McClellan 1

Pairing with the Classics: A YAL Teaching Approach

Maddie McClellan
1. Schedule
Week Monday Tuesday Wednesday Thursday riday
1 !ntroduce
"ats#y and
YAL options.
$eading ti%e.
ace#ook
pro&iles &or
characters.
$eading ti%e.
Turn in your
'oca# list.
(ook circles
on YAL.
$eading)Co%
prehension
*ui+
Present (ook
Circles
$eading ti%e.
, (ook Circles.
on YAL.
Prepare &or
#ook talks.
!n-class work
ti%e &or #ook
talk
presentations.
Turn in 'oca#
list and (
pro&iles &or
YAL.
(ook talks.
.and out The
"reat "ats#y.
$eading ti%e.
$eading ti%e. Create groups
&or "ats#y
presentations.
$eading)Co%
prehension
*ui+.
$eading ti%e.
/ (ook
discussions.
(ook
discussions.
Prepare &or
presentation.
YAL)"ats#y
pairing
presentations.
Turn in your
!0AL 'oca#
list and (
pro&iles &or
"ats#y.
YAL)"ats#y
pairing
presentations.
!n-class essay
on drea%s in
YAL and
"ats#y.
,. ocus)$ationale:
This unit is &ocused on pairing Young Adult Literature with a classic te1t. !n the past2
teachers ha'e taught the classics2 or no'els that are included in 3the Canon24 te1ts that ha'e stood
the test o& ti%e and are reputa#le as so%e o& the greatest works o& literature.
!n today5s stor% o& Co%%on Core standards and high-stakes testing2 teachers are
pressured to %o'e towards %ore in&or%ational2 non-&iction te1ts2 putting e'en classic literature
on the #ack-#urner 6Malach 7 (o%er ,89:. While in&or%ational te1ts are certainly #ene&icial
and applica#le to the real li&e skills that students encounter in the work &orce2 literature2
speci&ically YAL2 is ;ust as crucial to helping students de'elop as a whole--using YAL in the
classroo% is e1tre%ely use&ul2 success&ul in the classroo%2 and #ene&icial &or students5 learning
and de'elop%ent< %entally2 socially2 and e%otionally. !n&or%ational te1t %ay teach cogniti'e
skills2 #ut YAL teaches the whole student. YAL %akes students think a#out who they are2 who
McClellan ,
they want to #e2 how to deal with ad'ersity and di&&icult decisions2 right &ro% wrong and the gray
area in #etween2 and how to e%pathi+e with others.
While these te1ts undou#tedly ha'e literary 'alue and include %orals and 'alues that we
want to teach the youth o& today2 the te1ts included in the canon are also largely unaccessi#le #y
today5s high school students 6Alsup:. Students do not see the%sel'es in the classic te1ts2 so they
encounter di&&iculties in relating to the protagonists in the te1ts at all. !& students cannot relate to
a te1t2 they will not #e engaged in the %essage the te1t is trying to con'ey. =nengaged students
do not learn e&&ecti'ely. This is not to say that the classics should #e co%pletely a#andoned.
There are %any classics that can still #e rele'ant to high school readers i& we help the% unpack
the te1ts #y allowing the% to read Young Adult Literature &irst or with the classic te1t.
Young Adult Literature has #een in schools since the 1>?8s and gained in popularity
astrono%ically since #ut is still in the process o& #eing recogni+ed as pedagogically and literarily
e&&ecti'e 6Alsup 1:.
Pairing with the classics in'ol'es teaching a YAL te1t with a classic te1t in order to help
students #etter understand and connect with the classic. According to @oan Aaywell2 author o&
Adolescent Literature as a Co%ple%ent to the Classics2 pairing YAL with classic te1ts sol'es two
pro#le%s: 1. Students ha'e a hard ti%e relating to classic no'els #ecause o& reading le'el or
3distanBceC &ro% student e1periences4 6Aaywell !D:. ,. Teachers understand the 3why4 o&
incorporating YAL into the classroo%2 #ut are uncertain o& the 3how.4 Teaching YAL in the
classroo% helps students see that reading can #e 3rele'ant and %eaning&ul4 6Aaywell !D:. Ence
students learn to appreciate reading2 they will #e #etter prepared to read a classic te1t.
