Declaration Visual Rubric

Transcription

1 Name: Declaration Visual Rubric Period: Date: At least three of your peers will grade your Declaration Visual project. Their scores will be averaged together for your final grade. Please make sure to look over the comments you receive as well as your final score. The comments should help you on future assignments. Exceptional! You met standard in this area (5 points) Adequate. You were close in this area (3 points) Approaching. I can see that you made an effort (2 points) Below Standard. Sorry, but I didn t see evidence of this at all (1 point) Layout: The text excerpt is written clearly up top, with quotes around the excerpt and a parenthetical citation containing the line numbers. The picture is below, and takes up most of the space on the page. The picture is easy to see (not a faint, sad pencil drawing that requires a magnifying glass). Accuracy of Visual: Comparing your visual representation to the line of text increased my comprehension and clarified my understanding of the line being illustrated. (If you already comprehend the line perfectly, use your imagination here). I can easily see the connection between the text and the image. Organization and Care: Product is uncluttered, attention-grabbing, and pleasing to view. Please write comments on back! Comments should address any or all of the following questions as specifically as possible: what did the student do well? What does the student need to work on? If we were to do this assignment again, how could the student preserve his/her high score or get an even higher one? Peer grade by:. Name: Declaration Visual Rubric Period: Date: At least three of your peers will grade your Declaration Visual project. Their scores will be averaged together for your final grade. Please make sure to look over the comments you receive as well as your final score. The comments should help you on future assignments. Exceptional! You met standard in this area (5 points) Adequate. You were close in this area (3 points) Approaching. I can see that you made an effort (2 points) Below Standard. Sorry, but I didn t see evidence of this at all (1 point) / 15 total / 15 total Layout: The text excerpt is written clearly up top, with quotes around the excerpt and a parenthetical citation containing the line numbers. The picture is below, and takes up most of the space on the page. The picture is easy to see (not a faint, sad pencil drawing that requires a magnifying glass). Accuracy of Visual: Comparing your visual representation to the line of text increased my comprehension and clarified my understanding of the line being illustrated. (If you already comprehend the line perfectly, use your imagination here). I can easily see the connection between the text and the image. Organization and Care: Product is uncluttered, attention-grabbing, and pleasing to view. Please write comments on back! Comments should address any or all of the following questions as specifically as possible: what did the student do well? What does the student need to work on? If we were to do this assignment again, how could the student preserve his/her high score or get an even higher one? Peer grade by:

2 Name: Period: due date: Declaration of Independence: AP-style Multiple Choice Questions 1) Which of the following indicates the subject and predicate of the first sentence? (A) it becomes (B) bands have connected (C) they should declare (D) respect requires (E) Laws entitle 2) The first paragraph (lines 1-9) serves: I. to introduce the main points II. as a thesis statement III. to set the tone (A) II only (B) I and II only (C) I and III only (D) II and III only (E) I,II, and III only 3) The organization of the second paragraph ( lines 10-44) could best be described as (A) progressing from general, philosophical ideas to a more specific actual case. (B) beginning with a religious, moral tone and moving to a more personal tone of outrage and indignation. (C) Starting with specific statements of fact gradually changing to more general attacks on government (D) a mixture of factual, specific historical events and more general, religious philosophy (E) a four- part argument, from general to specific, focused on the political philosophy of government. 4) Which of the following literary devices is NOT employed in the second paragraph? (A) anaphora (B) complex syntax (C) aphorism (D) parallelism (E) absolutes 5) The antecedent for them in line 33 is (A) Governments (line 24) (B) mankind (line 27) (C) evils (line 28) (D) forms (line 29) (E) abuses and usurpations (line 31) 6) In the first two paragraphs (prior to the listing of facts ), Jefferson appeals to each of the following values EXCEPT (A) freedom (B) security (C) economy (D) respect (E) justice

3 7) The Facts mentioned in lines are organized I. from passive to active offenses by the king II. from smallest to largest offense, political and economic to physical harm III. from royal offenses to royal approval of Parliament s offenses and back to royal offenses (A) II only (B) I and II only (C) I and III only (D) II and III only (E) I, II, and III 8) By varying the anaphora in the list of Facts, Jefferson (A) shifts the focus from the colonies actions to the king s actions (B) prevents the reader from becoming inured to the evils listed (C) focuses the reader on the results rather than the causes (D) breaks a long list into three smaller distinct parts with different focuses (E) underlines the extent of the damage that has been done 9) The listing of the Facts in lines differs from the listings in lines in that lines (A) employ verbals with much more negative connotations (B) are composed of periodic rather than loose sentences (C) focus on the king s actions, rather than the results of the actions (D) are more objective and factual and less philosophical (E) attack the military forces of England rather than the king 10) The speaker s purpose in the entire document includes each of the following EXCEPT (A) to describe and define a grave situation (B) to explain the reasons for a serious undertaking (C) to persuade the audience of the necessity for action (D) to appeal to high principles and noble ideals (E) to appeal to a nostalgic reverence for past institutions 11) The speaker s tone might best be described as (A) relaxed and candid (B) impassioned and authoritative (C) complex and ambiguous (D) provocative and sardonic (E) polemical and pedantic

