7th- Tangerine Assessment Questions

7th grade students have been reading the novel Tangerine by Edward Bloor since November 28th, each day in class.  We will be finishing the novel before Winter Break and completing the final essay assessment.  The students have received the assessment questions, as well as a t-chart to help them gather information as they read.

Tangerine Final Assessment

There are two parts to this assessment.  Use your book while writing each response and remember to back up all of your opinions/arguments with evidence from the book and/or your own life.  Each part needs to be on a separate piece of paper.

PART 1

Author’s Message

What is Edward Bloor’s message about appearance?  Support your argument with evidence from the text.

PART 2

Apply this topic to your own life

Now, write about why this topic (the topic you wrote about for Part 1)  matters in your own world and make your own argument about the topic.  Do you agree or disagree with this message?  Use examples from your own life to defend your argument.

Target 1 (part 1)

7^th Grade Reading/Writing Target:  I can write an interpretation of literary text. (author’s message)

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I cannot write an interpretation of literary text.	I can begin to write an interpretation of literary text but I mostly just write the facts from the story.	I can write an interpretation of literary text that is beginning to move beyond just writing the facts.	I can write an interpretation of literary text.	I can write an interpretation and extend my thinking of literary text.

Target 2 (part 1)

7^th Grade Reading/Writing Target: I can cite several pieces of textual evidence to support my interpretation of what the text says explicitly as well as inferences drawn from the text.

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I cannot cite the textual evidence that supports an analysis of what the text says explicitly.	I can cite the textual evidence but it does not support my analysis of what the text says explicitly.	I can cite the textual evidence but it does not always support my analysis of what the text says explicitly.	I can cite several pieces of textual evidence to support my interpretation of what the text says explicitly as well as inferences drawn from the text.	I can cite several pieces of textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Target 3 (part 3)

7^th Grade Reading/Writing Target:  I can analyze how a theme or central idea of a text is relevant today by using evidence from the world.

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I cannot analyze how a theme or central idea of a text is relevant today.	I can analyze how a theme or central idea of a text is relevant today but do not evidence from the world to support my analysis.	I can analyze how a theme or central idea of a text is relevant today but do not have adequate evidence from the world to support my analysis.	I can analyze how a theme or central idea of a text is relevant today by using evidence from the world.	I can analyze how a theme or central idea of a text is relevant today by using highly effective evidence from the world.

8th- Utopia Project Overview

Utopia Travel Guide

CHALLENGE:  Plan your own Utopia and present it in the form of a travel guide.

BRAINSTORM:  What is important for others to know about your society?

CHARACTERISTIC OPTIONS:

Group 1 (Choose 4):

• Beliefs
• Gender Roles
• Rules/Laws
• Education
• Rights of Individuals
• Type of Government
• Treatment of Various Age Groups
• Family Structure
• Way in which professions are chosen
• Crime Rate and Punishment for Crimes

Group 2 (Choose 2):

• Dining
• Maps
• Sightseeing
• Free Time
• Arts and Entertainment
• Average Climate
• Medical Facilities
• Manner of Dressing
• Creating Families
• Available Transportation
• Parks and Recreation Facilities
• Calendar of Events
• Entertainment
• Celebrations and Rituals

STEP 1: Choose 6 characteristics of your ideal community:

Characteristics from Group 1:

______________________

______________________

______________________

______________________

Characteristics from Group 2:

______________________

______________________

Group 3 (Your Choice):  ______________________

 ****At this point, each student met with their teacher and reviewed their topics.******

Initials _______

Step 2:

Students received time in class to brainstorm ideas about each of their characteristics.  They were asked to list 5-6 details about how each characteristic is represented in your society.

Step 3:

           Students began the drafting process, according to the Utopia Calendar.  Each page of the Travel Guide included the following; Introduction with a strong Lead, Body Paragraphs (2 or 3- depending on topic and details), Conclusion.

Step 4:

          During the drafting process, students were able to set up conference times with their teacher to receive individual feedback before finalizing.  In addition, when the student believed that they were ready to finalize (type) their work, they checked in with their teacher.

Step 5:

         Illustration:  Each page should include a high-quality illustration that the student created.  The illustration should be drawn and colored to fit the topic chosen.

Step 6:

         When the student completes the individual pages, they schedule a conference with their teacher.  At the conference, the student is given direct feedback about their page, so that they can revise and improve their grade immediately....if they choose.

Repeat steps 3-6 until pages are complete. 

8th- Utopia Project Calendar

Utopia Calendar--daily focus and due dates

December 3 No School (Grade Day)	4 6 Character-istics Due	5 5-6 Details Due	6 Work Day Drafting of  Page #1	7 Work Day Typing and Finalize Page #1
10 Final Draft #1 Due	11 Work Day Drafting of  Page #2	12 Work Day Typing and Finalize Page #2	13 Final Draft #2 With Illustration Due	14 Work Day Drafting of  Page #3
17 Work Day Typing and Finalize Page #3	18 Final Draft #3 with Illustration Due	19 Work Day Drafting of  Page #4	20 Work Day Typing and Finalize Page #4	21 Final Draft #4 with Illustration Due
24 Winter Break	25 Winter Break	26 Winter Break	27 Winter Break	28 Winter Break
31 Winter Break	January 1 Winter Break	2 Winter Break	3 Winter Break	4 Winter Break
7 Work Day Drafting of  Page #5	8 Work Day Typing and Finalize Page #5	9 Final Draft #5 with Illustrations Due	10 Work Day Drafting of  Page #6	11 Work Day Typing and Finalize Page #6
14 Final Draft #6 with Illustration Due	15 Work Day Drafting of  Page #7	16 Work Day Typing and Finalize Page #7 (Your Choice Page)	17 Final Draft #7 with Illustration Due	18 Map Due
21 Work Day	22 Graph/ Chart/ Table Due	23 Work Day	24 Index Due	25 Finish Cover BOOK DUE!

8th- Utopia Project Targets

Students will receive scores for all 5 targets, for each completed page. 

Writing Target: I can write an intriguing lead that makes the reader want to keep reading.

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I do not know what a lead is.		I can write a lead, but it may not hold the reader’s interest.	I can write an intriguing lead that makes the reader want to keep reading.	I can write an exceptionally intriguing lead that makes the reader want to keep reading.

Writing Target: I use precise and descriptive language to create visual images in the reader’s mind.

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I do not know what precise, descriptive language is.	I use general, ordinary language in my writing.	Most of the time I use general, ordinary language but I do stretch occasionally to make my writing create an image in the reader’s mind.	I use precise and descriptive language to create visual images in the reader’s mind.	I use exceptionally precise and descriptive language to make my writing come alive.

Writing Target: I use transitions and vary sentence beginnings to give my writing good rhythm and fluency. 

 

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I do not know what transitions are or how to vary sentence beginnings.		I try to use transitions and vary sentence to improve my fluency, but it often sounds stiff, repetitive or stilted.	I use transitions and vary sentence beginnings to give my writing good rhythm and fluency.	I use transitions and vary sentence beginnings to give my writing extremely good rhythm and fluency.

Writing Target:  I use correct conventions in my writing.

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I did not edit my writing.	I have several convention mistakes in my writing.	I have 1-2 convention mistakes in my writing.	I use correct conventions in my writing.	I use correct conventions in my writing, even with especially difficult words and punctuation.

Aesthetics: I have taken time and effort to develop work that has a professional appearance (straight lines, typed or nicely printed, black lined text, simple, but neat illustrations).

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I have not taken time and effort to develop work that has a professional appearance (straight lines, typed or nicely printed, black lined text, simple, but neat illustrations).		I have taken time and effort to develop work that has a somewhat professional appearance (straight lines, typed or nicely printed, black lined text, simple, but neat illustrations).	I have taken time and effort to develop work that has a professional appearance (straight lines, typed or nicely printed, black lined text, simple, but neat illustrations).	I have taken time and effort to develop work that has an extremely professional appearance (straight lines, typed or nicely printed, black lined text, simple, but neat illustrations).