!n this unit2 students &irst read a YAL te1t. !n her #ook2 Adolescent Literature as a
Co%ple%ent to the Classics2 @oan Aaywell suggests %any YAL)Classic literature pairings that
could work &or this sort o& unit. !n chapter nine2 she discusses the possi#ilities o& pairings with
The "reat "ats#y #y . Scott it+gerald2 which ! would like to teach to %y students. Students
will ha'e se'eral options &or their Young Adult Literature te1t. These options cater to a 'ariety o&
students #ased on gender2 interest2 genre and reading le'el.
$eading care&ully chosen YAL te1ts #e&ore reading a classic will get the% reading and
discussing the sa%e the%es that they will encounter in the classic te1t. When they start reading
the classic te1t2 they will %ore easily identi&y the the%es and see the story as %ore rele'ant and
relata#le. or e1a%ple2 students could choose #etween The .ero and the Crown #y $o#in
McAinley and The Mo'es Make the Man #y (ruce (rooks. "i'ing students a choice will help
the% #e autono%ous in their learning2 since they will #e a#le to choose which no'el they #est
relate to. The .ero and the Crown &eatures a strong &e%ale protagonist while The Mo'es Make
the Man is narrated #y an A&rican-A%erican #oy. Pro'iding a te1t with a #lack protagonist will
allow students o& color see the%sel'es in the te1t. E&ten2 %inorities are denied this opportunity.
Seeing so%eone si%ilar in the te1t helps de'elop a positi'e sense o& sel& and identity 6Fangora:.
The .ero and the Crown touches on #reaking outside traditional gender roles while The Mo'es
Make the Man enters the con'ersation o& racis% and %ental illness. These choices could connect
with a wide range o& students and address grown-up issues that %any students are dealing with.
A&ter students read the YAL te1t o& their choice2 the whole class will #etter #e a#le to
connect with the classic no'el2 The "reat "ats#y2 since all the no'els deal with si%ilar concepts
and the%es such as hope2 perse'erance2 The A%erican Frea%2 and pre;udice. The strongest tie
#etween the no'els is the %ain character5s pursuit o& a goal or drea%. This connection will lead
to &ruit&ul discussion a#out hopes2 drea%s2 goals2 and how the protagonists atte%pt to attain those
McClellan /
drea%s. $eading a YAL te1t &irst will help students get in'ol'ed with the the%e2 which will help
the% #etter connect with2 understand and analy+e the characters in The "reat "ats#y.
The the%e o& drea%s will #e carried throughout the unit the enduring understanding:
.ow do people achie'e their drea%sG The &ollowing *uestions will #e addressed in discussions:
What steps do characters take to achie'e their drea%sG Foes this workG Why or why notG Fo
drea%s ha'e to #e realisticG Frea%s are &irst addressed in the opening ;ournal on Fay Ene.
Frea%s are discussed in all #ook circle days and addressed in all three *ui++es. Addressing a
the%e that is central to #oth the YAL and classic te1t allows students to %ake connections
#etween the two te1ts and their own li'es. At se'eral points2 students are asked to write a#out
their own drea%s or re&lect on how e&&ecti'e the characters5 steps in achie'ing their drea%s are.
There are a 'ariety o& assess%ents throughout the unit. Many o& the daily assess%ents are
#ased on #ook circle discussion2 in which students discuss their no'els and record their answers
with supporting e'idence &ro% the te1t. Hach week2 students will work on &illing out their
characters5 ace#ook pro&iles. This will help the% track the de'elop%ent o& the characters and
keep track o& relationships and e'ents. The status updates will help illustrate what each character
is going through. Students will also keep a word log throughout the unit in which they record
new or interesting words that they run into. They are re*uired to e1plain the conte1t o& the word2
which is rein&orced #y the Co%%on Core and will help the% re%e%#er the word #etter. This will
#e especially i%portant when they start "ats#y.
There are se'eral interi% assess%ents throughout the unit to ensure students are
understanding their reading and the the%es. There is a #ook talk presentation in the %iddle o& the
unit2 so students #ook-talk their YAL choice and get used to presenting in &ront o& the class and
e1plaining pro%inent the%es. This will prepare the% &or their &inal group presentation on Fay
1I. The &inal presentation gi'es students the opportunity to colla#orate2 present as a group2 and
use technology to enhance and share their &indings. En Fays &i'e and ten2 students will take
reading)co%prehension *ui++es that re*uire the% to identi&y characters and the%es. (oth *ui++es
ha'e a one-paragraph essay addressing the no'el and drea%s. En Fay 192 students will write an
in-class essay on the YAL)"ats#y pairing. !n the essay2 they will #e asked to co%pare and
contrast a character &ro% the YAL choice and a character &ro% "ats#y. Students will &ocus on
how the characters5 drea%s and processes o& achie'ing those drea%s are si%ilar or di&&erent.
Students will also #e asked to include supporting e'idence &ro% the te1t. or all essays2 HLL
students and students with learning disa#ilities will #e gi'en the option to test orally2 draw a
detailed picture2 or &ill out a graphic organi+er.
/. Lesson Plans
Standards:
J CCSS.HLA-Literacy.$L.>-18.1 Cite strong and thorough te1tual e'idence to support
analysis o& what the te1t says e1plicitly as well as in&erences drawn &ro% the te1t.
J CCSS.HLA-Literacy.$L.>-18., Feter%ine a the%e or central idea o& a te1t and analy+e in
detail its de'elop%ent o'er the course o& the te1t2 including how it e%erges and is shaped
and re&ined #y speci&ic details< pro'ide an o#;ecti'e su%%ary o& the te1t.
J CCSS.HLA-Literacy.$L.>-18./ Analy+e how co%ple1 characters 6e.g.2 those with %ultiple
or con&licting %oti'ations: de'elop o'er the course o& a te1t2 interact with other
characters2 and ad'ance the plot or de'elop the the%e.
McClellan I
J CCSS.HLA-Literacy.W.>-18.I Produce clear and coherent writing in which the
de'elop%ent2 organi+ation2 and style are appropriate to task2 purpose2 and audience.
J CCSS.HLA-Literacy.W.>-18.K =se technology2 including the !nternet2 to produce2 pu#lish2
and update indi'idual or shared writing products2 taking ad'antage o& technology5s
capacity to link to other in&or%ation and to display in&or%ation &le1i#ly and dyna%ically.
J CCSS.HLA-Literacy.W.>-18.> Fraw e'idence &ro% literary or in&or%ational te1ts to
support analysis2 re&lection2 and research.
J CCSS.HLA-Literacy.W.>-18.1 Write argu%ents to support clai%s in an analysis o&
su#stanti'e topics or te1ts2 using 'alid reasoning and rele'ant and su&&icient e'idence.
J CCSS.HLA-Literacy.SL.>-18.I Present in&or%ation2 &indings2 and supporting e'idence
clearly2 concisely2 and logically such that listeners can &ollow the line o& reasoning and
the organi+ation2 de'elop%ent2 su#stance2 and style are appropriate to purpose2 audience2
and task.
J CCSS.HLA-Literacy.SL.>-18.9 Make strategic use o& digital %edia 6e.g.2 te1tual2 graphical2
audio2 'isual2 and interacti'e ele%ents: in presentations to enhance understanding o&
&indings2 reasoning2 and e'idence and to add interest.
