Download American Women Writers: Project Procedures and Rubric

American Women Writers: Presentation Project
Stories and Presentation Dates
1) Story of an Hour by Kate Chopin—April 30
2) The Lottery by Shirley Jackson—May 3
3) The Jilting of Granny Weatherall by Katherine Anne Porter (pg 702)—May 4
4) The Life You Save may Be Your Own by Flannery O’Connor (pg 674)—May 7
5) A Jury of Her Peers by Susan Glaspell—May 8
* Links to all stories can be found on my classlink website
* Note: List of Literary and Narrative Elements and Quiz must be turned at least
one day before your presentation for my approval
Objective: To present the story in an enlivened presentation to the class that focuses not
only on plot, but also figurative language, setting, author information, historical setting,
and various literary devices.
Proof: Each group will turn in a portfolio of all handouts and research . Tab all sections
and have individual sections with self assessments and groups assessments. There is a
detailed explanation of the portfolio after the procedures.
PROCEDURES:
Step One: Read the story with your expert group and research critics (articles, etc) about
your story. These critics will be included in your portfolio-make sure you highlight and
annotate key information that you can utilize in your presentation.
Step Two (“Into”): Develop a creative way to introduce the story and some background
information on the author and time period to the class. You may briefly act out a scene or
the entire work, do a complimentary game to present your story (like breaking the class in
two and debating), do a talk show with the author or characters and so on. The idea is to
be interesting and capture the student’s attention.
Step Three (“Through”): Develop a task the students will execute that focuses on
elements of the story. For example, focus on several literary devices which might include
structure, plot development, setting, symbolism, author purpose, etc. For example, while
reading “The Yellow Wallpaper” I gave you a graphic organizer (the hand out) to help
you demonstrate understanding of the concepts in the story through written expression.
You can also incorporate visual expression. You can also break the class in groups and
have them present an element of the story if you wish.
Step Four (“Beyond”): Create a quiz/assessment of understanding-this quiz can be a
take-home quiz if time does not permit. Remember quizzes do not have to be just
question and answer-it can be a game, a puzzle, and a journal-anything that emphasizes
what the student learned from reading the story and your presentation. Also, you will be
responsible for assessing this quiz.
Step Five: Every group member needs to turn in an assessment of what they did as well
as their peers. Rate each other on a scale of 1-10 (10 being the highest).
Step Six: Remember to turn in your portfolio before you start the presentation so I can
begin the assessment process. Also include one rubric in your portfolio.
Note: All class copies are the responsibility of the groups
Grading:
Into (step two): 20 points
Through (step three): 25 points
Beyond (step four): 20 points
Quiz: 10 points
Portfolio: 20 points
Total: 95 points
The Portfolio:
 Design a cover that epitomizes your story, states the period, and all group
member names
 Include a table of contents
 Write a detailed lesson plan that identifies what your group will teach. Use
the “Into, Through and Beyond” model. There is a detailed explanation of
what that is and a website for you to view an actual detailed lesson in this
packet.
 Include a list of literary and narrative elements you will focus on that will be
turned into me before the presentation and will be placed in this portfolio
with my approval stamp.
 Include the graphic organizer that you will distribute to the class. * NOTE:
ALL copies are the groups’ responsibility.
 Include the quiz or the explanation of the quiz if this is not written. Once
again the quiz must be cleared by me before the date you deliver your project
and therefore, this quiz should have a stamp of approval when placed in your
portfolio.
Individual Student Sections:
 Student’s name
 Student’s annotated story ( see my website if you forgot how to annotate
or if you are new to my class)
 Evidence of research and ideas or notes (articles, etc)
 Self assessment that includes a list of tasks you performed and
contributed to the group as well as what you learned from doing this
project.
 Peer assessment: Identify all members’ tasks and rate them on a scale of
1-10 ( 10 being the best) .
 Individual Works Cited/Bibliography of researched sources.
INTO, THROUGH, and BEYOND: A Framework to Develop Lessons with ContentBased Material.
INTO
Before introducing the new material it can be helpful to get students prepared to receive
the new material – to get INTO the subject matter. Preparing students before the new
material is introduced can increase their interest and motivation to learn, and create a
positive and receptive atmosphere. Getting students INTO the new material can also be
thought of as setting the stage for the learning experience, and it can be achieved in many
ways.
Decide what preparation is necessary for students to experience the work in a meaningful
way.

Do you need to build vocabulary?

Should you stimulate curiosity or empathy?

Is there some background information you can give about the ideas or people in
the reading?

Should you talk through the article in advance and overview or highlight key
concepts?

Can you relate material from previous assignments to the new material?
Decide if additional presentation methods might create interest in the material.

Pictures or video?

Storytelling?

Recordings or music?

A field trip or excursion?
Most of the activities in the INTO component of the framework are designed to draw
upon the personal experiences of your students that are related to concepts in the article.
Through this personal connection, the article can become more meaningful thereby
increasing the likelihood that students will be more engaged and internalize more of the
ideas from the reading.
THROUGH:
After you’ve set the stage for the new material and the students are INTO it and prepared,
your effort can be directed to helping them THROUGH the material. Getting students
THROUGH it means helping them comprehend and explore the terms/concepts and/or
issues raised in the reading or discussion of the new material. Decide how you will help
your students experience and interpret the material. A variety of means might be used to
reach your students.

Reading response logs (to record reactions to characters or events)

Relate story/text to personal experiences

Record questions to discuss with the group (individual or groups/teams can create
questions)

Record examples of special or pleasing uses of language, imagery, or
character/story development

Dramatization

Visualization

Illustrations

Discussion
BEYOND
Many assignments are finished when the reading is completed or the discussion of the
new material ends. However, this can be a missed opportunity to expand and deepen your
students (and your own) learning experience. Getting your students to go BEYOND the
new material can be enriching, empowering and can lead to new insights and learning
opportunities. Decide how you can help your students share and clarify their thinking, or
deepen their understanding of the material they’ve comprehended.

Can they share any new insights or thoughts they’ve had about the material?
(individual or group/team)

What activities can you (and your students) design to apply and extend their
comprehension?

Can students work in groups or teams to think beyond the material, and take
further actions? (any applications for new knowledge in the class environment,
and/or in the school or community?)
Go to this website to see an example lesson plan:
http://www.yesmagazine.org/article.asp?ID=1006
(The link is on my classlink website.)