Human

Needs and Power in Lord of the Flies Lindsey Todd Advanced English Methods April 3, 2013

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Overview and Rationale During a multi-text unit centered around interrogating issues of power, representation, and social control, I would teach this novel after George Orwells 1984 and before something like Harper Lees To Kill a Mockingbird. I love the idea of moving from a clear-cut demonstration of social and political mind control like the Partys intellectual policing in 1984 to examining the effects of social structures on decontextualized behavior, and finally to the issues of cultural appropriation and representation in Harper Lees novel. Cultural hegemony is an incredibly complex concept to graspboth in terms of tenth graders cognitive development and in any persons perception of free will and individuality. Although I have two lessons in this unit plan that are intended to cover cultures of power and hegemony, a multiple-novel cycle would be most effective at bringing these issues home. My hope is that my students will encounter these terms again later in their education, and that when they do they are able to contextualize these later iterations with our study of Lord of the Flies. In reading and researching around Lord of the Flies, I found a lot of analysis discussing the novel as an exploration of human nature. Even Golding says that the purpose of this book is to trace the defects of society back to human nature, but I dont buy it. Especially considering his central irony, the blurred line between civilization and savagery, this explanation of the novel does not do justice to the complexity of the society Goldings English boys create. I wanted to use this novel to interrogate the root of violence and ill-will: rather than asking if human nature orients us toward violence, I want my students to interrogate how social conditions produce and encourage violence in people. Although we approach this venture from the beginning asking if humans are inherently good or evil, I do not allow my students to stop with this answer, and I push them to consider circumstantial explanations of human behavior. I have just finished teaching this unit to my tenth grade Advanced English II classes at Northeast High School. The materials and timeline included here represent both the lessons I taught and the ways I would re-arrange and re- think this unit had I the chance to do it again. This unit is planned for twenty 51-minute periods over the course of a month. I allowed my students ample time to complete their final projects and papers in class, and although this comprises much of the fourth week of our work on this novel, I would definitely do this again. Literary analysis is especially intellectually challenging, and I wanted my students to have plenty of time to ask questions and to try out their ideas. I also wanted to give lots of room for creativity and inspiration with the multimedia projects, and I believe the time we spent on this was productive and integral to the quality of their final products. Additionally, my students had the week of Spring Break to complete their essays and projects.

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Lord of the Flies Unit Guide

Essential Questions: - What happens when humans basic needs are not met? - How do societies shape human experiences and behavior? - How does literature help us better understand the world? By the end of this unit, you will be able to: + Identify and describe cultures of power, both in the novel and in the real world. + Identify and analyze the role of hegemony, both in the novel and in the real world. + Identify and analyze the role of irony in fiction and nonfiction. + Use a literary element as a lens through which to analyze a novel. + Write effectively about quotations and use quotations effectively in your writing.

By the end of this unit, you will understand: + Savagery happens within and is committed by cultures we consider civilized. + Behavior is motivated by needs; humans will do whatever they can to fulfill their basic needs. + The society in which we grow up shapes our perceptions of justice and order. + Great literature delivers an important message about life or the human condition in original and thought provoking ways. + A text can be interpreted in a myriad of ways; in order to make valid arguments, we must choose to focus on one or two aspects of the text.

Assessments Throughout this unit, you will have short reading quizzes to keep you accountable for doing your work. These will include basic factual information about the book, as well as vocabulary from the book. Quiz questions will be short- answer format. You will also engage in class-wide Socratic circle discussion, close reading practice exercises, group work and individual work to practice writing about quotations, Your final assessment for this unit will be a literary analysis project. In Part I of this project, you will choose a literary element (plot structure, irony, characterization, symbolism, etc.) and explain how Golding uses this element to demonstrate one of the novels themes. As you work toward this final paper, you will learn how to close read poems and passages from the novel. You will also be assigned a literary element, theme, or character to track throughout the novel in order to provide yourself and your classmates with a wealth of information to draw from in your final project. In Part II of this assignment, you will demonstrate what youve learned during our Lord of the Flies unit in a creative multimedia project. Youll have the opportunity to create a poem, a travel brochure, a mix CD, a movie poster, or a mini- journal (more information on these later).

