Running head: EDU 603 FINAL PROJECT 1

EDU 603 Final Project: High School ELA Unit

Brianna Grullon

Post University

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
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EDU 603 Final Project: High School ELA Unit

Part I: Statement of Educational Philosophy

Each classroom has its own distinct community and culture. As a teacher, it is one’s job

to help each student discover their own potential and learning styles. The ability to provide a

curriculum that considers each unique learning style and makes the material applicable to the

students' everyday life is important. Tomlinson explained that creating learning that can connect

to life allows for more student engagement and participation (Tomlinson, 2001). This includes

activities that engage and motivate students in learning, such as projects, classroom debates and

competitions, and themes. With the use of Differentiated Instruction, all students’ educational

needs will be met in a way that promotes educational diversity. For young teenagers in high

school this builds a close relationship to learning and their future goals.

The main goal for high school education is to set students up for their future. Students

around this age enter a phase that includes self-discovery and new interest. “Differentiation can

be accurately described as classroom practice with a balanced emphasis on individual students

and course content” (Tomlinson, 2001). Having the ability to adapt the course content to each

individual student, will help make the learning process smoother. With the use of The Universal

Design for Learning (UDL) schools, teachers and students create educational goals together. As

an educator you build a relationship with your students and learn about “their individual needs to

help set a path for achieving these goals” (Post, 2021). To be able to reach these goals

differentiated instruction must take place in the classroom. Creating learner profiles helps the

educator keep record the type of learner their students are. This profile may consist of their

interests, strengths and weaknesses, skills, past work or assessments, and goals.
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Similar to the goal of high school education is the goal of UDL. “The ultimate goal of

UDL is for all learners to become “expert learners.” Expert learners are purposeful and

motivated, resourceful and knowledgeable, and strategic and goal-directed about learning

(Posey, 2023). As an educator to meet this goal you must provide different options when it

comes to engaging the students, how information is being represented, and how to assess each

student based on their learning needs. To engage students an educator can pick topics to adapt

their lesson to base on student interest. To provide different ways in how the information is being

presented a teacher can use different things like pictures, or videos, audio, or books. Lastly, for a

teacher to assess students based on their learning needs is allowing students to show what they

have learned in different formats, presentation, speeches, essays, or even creating a video.

Teachers can use UDL and Differentiated Instruction to promote educational diversity.

In conclusion, a successful teacher is one that can adapt to the students’ educational path.

Teachers’ ability to add diversity and differentiation into their instruction lead to higher student

success. Students are given the ability to mold their educational path to help build them a better

future.
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Part II: Rationale of Curriculum

This unit is designed for a regular education classroom of 9th grade students. The unit

will consist of an introduction to mental health and arising awareness in the classroom and lead

to the reading of a book. The demographics of students in the NYC Department of Education is

41.1% Hispanic, 24.4% Black, 16.6% Asian, and 14.7% White (DOE, n.d). This means the

students will most likely be predominately Hispanic or Black. This unit is designed for a class

that consist of students from urban communities or minority economical groups with no special

needs.

Students in this class have had previous experience of reading different forms of

literature and diverse assessments based on their curriculum in 8th Grade English Language Arts.

Therefore, students should have basic knowledge on essay writing, creating presentations, group

discussions, etc. However, students have yet to learn the importance of citations and citing their

resources when writing papers. Students are familiar with the use of rubrics and guided/non

guided instruction.

Students will be reading a book titled, An Egg on Three Sticks by Jackie Moyer Fischer.

This book is about a teenage girl whose mom returns from a mental hospital and describes her

experiences growing up in her home. Differentiate instruction show in this unit by allowing

students to research a mental health disorder of their choice and celebrity, then create

presentations on their research. This connects to the UDL guideline in promoting engagement to

the students. Students will work in groups of 4-5. This allows students to all gain knowledge

from each other on different disorders but show their knowledge in their groups as well. When

reading the books, there will be moments where students will read as a class, read at home for
FINAL PROJECT 5

homework, or read on their own in class. These show methods of differentiated instruction and

educational diversity used to help students meet their educational needs.

