English Literary Analysis Semester Project

English Literary Analysis Semester Project

This is a cumulative project that can be assigned to ensure students are completing outside reading. It has four parts--a blog which takes the place of a reading log (possible blog questions provided), a book review, an analysis essay, and a presentation. All four parts of this assignment are sure to draw from the skills you are using in class. Rubrics included.
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Problem-Solution Essay Rubric

Problem-Solution Essay Rubric

This is a block rubric that outlines what you expect for each part of the problem-solution essay writing process (i.e., the thesis statement, the body, the sources, peer editing, etc.). It makes the grading process go more quickly because you circle the description that characterizes the student's work. This allows you to give student a sort of "canned" feedback but there's also space to write personalized feedback to improve student learning.
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Informational Essay Rubric

Informational Essay Rubric

This is a block rubric that outlines what you expect for each part of the informational essay, including parts of the writing process (i.e., the thesis statement, the body, the sources, peer editing, etc.). It makes the grading process go more quickly because you circle the description that characterizes the student's work. This allows you to give student a sort of "canned" feedback but there's also space to write personalized feedback to improve student learning.
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Theater Glossary & Rubric

Theater Glossary & Rubric

If you are teaching introductory theater to middle school students, this theater glossary is a fun and helpful assignment for students. There's even a simple rubric that you can use to assess the glossaries that the students make so it can be an ongoing assessment and a reminder of what they have learned in your class.
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Instructor's Redos/Retake Policy

Instructor's Redos/Retake Policy

This is a two-page document that outlines a re-do and retake policy suitable for middle and high school students. It's unique because it asks students to reflect upon what they did or how they studied for the first attempt and then they have to outline what they will do differently or how they will study differently for the re-do or retake. Finally, the student must write a letter to the instructor explaining what he/she learned about him/herself as a learner. The hope is that the added reflection will encourage learners to create and keep good study habits.
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