FOURTH MARKING PERIOD - SUMMATIVE ACTIVITY - ENGLISH

Name: _______________________________________ Date: ___________________ Course: ____________________

DISCIPLINARY COMPETENCY/SKILL: Portray knowledge, understanding, and acquisition of English skills according to a specific level,
through the analysis and creative depiction of conflict and theme in a literary work.

THE PERKS OF BEING A WALLFLOWER – STEPHEN CHBOSKY

Students will work in 5 groups. Since the novel is narrated from the perspective of the main character, through letters to an
undisclosed friend, each group must:

- Analyze a character in connection to an underlying theme, conflict, motif, recognizing the relevance of the character in
relation to these concepts.
- Choose a creative way to portray these concepts through art (diorama, painting, song, poem, collage, video, short play…)
- Present your creation (3-5 min), bearing in mind to explain its context and relevance.

Students must also convey self-management and group work skills through the completion of the process by engaging actively in the
analysis, design, and development of the product.

BAND DESCRIPTOR EVALUATION

CRITERIA 4 3 2 1 SELF CO TEACHER
COGNITIVE
Conflict - theme Identifies and Identifies and Identifies and Identifies and explains basic
Analysis explains very explains most of the explains some of or not relevant information
relevant details relevant details of the relevant details related to the chosen letter in
related to the the chosen letter in of the chosen letter relation to conflict and
chosen letter in relation to conflict in relation to theme.
relation to conflict and theme. conflict and theme.
and theme.
Portrayal The product shows The product shows The product shows The product shows little
quite considerable considerable some attention to attention to details. The
attention to details. attention to details. details. The conflict conflict and its connection to
The conflict and its The conflict and its and its connection an underlying theme are not
connection to an connection to an to an underlying clearly depicted.
underlying theme underlying theme theme are generally The choice of representation
are thoroughly are mostly depicted. depicted. does not aid in the
depicted. The choice of The choice of understanding of the context.
The choice of representation aided representation The explanation does not
representation in the understanding seldom aided in the depict the thoughts, feelings,
clearly aided in the of the context to understanding of and context of the situation,
understanding of some extent. the context. The failing to portray the
the context. The explanation explanation character’s conflict.
The explanation mostly depicts the generally depicts
effectively depicts thoughts, feelings, some of the
the thoughts, and context of the thoughts, feelings,
feelings, and situation, attempting and context of the
context of the to portray the situation,
situation, clearly character’s conflict attempting to
portraying the mostly effectively. portray the
character’s conflict. character’s conflict
at times.
Creativity The product The product includes The product The product includes little to
includes many creative details that includes some no creative details that do not
creative details that mostly contribute to creative details that contribute to the audience’s
contribute to the the audience’s contribute to the enjoyment.
audience’s enjoyment. audience’s A few of the elements used in
enjoyment. Most of the enjoyment from the presentation reflect
Several of the elements used in the time to time. students’ degree of creativity
elements used in presentation reflect Some of the in their display.
the presentation a thorough degree of elements used in
reflect an students’ creativity the presentation
exceptional degree in their display reflect some degree
of students’ of students’
creativity in their creativity in their
display display
Overall The novel is The novel is mostly The novel is The novel is vaguely
understanding introduced and introduced and introduced and introduced and
and attention to contextualized contextualized contextualized to contextualized without a
conflict and properly according mostly according to some extent clear perspective of the
theme to the conflict the conflict through according to the selected letter.
through the letter’s the letter’s conflict through the There is a limited
perspective. perspective. letter’s perspective. representation of the conflict
There is a very clear There is a clear There is some and no clear connection to
representation of representation of representation of the theme.
the conflict and the conflict and the conflict and
connection to the connection to the connection to the
theme. theme. theme.
PROCEDURAL
Verbal and non- Holds attention of Consistent use of Displays minimal Holds no eye contact with
verbal entire audience with direct eye contact eye contact with audience, as entire
communication the use of direct eye with audience, but audience, while presentation is read from
contact, seldom still returns to notes. reading mostly from notes.
looking at notes. The interaction is the notes. The interaction is not clear
The interaction is mostly effective, The interaction is nor effective, inconspicuous,
effective, conspicuous, and sometimes and inconsistent.
conspicuous, and consistent. effective, and The participants struggle to
consistent. Most participants consistent. engage with their audience.
All participants engage with their Some participants
engage with their audience in an engage with their
audience effectively effective manner. audience from time
to time.
Pronunciation Students’ Students’ production Students’ Students’ production is
and Intonation production is fluent, is mostly fluent, production is at presented in low volume and/
articulate and articulate and times fluent and or monotonous tone which
presented naturally, presented naturally, presented naturally, causes audience to
not reading from barely reading from though at times disengage. Constantly reads
notes. Clear and notes. Mostly read from notes. At from notes.
correct intonation correct intonation times incorrect
and pronunciation and pronunciation intonation and
enhances the enhances the pronunciation
understanding of understanding of the makes the
the message. message. understanding of
the message
difficult.
Knowledge and There is excellent There is adequate There is some There is little knowledge or
understanding of knowledge and knowledge and knowledge and understanding of the content
the work understanding of understanding of the superficial of the work presented.
the content and content and most of understanding of
implications of the the implications of the content of the
work presented. the work presented. work presented.
Language A wide variety of A variety of Some grammatical Few grammatical structures,
grammatical grammatical structures, with no complex ones are
structures, including structures, including including a few used. Errors interfere most of
complex ones are some complex ones complex ones are the time.
used effectively. are used effectively. used. Errors Vocabulary is limited and at
Minor errors do not Some minor errors interfere at times. times not appropriate.
interfere. do not interfere. Vocabulary is Language is rarely
Vocabulary is Vocabulary is mostly generally appropriate, with a very
appropriate and appropriate. The appropriate. The limited attempt to suit
varied. The language language is mostly language is at times register and style to the
is very clear and clear and clear. Register and choice of presentation.
entirely appropriate, appropriate, with style are seldom
with register and register and style suited to the choice
style consistently effective and mostly of presentation.
effective and suited suited to the choice
to the choice of of presentation.
presentation.
BEHAVIOURAL
Preparadness Always brings Usually brings Frequently Frequently has to
materials/information/ materials/ forgets to bring ask to borrow
ideas to class. information/ideas materials / materials to class.
to class. ideas to class.
Cooperation Did more than Did their part of Could have done Did not do any
with Others others–highly the work- more of the work–does not
productive. Works cooperative. work– contribute. Does
extremely well with Works well with has difficulty. not work well with
others. Never argues. others. Rarely Requires others. Usually
argues. structure, argues with
directions, and teammates.
leadership.
Argues
sometimes.
Focus, Tries to keep people Does not cause Sometimes not a Often is not a good
Commitment working together. problems in the good team team member.
Almost always focused group. Focuses on member. Does not focus on
on the task and what the task Sometimes the task and what
needs to be done. and what needs focuses needs to be done.
Is very self-directed. to be done most on the task and Lets others do the
of the time. what needs to be work.
Can count on this done. Must be
person. prodded and
reminded to keep
on task.
Correctness Work is complete, Work is generally Work tends to be Work is generally
well-organized, has no complete, meets disorderly, sloppy and
errors and is done on the requirements of incomplete, not incomplete, has
time or early. the accurate, and is excessive errors
task, and is mostly usually late. and is mostly late or
done on time. not at all.

Created by: Approved by: Student:

Teacher: Cintya Vaca Larrea Coordinator: Fernanda Mármol

Date: Date: Date: