Assignment+Sheet+and+Rubric

1) Students will conduct interviews with three different students during the first week of the unit. After each interview, students will take what they have learned and write it into paragraph form, then introduce the students they interviewed to the class. Therefore, each student will do three interviews and make three “introductions”. - Student A will be asked: Name? Age? Hometown? Siblings? Who do you live with (parents, grandparents, siblings, aunts, uncles)? Pets?  - Student B will be asked: Likes (favorites)? Dislikes? Hobbies?  - Student C will be asked: Favorite class and why? What do you want to do after high school? What college do you want to attend and what for? What do you want to be when you “grow up”?  2) After students have completed their third interview/introduction, they will take all the traits/characteristics from all three interviewees and, using the collected information, create one fictional character they can use for a story. Students will name the character and give a full personal description of them. 3) Once all students’ characters have been developed, I (the instructor) will put students into groups of four. Once students are in their groups, each group member will “introduce” their character to the rest of the group. The group will then come up with a story that will include all four fictional characters. 4) Once students have decided how their characters will all fit into the collaborative story, they will agree on one famous person (deceased or living) that will also be a part of their story. Students will then research their famous person and decide how he or she will be included in their story (deceased people can not come back from the dead, so students will have to change the time period of their story in this instance). Depending on where the famous person is, students will have to plan their story setting accordingly – which will take research on their part. Students will have the opportunity to conduct this research, along with type their story, on school computers. However, if their time is not used wisely they will have to work on their stories/research outside of class. 5) Once students have finished a final draft of their story, a peer review session (complete with a peer review sheet) will be conducted during class time. Once the stories are re-drafted/polished, each group will present their paper to the rest of the class. 6) After all stories have been presented, students will then come up with a movie trailer (3 minutes long at most!) for their story as if it were being filmed as a major motion picture. Trailers will be filmed during class time (again, as long as time is used wisely) and all trailers will be presented at the end of the unit.  **__ ASSESSMENT RUBRIC __** Collaborative Story Unit – 200 total points Student Interviews/Introductions (20 points)
 * __ COLLABORATIVE STORY ASSIGNMENT SHEET __**

Personal Character Development (30 points)

Pre-Writing Activity (10 points) Class Discussion Activity (10 points) Research/Sources for Story (10 points) Contribution to Story Development (20 points) Peer Review Session (20 points) Final Story (30 points) Self-Reflection (20 points) Movie Trailer (30 points) (Rubric continued onto next page) 
 * ** Student Interviews/Introductions **
 * (20 points) ** || // (20-18) Student completed 3 interview, and compose/ presented three introductions. // || // (17-15) Student completed two interviews and composed/presented two introductions. // || // (14-12) Student completed one interview and composed/presented one introduction. // || // (11-0) Student did not complete interviews or compose/present introductions. // ||
 * ** Personal Character Development **
 * (30 points) ** || // (30-26) Student included traits from three interviews, completed a description, and named their character. // || // (25-20) Student included traits from two interviews, completed description. // || // (19-17) Student included traits from one interview, poor character description. // || // (16-0) Student included no information from interviews and had no description. // ||
 * ** Pre-Writing Activity **
 * (10 points) ** || // (10-9) Student named and gave full description of favorite character and provided strong justification. // || // (8) Student named and gave brief description of favorite character and provided some justification. // || // (7-6) Student named character and gave no description of justification. // || // (5-0)Student did not name their character or give description or justification. // ||
 * ** Class Discussion Activity **
 * (10 points) ** || // (10-9) Student showed major participation in discussion and provided characteristics pertaining to characters. // || // (8) Student showed some participation in discussion and provided few characteristics pertaining to characters. // || // (7-6) Students showed little participation and provided few characteristics pertaining to characters. // || // (5-0) Students showed none or very little participation and provided very few or no characterisitics. // ||
 * ** Research/Sources for Story **
 * (10 points) ** || // (10-9) Exceptional quality of research, 3 sources. // || // (8) Fair quality of research, 2 sources. // || // (7-6) Fair to poor quality of research, 1 source. // || // (5-0) Poor or no research, no sources. // ||
 * ** Contribution to Story Development **
 * (20 points) ** || // (20-18) Student contributed their share to the development of the story and the final product. // || // (17-15) Student contributed to story development but less than their share of the final product. // || // (14-12) Student had little contribution to story development and the final product. // || // (11-0) Student made very little to no contribution toward story development or final product. // ||
 * ** Peer Review Session **
 * (20 points) ** || // (20-18) Student actively read their story, accepted feedback, and listened to and provided exceptional feedback to other stories. // || // (17-15) Student read their story and listened to and provided moderate feedback to other stories. // || // (14-12) Student read their story and listened to and provide poor feedback to other stories. // || // (11-0) Student did not read their story or listen to and provide feedback to other stories. // ||
 * ** Final Story **
 * (30 points) ** || // (30-26) Final story is polished and has good flow, complete story line, and fewer than 5 grammar mistakes. // || // (25-20) Final story has good flow, fairly complete story line, and between 6 and 10 grammar mistakes. // || // (19-17) Final story has fair flow, poorly completed story line, and between 11 and 15 grammar mistakes. // || // (16-0) Final story flows very poorly, very incomplete story line, and more than 15 grammar mistakes. // ||
 * ** Self-Reflection **
 * (20 points) ** || // (20-18) Student was specific when detailing contributions (personal and of others), justified their grade, and gave constructive feedback about the assignment as a whole. // || // (17-15) Student listed contributions (personal and of others), briefly justified their grade, and gave moderate feedback about the assignment as a whole. // || // (14-12) Student poorly listed contributions (personal and of others) did not justify their grade, and gave little feedback about the assignment as a whole. // || // (11-0) Student listed contributions (personal and of others) very poorly or not at all, did not justify or specify a grade, and provided very little to no feedback about the assignment as a whole. // ||
 * ** Movie Trailer **
 * (30 points) ** || // (30-26) Trailer has good flow, exemplifies the story well, was well planned out, was filmed well, and students met with the instructor to discuss the initial filming. Length of trailer is 3 minutes or less. // || // (25-20) Trailer has moderate flow, gives fair preview of the story, was fairly planned out, and students met with the instructor to discuss initial filming. Length of trailer is 3 minutes or less. // || // (19-17) Trailer has poor flow, gives fair preview of the story, was poorly planned, and students met with the instructor to discuss initial filming. Trailer is sligthly more than 3 minutes. // || // (16-0) Trailer has very poor to little flow, gives little to no preview of the story, little to no planning, and students did not meet with the instructor to discuss initial filming. Trailer greatly exceeds 3 minutes. // ||