Title o& Lesson Fay 1:
!ntroduction to YAL pairing with The "reat "ats#y
.o%ework Fue 0one
CCSS Standards
J CCSS.HLA-Literacy.$L.>-18.1
J CCSS.HLA-Literacy.W.>-18.I
J CCSS.HLA-Literacy.W.>-18.>
E#;ecti'es SW(AT:
-cite te1tual e'idence &ro% their no'el to e1plain what the protagonist
is like
-write clearly and coherently in their writing ;ournal &or an appropriate
task2 purpose2 and audience
-re&lect on what they5'e read so &ar using e'idence &ro% the no'el
ocus @ournal: What is your greatest drea%G .ow will you achie'e this
drea%G
McClellan 9
H1planation @ournal: 9 %inutes
(ook Pass: Fesks will #e in groups o& &i'e. "roups will recei'e &i'e
di&&erent YAL te1ts. Hach student will read a no'el &or three %inutes.
A&ter three %inutes2 they will pass the no'el to their right. At the end
o& the #ook pass2 students will select the YAL no'el they would like to
read. 19 %inutes
$ationale: The #ooks contain a 'ariety o& reading le'els2 protagonist
genders2 culture2 and genres.
"i'ing students choice in their YAL option allows &or di&&erentiation
#ased on ethnicity2 gender2 reading le'el2 and interest.
Students will get ti%e to start reading their YAL. ,8 %inutes
H1it @ournal: ! will show an e1a%ple o& this &irst #e&ore students #egin
their ;ournal. Who is the protagonistG What is he)she like so &arG What
si%ilarities do you see #etween the protagonist and yoursel&G Cite
te1tual e'idence &ro% your no'el. 18 %inutes
Assess%ent E#ser'ations. H1it ;ournal.
.o%ework Continue reading your YAL no'el.
Materials YAL no'els. Paper2 pencils.
Title o& Lesson Fay 9:
$eading Lui+2 Class discussion2 $eading Ti%e
.o%ework Fue 0one
CCSS Standards
J CCSS.HLA-Literacy.$L.>-18.1
J CCSS.HLA-Literacy.$L.>-18.,
J CCSS.HLA-Literacy.$L.>-18./
J CCSS.HLA-Literacy.W.>-18.I
J CCSS.HLA-Literacy.W.>-18.>
J CCSS.HLA-Literacy.SL.>-18.I
McClellan K
E#;ecti'es SW(AT:
-Cite te1tual e'idence to support clai%s
-analy+e how YAL characters and their drea%s ha'e de'eloped
throughout the te1t
-e1plain how the protagonist has de'eloped the the%e o& drea%s
-analy+e how the the%e o& drea%s has de'eloped in the te1t
-produce and present clear and coherent writing and ideas
H1planation Lui+ on YAL option. ,8 %inutes.
-See 3Lui+ 1: YAL Eption4 in the Appendi1 under Fay 9.
-Fi&&erentiation: Students with learning disa#ilities or who
speak Hnglish as a second language can take the *ui+ orally #y
recording the%sel'es or draw a picture instead o& write an essay
paragraph. ! would also use si%pler language such as 3good guy4 and
3#ad guy4 instead o& protagonist and antagonist.
Ad'anced students would ha'e to analy+e the antagonist and
protagonist rather than ;ust identi&y the%2 and the essay *uestion would
re*uire the% to relate their own li&e e1perience to a character5s
e1perience in the no'el.
Class Fiscussion. 19 %inutes.
-As a class2 we will discuss the *uestions we addressed in (ook Circles
on Fay I 6See Appendi12 Fay I:. "roups will gi'e a *uick o'er'iew o&
what they discussed and what their %ost i%portant &indings were using
te1tual e'idence. This will gi'e groups a good idea o& what the other
YAL te1ts are like and how the the%es relate to one another. Make sure
students discuss the cultural di&&erences in their te1ts with the class.
$ationale: .a'ing students present their discussion as groups using
te1tual e'idence will gi'e the% practice &or their YAL)"ats#y pairing
presentations that are co%ing up.
