Content Standards English Language Arts

Standard I
Meaning and Communication
Benchmark 3 ELA.1.HS.3 Selectively employ the most effective strategies to construct meaning, such as generating questions, scanning, analyzing, and evaluating for specific information related to research questions, and deciding how to represent content through summarizing, clustering, and mapping. GLCE: Understand text by choosing and applying the best combination of strategies Benchmark 4 ELA.1.HS.4 Selectively employ the most effective strategies to recognize words as they construct meaning, including the use of context clues, etymological study, and reference materials. GLCE: Choose and use various strategies to figure out and understand words/text Benchmark 5 ELA.1.HS.5 Respond personally, analytically, and critically to a variety of oral, visual, written, and electronic texts, providing examples of how texts influence their lives and their role in society. GLCE: Explore personal connections to a variety of texts. Study ideas and use examples within and across text and to evaluate the importance of these ideas

Standard II
Language
Benchmark 5 ELA.2.HS.5 Recognize and use levels of discourse appropriate for varied contexts, purposes, and audiences, including terminology specific to particular fields. Examples include community building, presentations integrating different disciplines, lessons comparing fields of study, promotional material created for an interdisciplinary project, and videos designed to inform or entertain diverse audiences.

GLCE: Recognize and use appropriate, shared oral or written communication including specialized vocabulary on a topic.

Standard III Literature

Benchmark 1 ELA.3.HS.1 Select, read, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit. GLCE: Select, read, listen to, view and respond to quality text, both classic and contemporary. Benchmark 3 ELA.3.HS.3 Analyze how the tensions among characters, communities, themes, and issues in literature and other texts reflect the substance of the human experience. GLCE: Analyze how the conflicts in literature imitate the conflicts in real life.

Standard IV Voice I

Benchmark 2 ELA.4.HS.2 Evaluate the power of using multiple voices in their oral and written communication to persuade, inform, entertain, and inspire their audiences. GLCE: Evaluate the impact using of different, uniquely personal ways of expressing oneself in speaking and writing for different purpose and audiences.

Standard V Skills and Processes

Benchmark 1 ELA.5.HS.1 Use a combination of strategies when encountering unfamiliar texts while constructing meaning. Examples include generating questions; scanning for specific information related to research questions; analyzing tone and voice; and representing content through summarizing, clustering, and mapping. GLCE: Employ a variety of comprehension strategies during and after reading unfamiliar texts. Benchmark 2 ELA.5.HS.2 Monitor their progress while using a variety of strategies to construct and convey meaning across a wide range of situations. GLCE: Use a variety of strategies to construct and convey meaning across a wide range of situations. Benchmark 3 ELA.5.HS.3 Reflect on their understanding of literacy, assess their developing ability, set personal learning goals, create strategies for attaining those goals, and take responsibility for their literacy development. GLCE: Understand literacy, assess current knowledge and skills, set goals, create a plan, and take responsibility for achieving personal literacy goals.

Standard VI Genre and Craft of language

Benchmark 1 ELA.6.HS.1 Identify and use selectively mechanics that facilitate understanding. Examples include organizational patterns, documentation of sources, appropriate punctuation, grammatical constructions, conventional spelling, and the use of connective devices, such as transitions and paraphrasing an oral message completely and accurately. GLCE:Identify mechanics (spelling, punctuation, and capitalization) and structures (grammar) that make the purpose and understanding of the writing clear. Benchmark 4 ELA.6.HS.4 Identify and use aspects of the craft of the speaker, writer, and illustrator to formulate and express their ideas artistically. Examples include imagery, irony, multiple points of view, complex dialogue, aesthetics, and persuasive techniques. GLCE: Identify how writers, speakers, and/or illustrators express ideas in an engaging way. Techniques include imagery, irony, viewpoints, dialogues, etc. Benchmark 5 ELA.6.HS.4 Describe and use the characteristics of various oral, visual, and written texts (e.g., debate, drama, primary documents, and documentaries) and textual aids (e.g., prefaces, appendices, lighting effects, and microfiche headings) to convey meaning and inspire audiences. GLCE: Describe and use the qualities of different oral, visual, and written texts and textual aids to communicate meaning, and inspire audiences.

