UNIT TEST Miss Shay English 10 honors Spring 2012 Assessment on Books One and Two of Les Miserables Today, instead of a formal essay, or a multiple choice examination, you are going to write a creative piece followed by a reflection. Creative Piece: You are going to re-write a scene from Les Miserables (Book one or two). In this scene, you must make some changes that demonstrate your understanding of the topics we have been talking about in class. Those topics are: Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy *Remember my letters to you and the epitaphs for Valjean?* Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, text. *Remember how we acted out a scene and based upon who was acting out the character we had a different interpretation?* Evaluate s between characters in a literary text and explain the way those s affect the plot. *Remember our letters we wrote from Valjean to Champmathieu and vice versa?* Write for different purposes and audiences, adjusting tone, style, and voice as appropriate *Remember we did this in our eulogy for Valjean?* Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization *Do your best! Show me what you have got!* I want to see you alter the scene in a way that changes a character and the way we think about them. I want to see some dialogue. I want you to keep the audience (Hugo s French) in mind and avoid slang and modern talk. I want to see how your scene changes the mood, tone, the text. Give me your best! Reflection: I want your reflection to be informal. I am not looking for punctuation here. You can bullet point, outline, list etc. any way you want to tell me why you did what you did. What mood, tone, or meaning did you want to change? How do you think you did that? What does that do to the story as a whole? How have your characters been altered? Are they better or worse? How do the character s change and affect the plot? How did you cater your writing to your audience? Look at the rubric I am passing out. This is what I will grade your assessment with.
MODIFIED UNIT TEST Miss Shay English 10 honors Spring 2012 Modified Assessment (Hearing Impairment) on Books One and Two of Les Miserables Today, instead of a formal essay, or a multiple choice examination, you are going to write a creative piece followed by a reflection. You will have all class to work on it. If you cannot finish it in class, you may take it home and finish it as homework. It will be due next class. Creative Piece: You are going to re-write a scene from Les Miserables (Book one or two). In this scene, you must make some changed that demonstrate your understanding of the topics we have been talking about in class. Those topics are: Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy *Remember my letters to you and the epitaphs for Valjean?* Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, text. *Remember how we acted out a scene and based upon who was acting out the character we had a different interpretation?* Evaluate s between characters in a literary text and explain the way those s affect the plot. *Remember our letters we wrote from Valjean to Champmathieu and vice versa?* Write for different purposes and audiences, adjusting tone, style, and voice as appropriate *Remember we did this in our eulogy for Valjean?* Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization *Do your best! Show me what you have got!* I want to see you alter the scene in a way that changes a character and the way we think about them. I want to see some dialogue. I want you to keep the audience (Hugo s French) in mind and avoid slang and modern talk. I want to see how your scene changes the mood, tone, the text. Give me your best! Reflection: I want your reflection to be informal. I am not looking for punctuation here. You can bullet point, outline, list etc. any way you want to tell me why you did what you did. What mood, tone, or meaning did you want to change? How do you think you did that? What does that do to the story as a whole? How have your characters been altered? Are they better or worse? How do the character s change and affect the plot? How did you cater your writing to your audience? Look at the rubric I am passing out. This is what I will grade your assessment with.
Incomplete Unsatisfactory Satisfactory Exemplary 0 1 2 3 10.3.3: Evaluate s between characters in a literary text and explain the way those s affect the plot. Scene does not address how or why their scene does change or would change the Scene minimally address how their scene does change or would change the mention why that would change. Scene addresses how or why their scene does change or would change the Scene address how and why their scene does change or would change the two characters with multiple examples. 10.3.4: Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy. Character traits are not identified in scene. traits, but the student does not explain how or changed that character. traits, student explains how or changed that character. traits, student explains how and changed that character. 10.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate. appear to have any consideration for the audience. Uses slang, improper point of view, improper context etc. Appears to have some consideration for the audience. Still minimal slang and modern language, but appropriate context. Considers the audience. No slang. Appropriate tone. Considers the audience. No slang. Appropriate tone. Appropriate style and voice.
10.3.13Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, and meaning of text. does not identify how their new scene alters the mood, tone, the scene they have re-written. discuss why they wanted that new effect, and therefore, changed the scene. identifies how their new scene alters the meaning of the scene they have re-written. Does not discuss why new effect. identifies how their new scene alters the tone the scene they have re-written. Discusses why new effect. identifies how their new scene alters the mood, tone, and meaning of the scene they have re-written. Discusses why new effect, and therefore, why they changed the scene. 10.6.3: Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. Work not legible. Many spelling, grammatical, and capitalization errors. Work legible. Some spelling, grammatical, and capitalization errors. Work legible. Few spelling, grammatical, and capitalization errors. Work legible. No spelling, grammatical, and capitalization errors. Total /15 X 4 = your score/60
Miss Shay English 10 honors Spring 2012 Modified Assessment (Visual Impairment) on Books One and Two of Les Miserables Oral Assessment: I am going to read you the assessment now and then let you think about it. When I assess you, I will ask you the series of questions at the bottom of this paper. You can answer as long or as short as you want. Be as specific as you can. Take your time preparing, once we begin your oral assessment, you cannot stop to go think some more. You may be assessed today at the end of the period, or you can go tomorrow at the very beginning of class while everyone else is working. If you were going to re-write a scene from Les Miserables (Book one or two) in order to change a crucial aspect of the story, which would you re-write? Why? Think about ways you could make some changed that would demonstrate your understanding of the topics we have been talking about in class, such as: Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy *Remember my letters to you and the epitaphs for Valjean?* Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, text. *Remember how we acted out a scene and based upon who was acting out the character we had a different interpretation?* Evaluate s between characters in a literary text and explain the way those s affect the plot. *Remember our letters we wrote from Valjean to Champmathieu and vice versa?* Write for different purposes and audiences, adjusting tone, style, and voice as appropriate *Remember we did this in our eulogy for Valjean?* How would the alteration you made to the scene change a character and the way we think about them? What would that character do or say differently? How would you keep the audience (Hugo s French) in mind in retelling the scene? Give me some examples. I want to see how your scene changes the mood, tone, the text. Why did you pick that scene? Why did you make the changes that you made? What mood, tone, or meaning did you want to change? How do you think you did that? What does that do to the story as a whole? How have your characters been altered? Are they better or worse?
How do the character s change and affect the plot? How did you cater your scene to your audience? Look at the rubric I am passing out. This is what I will grade your assessment with.
Incomplete Unsatisfactory Satisfactory Exemplary 0 1 2 3 10.3.3: Evaluate s between characters in a literary text and explain the way those s affect the plot. does not address how or why their scene changes the minimally addresses how their scene changes the mention why they made the change. addresses how their scene changes the mention why they made the change. address how and why their scene changes the two characters with multiple examples. 10.3.4: Analyze characters traits by what the characters say about themselves in narration, dialogue, and soliloquy. Character traits are not identified in scene by student. traits, but the student does not explain how or changed that character. traits, student explains how or changed that character. traits, student explains how and changed that character. 10.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate. appear to have any consideration for the audience. Uses slang, improper point of view, improper context etc. Appears to have some consideration for the audience. Still minimal slang and modern language, but appropriate context. Considers the audience. No slang. Appropriate tone. Considers the audience. No slang. Appropriate tone. Appropriate style and voice.
10.3.13Explain how voice, persona, and the choice of speaker (narrator) affect the mood, tone, text. does not identify how their new scene alters the mood, tone, the scene they have re-written. discuss wanted that new effect, and therefore, changed the scene. identifies how their new scene alters the meaning of the scene they have re-written. Does not discuss why new effect. identifies how their new scene alters the tone the scene they have re-written. Discusses why new effect. identifies how their new scene alters the mood, tone, and meaning of the scene they have re-written. Discusses why new effect, and therefore, why they changed the scene. 10.6.3: Produce legible work. Scene is not comprehendible. Understandable, but there are big gaps in the explanation. Scene is understandable. Scene is thoroughly understandable and very detailed. Total /15 X 4 = your score/60