$eading ti%e. 18 %inutes
H1it @ournal: 9 %inutes
-.ow has the plot de'elopedG What steps is the protagonist taking to
achie'e his or her drea%sG !s it workingG
Assess%ent Lui+ 1: YAL Eption--see Fay 92 182 19 in the appendi1. "roup
presentations. H1it ;ournal.
Hnrich%ent Students who are already &inished reading their no'els can create
'isual representations o& a scene or the whole no'el2 or they can utili+e
technology to create a Pinterest or Twitter page &or one or %ore o& the
characters in the no'el.
McClellan ?
.o%ework Fo your #est to &inish your #ook o'er the weekend. .a'e &i'e
discussion *uestions written and ready to discuss on Monday. ocus on
character de'elop%ent2 drea%s2 and other the%es you identi&y in the
te1t. Make sure to include discussion o& cultural i%plications2 as well.
Materials Lui+ 1: YAL Eption2 pencils2 paper
Title o& Lesson Fay K:
(ook Circles
.o%ework Fue i'e *uestions &or (ook Circle discussion
CCSS Standards
J CCSS.HLA-Literacy.$L.>-18.1
J CCSS.HLA-Literacy.$L.>-18.,
J CCSS.HLA-Literacy.$L.>-18./
J CCSS.HLA-Literacy.W.>-18.I
J CCSS.HLA-Literacy.W.>-18.>
E#;ecti'es -Cite te1tual e'idence to support clai%s
-analy+e how YAL characters and their drea%s ha'e de'eloped
throughout the te1t
-e1plain how the protagonist has de'eloped the the%e o& drea%s
-analy+e how the the%e o& drea%s has de'eloped in the te1t
-produce clear and coherent writing and ideas
ocus Fesks will already #e in groups &or students so they know where to go
when they walk in.
@ournal a#out your reading. A0YT.!0". 9 %inutes.
$ationale: So%eti%es it5s i%portant to ;ust let students write a#out
whate'er they want.
McClellan M
H1planation @ournal. 9 %inutes
Students will get in the sa%e groups as they were on Fay I to discuss
what they5'e read since their last discussion.They will designate
ti%ers2 recorders2 and &acilitators2 ;ust as they ha'e in past #ook circles.
Students will #ring *uestions they5'e created as ho%ework and discuss
the% as a group.
Hach student will contri#ute at least one o& the *uestions they wrote.
Students will record their discussion and use te1tual support &or their
answers. I8 %inutes
-Fi&&erentiation: Ad'anced students %ay e1plore analy+ing the te1t
through a critical lens.
$ationale: S%all group discussion gi'es all students the chance to
participate in con'ersation and allows students to speak in a less
inti%idating at%osphere.
H1it Slip: What was the %ost %eaning&ul part o& your discussion
todayG 9 %inutes
Assess%ent E#ser'ation2 discussion that the recorder turns in at the end o& the
hour.
.o%ework (ring e'erything you need to get ready &or #ook talk work day with
your group to%orrow.
Materials Paper2 pencils2 YAL #ooks.
Title o& Lesson Fay 1I:
YAL)"ats#y pairing presentations
.o%ework Fue YAL)"ats#y pairing presentations
McClellan >
CCSS Standards
J CCSS.HLA-Literacy.$L.>-18.1
J CCSS.HLA-Literacy.$L.>-18.,
J CCSS.HLA-Literacy.$L.>-18./
J CCSS.HLA-Literacy.W.>-18.I
J CCSS.HLA-Literacy.W.>-18.K
J CCSS.HLA-Literacy.W.>-18.>
J CCSS.HLA-Literacy.W.>-18.1
J CCSS.HLA-Literacy.SL.>-18.I
J CCSS.HLA-Literacy.SL.>-18.9
E#;ecti'es -Cite te1tual e'idence to support analysis
-Fiscuss the the%e o& drea%s
-H1plain the de'elop%ent o& characters throughout the te1t
-Produce clear2 organi+ed writing
-=tili+e technology to produce a presentation and enhance the pro;ect
-Fraw e'idence &ro% the no'el to support analysis
-=se su&&icient e'idence to argue your clai%
-Present &indings and supporting e'idence clearly in an organi+ed
-%anner
-=tili+e digital %edia to enhance the presentation and engage the
audience
H1planation Students will #e presenting their YAL)"ats#y pairing pro;ects.
