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Alissa Winters MIDDLE LEVEL CURRICULUM & INSTRUCTION Fall 2017

I. INTRODUCTION
A. Title: Resilience
B. Grade Level: 6th Grade
C. Duration: 10 days
D. Context: This unit occurs in the beginning of the year, as classroom routines are being established
and students are getting to know one another

II. CONTENT
A. Goals:
 Students will understand what resilience is and how it applies to their lives
 Students will contribute to and lead class discussions
 Students will learn to connect a text to their lives
 Students will learn how to write reflectively
 Students will grow in understanding and relating to classmates
B. Concepts
 Resilience
 Peer understanding
 Peer cooperation
 Reflective writing
 Collecting and sharing data
 Novel-based discussion
C. Vocabulary
 Resilience – an ability to recover from or adjust easily to difficulties or change
 Values – a person’s principles or standards of behavior; one’s judgment of what is
important in life
D. Skills
 Ability to think deeply and connect with a text
 Ability to discuss quotes and their implications
 Ability to relate to peers
 Ability to write reflectively
 Ability to collaborate with peers to accomplish goals and assignments

III. OBJECTIVES
 Following completion of the novel Bounce, class discussion, and class activities, TSWBAT
will show growth in understanding how to respect and relate to classmates—regardless of
differences.
 Given teacher model and contribution in structured, peer-led discussion, TSWBAT
participate in and lead an effective class discussion on the novel Bounce to teacher
satisfaction.
 Given teacher instruction and multiple journal prompts, TSWBAT improve in reflective
writing by including detail and personal insight to teacher satisfaction.
 Given instruction, class discussion, and reflective writing, TSWBAT accurately state what
resilience is and apply principles of resilience to their own lives to teacher satisfaction.
 Given class activities, teacher instruction, and structured group work, TSWBAT collect
relevant data and accurately represent gathered data to share with peers.
 Given class discussion and group work, TSWBAT apply knowledge and insight from unit to
create a thoughtful and comprehensive classroom code to teacher satisfaction.
 Given class discussion and group work/collaboration, TSWBAT show growth in
cooperation with peers.

IV. LEARNING EXPERIENCES

Day Reading Activities/Assignments

*Day 1* Chapters - Basketball intro activity


Monday 1-3 - Write down observations from basketball activity | discussion
- Pre-discussion about book
- Read chapters 1-3
- Write down some things you have had to bounce back from
Day 2 Chapters - Read chapters 4-7
Tuesday 4-7 - Explain journal prompts
- Journal: How can you relate to the character?
Day 3 Chapters - Read chapters 8-11
Wednesday 8-11 - Peer discussion from reading and yesterday’s journal prompt
*Day 4* (none) - Math: LCD – we all have something in common
Thursday - Cross the Line activity (collect data)
- Homework: reflection on Cross the Line activity
Day 5 Chapters - Continued discussion from Cross the Line activity
Friday 12-15 - Read chapters 12-15
- Journal: Who are some people you can turn to?
- Homework: read chapters 16-18 and be prepared to discuss

WEEKEND
(read chapters 16-18)

Day 6 Chapters - Recap chapters 16-18 read for homework


Monday 19-21 - Read chapters 19-21
- Class discussion
Day 7 Chapters - Read chapters 22-24
Tuesday 22-24 - Class discussion
- Journal: How did this book affect you?
*Day 8* (none) - Class discussion about yesterday’s journal prompt
Wednesday - Write a classroom code in groups based on lessons from the book
Day 9 (none) - Classroom code discussion – synthesize groups for 1 final code
Thursday - Work on presentation project, including data
*Day 10* (none) - Finish working on presentation project
Friday - Share data/thoughts/classroom code for the rest of the middle school
- Wrap-up discussion/feedback/reflections
- Classroom celebration
* denotes full lesson plan included in appendix
V. EVALUATION INSTRUMENT AND METHODS
A. Formative:
 Class discussions are used to evaluate what students are learning from the novel, and
how they are applying these concepts to their lives. Students are expected to contribute
and help guide discussion among peers.
 Journal prompts are also used to gain insight into what students are learning form the
novel. Journal prompts should show growth in understanding, self-reflection, and
sensitivity to others.
B. Summative:
 Journal prompts are also taken for a grade. Students will receive a grade for each journal
prompt they complete, and will be evaluated based on meeting the requirements for length
and content to teacher satisfaction.
 The classroom code will be graded based on cooperation with group and thoughtful
contributions to developing a classroom code of conduct based on the values discussed
from the novel and class activities.
 The class presentation will be graded for students’ engagement in the project,
contributions to the presentation, correctly representing and sharing collected data, and
overall effort and commitment to the project.