II

Standard VII Depth of Understanding

Benchmark 1 ELA.7.HS.1 Analyze and reflect on universal themes and substantive issues from oral, visual, and written texts. Examples include human interaction with the environment, conflict and change, relationships with others, and selfdiscovery. GLCE: Critically examine common global issues within and across various texts

Standard VIII Ideas in action

Benchmark 1 ELA.8.HS.1 Use themes and central ideas in literature and other texts to generate solutions to problems and formulate perspectives on issues in their own lives. GLCE:Use ideas, lessons, and messages from varied texts to problem solve and develop perspectives on personal issues.

Standard IX Inquiry and Research

Benchmark 3 ELA.9.HS.3 Synthesize and evaluate information to draw conclusions and implications based on their investigation of an issue or problem. GLCE: Develop an organizational plan. Examine research materials and use appropriate information that relates to focus statements. Draw a conclusion from the investigation. Document sources and organize in a usable form. Benchmark 4 ELA.9.HS.4 Research and select the medium and format to be used to present conclusions based on the investigation of an issue or problem. Examples include satire, parody, multimedia presentations, plays, and mock trials. GLCE: Identify and consider various tools of communication. Select one that best presents the conclusion drawn from the investigation. Deliver a completed presentation of the research.

Standard X Critical Standards

Benchmark 1 ELA.10.HS.1 Apply sets of standards for individual use according to the purpose of the communication context. An example is comparing and contrasting standards in the evaluation of a popular movie, television program, article, or presentation on the same topic. GLCE: Use appropriate criteria to evaluate oral, written, or visual texts according to the texts purpose. Benchmark 3 ELA.10.HS.3 Use literary history, tradition, theory, terminology, and other critical standards to develop and justify judgments about the craft and significance of oral, visual, and written texts. GLCE: Use knowledge of complex literary standards to support judgments about the quality of oral, visual, and written texts.

III

CONTENT STANDARDS: FINE ARTS

Standard IV Fine Arts
Benchmark 1 FA.4.HS.1
Apply materials, techniques and processes with sufficient skill, confidence and sensitivity that personal intentions are carried out in the artwork.

GLCE: Students demonstrate skills with confidence and sensitivity as they use a variety of methods,
techniques, processes and technology.

Benchmark 2 FA.4.HS.2
Intentionally use art materials and tools effectively to communicate ideas.

GLCE: Students use art materials and tools with skill to communicate ideas through art.

IV

Purpose and Outcome:

Monster Please Stand Up, is a unit focused on character analysis and critical writing through various types of essays. The students will be able to engage in exciting activities which include interviews, art projects, contests and a viewing of the movie. The purpose of the unit is to develop higher order thinking skills, and implement that process with the ability to write an evaluative, compare/contrast and critical essay. Further knowledge will be gained through the completion of the extra-credit Companion Workbook for Students. My goal, as an educator is that each student will grow in their writing and
V

Frankenstein: Will the Real

research ability, while uncovering the wealth of literary interpretation in Mary Shelleys Frankenstein; all to be done with a variety of approaches that will appeal to each student academically as well as creatively.

Goals and Objectives

VI

10. In addition to the above objectives the students will engage in activities to create an excitement regarding literature. 11. Students will see how the culture in which an author lives in is sometimes reflected in their work. 12. Students will become proficient writers utilizing critical thinking skills and operating in the process of putting those thoughts on paper in a logical manner.

Frankenstein-Will the Real Monster Please Stand Up? INTRODUCTORY LESSON (# 1) VII

Lesson Title: Mary Shelley: Her Life and Her Work Grade Level(s): 10-12th grade Subject area(s): English/Language Arts Objectives & Goals: 1. Share existing knowledge. 2. Understand that literature is influenced by the culture of its era 3. Learn and discuss the role of women authors during the Victorian Era. 4. Understand how works of literature can be misinterpreted. 5. Understand how the life of an author can be intertwined within the work. Curriculum Benchmarks:
ELA.1.HS.3, ELA.1.HS.4, ELA.3.HS.1

Teacher Preparation: 1. Obtain Frankenstein Novels and Movie 2. Assemble Workbooks for each student 3. Internet access to do research on author and text. 4. Multi-media room 5. Different colors of dry erase pens 6. Items to decorate folder with. Anticipatory Set: Begin classroom with start of DVD made on Movie Maker. This will get their attention and also create enthusiasm for the upcoming unit by creating a fun atmosphere. After DVD-immediately go to What do you Know, What do you Want to know, and What did you Learn (KWL). Activities: Activity 1: Pass out workbooks, novels and materials to decorate cover of workbook. Students will decorate the front cover of workbook. Divide into two groups and sit accordingly Activity 2: KWL-Timeframe=approximately 15-20 minutes The assessment is to understand where the students are at in their background knowledge of Shelley and the novel. Closure: Read letters at the beginning of the novel out-loud to the class. Classroom discussions revolving around any questions about letters or Shelley. Independent Practice: Finish reading letters that were not finished at home and work on first portion of vocabulary.

