Short Stories and ISU 1

Class Outline:

1. Silent Reading
2. ISU Tracking Sheet Feedback
1. Review ISU tracking rubric.
1. Get out your ISU tracking sheet. Please hand it in.
2. With a partner, you will be given two ISU tracking sheets and two rubrics. 
3. Please read them over carefully one at a time and assess them using the rubrics with your partner.
4. At the bottom of each rubric, write two things you like about their work on the tracking sheet, and one area of improvement ("'I like," I like," "You might want to try,")
5. Hand in the tracking sheets and rubrics to Beth.
3. Presentation

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for all elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.

Media Analysis Assignment

PDF Version of Rubric and Outline

Due: Monday Sept 23. You will have class time on Thursday and Friday to work on it. 

Media Analysis Assignment

How does the filmmaker’s use of persuasive devices and story elements demonstrate the presence or lack of bias in the film Rip! A Remix Manifesto?­­

Media Analysis Format

Your response should be in a 3 paragraph format and approximately 250 words.

Paragraph 1: State the author’s thesis in your own words. State your opinion as to whether or not the film shows bias. Qualify your statement with a primary rationale or sense of how your argument is shown.

Paragraph 2: Provide examples of how bias is or is not shown by using 2 devices or story elements as examples. Explain how each does or does not show bias. Make sure to use correct terminology. For example, “The filmmaker uses appeal to authority by saying…”

Paragraph 3: Summarize your essential argument. Provide a philosophical conclusion with a view to social issues, the future, or overall judgement.

Basic overview:

·         Author’s opinion stated in own words.

·         Student’s opinion to question (bias)

·         Example 1 from devices/elements

·         Explanation 1

·         Example 2 from devices/elements

·         Explanation 2

·         Conclusion logical, insightful and interesting

Knowledge	Level 4 (86-100%)	Level 3 (73-85%	Level 2 (60-72%)	Level 1 (50-59%)
Identifies the filmmaker’s thesis	Thesis fully summarized in a sophisticated sentence	Thesis summarized in a sentence	Thesis summarized in a few sentences	Thesis identified
Strategies	Level 4	Level 3	Level 2	Level 1
Identifies various techniques in text, including story elements* or persuasive devices**	Includes 2+ strong examples of different techniques using specific details and correct terminology	Identifies 2 examples of different techniques using some details and correct terminology	Identifies 2 examples of techniques using appropriate terminology. May be the same technique or weak examples	References 2 examples of techniques. May not use correct terminology or lack sufficient details
Thinking	Level 4	Level 3	Level 2	Level 1
Evaluates how the evidence in the text demonstrates the filmmaker’s argument & bias	Makes insightful inferences about bias using support from devices and elements	Makes logical inferences about bias using support from devices and elements	Makes some logical inferences about bias using some support from devices and elements	Makes few logical inferences about bias using limited support from devices and elements
Communication	Level 4	Level 3	Level 2	Level 1
Multi-paragraph argument shows organization and uses transitions to create flow	Organization is smooth and logical with good transitions and flow	Logically structured argument with explicit connections among ideas/ sections	Structure is logical but not explicitly outlined in intro and/or  connections among ideas not always clear	Limited organization or structure so connections among ideas is unclear
Paragraphs are effectively developed	Individual paragraphs are effectively developed. Conclusion leaves the reader with something to think about	Individual paragraphs are logical. Conclusion follows logically from thesis and development	Logical paragraphing but may lack structure	Paragraph formatting is weak. Conclusion may introduce new ideas or contradict body
Writing conventions (grammar, spelling, etc.)	Few, if any, errors	Few errors, do not affect meaning	Noticeable errors are somewhat distracting	Frequent errors may interfere with meaning

*Story elements: atmosphere, characters, conflict, plot, setting   **Persuasive devices: allusion, analogy, anecdote, appeal to authority, diction, hyperbole, parallel structure, rhetorical questioning

Assignments not yet meeting Level 1 expectations (50%) will be given an “I” for Incomplete.

Digital Copy of Tracking Sheet and Rubric

Hi all,

Feel free to use this digital copy of the tracking sheet to record you notes on your novel.

Beth

ISU Tracking Sheet

Section of Book: /3                                                                                          Name:                                                                                                                                                         Book Title:

Element—Examples, quotations, page references	Inferences— meaning, connections to other elements
Setting
Character(s)— traits, growth or change?
Mood- dominant? Shifts?
Conflict (type, generalized versus statement and specific versus statement. Resolutions?)
Big Ideas	Possible Messages about Society (Themes)
Examples of Devices (e.g. Imagery, Symbolism, Metaphor, Foreshadowing) Give page # and passage and label device for each.	Inferences— why did the author use this comparison or device? What is implied in the device usage?

Tracking Sheet Rubric

	Level 4	Level 3	Level 2	Level 1
Strategies: Builds understanding of text by identifying important ideas and elements in the text. Uses quotations and page numbers for support. (Column 1)	Excellent support and identification for all elements and devices.	Good support and identification for all elements and devices.	Some support and identification for all elements and devices.	Limited support or identification for elements and devices.
Thinking: Makes good connections between elements andnnections between elements ormentr all elements and devices.t. Uses quotations and page numbers for support. for each.. les a inferences about devices (Column 2)	Excellent connections/ inferences and engagement.	Good connections/ inferences and engagement.	Some connections/ inferences and engagement.	Limited connections/ inferences and engagement. May have some incomplete.