Learning Targets: I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
I can determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone.
I can demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
I can write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
See me to make up the "misused words" quiz.
In class presentations.
I am collecting your grave stones at the beginning of class and will return them to your for your presentation.
Mechanics
Stand in front of your class.
Be mindful of your posture
Introduce yourself (character). My name is_________________
Read your poem. Slowly with feeling. Breathe with the punctuation.
Enunciate the last line, ideally make eye contact with the audience here.
Before you sit, acknowledge the audience with a thank you.
Please see rubric below
name______________________________
“Spoon River” presentation
points
possible
received
Prepared and on time and
had prop
10/
|
Speaker maintains
good eye contact with the audience and is
appropriately
animated (e.g., gestures, moving around, etc.).
15 /
|
Speaker uses a
clear, audible
voice.
15 /
|
Delivery is poised,
controlled, and smooth.
15
/
|
Good language skills
and pronunciation are used.
15
/
|
Poetic punctuation
is followed
15 /
|
Character is
maintained throughout the presentation
15
/
|
Final
score
100 /
|
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