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Learning Plan & Syllabus Lord of the Flies

Lesson & Activities
Lesson #1: Introduction to Literature as a Lens; Maslows Hierarchy of Needs Writing prompt: How does literature work like a lens? Slideshow: Maslows Hierarchy Group work: What do you need? What do WE need? Lesson #2: What happens when human needs are not met? Are humans essentially good or evil? Share our/your needs pyramid homework. Prompting questions: What do you need? Why do you need it? Quick-write: What would happen to you if your needs were not met? What would you do to make sure you fulfill those needs? Share out. Are humans essentially good or evil? Do you believe you would resort to violence to meet your needs? Lesson #3: Introduction to Lord of the Flies: Chapter 1 Read-Aloud and Think-Aloud; Hand out unit guide. Share needs pyramids; make predictions Lesson #4: Synthesis Notes to make sure everyone understands basic characters, setting, exposition First few pages of Chapter 2 read-aloud and think- aloud Give Annotation Assignment Introduce vocabulary words & definitions Lesson #5: Generate ways to use vocabulary words and connections with other words Four-step process for writing about quotations: teacher-centered modeling and small group work. Small groups choose one quotation and go through the process together. Lesson #6: Gallery walk and assessment of quotations group work Watch Dr. Seuss close reading video; students take notes and use two-sided journal to close read a passage from the book

Homework & Assessment

Homework: Complete What do YOU/WE need? pyramid with written response Assessment: Formative assessment of students grasp of different types of needs (class brainstorm); individual summative assessment of same Homework: Quick write: Imagine you are stranded on an uninhabited island with your classmates. How would you attempt to survive on the island? Write 3- 5 sentences explaining what you would do during the first two weeks. What would you and your classmates be doing three months from the date of your plane crash?

Homework: Finish reading Chapter 1. Formative assessment: Class compilation of notes on setting, exposition, character names Homework: Read Chapters 2 and 3 and flip back through Chapter 1; write down six quotations that you think are important. Assessment: Formative assessment of class-wide understanding of setting, exposition, characterization, character relationships, rising action

Homework & Assessment: Read Chapter 4; continue to annotate.

Homework: Choose one of the quotations you identified for homework. Follow the four-step process to successfully and meaningfully write about your quotation. Formative & summative assessment to evaluate students proficiency at writing about quotations.

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Lesson #7: Reading Quiz Chapters 1-4 Chalk talk: What does it mean to be civilized? Compare civilized countries to notions of civilization; if we harm one another and fight wars, how does this complicate our understanding of civilized living? Compare boys in LOTF to our notions of civilization and civility Lesson #8: First annotation group presentation Students compile quotations (writing one anothers contributions in notebooks) Answer guiding questions together Students in audience take notes and pose questions and responses Lesson #9: Allegory & World War II Jigsaw: four sets of photographs, primary, and secondary sources exploring Japanese internment, Goldings comments about LOTF as allegory, concept/definition of allegory and examples, Goldings life and inspiration for writing Stay & Stray: one student from each group remains at each table and teaches the others about their topic as the groups rotate Follow-up guiding questions: What events in William Goldings life prompted him to write Lord of the Flies? What is allegory? How is Lord of the Flies an allegory? Lesson #10: Begin cultures of power/hegemony activity: Students complete first side of handout in small groups, with whole class, and with teacher- centered guidance. Begin by discussing cultures of power in the USA, then narrow focus to high school, then to the novel. Students construct a power hierarchy of their school Lesson #11: Finish cultures of power/hegemony activity Students record their reasoning for their power hierarchy Present & debrief Complete second side of handout and answer reflection questions Lesson #12: Watch excerpts from TED Talk: The Psychology of Evil Students take notes on key concepts: Dr. Philip Zimbardos definition of evil, the Milgram experiment, the Lucifer effect, the Seven Social Processes that Grease the Slippery Slope of Evil. Stop intermittently to relate the text to these Homework: Read and annotate Chapters 5 & 6. Written response: Which of the boys needs are being met? Which are not? What are they doing to meet their needs? Refer to specific examples Maslows hierarchy, and use direct quotes to support your answer. Homework: (Day 1 of 2) Access the GoogleDoc for your group. Post your groups quotations and explanations. Choose one person to type the response to your questions. Read Chapter 7. Be sure to include one quotation from this chapter in your post. Homework: (Day 2 of 2) Access the GoogleDoc for your group. Post your groups quotations and explanations. Choose one person to type the response to your questions. Quick-Write: How does this historical insight complicate our understanding of civilization or what it means to be civilized?