“Learner variability embraces both students who struggle and those who thrive” (Pape,

2018). This lesson provides learner variability by tiering the lesson. When tiering instruction is

important to make sure the students know they are using different materials or completing

different activities so they can share what they learned with their peers (Cox,2014). Tiering

activities allow for the educator to differentiate instruction by providing different sources and

materials based on students learning needs.

Allowing the students to research mental health disorders prior to reading the book, will

not only help the students have a better understanding on a topic that lives around them every

day but the characters that will be shown throughout the book. Essential questions that may be

asked by the students or needed to be questioned by the teacher are important in this lesson

“Their aim is to stimulate thought, to provoke inquiry, and to spark more questions—including

thoughtful student questions—not just pat answers. They are broad, full of transfer possibilities.

The exploration of such questions enables us to uncover the real riches of a topic otherwise

obscured by glib pronouncements in texts or routine teacher-talk. We need to go beyond

questions answerable by unit facts to questions that burst through the boundaries of the topic.

Deep and transferable understandings depend upon framing work around such questions”

(Wiggins, 2005). This closely connects with the GRASPS Elements of the Performance Task.

Where students will also show expansion of knowledge while learning about new skills that may

be useful for them in the future. Asking essential questions will help build the knowledge they

need to perform this activity.

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Part III: Unit Plan

Stage I

Grade Level 9: Mental Health Awareness

To improve students’ comprehension, reading, and writing skills while also promoting
personal growth. The unit will help increase students’ knowledge on mental health disorders
and the role they play into our society while meeting NYS ELA Standards.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

“Draw evidence from literacy or Students will be able to evidence from different
informational texts to support analysis, sources to support their claims. This includes
reflection, and research” (NYSDOE). books, online journals or articles, videos, and
audio.

“Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners; express ideas clearly
and persuasively, build on those of others”
(NYSDOE).
Students will be able to effectively participate
in class discussions. Students will also be able
to effectively exchange learned skills and
knowledge with peers.
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“Read closely to determine what the text
says explicitly/implicitly and make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the text
(NYSDOE).
Students will be able to make speculations
based on the evidence provided and locate
where the evidence can be found and who it
came from.

“Develop personal, cultural, textual, and Students will be able to gain personal growth
thematic connections within and across and personal connections to the lessons being
genres through written responses to texts taught in the classroom.
and personal experiences” (NYSDOE).

Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those Inquiry used to explore generalizations
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.

Overarching Enduring Understandings: What do the students already know about

mental health disorders?
Students will understand that creating
personal connections to self, other texts, etc, Why do many with mental health disorders
help broaden knowledge. experience inequality?

Students will understand what they read and What is the difference between mental health
the purpose behind it (entertainment, disorder and illness (Understanding the
knowledge, lesson). difference)?

Students will understand how to strengthen Why is learning about mental health important?
their writing.
How can I relate to the reading?

Unit Specific Enduring Understanding

Students will understand the difference

between mental health disorders and mental
health illnesses.

Students will understand why some children

and adults face inequality due to their
disorder or illness.

Students will understand the effects different

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mental health disorders and illnesses have

on people’s lives.

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know… about different mental health disorders and celebrities who had lived
with the disorder.

Skills
The students will be able to… cite and effectively support their research. Students will also be
able to hold constructive conversations with their peers. Students will also be able to self-
reflect with topics that revolve in the world around them.
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Stage 2

Stage 2 – Assessment Evidence

Performance Task
Students’ performance task will be in creating a brochure with different skills that can help with
mental illness. After creating the brochure, they must “teach” them how to use the skill properly.
Students may choose the skill they would like to “teach” and how they present their information.

By what criteria will performances of understanding be judged?

