly expresses ideas, using

simplistic words, phrases and clauses to support the information/explanation

uses domain-specific vocabulary that may at times be inappropriate for the audience and purpose

partially establishes a formal style and objective tone

The writer expresses vague, unclear or

confusing ideas, rarely using words, phrases and clauses that support the information/explanation

uses limited language or domain-specific vocabulary

rarely establishes a formal style and objective tone

Con

vent

ions

The writer demonstrates a strong command

of conventions:o demonstrates effective use of

capitalization, punctuation, and spelling, with insignificant errors that need little or no editing

o effectively demonstrates correct use of a semicolon (and

perhaps a conjunctive adverb) to link two or more closely related independent clauses

use of a colon to introduce a list or quotation

o demonstrates few, if any, errors in usage and sentence formation

The writer demonstrates an adequate

command of conventions:o demonstrates adequate use of

capitalization, punctuation, and spelling, with few errors that need editing but do not distract from the narrative

o adequately demonstrates correct use of a semicolon (and

perhaps a conjunctive adverb) to link two or more closely related independent clauses

use of a colon to introduce a list or quotation

o demonstrates some minor errors in usage and sentence formation

The writer demonstrates a partial command

of conventions:o demonstrates inconsistent

use of capitalization, punctuation, and spelling, with errors that need editing to clarify the narrative

o sometimes demonstrates correct

use of a semicolon to link two or more closely related independent clauses

use of a colon to introduce a list or quotation

o demonstrates frequent errors in usage and sentence formation that may obscure meaning

The writer demonstrates a lack of command

of conventionso demonstrates incorrect use of

capitalization, punctuation, and spelling, with frequent and severe errors that need editing to convey the narrative

o demonstrates incorrect use of a semicolon to link

two or more closely related independent clauses

use of a colon to introduce a list or quotation

o demonstrates frequent and severe errors in usage and sentence formation that often obscures meaning

Grade 9 INFORMATIVE/EXPLANATORY Speaking Rubric (Last Revised 6/28/2017)

Aligned to West Virginia College- and Career- Readiness Standards for English Language Arts4

Exemplary – Exceeds Standard3

Adequate – Meets Standard2

Partial – Approaches Standard1

Minimal – Begins Standard

Stat

emen

t of

Purp

ose/

Focu

s

The speaker effectively and consistently

focuses on a clearly identified purpose and topic throughout

effectively considers the audience’s knowledge of the topic

The speaker adequately focuses on an

identified purpose and topic

adequately considers the audience’s knowledge of the topic

The speaker somewhat focuses on an

identified purpose and topic

shows some consideration of the audience’s knowledge of the topic

The speaker seldom focuses on purpose and

topic, and response may be very brief, confusing or ambiguous

does not consider the audience’s knowledge of the topic

Org

aniz

atio

n

The speaker demonstrates a clear and

effective organizational structure that effectively and logically presents complex ideas, concepts and information to analyze important connections and distinctions, creating unity and completeness

effectively and consistently uses a variety of transitional strategies (efficient and meaningful words, phrases and clauses, as well as varied syntax) to: o link major sections of speecho create cohesiono clarify relationships among

complex ideas and conceptso

presents an effective introduction

presents a powerful conclusion that follows from and effectively supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The speaker demonstrates an evident

organizational structure that adequately presents complex ideas, concepts and information to make important connections and distinctions, creating a sense of completeness

adequately uses transitional strategies (words, phrases and clauses, as well as varied syntax) with some variety to:

o link major sections of speech

o create cohesiono clarify the relationships

among complex ideas and concepts

presents an adequate introduction

presents a conclusion that follows from and adequately supports the information or explanation presented (e.g. articulating implications or the significance of the topic.)

The speaker demonstrates an inconsistent

organizational structure that partially presents ideas, concepts and information, partially making connections but with some evident flaws

inconsistently uses basic transitional strategies (some words, phrases or clauses) with little variety and simple syntax to

o link major sections of speech

o create cohesiono clarify the relationships

among complex ideas and concepts

presents a limited introduction

presents a conclusion that partially supports the information or explanation presented

The speaker demonstrates little or no

discernible organizational structure to present ideas, concepts and information, seldom making connections

uses few or no transitional strategies (limited language structures) with frequent extraneous ideas that may intrude

presents a minimal or no introduction

does not present a conclusion that adequately supports the information or explanation presented

Dev

elop

men

t: El

abor

atio

n of

Evi

denc

e The speaker supplies thorough and convincing

support/evidence:o factso extended definitionso concrete detailso quotations or other

informationo strong examples

effectively uses a variety of elaborative techniques

The speaker supplies significant and relevant

support/evidenceo factso extended definitionso concrete detailso quotations or other informationo strong examples

adequately uses some elaborative techniques

The speaker supplies some relevant

support/evidenceo factso detailso examples

uses weak or uneven elaborative techniques

The speaker provides little or no relevant

support/evidenceo factso detailso examples

uses little or no elaborative techniques

Lang

uage

and

Voc

abul

ary

The speaker clearly and effectively expresses

ideas, using precise language to manage the complexity of the information/explanation

uses academic and domain-specific vocabulary that is clearly appropriate for the audience and purpose

uses a well-controlled and appropriate tone for the audience and purpose

effectively adapts language to a variety of contexts and tasks

The speaker adequately expresses ideas,

employing a mix of precise with more general language to convey the information/explanation

uses domain-specific vocabulary that is generally appropriate for the audience and purpose

uses an appropriate tone for the audience and purpose

adequately adapts language to a variety of contexts and tasks

The speaker unevenly expresses ideas, using

simplistic language to support the information/explanation

uses domain-specific vocabulary that may at times be inappropriate for the audience and purpose

uses a tone that somewhat relates to audience and purpose

adapts language to a variety of tasks

The speaker expresses vague, unclear or

confusing ideas, rarely using language that supports the information/explanation

uses limited language or domain-specific vocabulary

uses a tone that shows little or no relation to audience and purpose

shows an attempt to adapt language

Pres

enta

tion

The speaker uses effective eye contact and

volume with clear pronunciation

uses an understandable pace adapted to the audience

demonstrates consistent awareness of the audience’s engagement

effectively makes use of digital media (e.g., textual, graphical, audio, visual and interactive elements) when appropriate too enhance understanding of

findings, reasoning and evidence

o add interesto clarify the argument

The speaker uses appropriate eye contact,

volume and pronunciation

uses a generally understandable pace adapted to the audience

demonstrates sufficient awareness of the audience’s engagement

adequately makes use of digital media (e.g., textual, graphical, audio, visual and interactive elements) when appropriate too enhance understanding of

findings, reasoning and evidence

o add interesto clarify the argument

The speaker uses inconsistent eye contact,

volume and pronunciation

uses a pace partially adapted to the audience

demonstrates partial awareness of the audience’s engagement

uses some digital media (e.g., textual, graphical, audio, visual and interactive elements) when appropriate too enhance understanding of

findings, reasoning and evidence

o add interesto clarify the argument

The speaker uses infrequent eye contact and

inappropriate volume and pronunciation

uses a pace not adapted to the audience

demonstrates little or no sense of the audience’s engagement

uses little or no digital media (e.g., textual, graphical, audio, visual and interactive elements)