Homework: Read Chapter 8 and continue to annotate and post your quotations and explanations.

Homework: What questions do you have about the novel so far? Tomorrow, bring at least 3 questions you would like us to discuss in a full-class Socratic Seminar. Read Chapter 9 and continue to annotate.

Homework: Write a single, typed, double-spaced page answering the question, What is the lord of the flies? Include at least three direct quotations to support your answer. You may propose more than one answer to this question.

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concepts. Lesson #13: Quick-write: Do you agree or disagree with Dr. Zimbardos definition of evil? Finish watching The Psychology of Evil. In small groups, compare the 7 Processes to the boys transformation in the novel. Find direct quotations to demonstrate each of the processes. Share and collect homework responses; compile answers on the board, then single-slide mini- lesson about Beelzebub & lord of the flies. Lesson #14: Socratic Seminar Discussion Lesson #15: Irony mini-lesson with photographs and SNL video Introduce paper and project ideas. Lesson #16: Second annotation group presentation Students compile quotations (writing one anothers contributions in notebooks) Answer guiding questions together Students in audience take notes and pose questions and responses Homework: Please come prepared with your response to both discussion questions tomorrow.

Homework: Read Chapters 10 & 11 and continue annotating. Homework: Choose paper and project topics. Bring a working thesis to class tomorrow.

Homework: Look back through the GoogleDocs and choose ten quotations to support your thesis.

Culminating Assessment
Part 1: Literary analysis essay. Students choose one of five prompts from which they will craft a 2-3-page analytical essay. 100pts. Part 2: Multimedia representation/reaction. Students choose one of five visual or audio projects to complete in conjunction with the essay. 50 pts. Lesson #17: Mini-lesson and worksheet on skillful use Homework: Bring a sketch of your multimedia project of quotations to class tomorrow along with ANY materials you will need to complete your project. Outline papers in class. Students will have the opportunity, at this time, to ask questions about their literary analysis essays. Lesson #18: Work time for multimedia projects Homework: Using your outline, write the rough draft of your literary analysis essay. Upload your rough Teacher brings exemplars of multimedia projects, as draft to GoogleDocs so that you will be able to access well as materials which students may use to construct it easily tomorrow. their projects.

Lesson #19: Peer review, workshop time, and writing conferences

Students will use laptops to peer review and work on their essays; students will bring their essays up on GoogleDocs and switch seats with one another. Editing & reviewing = writing comments on the GoogleDoc w/ initials. Students will review 2 others papers. Students have time to work in class on writing the literary analysis essay and to gather feedback from classmates Every student has the chance to conference with me to ask questions and seek suggestions for improvement Exit ticket: Did I use my time wisely today? Was the feedback I gave my partners meaningful and useful?

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Homework: Final draft of literary analysis essay is DUE NEXT CLASS. Final draft of multimedia project is DUE NEXT CLASS.

Lesson #20: Final paper and project are DUE

Final reflections on the book: Double-entry visual representation: 1) Draw: What is Lord of the Flies about? 2) Write: How is Lord of the Flies a lens through which we can better understand our world? How does it clarify things or help us focus?

