Day 1: RESEARCH AND PRE-WRITING

Interdisciplinary Project:
The Gilded Age & The Progressive
Era
Objectives
Upon completion of this project, SWBAT:
Research a particular time period to identify characteristics unique to that time
period
Use research to create at least two complex characters in a narrative through use of
dialogue, description, reflection, historically accurate details, and imagery
Create and consistently use a narrator in a narrative by employing a single point of
view
Define and create a theme in a narrative using diction, syntax, and imagery
Create a logical plot and resolution in a narrative by sequencing events to build on
one another into a coherent whole
Develop and execute a plan for pre-writing, writing, revising, editing, and
publishing/performing a narrative
Write a narrative in the style of realism as employed during the Gilded Age and
Progressive Era
Overview
As a small group, you are going to research, write, and deliver an original narrative about
a fictitious character from the Gilded Age/Progressive Era. The following pages detail the
steps your group is to take to create, polish, and present your narrative. You will be
assigned individual grades for the daily work products and exit tickets, and you will be
assigned a group grade for the final presentation.
Check out these YouTube videos to get a sense of what your final presentation should look
like.
Youll be reading your narrative dramatically like these folks:
http://www.youtube.com/watch?v=107jMR8tYgw
http://www.youtube.com/watch?v=McrE2eQaYA0
But youll be doing it with multiple people like these folks:
http://www.youtube.com/watch?v=IHEBr1Arysg
http://www.youtube.com/watch?v=3UaaKFEBeOk

Day 1: RESEARCH AND PRE-WRITING

Work Products
This project includes several work products, all of which will count towards your final
grade. The follow table identifies each work product and the day on which it is due. No
work products will be accepted after the due date. Please be sure your name is on all
work products!
Day/Work Product

Turned in
individually or as a
group

DAY 1: RESEARCH AND PRE-WRITING

Responses to two review questions for
Individually
Gilded Age/Progressive Era
4-5 photographs that inspire your
Individually
character and a works cited page
Wordle for your character
Individually
Exit ticket
Individually
DAY 2: WRITING AND REVISING
Dialogue between characters
Individually
First draft of narrative, notated and
As a group
marked
Second draft of narrative, notated and
As a group
marked
Third draft of narrative, clean copy
As a group
Exit ticket
Individually
DAY 3: REVISING, EDITING, AND REHEARSING
Third draft of narrative, marked in
As a group (all three
crayon
copies should be turned
in)
Final narrative, marked to identify who
As a group
will be reading each line
Exit ticket
Individually
DAY 4: REHEARSING AND REFLECTING
Analytic essay
Individually
Exit ticket
Individually

Submitted
electronically or
in hard copy
Hard Copy
Hard copy
Hard copy
Hard copy
Hard copy
Hard copy
Hard copy
Hard copy
Hard copy
Hard copy

Hard copy
Hard copy
Hard copy
Hard copy

Day 1: RESEARCH AND PRE-WRITING

TASK 1

Complete this task on your own.

Suggested

time: 30 minutes

RESEARCH: What major social, political, and economic milestones occurred

during the Gilded Age/Progressive Era? What distinguishes the literature of the
Gilded Age/Progressive Era from the literature of early eras?
Recall how writers moved away from the loftiness of Romanticism toward a grittier look
at life in the style of Realism during the Gilded Age and Progressive Era. Visit the
following websites for overviews of the Gilded Age and Progressive Era and the
literature that emerged from the time period:
1. http://www.youtube.com/watch?v=d0bwcppAGFc
2. http://www.americaslibrary.gov/jb/progress/jb_progress_subj.html
WORK PRODUCTS:
This must be completed individually and turned in the teacher before the end of
the day.
What major social, political, and economic milestones occurred during the Gilded
Age/Progressive Era?
What distinguishes Realism from earlier literary generes?

TASK 2

Complete this task on your own.

Suggested

time: 30 minutes

RESEARCH: Consider the way Gilded Age/Progressive Era writers of Realism

wrote their stories. How did these writers develop CHARACTERS, SETTING,
CONFLICT, PLOT, and THEME in their narratives?
Review the powerpoint on o below, paying particular attention to the notated
samples of Maggie: A Girl of the Streets. Maggie is an example of Realism from the
Gilded Age/Progressive Era. Pay attention to the style choices that are noted for
each narrative. You will need to use the same TOOLS as your write your own
narrative.

TASK 3

Complete this task as a group.

Suggested

time: 30 minutes

PRE-WRITING: Start brainstorming your narrative.

Using what you know about the Gilded Age/Progressive Era from your research, start
PRE-WRITING for your narrative.

TASK 4

Complete this task as a group.

Suggested

time: 60 minutes

PRE-WRITING: Identify the characters.

1. Who are the characters in your narrative? You should have at least three
characters, one for each member of your group. You dont need specifics yet, but
you should be able to identify the basic relationship among the three characters.
Something as simple as A mother, a father, and a daughter is fine.
2. Assign one character to each member of the group. Start thinking about the
fictional character you want to create for your narrative. Remember that you will be
writing your narrative in the style of Realism, so your character will be one that
could have existed in this time period.
3. Consider how your character might have lived. Again, because your narrative will be
in the style of Realism, the situation in which you will place your character in your
narrative will be realistic for the time period. Examine the following website:
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Day 1: RESEARCH AND PRE-WRITING

http://www.bartleby.com/208/. Take notes on how your character might have lived.
Find 4-5 photographs to inspire the development of your character. You
must properly cite each photo (visit http://owl.english.purdue.edu/owl/ for
citation instructions). The photos might show what your character looks like, what
the setting looks like, the kinds of objects with which that character might interact.
The photos should provide a sense of what life looked like at the turn of the century
for someone in your characters position. Include places your character might have
lived, worked, socialized, and entertained himself/herself. What kind of artifacts and
everyday objects might your character use?
Consider using the following sites as starting places for your search:
a. http://www.nwhm.org/online-exhibits/progressiveera/home.html
b. http://www.loc.gov/pictures/search/?st=grid&co=anedub
c. http://memory.loc.gov/ammem/collections/touring/gallery5.html
d. http://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigrati
on/
e. http://memory.loc.gov Scroll down and click on the appropriate time period
or click on Prints and Photographs. Of particular interest are photographs of
migrant workers and cities of New York and Detroit during the Gilded Age.
i. http://www.loc.gov/rr/print/list/128_migm.html
ii. http://memory.loc.gov/ammem/papr/nychome.html
iii. http://memory.loc.gov/ammem/detroit/dethome.html
4. Start to characterize your character. Create a Wordle to represent your
character. Go to www.wordle.net and click on Create your own. Type your
characters name in the box. Begin listing some of your characters traits. Be sure to
include physical, mental, and emotional traits for your characters. Remember that
the words in your Wordle should coordinate with the photographs that inspired the
character.
WORK PRODUCTS:
4-5 photographs that inspire your character and a works cited page
Wordle for each character (each group member should turn in one wordle for the
character he/she is developing)

TASK 5

Complete this task as a group.

Suggested

time: 45 minutes

PRE-WRITING: Identify the protagonist, the conflict, the basic plot, and some
themes.
1. Share your research and character development with your group.
2. As a group, identify the one character that will serve as your narratives protagonist.
(Remember, the protagonist is the main character.)
3. Choose one artifact from your research. This artifact must be prominently featured
in your narrative. With this artifact in mind, come up with some ideas about the
following components of your narrative:
What is the conflict in your story? What does your protagonist want, and what is
preventing him/her from getting it?
What is the basic plot of your narrative? Again, you dont need specifics yet. You
just need a general idea of what happens at the beginning, what happens in the
middle, and what happens at the end.
How does your story resolve? How is your protagonist different at the end of the
story than he/she was at the beginning of the story?
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Day 1: RESEARCH AND PRE-WRITING

What are some themes that are starting to emerge?

EXIT TICKET

Complete this task on your own.

Suggested time: 15 minutes

Complete the reflection sheet summarizing the decisions your group made regarding your
narrative. You may either fill it in and then print it, or you may print it and handwrite your
responses. You must turn this in today.

Day 2: WRITING AND REVISING

01. Exit Ticket_Day

1.pdf

TASK 1

Complete this task on your own.

Suggested time: 10 minutes

PRE-WRITING: Getting to know your characters

Get to know your characters by spending 10 minutes listening to them discuss big
news about an upcoming holiday.
WORK PRODUCTS:
Spend 10 minutes responding to the prompt on this site. PRINT YOUR RESPONSE
AND SUBMIT IT TO YOUR TEACHER.
https://docs.google.com/forms/d/1vNIW9o4iZZIw1rBnzzNUjX-Mh38ZkySZwYziQZNYmFk/viewform?
usp=send_form

TASK 2

Complete this task as a group/on your own.

Suggested time: 60 minutes

WRITING: Write the first draft of your narrative.

1. Yesterday your group identified the characters, setting, conflict, and basic plot of
your narrative.
2. Today, you are going to collaboratively write the narrative. One of you will write the
beginning, one will write the middle, and one write the end.
3. As a group, decide who is writing each section of the narrative.
4. Using your notes from yesterdays research, group discussion, and exit ticket, draft
your section of the narrative.
a. As you write, remember to use the TOOLS from yesterdays powerpoint:
i. Details
ii. Description
iii. Dialogue
iv. Imagery
v. Diction and Syntax
vi. Pacing
b. Try not to revise and edit as you write.
c. Page count is not important at this stage. Simply get your story down on
paper.
WORK PRODUCTS:
First draft of the narrative, notated and marked

TASK 3

Complete this task as a group/on your own.

Suggested time: 60 minutes

REVISING: Write the second draft of your narrative.

1. Come together with your group. Read your sections in order: beginning, middle, and
end. Its okay if they sound a little rough and dont quite fit yet. Listen carefully to
the sections you didnt write. How well do the sections fit together? What needs to
be revised?
2. As a group, decide what revisions you need to make to your narrative. Take notes
on one copy of your first draft; this draft will be turned in at the end of
class. Keep the following key points in mind as your group decides what to revise:
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Day 2: WRITING AND REVISING

Does the plot make sense? Remember, you are writing in the style of
Realism; your plot needs to be believable.
Are there any places where things have been repeated unnecessarily? Where
are you going to delete them?
How believable are you characters? Again, youre writing in the style of
realism, so your characters need to be realistic.
Are your characters interesting, complex characters who make tough
decisions, or are they flat and boring? How can you revise a flat, boring
character to make him/her more interesting and complex?
Is the conflict clear?
Is the conflict resolved at the end of the narrative?
What themes have emerged in the narrative? Are there too many themes? On
which theme do you want your narrative to focus?
Is the narrative too long or too short? The final narrative should be 3-4
double-spaced pages in 12pt Times New Roman. Now is the time to decide
where you need to add or cut material.
Does the piece include strong imagery that allows the reader to place himself
in the scene? What sorts of imagery might reinforce the theme youve
identified?
IGNORE DICTION, SYNTAX, GRAMMAR, AND PUNCTUATION at this stage. You
should be revising for IDEAS at this stage.
3. Hand your draft section to another member of your group:
a. If you wrote the beginning, you will be revising the middle.
b. If you wrote the middle, you will be revising the end.
c. If you wrote the end, you will be revising the beginning.
4. Using the discussion and decisions your group made regarding the revision of the
narrative, revise your assigned section of the narrative.
WORK PRODUCTS:
Second draft of the narrative, notated and marked

TASK 4

Complete this task as a group/on your own.

Suggested time: 60 minutes

REVISING: Write the third draft of your narrative.

1. Come together with your group. Read your sections in order: beginning, middle, and
end. Listen carefully to the sections that have been revised. How well do the
sections fit together now? What still needs to be revised?
2. As a group, decide what revisions you still need to make to your narrative. Take
notes on one copy of your second draft; this draft will be turned in at the
end of class. Use the guidelines from the previous round of revision to guide your
thinking.
3. Get your entire narrative into one Word document. Work as a group to make sure
the characters, conflict, and plot are consistent across all three sections of the
narrative. Does it read as if it was written by one person?
WORK PRODUCTS:
Third draft of the narrative, clean copy

EXIT TICKET

Complete this task on your own.

Suggested time: 5 minutes

On a sheet of paper, complete the following sentences:

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Day 2: WRITING AND REVISING

1. I think our narrative reflects the ideas of the Gilded Age/Progressive Era because
__________.
2. I think our narrative is written in the style of Realism because __________.
3. I think we can improve our narratives use of the ideas of the Gilded Age/Progressive
Era by __________.
4. I think we can make our narrative more clearly in the style of Realism by __________.

Day 3: REVISING, EDITING, AND REHEARSING

TASK 1

Complete this task as a group.

Suggested

time: 60 minutes

REVISING: Write the fourth draft of your narrative.

1. Print three copies of your narrative and sit with your small group.
2. You will receive a crayon and a narrative that belongs to another group.
3. Read the narrative, marking the text as indicated below. You should also provide
feedback on the narrative in the margins. Remember, the narrative should
convey ideas of the Gilded Age/Progressive Era and should be written in
the style of Realism. Be sure to identify both things that are working well
and things that are unclear, confusing, or unrealistic.
a. EVERYONE: Note the diction and syntax of the narrative. Mark both things
you like and things that are unclear.
b. IF YOUR CRAYON IS RED, write the CONFLICT (what does the protagonist
want and what is preventing him/her from getting it?) on the top of the first
page and underline all words, phrases, and sentences in the narrative that
are directly related to the conflict. Given the conflict, does the resolution
make sense?
c. IF YOUR CRAYON IS BLUE, write the primary THEME on the top of the first
page and underline all words, phrases, and sentences that are directly related
to the theme.
d. IF YOUR CRAYONS ARE GREEN, PURPLE, and ORANGE, write the names
of the CHARACTERS on the top of the first page. Using one color per
character, underline all words, phrases, and sentences that are directly
related to the theme.
4. Once everyone has finished marking the narratives, sit in a larger group of six and
discuss the feedback you provided for the other groups narrative.
5. Get back with your small group. Identify the things you want to change in your
narrative and change them.
WORK PRODUCTS:
Three copies of the third draft of your narrative, each marked in a different color
crayon

TASK 2

Complete this task on your own.

Suggested

time: 30 minutes

EDITING: Edit the fourth draft of your narrative.

1. Print three copies of the fourth draft of your narrative.
2. Individually, read through the narrative and edit it. Use the Peer Editing Checklist to
guide your review of the narrative.
3. Come back together as a small group. Discuss any changes that need to be made.
Type the final version of your narrative.

TASK 3

Complete this task as a group.

Suggested

time: 90 minutes

REHEARSING: Begin practicing your groups delivery of the narrative.

1. Remember, you will be reading your narrative dramatically for the whole group.
Recall these samples:
Youll be reading your narrative dramatically like these folks:
a. http://www.youtube.com/watch?v=107jMR8tYgw
b. http://www.youtube.com/watch?v=McrE2eQaYA0
But youll be doing it with multiple people like these folks:
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Day 3: REVISING, EDITING, AND REHEARSING

2.

3.
4.
5.

c. http://www.youtube.com/watch?v=IHEBr1Arysg
d. http://www.youtube.com/watch?v=3UaaKFEBeOk
Decide who is going to read which lines.
a. Every person in the group should read an equal number of lines.
b. Try to split the lines so that each group member is reading the all of the
dialogue for one character.
c. You should split the lines up so that the reader changes frequently. One
person, for example, should NOT read the whole first page. Keep your
audience interested by changing readers frequently.
Begin practicing your delivery.
Remember, this is a dramatic reading. Your audience should be captivated by your
storytelling!
You do not have to memorize your portion. You do, however, need to be very
familiar with your part, such that it is almost memorized. Check the grading rubric
to make sure your delivery follows the criteria.

WORK PRODUCTS:
Final narrative, marked to identify who will be reading each line

EXIT TICKET

Complete this task on your own.

Suggested time: 5 minutes

Respond to the following questions on a sheet of paper:

1. When you received feedback on your narrative from another group, what surprised
you the most?
2. How were you able to incorporate the feedback the other group provided on your
narrative?
3. What one comment, question, or concern do you have about delivering your
narrative for the whole group?

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Day 4: REHEARSING AND REFLECTING and Day 5: PRESENTATIONS

TASK 1

Complete this task as a group.

Suggested

time: 120 minutes

REHEARSING: Continue practicing your groups delivery of the narrative.