4 Name: Period: MC Quiz: The Declaration of Independence Self-Test: After SOAPs, paraphrasing, and visual. Unlimited time at home 1) A B C D E 2) A B C D E 3) A B C D E 4) A B C D E 5) A B C D E 6) A B C D E 7) A B C D E 8) A B C D E 9) A B C D E 10) A B C D E 11) A B C D E Partner Test: following protocol 1) A B C D E 2) A B C D E 3) A B C D E 4) A B C D E 5) A B C D E 6) A B C D E 7) A B C D E 8) A B C D E 9) A B C D E 10) A B C D E 11) A B C D E /11 = % /11 = % Directions: You will need to answer the following questions on the back of your reflection sheet. Use question numbering, complete sentences, and clear wording to make it obvious which question you re answering. 1) To deepen our understanding of the Declaration, we completed a SOAPS analysis. We also practiced paraphrasing as a class, in groups, and in pairs or alone. Finally, everyone was assigned a visual for the middle portion. This involved two activities creating your visual, and then viewing everyone else s. a. Of these activities, which had the least impact on your comprehension of the text? Explain. b. Of these activities, which had the most (best) impact on your comprehension of the text? Explain. 2) Was it easy to discuss why you chose an answer, without using A, B, C, D, or E? Why or why not? Do you feel like discussing with a partner made the test easier, or harder? Did your score improve, or go down? How do you think the experience would have been different in a group, as opposed to with a partner? How would it be different if the teacher chose your groups or partners, as opposed to letting you pick them? Explain your answers. 3) How did labeling the types of questions change your understanding of the quiz? Did you notice any patterns (categories in which you excel, places you need to practice)? Which labeling did you prefer doing detailed category stems, or broad categories? Why? Would this be a valuable activity for you to pursue on your own, or would you only do it if assigned by teacher? Explain your answers.

5 Types of AP Language & Comp Multiple Choice Questions: Detailed Category Stems 1 Device A shift in point of view is demonstrated by can best be said to represent The second sentence is unified by the writer s use of rhetorical device? The style of the passage/paragraph can best be characterized as The phrase/word is an example of Paragraph uses all of the following stylistic devices EXCEPT Grammar & Syntax The author employs sentence structure to establish The word is the antecedent for The repetitive syntax of lines serves Inference The reader can infer by the way It may be inferred that, in the next portion of the selection Main Idea The author would most likely agree with which of the following? The narrator s/writer s/ author s/speaker s attitude can be described as The author would most/least likely agree that The writer has presented all of the following ideas EXCEPT We can infer that the author values the quality of The attitude of the narrator helps the writer create a mood of In context, lines most likely refer Meaning and Purpose can best be defined as The purpose of lines can best be interpreted as The writer clarifies by The writer emphasizes in order Rhetorical Mode All of the following modes can be found within the passage EXCEPT The rhetorical mode that best describes this passage is The author uses cause and effect Which of the following best describes the author s method of presenting the information? The author combines retrospection with which other rhetorical mode within this passage? Structure and Organization The shift from to is seen by the author s use of In presenting the author s point, the passage utilizes all of the following EXCEPT The speaker has included in her argument in order The type of argument employed by the author is most similar to which of the following? The passage can be said to move from to The paragraph can be said to be in relation to. The structure of this passage is primarily one of Tone In lines the tone can best be described as The tone of the passage changes when the writer Vocabulary The word (line ) refers In context, the word (line is best interpreted to mean 1 This page comes from the Kaplan and Cliffs Notes study guides.

6 By saying, the author intends for us to understand that By, the author most likely means The purpose of the sentence/ paragraph/phrase can best be summarized as The passage can be interpreted as meaning all of the following EXCEPT Types of AP Language & Comp Multiple Choice Questions: Broad Categories 2 Factual Technical Analytical Inferential Sentence Structure Style Grammatical Purpose Dominant Technique Imagery Point of View Organization of Passage Narrative progress of passage Irony Conflict Function of Words refer to Antecedents Allusions Pronoun References Rhetorical strategy Shift in development Rhetorical stance Style Metaphor Contrast Comparison Cause/effect Argument Description Narration Specific-general General-specific How something is characterized Passage is primarily concerned with Function of Effect of diction Tone Inferences Effect of last paragraph Effect of description Effect on reader Narrator s attitude Image suggest Effect of detail Author implies Author most concerned with Symbol Bibliography Murphy, Barbara and Estelle Rankin. 5 Steps to a 5: AP English Language. United States: McGraw-Hill, Pivarnik-Nova, Denise. AP English Language and Composition edition. New York: Kaplan, Swovelin, Barbara V. CliffsAP: English Language and Composition. 3rd edition. Hoboken: Wiley Publishing, Inc, This page comes from 5 Steps to a 5.