Assessment: 1) Final literary analysis paper to assess students grasp of close reading practices; project to assess students ability to show what they know in an alternative mode 2) Multimodal reflection to assess students take- aways from the book and to further assess students understanding of the novel as a lens on life

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Name: _______________________________________

Writing About Quotations: The Four-Step Process

QUOTATION: Questions First Impression Interpretations Explanation Response to Questions

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Least essential to basic survival

Everyones Hierarchy of Needs

Why does EVERYONE need the things you identified? Do these needs change depending on who you are? Do you think people in other cultures would identify the same needs?

Most essential to basic survival

Most essential to basic survival

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Least essential to basic survival

Hierarchy of Needs

Most essential to basic survival

Why do you need the things you identified? Will these needs change? When and why? Are any of your needs not being met? What are you doing now to meet your most essential needs?

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Guiding Questions for Annotation Presentations: Ch. 1-4 Symbolism: Ch. 1-4. List all of the symbols your group has identified, then under each list the quotations your group wrote down relating to that symbol. Write 1-2 sentences under each signifying what you think each of them symbolizes. Do these symbols have multiple meanings? Whats the relationship between each symbol and the boys on the island? Plot: Ch. 1-4. Sort your quotations into three categories: Exposition, Complication/Rising Action, and Foreshadowing. Write 2-3 sentences under Exposition and Rising Action summarizing each section of the plot. Then, under Foreshadowing, predict what you think will happen later in the novel. Use your quotations as evidence to support your predictions. Piggy: Ch. 1-4. Compile all of your quotations under this heading. Create categories into which you will sort your quotes (such as Personality Traits, How Others Treat Him, etc). Sort your quotations, then under each category, write 1-2 sentences explaining what these quotes reveal about Piggy. What does Piggy contribute to the boys society? Why is or isnt he a valued member of their society? Jack: Ch. 1-4. Compile all of your quotations under this heading. Create categories into which you will sort your quotes (such as Personality Traits, How Others Treat Him, etc). Sort your quotations, then under each category, write 1-2 sentences explaining what these quotes reveal about Jack. How would you characterize Jacks leadership style? Ralph: Ch. 1-4. Compile all of your quotations under this heading. Create categories into which you will sort your quotes (such as Personality Traits, How Others Treat Him, etc). Sort your quotations, then under each category, write 1-2 sentences explaining what these quotes reveal about Ralph. How would you characterize Ralphs leadership style? Civilization: Ch. 1-4. Compile all of your quotes under this heading. Use your quotations as evidence to answer the following questions: What elements of civilization have you noticed? How do the boys attempt to establish or create a civilization? Are they successful? Do you think the boys will become more or less civilized as time goes on? Savagery: Ch. 1-4. Compile all of your quotes under this heading. Using your quotations as evidence, answer the following questions: What examples of savagery have you noticed? What do you think the boys definition of savage is? What does a savage look like? How does a savage act? Do you think the boys will become more or less savage as time goes on?

Lindsey Todd v Lord of the Flies Curriculum Design v 13 Lord of the Flies Socratic Circle Discussion Prompts (generated from students questions) 1) "The theme (of Lord of the Flies) is an attempt to trace the defects of society back to the defects of human nature. The moral is that the shape of society must depend on the ethical nature of the individual and not on any political system however apparently logical or respectable." William Golding argues that individual humans, not social structures (governments, systems of rules, social roles), shape the way societies work. Lord of the Flies is meant to argue this point. What do you think? Are humans programmed toward violence, or do societies condition people toward violence? Violence is all around us: on television, in schools, in music, in the history of the United States. In this environment, is it possible to conclude that anything other than violence and evil can help a person get ahead in life? What conditions allow people to cooperate with one another rather than compete against one another? Why is power over others so alluring to the boys (even when Jack is becoming the clear leader on the island by force, Ralph insists on maintaining control)? Why do countries seek to dominate one another? 2) William Golding wrote Lord of the Flies about a band of boys stranded on an island specifically because of his experiences teaching middle school boys and witnessing the chaos they created when they were allowed to run their own discussion. However, there are absolutely no women in the story at all. The only females mentioned are Piggys aunt and one female pig. How do gender role expectations play out among the boys? How do they define masculinity and worthiness, and who is punished for not living up to these standards? Do you think the story would be different if a group of little girls landed on the land? Would women approach the establishment of a civilization differently? Would they digress into savagery? Are boys and girls conditioned by society to act the way they do, or are they intrinsically different?