1. Time the delivery of your piece. It should be 4-5 minutes long. Is your delivery too
long or too short? Consider the pace with which each member of your group is
reading.
2. Have another group watch and critique your delivery.
3. Decide what each member of your group will wear.

TASK 2

Complete this task on your own.

Suggested

time: 60 minutes

REFLECTION: Begin your analytical essay.

Use your groups narrative to responds the following:
Explore how the syntax and diction of your narrative contribute to the works
emotional effect.
1. You must include an outline.
2. A first draft of this essay is due at the end of class.
WORK PRODUCTS:
First draft of analytical essay

EXIT TICKET

Complete this task on your own.

Suggested time: 5 minutes

Respond to the following question on a sheet of paper:

What will you do tonight to prepare for tomorrows presentation?

Day 5: PRESENTATIONS
Your group will provide a dramatic reading of your narrative for the other CAP students.

11

Name:

Date:

Interdisciplinary Project:
The Gilded Age & The Progressive
Era
GRADING SHEET
Component
Daily work
products
Final narrative
Analytic essay
Presentation

Percent of total
grade
20%

Points earned

Weighted points
/20

30%
20%
30%

/30
/20
/30

/100
A rubric or criteria list is provided for each component.

Daily Work Products

Day/Work Product

The work
product was
submitted on
time.
DAY 1: RESEARCH AND PRE-WRITING
1. Responses to two review
questions for Gilded
Age/Progressive Era
2. 4-5 photographs that inspire
your character and a works cited
page
3. Wordle for your character
4. Exit ticket
DAY 2: WRITING AND REVISING
5. Dialogue between characters
6. First draft of narrative, notated
and marked
7. Second draft of narrative,
notated and marked
8. Third draft of narrative, clean
copy
9. Exit ticket
DAY 3: REVISING, EDITING, AND REHEARSING
10. Third draft of narrative, marked
in crayon
11. Final narrative, marked to
identify who will be reading each
line

The work product

demonstrates a substantial
effort to complete the task.

12

Name:

Date:

12. Exit ticket

DAY 4: REHEARSING AND REFLECTING
13. Analytic essay
14. Exit ticket
DAY 5: PERFORMANCE
15. Performance

/30

13

Name:

Date:

Final Narrative
IDEAS

ORGANIZATION

VOICE

WORD CHOICE

SENTENCE
FLUENCY
The narrative skillfully
varies sentence
structure to develop
characters, plot,
conflict, and theme.

CONVENTIONS

5
Consist
ent
Master
y

The narrative is clear

and focused, with
many well-chosen
supporting details to
develop and enrich
the characters, plot,
conflict, and theme.

The narrative uses a

deliberate and
consistent voice in a
way that is individual,
compelling, engaging,
and shows respect for
the audience.

The narrative
consistently uses
language, vocabulary,
and imagery
purposefully to
develop and support
characters, plot,
conflict, and theme.

4
Adequa
te
Master
y

The narrative is clear

and focused, with
appropriate
supporting details to
develop the
characters, plot,
conflict, and theme.

The narrative uses a

consistent voice in a
way that is engaging
and shows respect for
the audience.

The narrative
generally uses
language, vocabulary,
and imagery
effectively to develop
characters, plot,
conflict, and theme.

The narrative
demonstrates some
variety in sentence
structure to develop
characters, plot,
conflict, and theme.

3
Partial
Master
y

The narrative has

passages that are
unclear. The narrative
uses some supporting
details to develop the
characters, plot,
conflict, and theme.

The narrative is
uniformly organized,
focused, and
coherent. The pacing
is appropriate. The
narrative includes a
catchy introduction
and a logical
conclusion.
The narrative is
generally organized,
focused, and
coherent. The pacing
is appropriate. The
narrative may include
a catchy introduction
and/or a logical
conclusion.
The narrative
sometimes lacks
organization, focus,
and coherence.
Pacing is sometimes
inappropriate. The
narrative includes an
opening and a logical
conclusion.

The narrative uses a

respectful but
impersonal voice.

The narrative uses

little variety in
sentence structure to
develop characters,
plot, conflict, and
theme.