GRASPS Elements of the Performance Task
G – Goal GRASPS elements outline for students:
What should students accomplish  Goal: Find a coping mechanism that will help young adults
by completing this task?
deal with different mental illness or stressors. (Ex. Anxiety,
R – Role
What role (perspective) will your stress, depression).
students be taking?  Role: You are a therapist hosting a group session trying to
A – Audience help your clients better their symptoms.
Who is the relevant audience?  Audience: The target audience is your clients/ young adults
S – Situation (and your peers)
The context or challenge provided  Situation: You created a workshop that will promote
to the student. relaxation or increase positive emotions and coping
mechanisms and in order to promote it you must create a
brochure.
 Product/Performance and Purpose: You will create a
brochure showing the steps and materials needed to follow
through the plan and how it benefits your client.
You will pick one of the skills or coping mechanisms from
P – Product,
Performance your pamphlet and present it to your clients.
What product/performance will  Standard & Criteria for Success: You will need to create a
the student well-developed brochure with research that show benefits.
create?
You will also present an organized, well prepared, and
detailed exhibit how to properly use the skill/ coping
mechanism.

S – Standards & Criteria

for Success See Appendix A
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
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unit to arrive at the outcomes.
Students will be assessed by participating in
classroom discussion, playing Kahoot, creating
presentations and following different writing
activities.
10
Students will reflect on learning by writing a
journal entry on how their experience was
during this assessment. They will state two
things they learned when conducting their own
research and two things they learned from a
classmate.
Students will then share their journal and
learning experience with their peers.
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Stage 3
Learning Plan (Stage 3)
Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing,
revising, and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise
personalize the learning plan to
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The unit is headed towards reading a book as a class
together that consist of a young teenage girl whose mother
suffers from a mental health disorder. Teaching the unit
about different mental health illnesses and disorders prior
to beginning the book will help the students have a better
understanding of the characters and what they are feeling
and experiencing. Students are expected to be able to
successfully research, present, and understand the
information they learn about their illness/disorder choice.
Students are also expected to read a book with full
understanding on what it is happening.
Students will be hooked by beginning the unit with a
creation of a word cloud. This will help promote class
discussion and participation. Allowing students to
research their own mental health disorder and a famous
person who suffers from the disorder allows them the
freedom of creativity and to pick a person in which they
are interested in.
The students will be equipped with access to the school
library for books on different disorders as well as the web
2.0.
Students will be offered to revisit their work after having
it peer reviewed by a peer. This will give the students the
opportunity to rethink and revise their assignment and
assessment.
After creating brochures at the end of the unit, students
will have time to write a reflective journal on how their
experience was trying out the different coping
mechanisms and skills to help produce positive mental
health association.
The students will have to the school library for books on
different disorders as well as access to the internet for
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optimize the engagement and
effectiveness of ALL students,
without compromising the goals
of the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
research. Students are allowed to use videos, audio books,
journals, and books as their resource.
Tools the students will have access to for them to stay
organized is a grading rubric and graphic organizer.
Activities will begin as classroom activity to then group
or individual group work.

# Lesson Title Lesson Activities Resources

1 Setting the - As a class students will name rules, they - Writing Utensils
Rules would like to have in order to respect each - Poster Paper
other’s boundaries during the lesson
(W) - Students will also name a way they find
useful to self-express or release emotions
when in an emotional environment or topic is
being talked about
2 Intro to Topic - Students create a word cloud as a class about - (https://wordart.com)
& things that come to mind when hearing - Mental Health Disorder
3 (H), (T) “Mental Health Disorders/Illness.” Definition Sheet (Appendix
- Students will be split into groups of 3-4 B)
based on learner profiles - Internet access and school
- Students will conduct research in their library
groups and pick which mental health disorder - Previous activities and
they would like to research from the list as work done by students that
well as a celebrity of their choice that has the show strength & weaknesses
disorder. for accurate learner profiles.

4 Research -Students will use the resources provided to -PowerPoint

& Time continue their research - Internet access and school
5 -Students will begin creating a 7-slide library
(E1), (R), PowerPoint slide presentation (final page will - PowerPoint presentation
(E2) be an MLA citation page) Sample (Appendix C)
- Students will participate in classroom -Presentation Rubric
discussion by saying one thing from their (Appendix D)
research that they felt like stood out to them
- For homework students will write a one-
page journal entry on their experience with
someone who has had a mental health
disorder (non-graded)

6 Building - Students will watch a YouTube video https://www.youtube.com/

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Connections - Open discussion about the video will happen watch?v=kmSinPMVU2U

amongst the class
(R), (O) - Students will discuss such questions: -PowerPoint
- What were each of the cartoons in - Internet access and school
the characters heads and who did they library
represent? - PowerPoint presentation
- How did they affect the characters’ Sample (Appendix C)
mood? -Presentation Rubric
- How can the different emotions (Appendix D)
impact someone’s life?
-Students will get into their groups and
continue to conduct research on their mental
health disorder and celebrity
-Students will work on slideshow
presentations
- Students will submit final presentation by
the end of the class day
7 Ready, Set, - Students will be broken into their groups - Grading Rubric
Action! and allowed to practice on how they will be - Notebook + Writing
presenting their presentation Utensils
(E1), (T) - Students will present in their groups one at a -Presentation
time
-Students watching presentation will take
notes on what they are learning
8 Story Time! - Students will have the option to either - An Egg On Three Sticks by
& popcorn read or read individually chapters 1-3 Jackie Fischer (ISBN:
9 (W), (R), - Students will answer the following questions 0312317751)
(E2), (O) about the text in their notebooks - Notebook + Writing
- Who is the main character of the book? Utensils
-Why do you think the author begins the - White board
book by describing all of her neighbors?
- What do you predict is going to happen
in the next chapter?
- What do you think her relationship with
her mother is like?
- How would you describe Abby’s
mother? Is there anything that stands out
about her rather than the other characters?
- Who is Poppy? Why do you think she is
important?
- As a class the answers will then be discussed
and written up on the board

10 Continuing - Students will read chapters 4-6 on their own - An Egg On Three Sticks by
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& The Fun! - Students will then answer the following Jackie Fischer (ISBN:
11 questions in their notebooks 0312317751)
(R), (W), (T), - What do you think the authors purpose - Notebook + Writing
(O) was for the use of “Portmanteaus” (the Utensils
blend together of words to create a new - Poster paper
word which combines their meanings) in - Markers
her writing?
- Give examples of “Portmanteaus” words
the author has in the text and define them
- What is Abby’s relationship with her
father like?
- How would you compare Abby’s
relationship with her mom to her fathers?
- Students will get into groups of four and discuss
their answers
- Each group will write their answers on a poster
paper
- Each group will then present their answers and
discuss it with their classmates
- Students will read chapter 7-11 and write a one-
page summary for homework

12 Let’s Bring it - Students will discuss their thoughts about - An Egg On Three Sticks by
& Together! the chapters read in class and for homework Jackie Fischer (ISBN:
13 - Questions that will be asked to promote 0312317751)
(R), (E2), conversations are: - Notebook
(E1) - How would the feel if they were Abby - Writing utensil
or had to live in her shoes?
- How does Abby’s mom remind them
about the mental health disorder they
researched?
- What is some things Abby describes
about her mom that shows she has
changed?

14 Let’s Play A - Students will play Kahoot and answer questions - An Egg On Three Sticks by
Game on mental health disorders and events and Jackie Fischer (ISBN:
characters in the book (top 3 students win a prize) 0312317751)
(H), (R), (E1), -Kahoot
(E2) (https://kahoot.com/)
- 3 Prizes
15 My Dearest - Students will write a letter to Abby as if they - An Egg On Three Sticks by
Friend were her best friend, Poppy. Jackie Fischer (ISBN:
0312317751)
(T), (E1) - Notebook
- Writing Utensils
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Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
Resource Based Learning:
15
Assess and Reflect (Stage 4)
Comments
Students will be assessed on how they are able to actively participate in
classroom discussion, properly created and informative presentation, and build
connections between topics. Students will have many opportunities to share
their experiences or journal entries with peers.
For struggling students:
- Group projects and peer interaction
- Extra time to practice for presentation
- Rubric with guidelines and presentation example
- Active teacher presence if requested
For students who need a challenge:
- Asking questions on the Kahoot that require a higher level of thinking
- Becoming group leader in the group work
- Explaining what they learned to peers and how they got to the conclusion
Most of the instruction is student guided as they are conducting their own
research and reading the book on their own. As an educator the selection of
content and learning activity is chosen to fit students’ interest and real-life
scenarios.
Students have access to the internet, peer knowledge, books, audio books,
 FINAL PROJECT
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
identity?
16
rubrics, and examples on an ongoing basis. The word cloud and group poster
boards will remain around the classroom visible for all students to see and
refer back to.
Promoting diversity will come with the inclusion of classroom discussions and
rotating groups with peers’ students may have not worked with before. Setting
rules prior to the beginning of the lesson to consider each other’s feelings is
also a way to nurturing each student. Allowing students to not share their
journal entries if they feel is too personal is also a way to honor the child’s
personal space and well-being.
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References