VI. EVALUATION OF OBJECTIVES


 Based on class discussion and journal prompts, did the student show more sensitivity to
and understanding of differences in classmates and issues they are facing?
 Did each student contribute a thoughtful answer or insight to class discussion? Were they
able to pose questions to peers and facilitate discussion as well as participate in it?
 In reflective writing journal prompts, did students add more detail or improve in grammar
and syntax?
 Were students able to state what resilience in their own lives and show understanding
about how it applies to their lives through writing and verbal insights?
 Did students take collected data and accurately represent and share it in the class
presentation?
 Do the group-developed classroom codes accurately and thoroughly represent concepts
discussed in class from novel and class activities?
 Are students more likely to work with different people and collaborate effectively than
before this unit?

VII. EVALUATION OF DAILY LESSONS

Day Evaluation

Day 1 - Did students show understanding of introductory activities based on initial


Monday observations and personal list of things they had had to bounce back from?
Day 2 - Have students payed close attention to Evyn’s character, and are they able to draw
Tuesday conclusive similarities to the character?
Day 3 - Did students make thoughtful contributions to class discussion, showing insight into
Wednesday the plot and conclusions thus far?
*Day 4* - Did students show sensitivity to one another during Cross the Line activity and show
Thursday greater empathy in journal reflection?
Day 5 - Did student discussion and reading lend to insightful evaluation of people each
Friday student can turn to?
WEEKEND
Day 6 - Were students prepared for and make thoughtful contributions to class discussion,
Monday showing insight into the plot and conclusions thus far?
Day 7 - Did students show application of the novel to their own lives, showing greater
Tuesday understanding of resilience and greater empathy for classmates?
*Day 8* - Do the group-developed classroom codes accurately and thoroughly represent
Wednesday concepts discussed from novel and class activities?
Day 9 - Were students willing and able to work effectively with their classmates to develop a
Thursday presentation covering the important concepts learned?
*Day 10* - Did students effectively convey data and information regarding concepts discussed
Friday in class to peers?
- Do they show greater empathy and collaboration as a result of this unit?

VIII. RESOURCES
A. Bibliography
 Friend, N. (2007). Bounce. New York, NY: Scholastic, Inc.
B. Community Resources
C. AV/Sensory Aids
 Microphones and speaker system (final day)