Lindsey Todd v Lord of the Flies Curriculum Design v 14 Name: ________________________________________ English II Advanced / Ms. Todd
Guidelines for Skillful Use of Quotations

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Directions: Choose two quotations from the list below and explain how you could use them to support the following thesis statement. Turn to each page to find the context (whats going on) for the quotation in order to help you consider whether or not the quotation would help you support this thesis. Thesis: Although Ralph is a more fair and balanced leader than Jack, he contributes in significant ways to the boys descent into savagery.
A) pg. 21: Hes not Fatty, cried Ralph, his real names Piggy! B) pg. 65: Piggy: You said you wanted things done. So as we could be rescued. Ralph: Oh, shut up. C) pg. 170: Ralph: And they all think hes best as chief. Then there was, there was... thats his fault too. If it hadnt been for him it would never have happened. D) pg. 91 The rules! shouted Ralph, Youre breaking the rules! Who cares? Ralph summoned his wits. Because the rules are the only thing weve got! E) pg. 51: Ralph: You wouldnt care to help with the shelters, I suppose? Jack: We want meat And we dont get it. Now the antagonism was audible.

Quotation ___:

Quotation ___:

Guidelines for Skillful Use of Quotations

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English II Advanced / Ms. Todd

Body Paragraph Think of one point you could make to support this thesis statement, and construct a body paragraph using two quotations from the list. You may use the ones you chose for the last exercise if they both work to support the same idea. Remember: Your body paragraph should have a topic sentence stating your point, and a concluding sentence that sums up your ideas and relates directly to the thesis statement.

__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

Lindsey Todd v Lord of the Flies Curriculum Design v 16 Final Project Menu Choose one of the options below. Circle the number of the option you choose.
Part I: Literary Analysis Essay (100 pts) 1) Characterization: In writing Lord of the Flies, William Golding sought to show his readers that societies are doomed because humans are inherently defective. What do you think? Do societies (the way a person is raised, the images and attitudes with which he is surrounded, the actions of the culture of power in his country) make people go bad OR is there something innately evil and selfish about people that makes societies go bad? Use two characters as examples to support your answer. Theme: What argument does Golding make about the difference (or lack thereof) between civilization and savagery? Do his characters believe there is a difference? Does Golding believe that civilized people and savage people are very different or very similar? How does Golding use irony to make his point? How does Goldings exploration of these themes contribute to the novels allegorical nature? Symbolism: Golding uses symbols extensively in Lord of the Flies. Explore the evolution of two of these symbols and explain how they help illustrate any of the novels themes. Be sure to note changes in the boys perception of these symbols, how the symbols physically change, what they do/their function, and how the boys interact with them. Maslows Hierarchy of Needs/Characterization: What happens when humans needs are not met? How far will people go to make sure their needs are met? Using two characters as lenses, explore how these characters go about meeting their individual needs. Be sure to state early in your essay what these needs are, using terminology from Maslows hierarchy. Power & Hegemony: How can literature work as a lens to help us understand the ways power functions in societies? What does Lord of the Flies tell us about the dangers of power when it is in the hands of a person who has been brought up in a society that rewards manipulation, violence, and domination? Do the boys on the island consent to be dominated? What are the advantages and disadvantages of this consent?

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Important Dates: *Use this section to outline important due dates for students so they have the timeline of their work available to them and will be able to plan ahead!*

Lindsey Todd v Lord of the Flies Curriculum Design v 17 Final Project Menu Choose one of the options below. Circle the number of the option you choose.
Part II: Multimedia Project (50 pts) 1) Create a mix CD to accompany your essay. Select ten songs that you believe relate in some way to Lord of the Flies. These ten songs should either have a unifying theme or show the chronological progression of events from the book. When you hand in your CD, be sure to put it in a jewel case. Create album art for your CD, and be sure to include a list of the songs on the back of your cover art. When you turn in your CD, you need to include a typed page explaining how each song relates to Lord of the Flies, using direct quotations from the lyrics. Create a movie poster for Lord of the Flies. Draw a dramatic picture that illustrates the major characters (including important details that indicate what this character is like), the setting, and important symbols in the story. MAKE SURE YOU INCLUDE THE TITLE OF THE BOOK! Create a tag line for your poster, and be sure to include a cast list at the bottom. Your cast list should be made up of real celebrities, and your choices should be appropriate to the characters in the book. Create a travel brochure advertising the island. Be sure to include descriptive information from the book, as well as some characterization of the island (Golding sometimes describes the island as if it is a person, using words like unfriendly). Make sure you include your own imaginings as well. What would hotels on the island be like? What activities could tourists do? What kinds of souvenirs could people bring back? Be sure to use both text and images on every panel. Demonstrate your understanding of irony by using as much of it as possible (verbal, situational, and dramatic). Create a mini-journal from the point of view of one of the boys. In 6 hand-written half-page journal entries (on notebook paperthese are school boys, after all), represent your characters experience on the island. Include one entry from before the boys left England. Be sure to express the boys unmet needs (missing their parents, being hungry, etc) and what they (or others) are doing to try to meet them. Make the journal look like it has been on a deserted island for a few months! Make it look like its been through a plane crash! Stick leaves to it, burn it, dip it in tea to make it look old and dirtybut it must still be legible. Collage Poem. Find your 10 of your favorite examples of figurative language, description, or any other wording in the book, and arrange them in a poem. Your poem should have a coherent, unifying theme (the island, Jack, Ralph, Simon, savagery, or any other pattern or connection you notice). Use different font sizes and colors that show the meaning or connotation of the words, write a concrete poem (a poem in the shape of the thing youre describing), include a collection of images to accompany your poem, choose a photograph or a painting and write over itanything you can think of. The only limitations to this project are: your poem must fill an ENTIRE 8.5x11 page (images, text, and all), and the form of your poem (the images you select, the modifications you make to the font, the colors you chooseall of your creative decisions) must somehow illustrate or add to the meaning of your poem.

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Important Dates: *Use this section to outline important due dates for students so they have the timeline of their work available to them and will be able to plan ahead!*

Ms. Todd / English II Advanced Lord of the Flies Literary Analysis Checklist

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STUDENTS NAME: ______________________________________________ TOPIC #: _____________ PAPER TITLE: __________________________________________________________ _____ Student has completed checklist and turned in checklist with final copy of paper FORMATTING AND MECHANICS: 20%
Student Teacher 3 pages; paper must be typed in 12-pt Times New Roman font with margins at 1 Proper heading: Your name, my name, class name, and the dateSINGLE SPACED Double spaced; NO extra spacing after paragraphs Header at the top right of every page with your last name and the page number Essay has a title; title is centered & in bold (not in a different size, not in italics, not in a fun color...) Title is creative (not Lord of the Flies Essay). One blank line between title and beginning of essay Every paragraph (including first) is indented at .5 Title and author of novel mentioned explicitly in introduction Author has underlined the thesis statement. Paper has been carefully proofread (no run-on sentences, commas used correctly, all proper nouns capitalized, appropriate use of semicolons, written in present tense). Paper has been spell checked. Paper has appropriate authorial voice and tone: not too many huge, obscure words, and no casual language, i.e. gonna, I mean, You know? Author has avoided the use of contractions. Author has included 5 vocabulary words and highlighted them within the essay.