Students will gi'e a short e1planation o& their YAL te1t and then go on
to discuss the o'erlapping the%es in their te1t and "ats#y. They %ay
choose to discuss se'eral the%es #rie&ly or di'e into one %a;or the%e.
They %ay also choose to analy+e the te1ts through a certain lens. Their
%ode o& presentation %ay #e through PowerPoint2 Pre+i2 or any o& the
Mo+illa We#%aker tools that would enhance the presentation.
Assess%ent ! will assess the students5 presentations according to the ru#ric they
were gi'en at the #eginning o& the unit. See Appendi1: Fay 1I
Students will recei'e co%pletion points &or pro'iding &eed#ack to the
presenters. See Appendi1: Fay 1I
Hnrich%ent Students who were a#le to go a#o'e and #eyond in ter%s o& using
di&&erent technologies %ay present those e1tra pro;ects i& ti%e per%its.
Closure $e&lect on your presentation. @ournal.
McClellan 18
.o%ework 0one.
Materials Presentation tools. "ats#y and YAL te1ts. eed#ack &or%s.
I. Materials
Fay ,: ace#ook pro&iles
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Jay Gatsby
Cant reeat t!e ast" #f C#$%S&
you 'an(
) minutes ago
*all Info P!otos +
*!ats on your mind"
,aisy"
*ell run a-ay toget!er and li.e !aily as 'an be/
I s!ould.e dri.en/ *!at -as I t!in0ing"(
Its time to 'ome 'lean/ *e need to do t!is no-/
I 'ouldnt be !aier/ 1o-2 if only s!e -ould tell !im s!e ne.er lo.ed !im/
3ea at 1i'0s la'e/ 4feelingner.ous
Ill ne.er forget !er/
3!at green lig!t///
I 0no- Ill find !er someday/
Party at my !ouse(
5ie- !otos of me (67)
Information
%elations!i Status8
Its 'omli'ated
Current City8
*est &gg
9irt!day8
Friends
McClellan 11
Staring a'ross t!e bay2 I 'an almost rea'! &ast &gg/
*est &gg is t!e la'e to be(
1i'0 Carra-ay
About Me:
:y name is Jay Gatsby/
:y arents are dead/
I -ent to #xford/
I -as in t!e -ar/
9efore t!e -ar2 I -or0ed for a sailor -!o be'ame my best friend/ He taug!t me e.eryt!ing2 and I
o-e !im eternally/
3!e -oman I lo.e is t!e most beautiful being in t!e -orld/ *!en I find !er again2 my life -ill be
'omlete/
Come on o.er to my la'e if you -ant to !a.e a good time/
Fay I: (ook Circles
Fiscussion Luestions
Fiscuss as %any o& these as possi#le #e&ore the end o& the class period.
Make sure e'eryone gets a chance to talk.
Fesignate a recorder2 a ti%e-keeper2 and a &acilitator.
$ecorder:
Ti%e-keeper:
acilitator:
1. What is this story a#outG What ti%e period is it set inG Foes the conte1t o& the story %atterG
,. Who is the protagonist2 and what is he)she likeG What are his)her strengthsG WeaknessesG
/. What are so%e issues you ha'e seen in the no'el so &arG What the%es do you seeG
I. Fo you agree with the protagonist5s actions so &arG
9. .ow do you identi&y with the protagonist or one o& the other charactersG What %akes you
alikeG
K. What character do you %ost dislike E$ are you con&used #yG WhyG
McClellan 1,
?. What is the protagonist5s drea% or goalG What steps is he)she %aking to reach that
drea%)goalG
M. What is the protagonist willing to gi'e up in order to reach his)her goalG
>. What o#stacles has he)she encountered so &arG
18. Fo you think the protagonist will ulti%ately achie'e his)her goalG
Fay 9: !nteri% Assess%ent
Lui+ 1: YAL Eption
1. What is the title o& your #ookG
,. Who is the authorG
/. Who is the protagonistG
I. Who is the antagonistG
9. Fescri#e the setting o& the no'el:
K. What is the protagonist5s goal2 so &arG
?. .ow has the protagonist atte%pted to reach his)her goal or drea%G
M. What o#stacles has the protagonist had to o'erco%eG
>. Ene-paragraph Hssay: Write a#out a ti%e in your li&e that you had to o'erco%e an o#stacle in
order to reach your goal.
Fay 18: !nteri% Assess%ent
Lui+ ,: The "reat "ats#y
1. Who is the protagonist in the no'elG
,. Who is the narratorG
McClellan 1/
/. Fescri#e the setting:
I. Foes the conte1t o& the story %atterG Why or why notG
9. List three characters you ha'e encountered so &ar and descri#e the%.
K. What does Faisy %ean when she says a#out her daughter2 3! hope she5ll #e a &ool. That5s the
#est a girl can #e in this world: a #eauti&ul little &ool.4 Fo you agree with herG
?. What drea%s or goals does 0ick ha'eG "ats#yG
M. Ene-paragraph Hssay: Write a#out a drea% or goal that you ha'e had. .a'e you achie'ed itG
!& so2 what steps did you take to achie'e your goalG !& not2 how do you plan to achie'e your
goalG
Fay 19: inal Assess%ent: !n-class essay
!n-class Hssay on Frea%s
1. Title and author o& your YAL option:
Co%pare)contrast one character &ro% The "reat "ats#y and one character &ro% your YA no'el
and their drea%s. H1plain how their drea%s are si%ilar and)or di&&erent.
What steps did they take to achie'e their drea%sG Were they success&ulG Why or why notG
Make sure you include an introduction with a thesis state%ent and a conclusion
McClellan 1I
Fay 1I: inal Assess%ent: YAL)"ats#y Pairing Presentations
Fiscuss the issues and)or the%es present in your YA no'el and The "reat "ats#y.
"i'e te1tual e1a%ples.
Show us how at least one character in each te1t achie'ed their drea%s.
Support your clai%s with e'idence.
H1plain how reading YAL &irst helped you understand "ats#y.
Presentation
$u#ric
1 , / I
Content The presentation
was &ocused on
only one te1t or
did not draw
connections
#etween the two
no'els.
The presentation
contained
connections
#etween the YAL
te1t and "ats#y.
Contains
discussion o&
se'eral the%es at
so%e depth or
one the%e in-
depth.
!ncludes te1tual
e1a%ples and
e'idence &or
clai%s.
Ti%e The presentation
is under ?:88 or
o'er 11:88.
The presentation
is ?:88-?:,> or
18:/1-11:88.
The presentation
is ?:/8-?:9> or
18:81-18:/8.
The presentation
is M:88-18:88.
Logical
Presentation:
SL.>-18.I
The presentation
does not &low
logically &ro%
one point to the
ne1t.
The presentation
&lows logically
&ro% one point
to the ne1t2 #ut is
%issing an
introduction and
a conclusion.
The presentation
&lows logically
&ro% one point
to the ne1t2 #ut is
%issing either an
introduction or
conclusion.
The presentation
includes an
introduction2
conclusion2 and
&lows logically
&ro% one point to
the ne1t.
(alance The presentation
&ocused on only
one te1t.
The presentation
was clearly %ore
&ocused on one
te1t.
The #alance was
%ostly e*ual.