Allison Posey, MEd, CAST, Inc. (2023). Universal design for

learning. Understood. https://www.understood.org/en/articles/understanding-universal-

design-for-learning?

utm_source=google&utm_medium=cpc&utm_term=universal+design+for+learning&utm

_campaign=Evergreen_2022_EN_EDU_UDL_NB&gclid=EAIaIQobChMImZSb9LOi_

QIVBEZyCh3dgwF2EAMYASAAEgJd7PD_BwE&gclsrc=aw.ds

“Anxiety.” American Psychological Association, American Psychological Association,

www.apa.org/topics/anxiety.

Carol Ann Tomlinson. (2021). So Each May Soar : The Principles and Practices of Learner-

Centered Classrooms. ASCD. 

Cox, J. (2020). Differentiated instruction Strategies: tiered

assignments. TeachHUB. https://www.teachhub.com/teaching-strategies/2014/09/

differentiated-instruction-strategies-tiered-assignments/

“Depression (Major Depressive Disorder).” Mayo Clinic, Mayo Foundation for Medical

Education and Research, 3 Feb. 2018,

www.mayoclinic.org/diseases-conditions/depression/symptoms-causes/syc-20356007.

DOE data at a glance. (n.d.). Web. https://www.schools.nyc.gov/about-us/reports/doe-data-at-a-

glance
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“English Language Arts Learning Standards.” New York State Education Department,

www.nysed.gov/curriculum-instruction/new-york-state-next-generation-english-language-

arts-learning-standards.

Fischer, Jackie Moyer. An Egg on Three Sticks. Griffin, 2004.

Grant Wiggins, & Jay McTighe. (2005). Understanding by Design: Vol. Expanded 2nd ed.

ASCD.

Post University (2021). Developing instructional goals: universal design for learning

instructional models. https://post.blackboard.com

What Is Mental Illness?, www.psychiatry.org/patients-families/what-is-mental-illness.

“What Is Posttraumatic Stress Disorder?” What Is PTSD?, www.psychiatry.org/patients-

families/ptsd/what-is-ptsd.
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Appendix A

Student Brochure/Showcase Rubric

Category 4 – Above 3 – Meets 2 – Approaching 1 - Below Score

Standards Standard Standards Standards
Sources Careful and accurate Careful and Careful and accurate Sources are not
records are kept to accurate records records are kept to documented
document the source are kept to document the source accurately or are
of 95-100% of the document the of 84-75% of the not kept on many
facts and graphics in source of 94-85% facts and graphics in facts and
the brochure. of the facts and the brochure. graphics.
graphics in the
brochure.
Attractiveness & The brochure has The brochure has The brochure has The brochure's
Organization exceptionally attractive well-organized formatting and
attractive formatting formatting and information. organization of
and well-organized well-organized material are
information. information. confusing to the
reader.
Showcase Information is very Information is Information is The information
Presentation organized. organized with organized, but appears to be
Information clearly well-constructed paragraphs are not disorganized.
relates to the paragraphs. well-constructed. Information has
showcased skill. Information Information clearly little or nothing to
Procedures were clearly relates to relates to the do with the
outlined in a step-by- the showcased showcased skilled. showcased skill.
step fashion that skill. It provides No details and/or Procedures that
could be followed by 1-2 supporting examples are given. were outlined
anyone without details and/or Procedures were were seriously
additional examples. outlined in a step-by- incomplete or not
explanations. No Procedures were step fashion but had 1 sequential, even
adult help was outlined in a step- or 2 gaps that require after adult
needed to by-step fashion explanation even feedback had
accomplish this. that could be after adult feedback been given.
followed by had been given.
anyone without
additional
explanations.
Some adult help
was needed to
accomplish this.
Self-Representation Stands up straight, Stands up straight Sometimes stands up Slouches and/or
Skills looks relaxed and and establishes straight and does not look at
confident. eye contact with establishes eye people during the
Establishes eye everyone in the contact. Makes presentation. No
contact with room during the minimal effort to audience
everyone in the room showcase. engage with the engagement.
during the showcase. Engages with the audience. Student does not
Engages with the audience. The student is seem at all
audience. Student seems somewhat prepared, prepared to
Student is pretty prepared but it is clear that present.
completely prepared but might have rehearsal was Rarely listens to,
and has obviously needed a couple lacking. shares with, and
rehearsed. more rehearsals. Often listens to, supports the
Almost always Usually listens to, shares with, and efforts of others
listens to, shares shares with, and supports the efforts of in the group.
with, and supports supports the others in the group Often is not a
the efforts of others efforts of others in but sometimes is not good team
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in the group. Tries to the group. Does a good team member. member.
keep people working not cause "waves"
well together. in the group.
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Appendix B

Mental Health Disorders

An Introduction to “An Egg on Three Sticks” By Jackie Moyer Fischer

Mental Health Illness:

Health conditions involving changes in emotion, thinking or behavior (or a combination

of these)

Depression:

Mood disorder that causes a persistent feeling of sadness and loss of interest.

Anxiety:

Emotional disorder characterized by feelings of tension, worried thoughts, and physical

changes like increased blood pressure. People with anxiety disorders usually have recurring

intrusive thoughts or concerns.

Posttraumatic Stress Disorder (PTSD):

Psychiatric disorder that may occur in people who have experienced or witnessed a

traumatic event such as a natural disaster, a serious accident, a terrorist act, war/combat, or rape

or who have been threatened with death, sexual violence, or serious injury.
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Appendix C

Power Point Template

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Appendix D

Oral Presentation Rubric

 4  3   2  1
  Advanced Proficiency Approaching Conditional
Proficiency

Student
shows some
understanding
of parts of the
Student Student does
topic but does
shows a not seem to
Student shows a full understanding of not
Content general understand
the topic. demonstrate a
understanding the topic very
clear
of the topic. well at all.
understanding
of the
complete
topic.

Student is Student is Student is

able to able to unable to
accurately accurately accurately
Student is able to accurately answer all answer most answer few of answer
Knowledge of
questions posed by classmates about the questions the questions questions
Topic
topic. posed by posed by posed by
classmates classmates classmates
about the about the about the
topic. topic. topic.

Presentation Student speaks clearly all of the time, Student Student Student often
volume is appropriate, stays on topic speaks clearly speaks clearly mumbles
100% of the time, establishes and most of the some of the and/or cannot
maintains good posture, uses time, volume time, strays be
vocabulary that is appropriate for the is appropriate from topic, understood,
audience. most of the has limited hard to tell
time, eye contact what topic is,
generally with slouches and
stays on topic, audience, does not
maintains eye posture is make eye
contact and sometimes contact,
good posture poor, volume makes major
 FINAL PROJECT 25

for majority
of
is not grammatical
presentation,
consistent, and
usually uses
vocabulary is pronunciation
vocabulary
poor. mistakes.
appropriate
for audience.

Student
Student
Student sometimes
sometimes
listens does not
does not
intently but appear to be
appear to be
Student listens intently as classmates may make listening and
Listens to listening, has
are presenting and does not make one makes
Other head down on
distracting noises or movements. distracting distracting
Presentations desk, is not
Student asks questions. noise or noises or
distracting,
movement. movements.
and does not
Student asks a Does not try
attempt to ask
question. to ask any
any questions.
questions.
FINAL PROJECT 26

Appendix E

Learners Pyramid