The narrative has

some errors in
grammar, usage, and
mechanics. The
narrative is more or
fewer than 3-4 pages
of double-spaced,
12pt Times New
Roman text.

2
Little
Master
y

The narrative is
vague and unclear.
The narrative uses
insufficient or
inappropriate
supporting details to
develop the
characters, plot,
conflict, and theme.

The narrative often

lacks organization,
focus, and coherence.
Pacing is
inappropriate. The
narrative includes an
opening and an
illogical or
inappropriate
conclusion.

The narrative uses an

impersonal voice that
is occasionally
disrespectful.

The narrative
generally uses
language, vocabulary,
and imagery
coherently to develop
characters, plot,
conflict, and theme,
but some word
choices are vague or
inappropriate.
The narrative uses
limited language and
vocabulary to develop
characters, plot,
conflict, and theme.
Imagery is limited.
Some word choices
are vague or
inappropriate.

The narrative uses

simplistic or incorrect
sentence structure to
develop characters,
plot, conflict, and
theme.

The narrative has

many errors in
grammar, usage, and
mechanics. The
narrative is more or
fewer than 3-4 pages,
is not double-spaced,
and/or does not use
an appropriate font.

The narrative is
generally free of
errors in grammar,
usage, and
mechanics. The
narrative is 3-4 pages
of double-spaced,
12pt Times New
Roman text.
The narrative has
some errors in
grammar, usage, and
mechanics. The
narrative is 3-4 pages
of double-spaced,
12pt Times New
Roman text.

14

Name:
1
Lack of
Master
y

Date:
The narrative is
unclear and
incoherent. The
narrative uses little or
no supporting details
to develop the
characters, plot,
conflict, and theme.

The narrative lacks

organization, focus,
and coherence. It
may ramble. Pacing is
inappropriate. The
narrative does not
include an opening
and a conclusion.

The narrative uses an

impersonal voice that
is disrespectful.

The narrative has

numerous errors in
use of language and
vocabulary. The
narrative contains no
Imagery. Word
choices are often
vague or
inappropriate.

The narrative
contains seriously
flawed sentence
structure.

The narrative has

many errors in
grammar, usage, and
mechanics that
hamper meaning. The
narrative is more or
fewer than 3-4 pages,
is not double-spaced,
and/or does not use
an appropriate font.

/30
Analytic Essay

5
Consist
ent
Master
y

4
Adequa
te
Master
y

3
Partial
Master
y

IDEAS

ORGANIZATION

VOICE

WORD CHOICE

The essay
effectively states
and develops a
claim, provides
strong insights, and
uses well-chosen
detail to achieve its
purpose.

The essay is well

organized, focused,
and coherent. The
pacing is
appropriate. The
essay includes a
catchy introduction
and/or a logical
conclusion.
The essay is
generally
organized, focused,
and coherent. The
pacing is
appropriate. The
essay may include
a catchy
introduction and/or
a logical conclusion.
The essay
sometimes lacks
organization, focus,

The essay uses a

deliberate and
consistent voice in
a way that is
individual,
compelling,
engaging, and
shows respect for
the audience.
The essay uses a
consistent voice in
a way that is
engaging and
shows respect for
the audience.

The essay
consistently and
purposefully uses
language and
vocabulary.

The essay uses a

respectful but
impersonal voice.

The essay states

and develops a
claim, exhibits
sound thinking, and
uses appropriate
supporting detail.

The essay states

and develops a
claim but needs

SENTENCE
FLUENCY
The essay skillfully
varies sentence
structure.

CONVENTIONS

The essay generally

uses language and
vocabulary
effectively.

The essay
demonstrates some
variety in sentence
structure.

The essay has

some errors in
grammar, usage,
and mechanics.*

The essay generally

uses language and
vocabulary, but

The essay uses

little variety in
sentence structure

The essay has a

number of errors in
grammar, usage,

The essay is
generally free of
errors in grammar,
usage, and
mechanics.*

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Name:

Date:
more consistent
thinking and
supporting detail.

2
Little
Master
y

1
Lack of
Master
y

The essay has

vague or limited
claims, weak
thinking, and
inappropriate or
insufficient
supporting detail.

The essay does not

state nor develop a
claim and provides
little, if any,
supporting detail.

and coherence.
Pacing is
sometimes
inappropriate. The
essay includes an
opening and a
logical conclusion.
The essay is poorly
organized, lacking
focus and
coherence. Pacing
is inappropriate.
The essay includes
an opening and an
illogical or
inappropriate
conclusion.
The essay is
disorganized,
rambling, and
incoherent. Pacing
is inappropriate.
The essay does not
include an opening
or a conclusion.

some word choices

are vague or
inappropriate.

or has some
sentence errors.

and mechanics.*

The essay uses an

impersonal voice
that is occasionally
disrespectful.

The essay uses

limited language
and vocabulary.
Some word choices
are vague or
inappropriate.

The essay uses

simplistic or
incorrect sentence
structure.

The essay has

many errors in
grammar, usage,
and mechanics that
sometimes hamper
meaning.*

The essay uses an

impersonal voice
that is
disrespectful.

The essay has

numerous errors in
use of language
and vocabulary.
Word choices are
often vague or
inappropriate.

The essay contains

seriously flawed
sentence structure.

The essay has

many errors in
grammar, usage,
and mechanics that
hamper meaning.*

/20
*Mechanics: Please remember that your essay should be written in third person and should use present tense. Your in-text quotes
and citations must be correct.

Presentation

VOICE:
EXPRESSION

VOICE:
PROJECTION

BODY

COMPREHENSION

ENSEMBLE

GROUP
PREPARATION

Student reads
expressively and with
commitment, using a
variety of rate, pitch,
tone, and volume to

Student always
projects adequately.
Volume is always
appropriate and all
words are clearly

Student moves
intentionally and with
commitment, using a
variety of gesture and
facial expression to

Students vocal
choices indicate that
he/she comprehends
all of what the
character is saying

Student seamlessly
delivers all lines on
cue without over
relying on the text.
Student uses

Presentation runs
smoothly, without
interruptions,
suggesting excellent
preparation.

16

Name:

Date:
deliver the narrative.

enunciated.

effectively deliver the

narrative. Student
seems comfortable.

(denotatively and
connotatively).

Student reads with

commitment, using
rate, pitch, and
volume to deliver the
narrative.

Student often projects

adequately. Volume is
often appropriate and
nearly all words are
clearly enunciated.

Student moves
cleanly and with
commitment, using
some gesture and
facial expressions to
deliver the narrative.
Student seems
comfortable.

Students vocal
choices indicate that
he/she comprehends
most of what the
character is saying
(denotatively and
connotatively).

Student attempts to
vary vocal expression
and volume when
reading, but
execution and
commitment are
weak.

Student occasionally
projects adequately.
Volume is sometimes
appropriate and some
words are clearly
enunciated.

Student attempts to
use gesture and facial
expression, but
execution and
commitment are
weak. Student seems
uncomfortable.

Students vocal
choices indicate that
he/she comprehends
some of what the
character is saying
(denotatively and
connotatively).

Student uses limited

or inappropriate vocal
variety and volume.
Unnatural or
inappropriate vocal
choices detracts from
performance.

Student rarely
projects adequately.
Volume is not
appropriate and most
words are not clearly
enunciated.

Student commits to
and uses limited or
inappropriate
movement. Unnatural
or rigid movement
detracts from
performance.

Students vocal
choices indicate that
he/she comprehends
little of what the
character is saying
(denotatively and
connotatively).

concentration and
focus to collaborate
seamlessly with other
readers during
performance.
Student delivers most
lines on cue without
over relying on the
text. Student uses
concentration and
focus to collaborate
appropriately with
other readers during
performance.
Student delivers few
lines on cue and
relies heavily on the
text. Use of text
prohibits
performance. Student
attempts to
collaborate with other
readers, but
concentration and
focus are weak during
performance
Student delivers no
lines on cue and
rarely looks up from
the text. Use of script
in hand detracts from
performance. Student
lacks concentration
and focus resulting in
limited collaboration
during performance.

Presentation is
generally
smooth with few
interruptions,
suggesting
adequate
preparation.

Occasional pauses
and corrections
during performance
suggest minimal
preparation.

Frequent stops and

corrections during
presentation suggest
a lack of preparation.

/30

17