IX. APPENDIX
A. Lesson Plans:
 Days 1, 4, 8, 10 attached
B. Supplemental Materials:
 Attached: journal (following Day 1 lesson plan), Math worksheet (following Day 4 lesson
plan), Cross the Line guidelines and statements (separate document), and class
presentation scoring rubric attached (following Day 10 lesson plan)
C. Room Arrangement
 For first lesson, students will participate in an introductory activity in the gym, using one
basketball per student. Half of the gym in required for this 10-15 minute activity.
 For primarily reading and discussion based classes, the regular classroom will be utilized.
Desks will be arranged for optimum engagement depending on style of reading (large
group, small groups, or individual).
 For the Cross the Line activity, desks will be pushed to one side of the classroom as to
allow a wide space for students to gather and participate. A piece of masking tape will be
placed down the center of this space.
 When working in groups on the classroom code or class presentation, desks will be
arranged in clusters as to foster group collaboration.
 Students will give their final culminating presentation to peers in the auditorium or
otherwise designated area for group assemblies. Necessary audio and visual resources
will be utilized to best present information.
(Alissa Winters / Resilience / Fall 2017)
I. TOPIC – Resilience (Day 1)
II. OBJECTIVES
1. Given introductory activity, TSWBAT derive at least 3 relevant observations.
2. Given introductory activity, discussion, and novel reading, TSWBAT show comprehension by
writing at least 2 connections to his or her own life to teacher satisfaction.
III. STANDARDS
CC.1.2.6.L – Read and comprehend literary non-fiction and informational text on grade level,
reading independently and proficiently.
IV. TEACHING PROCEDURES
Anticipatory Set (10 minutes)
1. Students will begin class in the gym. The gym will be filled with different types of balls,
different height levels from which the balls are dropped, and different
materials/surfaces on which to drop the balls. Students will work in pairs to drop
different types of balls from different heights and onto different materials/surfaces.
2. Students will write down at least 3 observations from this activity.
Development 1 (7 minutes)
1. Teacher will lead discussion based on observations from introductory activity, getting
students to recognize that some balls bounced more depending on type, height, and
surface.
2. Teacher will share analogy between this activity and how sometimes in life, we have to
bounce back from things or let things bounce off us. However, sometimes it’s easier,
sometimes it takes longer than we expect, sometimes it has a better outcome.
3. Teacher will lead pre-discussion about Bounce
a. This book covers a lot of topics many people your age are experiencing—
things you might have to bounce back from or let bounce off you.
b. Most of you may find that you relate very much to parts of this book
c. This is a safe environment to discuss these issues. You are encouraged to
share as you feel comfortable.
Development 2 (18 minutes)
1. Teacher will read Bounce, chapters 1-3 to students.
Independent Practice/Closure (5 minutes)
1. Following previous activities, students will reflect on the lesson and write down at least
two connections from Bounce to their own lives, highlighting things they have had to
bounce back from or let bounce off them. Teacher will share a brief personal example
to model what is expected.
2. Teacher will conclude by asking students to keep the things they have written down in
mind as they continue reading this novel.
V. MATERIALS
- Different types of balls: basketballs, soccer balls, volleyballs, footballs, playground balls, tennis
balls, ping pong balls, golf balls, bouncy balls, inflatable balls, etc.
- Ladder
- Chairs
- Blankets
- Towels
- Cotton pillow filling
- Journals (1 per student)
- Bounce (1 per student + teacher copy)
VI. ADAPTATIONS/PLAN MODIFICATIONS
1. Autism – Teacher will talk with student at the beginning of the day about how class will be in a
different place than usual. She will provide a rough schedule of how class will go, so the
student feels more comfortable with these changes. During anticipatory set gym activity, this
student will be paired with a responsible and caring student who will help this student bounce
the various balls in a responsible manner. The teacher will monitor the student, making sure
that the noise and visual stimulation is not too much for this student. During pre-discussion, the
teacher will ask a few students to help explain/clarify what she means using connections and
examples from their own life. She will ask this student to give an example to ensure
understanding of an abstract concept. This student will listen to the book with other students,
given preferential seating if appropriate. When students are to write connections, the teacher
will talk with this student and have him or her come up with one connection that he or she will
share verbally, and then write together in a graphic organizer.
2. ADHD – During the gym activity, this student will complete activity as given, with some extra
monitoring from the teacher. Pre-discussion will take place in the gym, using visuals and
student helpers to demonstrate to the class the different bounces. This student will be selected
as one of the helpers. During discussion, this student will be called on to make a connection to
ensure understanding. During reading, this student will be given preferential seating and a
fidget toy if appropriate. When students are to write connections, the teacher will talk with this
student and have him or her come up with two connection that he or she will share verbally.
VII. EVALUATION
Formative
1. Observations from introductory activity
2. Connections from novel to personal life
Summative
N/A
VIII. REFLECTION
1. Did students show understanding of introductory activities based on initial observations and
personal list of things they had had to bounce back from?
2. Were all students engaged in each part of the lesson?
3. What would I change about this lesson if I were to teach it again in the future?
BOUNCE
Student Journal
This journal belongs to:

Day 1: Gym Activity

Write some of your observations from this activity: Write some things you’ve had to bounce back
from or let bounce off you:
Day 2:

How can you relate to the Evyn?


Day 4: Cross the Line Activity

Please write some reflections from the Cross the Line


activity we completed in class.
You may use the following questions to help you write
your reflection:
 Was there anything you liked or hated about this activity?
 Were there things you were surprised to see how many
people crossed for? Or how few?
 Did you learn anything about one of your friends you didn’t
already know?
 Which were hard for you to admit to Which were easy?
 How do you feel about the group after this exercise?
Day 5:

Who are some people you can turn to?


Day 7:

How did this book affect you? What will change in


your life and your interactions with others since
reading this book?
(Alissa Winters / Resilience / Fall 2017)
I. TOPIC – Resilience (Day 4)
II. OBJECTIVES
1. Given math review and class discussion, TSWBAT accurately state what lowest common
denominator and least common multiple mean and use these concepts to complete 4 review
problems to 100% accuracy.
2. Given Cross the Line activity, TSWBAT participate and show sensitivity toward classmates to
teacher satisfaction.
3. Given Cross the Line activity and journal prompt, TSWBAT show empathy toward classmates
to teacher satisfaction.
III. STANDARDS
CC.2.1.5.C.1 – Use the understanding of equivalency to add and subtract fractions.
CC.1.4.6.X – Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes and audiences.
IV. TEACHING PROCEDURES
Anticipatory Set (2 minutes)
1. Teacher will recap discussion and observations from previous day.
a. Previous day: reading chapters 8-11 together, peer discussion, discussing how
students can relate to the character
Development 1 (5 minutes)
1. Teacher will review lowest common denominator and least common multiple from
previous year.
Independent Practice 1 (8 minutes)
1. Students will complete 4 review problems about adding and subtracting fractions using
lowest common denominator and least common multiple.
2. Students will check answers with a partner.
3. Students will discuss with their partner what reviewing lowest common denominator
has to do with Bounce and the topics being discussed in class.
Development 2 (30 minutes)
1. Teacher will share that the Math review on lowest common denominator was to get
them thinking about how even numbers have something in common, and so does
everyone in this class.
2. Teacher will introduce and lead class in Cross the Line activity
a. See attached page for guidelines and prompts
3. During Cross the Line activity, teacher will collect data about how many students
crossed the line for each prompt. This data will be used in the final class presentation
to the middle school
4. Teacher will lead class in a short discussion regarding activity.
Independent Practice 2/Closure (5 minutes)
1. Students will be asked to write a journal entry for homework reflecting on the activity.
They may use the discussion questions provided on the attached sheet to guide their
thinking.
2. Teacher will conclude class by reminding students that we all have things in common
and that it is important to remember that we aren’t unlike our peers.
3. Teacher will thank students for their cooperation, sensitivity, and maturity during this
activity and class period.

V. MATERIALS
- Math worksheet (1 per student + teacher key)
- Masking tape to draw line across floor
- Cross the Line activity guidelines and prompts
- Student journals
VI. ADAPTATIONS/PLAN MODIFICATIONS
1. Autism – The teacher will outline how class will look today, being sure to mention that this kind
of activity is different than usual, giving clear guidelines of how it will go so the students know
what to expect. If helpful, the teacher will have already talked to the student about this prior to
class. During review math activity, the student will be provided with a list of steps to help figure
out/remember LCD and LCM math problems. Upon completion of these problems and after
discussion, the teacher will have each student write a sentence at the bottom of their math
paper to clearly make the connection between the LCD/LCM math concept and the fact that we
each have something in common with one another. Below this sentence, the student may list a
few things that he or she has in common with his or her classmates. This student will complete
the Cross the Line activity as directed, or as the teacher deems appropriate. The teacher will
monitor the student and make sure the student knows each question is a voluntary response.
Student will complete journal as directed. He or she will be asked to write at least 5 sentences.
The teacher will suggest using the discussion questions from the activity page to help write this
response.
2. ADHD – Students will be allowed to work in pairs to complete the Math worksheet. The teacher
will ensure that this student is paired with a patient and responsible student. This student will
be provided with a modified worksheet that has each problem on a separate piece of paper so
there is only one problem to work on at a time. The student will check with the teacher between
each problem. The student will complete the Cross the Line activity as directed. The teacher
will have explained to all students that this is a serious activity that should be handled with
maturity and responsibility. For journal response, the student will be asked to choose to write 5
sentences of reflection or answer at least 3 of the discussion questions from the activity page.
The teacher will help the student brainstorm and write effective answers as needed.
VII. EVALUATION
Formative
1. Think-pair-share with partner discussing connection between Math review and Bounce
2. Journal reflection on Cross the Line Activity
Summative
1. Math worksheet
2. Journal reflection on Cross the Line Activity
VIII. REFLECTION
1. Did students recall LCD and LCM and apply concepts accurately on worksheet?
2. Were students able to handle the Cross the Line activity? Did it seem beneficial for class
community and unit purposes?
3. Did students show sensitivity to one another during the Cross the Line activity?
4. What would I change about this lesson if I were to teach it again in the future?
Name:

LOWEST COMMON DENOMINATOR


&
LEAST COMMON MULTIPLE

Review Problems
1. What is the least common multiple (LCM) of 6 2. What is the least common multiple of 14 and
and 8? 12?

3. What is 1/3 + 5/18? 4. What is 2 1/4 + 2/3?

5. What might these review problems on LCM and LCD have to do with what we are discussing in ELA right
now?
(Alissa Winters / Resilience / Fall 2017)
I. TOPIC – Resilience (Day 8)
II. OBJECTIVES
1. Given previous journal reflection and class discussion, TSWBAT make at least one thoughtful
and relevant personal contribution about how this unit and novel affected them to teacher
satisfaction.
2. Given previous discussions and group activity, TSWBAT create a classroom code,
representing at least 4 relevant concepts discussed to teacher satisfaction.
III. STANDARDS
CC.1.5.6.A – Engage effectively in a range of collaborative discussions, on grade-level topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
IV. TEACHING PROCEDURES
Development 1 (15 minutes)
1. Students will be split into groups of 4. They will discuss in groups the journal they
wrote the previous day about how the novel Bounce and other class activities and
discussions affected them.
2. Teacher will ask for one person from each group to share something they discussed,
as long as students are comfortable sharing with the class.
Development 2 (30 minutes)
1. In same groups, students will develop a classroom code based on the concepts read
and discussed in class. Teacher will explain and model what is expected for the
students.
a. Teacher will lead discussion on what a classroom code is and the purpose
behind them. Teacher will show and pass around several examples of
classroom codes from previous years, other classes, etc.
b. Teacher will model for students what a good discussion looks like in order to
determine elements to add to their classroom code. For example, perhaps
students can each write down some ideas, they talk about it with their group
and teacher, and they select the ones they deem most important.
c. Teacher will further model this by helping the class come up with one example
together that they can use to put on their classroom code.
d. Students will be asked to write at least 4 values or concepts they wish for their
class to exemplify and commit to for the year. They will write a rough draft,
and then a final copy on a piece of poster board.
Closure (5 minutes)
1. Teacher will ask a few students to share some of the things they have discussed in the
groups so far, so all students can hear similarities among ideas.
V. MATERIALS
- Student journals
- Bounce (1 per student + teacher copy)
- Cardstock or poster paper
- Markers (2 per group)
VI. ADAPTATIONS/PLAN MODIFICATIONS
1. Autism – For discussion, the student will be partnered with students he or she is comfortable
with who will let him or her share as he or she is comfortable. The teacher will provide a list of
discussion questions or thoughts this student can share as they relate to his or her reflections.
During classroom code activity, the student will be provided with examples he or she can use.
He or she will also be provided with a graphic organizer that helps him or her know how to
organize the classroom code.
2. ADHD – This student will also be partnered with students he or she works well with. He or she
will be responsible for leading the discussion, making sure each student contributes. He or she
will be provided with discussion points and questions to use if he or she gets stuck. For
classroom code activity, this student will be the scribe of the group, making sure to write down
what his or her group decides. He or she will be expected to complete this activity as directed.
He or she will also be provided with a graphic organizer that helps him or her know how to
organize the classroom code. Their group may be given flexible and/or preferential seating.
VII. EVALUATION
Formative
1. Small group and class discussions
2. Classroom code group work and team discussion
Summative
1. Classroom code
VIII. REFLECTION
1. Did each student make at least one thoughtful contribution to group discussion?
2. Do group-developed classroom codes accurately and thoroughly represent concepts
discussed from novel and class activities?
3. Were all students engaged in each part of the lesson?
4. What would I change about this lesson if I were to teach it again in the future?
(Alissa Winters / Resilience / Fall 2017)
I. TOPIC – Resilience (Day 10)
II. OBJECTIVES
1. Given group work and class presentation, TSWBAT work effectively with peers, showing
greater cooperation and collaboration to teacher satisfaction.
2. Given class presentation, TSWBAT effectively convey data and information to peers to teacher
satisfaction, scoring at least 15 out of 20 on presentation rubric.
III. STANDARDS
CC.1.5.6.A - Engage effectively in a range of collaborative discussions, on grade-level topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
CC.1.5.6.D - Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate
eye contact, adequate volume, and clear pronunciation.
CC.1.5.6.F - Include multimedia components and visual displays in presentations to clarify
information.
CC.1.5.6.G - Demonstrate command of the conventions of standard English when speaking based
on grade 6 level and content.
IV. TEACHING PROCEDURES
Anticipatory Set (2 minutes)
1. Teacher will review yesterday’s objectives and completed work, explain what needs to
be accomplished by the end of class, and will check in with each group during the
following 8 minutes.
Development 1 (8 minutes)
1. Students will take time to wrap up class presentation preparation they started the day
before.
a. Students will finalize who is sharing what part of the presentation, ensuring
that each class member has an active part in the presentation.
b. Students will use this time to set up resources in the auditorium.
Independent Practice 1 (30 minutes)
1. Students will run presentation for the rest of the middle school
a. Students will share conclusions and reflections from Bounce and resulting
discussions
b. Students will share summary of, reflections on, and data for Cross the Line
activity.
c. Students will share class collaborated classroom code, justifying their values
and code of conduct based on concepts learned from unit.
d. Students will share vision for the whole middle school based on classroom
code and concepts learned from the unit.
Closure (10 minutes)
1. Class will have a celebratory wrap-up including final thoughts from teacher, food, and
brief time for students to chat with one another. Students will receive journals back at
this time, as well as a laminated copy of classroom code.
V. MATERIALS
- Presentation materials: graphs, posters, charts (depending on how students decide to share
information)
- Laptop
- Projection resources
- Microphones and speaker system if necessary
- Food and drinks for class celebration
- Student journals
- Laminated classroom code (1 per student)
- Bounce (1 per student + teacher copy)
VI. ADAPTATIONS/PLAN MODIFICATIONS
1. Autism – Teacher will talk to this student about the format of the presentation to the school.
The teacher will let this student choose when in the order his or her group is presenting. When
she checks in with this group, the teacher will ensure that this student is sharing the
information he or she is most comfortable with and in the way he or she is most comfortable
with. If this student would prefer to share this knowledge with the teacher in another way
instead of in front of his or her peers, he or she may.
2. ADHD – When checking in with this group, the teacher will help the group develop creative and
interactive ways this student can share the information. This student will be given flexible
and/or preferential seating during the presentation. He or she may use a fidget toy as
appropriate while listening to peers’ presentations.
VII. EVALUATION
Formative
N/A
Summative
1. Class presentation (scored with rubric)
VIII. REFLECTION
1. Did students effectively convey data and information regarding concepts discussed in
class to peers?
2. Did students show collaboration in working with classmates on presentation?
3. Did each student contribute to the presentation?
4. What would I change about this lesson if I were to teach it again in the future?
Name:

CLASS PRESENTATION RUBRIC

DESCRIPTION 1 2 3 4
Planning Student was not Student was Student was involved Student was involved
involved in any part of somewhat involved in in nearly all parts of in all parts of the
the planning and most parts of the the planning and planning and
preparation process, planning and preparation process, preparation process,
and did not give preparation process, giving one thoughtful giving at least two
thoughtful or relevant but did not give and relevant thoughtful and
contributions for any thoughtful or relevant contribution for each relevant contributions
component of contributions for any component of for each component of
presentation. component of presentation. presentation.
presentation.
Content Student grasped 0-1 Student grasped 2 Student fully grasped Student fully grasped
areas of content used areas of content used 3 areas of content all 4 areas of content
in presentation, in presentation, used in presentation, used in presentation,
including novel including novel including novel including novel
reflections, Cross the reflections, Cross the reflections, Cross the reflections, Cross the
Line reflections and Line reflections and Line reflections and Line reflections and
data, classroom code, data, classroom code, data, classroom code, data, classroom code,
and vision for Middle and vision for Middle and vision for Middle and vision for Middle
School. School. School. School.
Organization Student was Student was Student was Student was very
unorganized in his/her unorganized in his/her somewhat organized organized in his/her
own contributions and own contributions and in his/her own own contributions and
reflections, and could reflections, but could contributions and reflections, and could
not easily refer to fairly easily refer to reflections, and could easily refer to
personal work to help personal work to help fairly easily refer to personal work to help
plan presentation. plan presentation. personal work to help plan presentation.
plan presentation.
Presentation Student was not Student was barely . Student was fairly Student was very
involved in any of the involved in at least 1 involved in at least 1 actively involved in at
4 content areas during of the 4 content areas of the 4 content areas least 1 of the 4
presentation. during presentation. during presentation. content areas during
Audience had trouble S/he spoke fairly presentation. S/he
hearing or clearly to audience spoke clearly to
understanding the and conveyed audience and
student as s/he information with some conveyed information
presented accuracy. accurately.
Teamwork Student did not work Student worked okay Student worked well Student worked very
well with classmates, with classmates, but with classmates, well with classmates,
and did not often listen struggled to listen to usually listening to taking charge when
to peer’s contributions. peer’s contributions. peer’s contributions. needed, but also
S/he did some work, S/he did little work, but S/he shared the work, listening to peer’s
but completed his/her completed his/her and completed his/her contributions. S/he
part unsatisfactorily. work to just below part to satisfaction. shared the work, and
average satisfaction. completed his/her part
with excellence.

TOTAL out of 20: