Ms. Shaw
Week of November 17,
2008
Monday
Period C—English 11:
· Write a sentence for each vocabulary
word
Period D—Survey of literature:
· Finish reading “The Man Who Desired
Gold”
Period E—American Literature:
· Practice your speeches
· Vocabulary lesson 10
Period F—English 9 Honors:
· Test on The Iliad
Period G— American Literature:
· Practice your speeches
· Vocabulary lesson 10
Tuesday
Period C—English 11: No homework
Period D—Survey of literature: No homework
Period E—American Literature:
Work on speeches; PRACTICE! PRACTICE! PRACTICE!
Period F—English 9 Honors: Grammar page 40 exercise 4 and page 41
Review Exercise A
Period G— American Literature: Work on speeches; PRACTICE! PRACTICE! PRACTICE!
Wednesday
Period C—English 11: Complete Grammar
handouts
Period D—Survey of literature: No Homework
Period E—American Literature: Study for test on rhetoric
Period F—English 9 Honors: Grammar handout (both sides) and study
for vocabulary quiz
Period G— American Literature: study for test on rhetoric
Thursday
Period C—English 11:
Period D—Survey of literature:
Period E—American Literature:
Period F—English 9 Honors
Period G— American Literature:
Friday
Period C—English 11:
Period D—Survey of literature:
Period E—American Literature:
Period F—English 9 Honors
Period G— American Literature:
American
Literature
English
9 Honors
Character Analysis for the
Iliad
Purdue University's
On-Line Writing Lab (OWL)
TMHS
English Department Manual
HELPFUL POWERPOINTS:
Rubrics
Public Speaking Rubric
Speaker
Evaluator
Aspect
|
Excellent (A) |
Good (B) |
Satisfactory (C) |
Needs Improvement (D) |
Score |
|
|
|
|
|
|
|
|
Introduction |
(1) Gains the attention of the Audience,
(2) Clearly identifies the topic,
(3) Clearly states your position
|
Meets any two of the three criteria |
Meets any one of the two criteria |
Doesn’t sufficiently meet any of the criteria |
|
|
Preparation |
Completely prepared, has obviously rehearsed the speech |
Prepared, but could use additional rehearsals |
Somewhat prepared, but it seems that the speech was not rehearsed |
Unprepared |
|
|
Enthusiasm |
Facial expression and body language convey strong enthusiasm and interest |
Facial expression and body language sometimes convey strong enthusiasm and interest |
Facial expression and body language seem contrived |
Apparent disinterest in the topic |
|
|
Eye Contact |
Eye contact with audience virtually all the time (except for brief glances at notes) |
Eye contact with audience less than 75% of the time |
Eye contact with audience less than 50% of the time |
Little or no eye contact |
|
|
Use of Rhetorical Devices |
Effective use of rhetorical devices add to the persuasiveness of the speech. |
Attempts to use rhetorical devices, but doe not always use them effectively, |
Shows little understanding of rhetorical devices |
No attempt to use rhetorical devices |
|
|
Evidence |
Speech indicates an extensive amount of research. There is evidence to support each reason for your position. |
Speech indicates a fair amount of research. There is evidence to support most reasons for your position |
Speech indicates little research. There is little evidence to support any reason for your position |
Speech no research. There is no evidence to support each reason for your position |
|
|
Use of Language |
Use of language contributes to effectiveness of the speech, and vocalized pauses (um uh er etc.) ?not distracting |
Use of language does not have negative impact, and vocalized pauses (um uh er etc.) not distracting ? |
Use of language causes potential confusion, and/or vocalized pauses (um uh er etc.) are distracting |
Use of language is inappropriate |
|
|
Confidence |
Speaks neither too quickly nor too slowly |
Speaks either slightly too quickly or too slowly |
Speaks either too quickly or too slowly |
Tempo of speech is inappropriate |
|
|
Clarity |
Speaks clearly and distinctly all the time, no mispronounced words |
Speaks clearly and distinctly nearly all the time, no more than one mispronounced word |
Speaks clearly and distinctly most of the time, no more than one mispronounced word |
Often mumbles or can not be understood, more than one mispronounced word |
|
|
Time |
Within allotted time |
Within 10% of allotted time |
Within 20% of allotted time |
Not within 20% of allotted time |
|
School-Wide Writing Rubric
|
|
5 Exemplary |
4 Adept |
3 Satisfactory |
2 Needs Improvement |
1 Failing |
|
Purpose |
The thesis statement
is clear and concise. |
The thesis
statement is clear but not polished |
The thesis
statement is correctly placed |
The thesis
statement is unclear or weak. |
The thesis
statement is irrelevant or missing. |
|
Topic development |
Number or quality
of details/evidence shows deep understanding of the content and strongly
supports the thesis. |
Details reveal an overall understanding of the topic and
support the thesis |
Details support the
thesis and show some understanding of the topic |
Details are not
adequate in number and/or quality to prove the thesis |
Details do not
support the thesis |
|
Organization |
Logically ordered
introduction, topic sentences, supporting details, and conclusion with clear transitions,
showing evidence of careful planning. |
Logically ordered
introduction, topic sentences based on thesis, supporting details, and
conclusion |
Introduction, topic
sentences, and conclusion are linked directly to thesis |
One or more topic sentences not based on
thesis, introduction and/or
conclusion poorly written |
Lack of
organization apparent in introduction/conclusion and topic sentences are not
linked to thesis |
|
Language/Style |
Fluent and
interesting to read. Sophisticated vocabulary
specific to the topic. |
Communicates main ideas clearly Proficient use of
vocabulary specific to topic |
Communicates main
ideas adequately Correct use of
basic vocabulary specific to topic |
Confusing at times Faulty use of key
terms |
Choppiness and lack
of clarity interfere with reader’s comprehension Misuse or nonuse of
vocabulary specific to the topic |
|
Standard English Conventions |
Excellent command
of punctuation, spelling, grammar
(fewer than 3 errors per page). |
Good command of
punctuation, spelling, grammar (fewer than 5 errors per page) |
Adequate command of
punctuation, spelling, grammar (fewer than 8
errors per page) |
Poor command of
punctuation, spelling, grammar ( fewer than 10 errors per page) |
Number of errors compromises reader’s comprehension |
In-Class Writing Rubric
|
|
5 Exemplary |
4 Adept |
3 Satisfactory |
2 Needs Improvement |
1 Failing |
|
Purpose |
The thesis
statement is clear and concise. |
The thesis
statement is clear but not polished |
The thesis
statement is correctly placed |
The thesis
statement is unclear or weak. |
The thesis
statement is irrelevant or missing. |
|
Topic development |
Number or quality
of details/evidence shows deep understanding of the content and strongly
supports the thesis. |
Details reveal an overall understanding of the topic and
support the thesis |
Details support the
thesis and show some understanding of the topic |
Details are not |