There was an
e*ual #alance o&
the presentation
de'oted to the
YAL te1t and
"ats#y.
"ra%%ar "ra%%ar
%istakes
i%peded
understanding
&re*uently.
"ra%%ar
%istakes e1isted
and i%peded
understanding a
&ew ti%es.
"ra%%ar
%istakes were
rare and did not
i%pede
understanding.
0o %ore than
one gra%%ar
%istake--did not
i%pede
understanding.
McClellan 19
Figital Media
Tech-ena#led
production:
W.>-18.K
SL.>-18.K
Technology was
not used or did
not relate to the
presentation.
Technology was
atte%pted #ut
distracted &ro%
the presentation.
Technology was
used in the
presentation and
did not distract
&ro% the
%essage.
Technology was
utili+ed
e&&ecti'ely to
enhance the
presentation.
Technology was
engaging2 not
distracting.
Figital Media
SL.>-18.9
Nisuals were not
used or were
unrelated to the
presentation.
Nisuals were
used2 #ut were
so%ewhat
distracting or did
not enhance the
presentation.
Nisuals %ade the
presentation
%ore engaging
and did not
distract &ro% the
%essage.
Nisuals enhanced
the presentation2
helped 'iewers
stay engaged2
and helped the%
&urther
understand the
%essage.
"roup work 0ot all group
%e%#ers were
in'ol'ed in the
presentation.
All group
%e%#ers were
in'ol'ed in the
presentation2 #ut
so%e contri#uted
signi&icantly
%ore than
others.
All group
%e%#ers were
in'ol'ed in the
presentation2 #ut
the contri#ution
was un#alanced.
Hach group
%e%#er
contri#uted in
the preparation
and the
presentation o&
the pro;ect
e*ually.
!ndi'idual
portion
!ndi'idual did
not contri#ute in
the presentation.
!ndi'idual
see%ed
signi&icantly
unprepared.
!ndi'idual was
%ostly prepared
to gi'e his)her
presentation.
!ndi'idual was
prepared to gi'e
his)her portion o&
the presentation
e&&ecti'ely.
Te1tual
H'idence
$L.>-18.1
Presentation
does not include
te1tual e'idence.
Presentation
includes te1tual
e'idence at least
once.
Presentation
includes te1tual
e'idence at least
three ti%es.
Presentation
includes at least
&i'e e1a%ples o&
te1tual e'idence
to support
clai%s.
The%e)Central
!dea Analysis
$L.>-18.,
Presentation
does not %ention
the the%e.
Presentation
%entions the
the%e.
Presentation
includes te1tual
e1a%ples and
analysis.
Analysis goes
#eyond what the
te1t states.
McClellan 1K
Su%%ari+e Te1t
$L.>-18.,
Presentation
does not include
the su%%ary o&
the YAL option.
Presentation
%entions the
YAL option.
Presentation
e1pands #rie&ly
on the YAL
option.
Presentation
includes a short
su%%ary o& the
YAL option2
including
in&or%ation &ro%
the te1t.
Character
Fe'elop%ent
and !%pact
$L.>-18./
Presentation
does not discuss
de'elop%ent or
i%pact o&
characters.
Presentation
discusses
de'elop%ent or
i%pact o&
characters.
Presentation
discusses #oth
de'elop%ent and
i%pact
ade*uately.
Presentation
includes te1tual
support to
illustrate
de'elop%ent and
i%pact.
Situationally and
Conte1tually
Appropriate
SL.>-18.I
SL.>-18.K
Language is
inappropriate.
Language is
%ostly
appropriate. May
includes so%e
slang or
unacade%ic
language.
Language is
appropriate &or
task2 purpose2
and audience.
!ncludes
Language is
acade%ically
ad'anced.
Peer eed#ack or%
Your 0a%e:
0a%e o& Presenter:
"ood: What did the presenter do wellG
(etter: What could the presenter do #etterG
McClellan 1?
(est: What was the #est part a#out the presentationG