VIII

Overview of Major Activities

Core Activities:
Companion Workbook for students: o Journaling o Vocabulary o Crossword puzzles o Word searches Three Interviews o Mary Shelley o Victor Frankenstein o The Creature Two Evaluative Essays One non-formal writing assignment One Compare/Contrast Essay Two contests One art project Viewing of movie.

Resources used:

Frankenstein Novels Wig and shawl Beakers, colored water and dry ice Computer lab Pens, markers, poster board, crayons Copies of enclosed workbooks for each student Folders to hold workbooks Two Frankenstein movies-one for contest, one for viewing

IX

Culminating Activities:
All lessons conclude with classroom discussion and question time Novel will be read out loud most of the time. Accompanying workbook will help increase understanding

Assessment Activities:
All major essay assignments will be evaluated with a rubric. Workbook is for extra credit Art projects, interviews, and non-formal writing assignments will be graded on participation and content.

References:
This unit was adapted freely from the following resources
Collins, Mary. Frankenstein: A Unit Plan. 2nd ed. Maryland: Teachers Pet Publications Inc., 1995. Shelley, Mary. Frankenstein: or The Modern Prometheus. 1818. London: Penquin Books. 2003. Study Guide for Frankenstein. New York: The Glencoe Literature Library, 2003.

Frankenstein-Will the Real Monster Please Stand Up? Lesson #2 Lesson Title: An Interview with Mary Shelley Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals/Objectives: To engage students to determine why an author would write a work and their motives. To determine whether or not the authors era is evident in the work. To gather information useful for an Evaluative essay on Shelley. Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4
*ELA.7.HS.1

Teacher Preparation: Victorian Wig & shawl or other piece of appropriate clothing Notes on Shelleys Background Rehearse questions prepared by students. Anticipatory Set: As the students come in they will be greeted by the teacher in costume as Mary Shelley. She will teach the class, preferably in a British accent. Activities: Activity 1: Conduct interview with questions from class. Have prepared questions in a container and pass around and let each student ask a question. Assessment: Students take notes as interview is taken place. Activity 2: Teacher (in character) reads chapter 3 out loud. Closure: Questions from class. XI

Independent Study: Students are to read Chapt. 4 over the weekend, and work on workbook. Frankenstein-Will the Real Monster Please Stand Up? Lesson #3 Lesson Title: An Evaluative Essay: A Look Into Shelley and Frankenstein
In an evaluation essay, you make judgments about people, ideas, and possible actions. You make your evaluation based on certain criteria that you develop. Organize the essay by discussing the criteria you used to make your judgment.

Essay will be at least one page in length see evaluation sheet for expectations. Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals: 1. To develop valuable information from class interview and information on Shelley. 2. To look into Shelleys life and challenge her ideas and motives in writing Frankenstein. 3. To develop the process of writing an evaluative essay. Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4*
ELA.7.HS.1*ELA.1.HS.3*ELA.1.HS.5*ELA.6.HS.1*ELA.10.HS.1*ELA.10.HS.3

Teacher Preparation: To prepare students to write the evaluative essay by giving them tools to better understand what is expected. Anticipatory Set: Does not apply to this lesson. Activities: Activity 1: Hand out questions to be used within the essay. Information on the aspects of an evaluative essay.

Activity 2: Closure: Questions and class discussion. Independent Study: XII Read Chapters 5 and 6 out loud in class taking turns between students at their own will.