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CONTENT & STRUCTURE OF YOUR ARGUMENT: 40%

Student Teacher Successful introduction: got the reader as interested in the topic as you are and made her look forward to the reading experience Thesis is clearly stated. Thesis is arguable, interesting, and perhaps a little offbeat. Topic sentences at the beginning of each paragraph introduce new ideas. Each paragraph clearly relates to the thesis. Conclusion does not repeat the thesis verbatim, but offers connections to the world outside the text and restates the argument in a fresh, new way. Author argues effectively in support of thesis; evidence presented is appropriate and convincing. No I statements (I think, I feel as though, I believe, etc.)

USE OF QUOTATIONS: 40%

Student Teacher At least six direct quotations Most quotations are less than two lines long. Quotations that are more than two lines long are indented in block format. Analysis of quotations relates directly to the content (the words) of the quotation. Quotations represent the full span of the text (quotations are not all from one section of the novel, but represent the full arc of the story). The speaker of each quotation is clearly identified (if the quotation is not dialogue, Golding writes... is the proper way to identify the speaker). Each quotation includes a properly-cited page number. Each quotation is introduced in terms of the context of the plot. Each quotation is discussed fully and comprehensively, immediately after it is introduced. Each part of the quotation is addressed.

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Quotations are integrated gracefully into the flow of your writing. None of the following phrases: On page __ it says, This quotation proves, I believe this quotation means, or any similar variations. Present the quotation, and move into your analysis. No paragraph ends with a quotation.

SCORE: ___________ / 100 COMMENTS:

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Lord of the Flies Multimedia Project Rubric

STUDENT NAME: __________________________________ PROJECT NUMBER: ____

Originality 10 Product shows a large amount of original thought. Ideas are creative and inventive. Uses creative interpretations of content and medium. Used time well during each class period. Focused on getting the project done, and asked clarifying questions. Never distracted others. 8 Product shows original thought. Work shows new ideas and insights; uses creative interpretations of content. 5 Work shows some effort toward creativity; uses literal representations rather than creative interpretations. 2 Product uses only literal representations, and shows no attempt at imaginative thinking.

Use of Class Time

Used time well during each class period. Usually focused on getting the project done and never distracted others. Asked clarifying questions.

Used some of the time well during each class period. There was some focus on getting the project done but often distracted others. Asked one or no clarifying questions. Project reflects time spent executing, but is disorganized or messy in execution. Project reflects minimal engagement, does not meet expectations.

Did not use class time to focus on the project OR distracted others significantly. Asked no clarifying questions during class.

Out-of-Class Effort

Project reflects significant time spent both planning and executing. Project reflects significant intellectual investment. Project looks polished and exceeds minimum expectations. The project is exceptionally attractive in terms of design, layout, and neatness. The project reflects a sense of the author's pride in his/her work. Content is well-organized and coherent. All parts work together well and make important contributions to the product as a whole. Project is easy to follow and reflects a unifying idea.

Project reflects time spent in planning and executing. Project reflects meaningful engagement with the task. Project meets minimum expectations and is satisfactory. The project is pleasing in terms of design, layout and neatness.

Project is messy, seems rushed, and looks carelessly thrown together. Reflects little to no intellectual investment.

Attractiveness

The project is acceptably attractive though it may be a bit messy.

The project is distractingly messy or very poorly designed. It is not attractive.

Organization

Content is well-organized and coherent. Project reflects a unifying idea on the whole, but has a few elements which seem out of place or extraneous.

Content reflects some sense of organization or relation, but contains many elements that do not meaningfully contribute to the project as a whole.

There was no clear or logical organizational structure; content addresses many different, unrelated ideas.

SCORE: _______ / 50 COMMENTS: