The Adventures in Mrs. Ripp's Class

Today I have discussed with students what we will do instead of the THIEVES assignment.  I explained to them what my thoughts were behind the change, and many students expressed relief that the assignment had been changed.

We went through the two different options today in class, here are the links to them
Nonfiction Summarizing Sheet - Option 2:  Can be found here

Note:

• The due date has been changed to December 15th
• If a student has already handed in their THIEVES sheet this will be assessed by me, if they have mastered that (3's in both standards) then they are exempt from this new assignment.
• If a student gets 3's or 4's (mastery) of this first assignment, they are exempt from doing the second one that will be assigned in January.
• The students can use non-fiction text of their choosing.  I encourage them to use texts that they have to read for other classes, for a 2-in-1.

• Finished product should be a 30 to 50 page book that not only includes 5 or so "chapters/sub-topics" but also has a glossary, index, table of contents, sources, and front and back cover.
• Font size of text should be at least 20.
• We will use the website Easybib.com to cite all of our sources
• We will spend time in class researching, writing, as well as sharing our work.  Tech tools will also be incorporated.  Students should be able to finish this in class if time is spent wisely.  

Students will share their stories this Monday in class, and will be formatively assessed under standard 10:  Present focused claims with support, using eye contact, volume, and elocution

Here is the rubric I will use for their presentations:

	4	3	2	1
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces some words.	Speaks clearly and distinctly most (94-85%) of the time. Mispronounces several words	Often mumbles or can not be understood.
Body Language	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches, fidgets, and/or does not look at people during the presentation.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Topic	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.

Category A 1 point each	Category B 2 points each	Category C 3 points each
Letters/journals (published) Speech Editorial	Newspaper articles Magazine essay Journal article	Biography Book Autobiography

Name of Text	Date Completed	Category	# of points
** “Bouncer’s Beware”	12/10	B	2

• Location of birth?
• Weather the day of the birth?
• People visiting?
• Time of day?
• Big events happening in the world on the day of the birth?
• Your ideas!