Students are to work on workbook. They are asked to finish two pages but can work on it at own pace beyond that. Prompt Questions and Information for Essay on Shelley

Use the Data Retrieval Sheet to explore the connection between the events of Mary Shelley's life and the events in her novel, Frankenstein Background Like most authors, Mary Shelley drew upon and interpreted the events of her life when she wrote Frankenstein. This Data Retrieval sheet will help you see how her life history might have affected her work. The left column includes some events from Shelley's early life. The middle column allows students to "check the box" if the life event appeared in Shelley's work. The right column gives students room to describe how Mary used or interpreted her own experience in the novel. Data Retrieval Sheet Did this event from How did Shelley adapt Shelley's life or interpret the life appear in her work? experience? . . . . . . . . . . . .

Mary Shelley Chronology Born August 30, 1797 Mother dies September 10, 1797 1801 - Mary's father remarries 1812 - Goes to live with family friends in Scotland

1814 - Mary elopes with Percy Bysshe Shelley; Mary's father refuses to communicate with her for . the next two and a half years. 1815 - Mary's premature baby daughter dies 1816 - Mary gives birth to a son 1818 - Frankenstein published . . . Prompt Questions for Essay

*Answer questions one through four out of the companion workbook to write a one page minimum evaluative essay. An evaluative essay is an essay, where you make judgments about people, ideas, and possible actions. You make your evaluation based on certain criteria that you develop. Organize the essay by discussing the criteria you used to make your judgment. XIII

XIV

Frankenstein-Will the Real Monster Please Stand Up? Lesson #4 Lesson Title: An Interview with Dr. Victor Frankenstein Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals/Objectives: To engage students to determine why Dr. Frankenstein would create the creature. To take a deeper look into the novel and bring about a realism to better understand the character of Dr. Frankenstein. To gather information useful for an Evaluative essay on Dr. Frankenstein. Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4 *ELA.7.HS.1

Teacher Preparation: Bring in inexpensive glasses that resemble a scientist. Organize interview questions for group 2 to ask group one. (Optional)Bring in dry ice and put around colored water beakers for effect. Anticipatory Set: * Not necessary but could be the science scene if able. Activities: Activity 1: Conduct interview with questions from class. Have prepared questions in a container and pass around to group 2 and let each student ask a question to group 1. Assessment: Students take notes as interview is taken place. Activity 2: Read Chapter 13 out loud. Begin contest with students to give the creature a name. Winner will get a copy of the movie to be given at end of unit. Closure: Questions and class discussion from class. Independent Study: Students are to read Chapt. 14 over the weekend, and work on workbook.

XV

Contest for Creatures Name

1. Contest on Creatures name will begin after Lesson 4. 2. Can only be one name or first and last. 3. Must include one paragraph explaining the reason behind the name. 4. Cannot be obscene in any language. 5. Winner will be announced during movie day and will win a copy of the original movie Frankenstein.

Contest for best Deleted Scene

1. 2. 3. 4. Contest will be a two day brain storming contest. To be announced after Lesson 4 but worked on Final day It will begin on Final work day and end the next day. The two groups that have been established will work together, group 1 and group 2. 5. Winning group will be judged by a panel of anonymous peers and announced the following week. 6. Each person from winning group will receive one free homework pass to use at own will for any daily assignment. Cannot be used for tests or any essay longer than a page in length.

Details
It is not clear what happened to the creature after he rowed away from Waltons ship. Have students work in small groups to write a sequel telling what happened to the creature. XVI

Frankenstein-Will the Real Monster Please Stand Up? Lesson #5 Lesson Title: An Evaluative Essay: Dr. Victor Frankenstein
In an evaluation essay, you make judgments about people, ideas, and possible actions. You make your evaluation based on certain criteria that you develop. Organize the essay by discussing the criteria you used to make your judgment.

Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals: 4. To develop valuable information from class interview and information on Dr. Frankenstein. 5. To develop the process of writing an evaluative essay. Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4*
ELA.7.HS.1*ELA.1.HS.3*ELA.1.HS.5*ELA.6.HS.1*ELA.10.HS.1*ELA.10.HS.3

Teacher Preparation: To prepare students to write the evaluative essay by giving them tools to better understand what is expected. Anticipatory Set: Does not apply to this lesson. Activities: Activity 1: Hand out questions to be used within the essay. Information on the aspects of an evaluative essay.

Activity 2: Closure: Questions and class discussion. Independent Study: Students are to work on workbook. They are asked to finish two pages but can work on it at own pace beyond that. XVII Read Chapters 15 and 16 out loud in class taking turns between students at their own will.

Prompt Questions for Essay on Dr. Frankenstein and a writing assignment on The Creature.
*Both essays must be at least one page in length. Please see evaluation sheet to better understand what is expected out of essay on Dr. Frankenstein. The writing assignment for the Creature is non-formal but will be graded on content. Dr. Frankenstein Look at questions 6-9 out of the companion workbook.

You may use two or all four but at least use two of them. The Creature

XVIII

Frankenstein-Will the Real Monster Please Stand Up? Lesson #6 Lesson Title: An Interview with The Creature Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals/Objectives: To engage students to determine what made The Creature become a monster. To take a deeper look into the novel and bring about a realism to better understand the character behind The Creature. To gather information useful for an Evaluative essay on The Creature. Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4 *ELA.7.HS.1

Teacher Preparation: To bring in cardboard masks made from a copy of a typical face that is recognizeable as the monster. Organize interview questions for group 1 to ask group 2. (Optional)Bring in errie music to play softly to set the mood. Anticipatory Set: * Not necessary with this lesson. Activities: Activity 1: Conduct interview with questions from class. Have prepared questions in a container and pass around to group 1 and let each student ask a question to group 2. Assessment: Students take notes as interview is taken place. Activity 2: Read Chapter 23 out loud. Closure: Questions and class discussion from class. Independent Study: XIX

Students are to read Chapt. 24 over the weekend, and work on workbook.

Frankenstein-Will the Real Monster Please Stand Up? Lesson #7 Lesson Title: Venn diagram Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals/Objectives: To visually list how Shelley, Dr. Frankenstein, and the Creature are intertwined within the text of the novel. To aid the students with the final Compare/Contrast essay Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4*
ELA.7.HS.1*ELA.1.HS.3*ELA.1.HS.5*ELA.6.HS.1*ELA.10.HS.1*ELA.10.HS.3

Teacher Preparation: Hand out Venn diagram and its purpose. Prepare prompts to engage critical thinking. Anticipatory Set: Short lecture on the possible similarities found in the novel that exist between Shelley, Frankenstein and the Creature. Activities: Activity 1: Students are to list the differences between each character, and break down similarities between two at a time. Activity 2: Students complete Venn by listing similarities between all three characters. Closure: Review novel and answer questions from class. To read a critics review that links Shelley with the Dr. and the Creature. Independent Study: XX

Final Essay will be assigned. Frankenstein-Will the Real Monster Please Stand Up? Lesson #8 Lesson Title: A Compare/Contrast Essay: Will the Real Monster Please Stand Up?
In a compare and contrast essay, you write about the similarities and differences between two or more people, places, or things. You can organize the essay by writing about one subject first and then comparing it with the second subject. A more effective way is to organize the essay by comparing each subject by category.

Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals: 1. For each student to methodically and logically connect the Shelley with and to the Creature and Dr. Frankenstein. 2. To use higher order thinking skills and translate them to paper. 3. To understand that a novel can go beyond preconceived ideas and speak to each student differently and individually. 4. To develop an ability to put their thoughts into words with proper mechanics implemented. Curriculum Benchmarks: (District or State)
ELA.2.HS.5 * ELA.3.HS.1 * ELA.3.HS.3 * ELA.4.HS.2 * ELA.5.HS.1 * ELA.5.HS.2 * ELA.6.HS.4*
ELA.7.HS.1*ELA.1.HS.3*ELA.1.HS.5*ELA.6.HS.1*ELA.10.HS.1*ELA.10.HS.3

Teacher Preparation: To prepare students to write the compare/contrast essay by giving them tools to better understand what is expected. Anticipatory Set: Does not apply to this lesson. Activities: Activity 1: Hand out questions to be used within the essay. Information on the aspects of a compare/contrast essay.

Activity 2: Does not apply, unit is finishing. Closure: Questions and class discussion and go over grades received throughout unit to let students know where they are at. Independent Study: XXI

Work on Essay. Students are to work on workbook. They are asked to finish two pages but can work on it at own pace beyond that. Frankenstein-Will the Real Monster Please Stand Up? Lesson #9

Lesson Title: Poster Assignment Grade Level(s): 10-12th grade Subject area(s): English/Language Arts General Goals/Objectives: To bring closure to the unit and offering an alternative outlet for expression for students with an artistic ability. To broaden the students mind through research and whether or not the publicity is a relfection of the actual work. Curriculum Benchmarks: (District or State)
FA.4.HS.1 * FA.4.HS.2

Teacher Preparation: 11 X 14 poster boards for each student. Colored pencils, markers or crayons and tape. Anticipatory Set: Bring in old movie posters of Frankenstein-hang them on the wall (Optional) Rent a popcorn machine and have it popping when students walk in. Go into KWL-focusing on what was learned. Activities: Activity 1: Go to computer lab and have students collect information from different critics such as Roger Ebert as well as director names and the main stars. Activity 2: Make a poster advertising Mary Shelleys Frankenstein. Arrange the information and images in a way most likely to lure viewers to the theatre. Closure: Have those that are finished show their work.

XXII

Independent Study: Work on Essays and finish workbook.

XXIII

Evaluative Essay on Mary Shelley and Dr. Frankenstein

Students Name__________ Date:___________________
4 - Above Standar 3 - Meets Standar 2 - Approaching Standar CATEGORY ds ds ds 1 - Below Standards Attention Grabber
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. The author has an interesting introductory paragraph but the connection to the topic is not clear. The introductory paragraph is not interesting AND is not relevant to the topic.

Score

Focus or Thesis Statement

The thesis statement The thesis statement names the topic of the names the topic of the essay and outlines the essay. main points to be discussed.

The thesis statement outlines some or all of the main points to be discussed but does not name the topic.

The thesis statement does not name the topic AND does not preview what will be discussed.

Accuracy

All supportive facts and Almost all supportive Most supportive facts and statistics are reported facts and statistics are statistics are reported accurately. reported accurately. accurately.

Most supportive facts and statistics were inaccurately reported.

Sentence Structure

All sentences are well- Most sentences are constructed with varied well-constructed and structure. there is some varied sentence structure in the essay.

Most sentences are well constructed, but there is no variation is structure.

Most sentences are not wellconstructed or varied.

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Grammar & Author makes no errors Author makes 1-2 in grammar or spelling errors in grammar or Spelling
that distract the reader spelling that distract from the content. the reader from the content.

Author makes 3-4 errors in Author makes more than 4 grammar or spelling that distract errors in grammar or spelling the reader from the content. that distract the reader from the content.

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of Evidence and examples are evidence and examples is NOT relevant AND/OR are relevant and has an explanation not explained. that shows how that piece of evidence supports the author's position.

Additional Comments:

25

Compare/Contrast Essay on Shelley, Dr. Frankenstein and The Creature

Students Name__________ Date:___________________
4 - Above Standar 3 - Meets Standar 2 - Approaching Standar 1 - Below Standar CATEGORY ds ds ds ds Score Focus or Thesis Statement
The thesis statement The thesis statement names the topic of the names the topic of the essay and outlines the essay. main points to be discussed. The thesis statement outlines some or all of the main points to be discussed but does not name the topic. The thesis statement does not name the topic AND does not preview what will be discussed.

Position Statement

The position statement provides a clear, strong statement of the author's position on the topic.

The position statement A position statement is present, There is no position provides a clear but does not make the the statement. statement of the author's position clear. author's position on the topic.

Evidence and Examples

All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.

At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.

Evidence and examples are NOT relevant AND/OR are not explained.

Accuracy

All supportive facts and Almost all supportive Most supportive facts and statistics are reported facts and statistics are statistics are reported accurately. reported accurately. accurately.

Most supportive facts and statistics were inaccurately reported.

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Transitions A variety of thoughtful Transitions show how Some transitions work well, but The transitions
transitions are used. ideas are connected, some connections between They clearly show how but there is little variety ideas are fuzzy. ideas are connected

between ideas are unclear OR nonexistant.

Grammar & Author makes no errors Author makes 1-2 in grammar or spelling errors in grammar or Spelling
that distract the reader spelling that distract from the content. the reader from the content.

Author makes 3-4 errors in Author makes more grammar or spelling that distract than 4 errors in the reader from the content. grammar or spelling that distract the reader from the content.

A few of the support details or Overall flow Arguments and support Arguments and are provided in a support are provided in arguments are not in an of the work logical order that makes it easy and interesting to follow the author's train of thought. a fairly logical order that makes it reasonably easy to follow the author's train of thought.

expected or logical order, distracting the reader and making the essay seem a little confusing.

Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.

Additional Comments:

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