EVALUATION

= EVALUATION = Your group will earn 10 points for each task successfully completed, making the assignment worth 50 points. You will be graded using the following rubric: || ** Exemplary ** ** 10 ** || ** Accomplished ** ** 9 ** ||  ** Average ** ** 8 ** ||  ** Basic ** ** 7 ** ||  ** Unsatisfactory ** ** 6 ** || The student is able to clearly articulate the main points of both articles from Step 1 through participation in class discussions of the texts. The student carefully glossed key information in both articles. || The student has EITHER a problem articulating the main points of both articles through his/her participation in class discussions of the text, or does not have key information carefully glossed in both articles. || The student has a problem articulating the main points of both articles during class discussions of the text, and s/he does not have key information carefully glossed in both articles. || The student does not participate during class discussion of the articles, and the students articles do not show evidence of careful glossing. Minimal time was put into the preparation of the articles. || The student did not read and gloss the specified articles from Step 1. || The student has correctly defined the 12 literary terms found in Step 2. Each term is listed and defined with a complete, well-written definition. Examples for some of the terms may be listed. The definitions are correctly labeled and added to the students English binder. || The student has correctly defined the 12 literary terms found in Step 2. Each term is listed but definitions are limited with few, if any, examples. || The student has defined the 12 literary terms found in Step 2. Each term is listed but definitions are limited and contain minor mistakes. || The student has defined the 12 literary terms found in Step 2, but the terms are not correctly labeled and have not been added to the students English binder. Definitions are limited and contain minor mistakes. || The student has not completed definitions for all 12 terms. Those completed are limited and contain mistakes. || The PowerPoint slide show is clearly organized, flows well, and is easy to follow. The presentation is creative and captures the audiences attention. Slides contain all necessary requirements: 1. A title slide 2. A definition of the theory 3. Basic background regarding the theory and questions raised by such critics 4. Pros 5. Cons 6. Criticism applied to __The Great Gatsby__ || The PowerPoint is prepared in advance, but lacks specific, supporting details to fill help illustrate the form and structure of the assigned criticism. However, the presentation contains all the necessary requirements. || The PowerPoint is prepared in advance, but lacks organization. More time should have been spent researching. The PowerPoint presentation provides only a limited introduction to the assigned literary theory. However, the presentation contains all the necessary requirements. || The PowerPoint lacks organization. The presentation provides only a limited introduction to the assigned literary theory and is missing one of the key required components. Minor spelling or grammar errors. The groups slide show is very basic with limited design elements. || The PowerPoint presentation is not clearly organized and is missing essential information or contains content errors. More than one of the key required components is missing. Time should have been spent proof reading the slides and they contain grammar and/or spelling errors. The slide show lacks any design elements and appears hurriedly put together. || The individual being assessed contributed equally to the success of this project. Class time was used effectively and efficiently. || The individual being assessed contributed equally to the success of the project; however, the student needed to be occasionally prompted by the group or teacher to use class time wisely. || The individual being assessed contributed to the project, but his/her assigned portions were not completed up to the groups expectations. The student being assessed did not use class time effectively. || The individual being assessed contributed to the group project, but his or her portions were incomplete. The student wasted the class time set aside for the completion of this project. || The individual being assessed did not contribute equally to the success of the project. The student turned in his or her portions late or did not turn them in. The student wasted the class time set aside for the completion of this project. || Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence; the student presents for an equal amount of time as other members of the group. It is clear that this group worked well together and practiced their presentation in advance. || Clear articulation but not as polished; group members do not spend an equal time presenting material verbally to the class. || Some mumbling; little eye contact; uneven rate; little or no expression ; the student does not spend equal time presenting and one person in the group dominates the presentation. || Inaudible or too loud; little eye contact; rate too slow/fast; did not present as much as other group members || Presentation was disorganized and unprepared. Understanding of the presentation was hindered by poor public speaking skills. || ** ________________________________________ **  ** Good Luck! **
 * Basic Foundations of Literary Criticism ** ||
 * Basic Foundations of Literary Criticism ** ||
 * Definitions for Key Literary Terms ** ||
 * Definitions for Key Literary Terms ** ||
 * PowerPoint Presentation ** ||
 * PowerPoint Presentation ** ||
 * Individuals Contribution to the Group ** ||
 * Individuals Contribution to the Group ** ||
 * Presentation Skills ** ||
 * Presentation Skills ** ||